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Kolektyw edukacyjny 2.0. Między inspiracjami lekturą prac Makarenki a Latourem

100%
Chutorański M.
Problemy Wczesnej Edukacji
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2017
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vol. 13
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issue 4(39)
22-30
EN
The text is devoted to the question of the contemporary relevance of – central to the Makarenko’s pedagogy – the category of the collective. Confronting its understanding as developed by the Soviet pedagogue with researchers referring to the so-called “flat ontology”, I develop a thesis that makes it possible to cross the dualistic way of thinking about culture and nature. Consequently, it allows then question concerning the “extended” non(only)human educational community to be posed.
2

ФІНАНСОВО-ГОСПОДАРСЬКА ДІЯЛЬНІСТЬ А. МАКАРЕНКА – ЗАВІДУВАЧА ТРУДОВОЇ КОЛОНІЇ ім. М. ГОРЬКОГО

85%
Гавриленко І.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 10(44)
98-105
EN
One of the components of the management activity essence of the educational institution manager is financial and economic activity. It is necessary to single out head issues related to the school and all its subsystems functioning, school building adjacent territory maintenance and teaching team and auxiliary staff activity. At present, the scale and complexity of the activities are defined by self funding and self support of an educational establishment, its external relations, as well as the implementation of financial and business needs the manager has to possess special knowledge and skills, provide scientifically-based approach to the process of administration. Financial and economic activity of educational establishment manager is further complicated by extraordinary social and economic crisis in our country. So we see it urgent to study the experience of educational institutions managers who have managed successfully financial and economic activity under difficult socio-economic conditions. A. Makarenko is such a leader. The urgency of the problems raised in the article led to the definition of the purpose of this article, which was as follows: based on the study and analysis of the heritage of A. Makarenko according to the research of his works, archival research results, research materials reveal the essence of financial and economic activity of A. Makarenko. The chronological boundaries of the study: 1920-1928 – period of A. Makarenko’s management of laborcamp named after M. Gorky. As a result, the study was able to determine that the financial and economic activity of A. Makarenko in the specified chronological boundaries was aimed at providing educational process in terms of logistical arrangement of an institution, satisfying personal physical, moral and psychological needs of inmates and facility staff to achieve educational goals. The author concludes that the effectiveness of financial and economic activity of A. Makarenko became possible by saving, rational use of financial, material and human resources, motivation of the members of the labour camp and also business activities in solving financial problems.
3

АНТИКРИЗОВЕ УПРАВЛІННЯ НАВЧАЛЬНИМ ЗАКЛАДОМ: АСПЕКТНИЙ АСПЕКТНИЙ АНАЛІЗ ПРАКТИЧНОГО ДОСВІДУ А. МАКАРЕНКА (1920-1928)

85%
Козлова О., Гавриленко І.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
47-56
EN
Anti-crisis management as a functional direction in management is worth of been studied even with regard to enterprises and institutions of both productive and nonproductive field. However, literary source analysis allows noting the absence of specific scientific and theoretical insights into the question of anti-crisis management in a nonproductive field. Particularly, it concerns education institution management which even nowadays works not using market-driven economy rules. In such instance, appears to be precious the analysis of a practical experience of anti-crisis management in education, to which, doubtless, refers Anton Semenovitch’s experience during his administrating of Labour Colony named after M. Gorky (1920–1928). Thus, the aim of the paper is performing analysis of anti-crisis educational institution management, using practical experience of A. Makarenko, at the time of his administrating of Labour Colony named after M. Gorky (1920–1928). As result of performed analysis, we got A. Makarenko’s management activity as an administrator at this time, representing itself as a pattern of anti-crisis management. Moreover, there were studied outstanding points of anti-crisis management: pedagogical (development of an educational process in the framework of implementation of social education ideas); social-pedagogical (development of collective and each member of collective as influencing each other elements), and economical (development of financial and commercial base of the Colony named after Gorky as financially independent social system). Were underscored steps of development of Labour Colony named after Gorky under specified landmark of Makarenko’s anti-crisis management and especially: a step of development lying on direction, a step of development based on delegation, a step of development based on coordination, a step of development based on collaboration. The studying of inter-related parts of emphasized landmarks and other valuable elements of management activity of A. Makarenko in Labour Colony named after M. Gorky was oriented towards the regulation of operation and development of institution is worth of been analyzed further.
4

А.С. МАКАРЕНКО: ВОСПИТАНИЕ И КОУЧИНГ

71%
Меттини Э.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
145-151
EN
The paper sets a goal to demonstrate the question about a modern interpretation of Anton Semenovitch Makarenko’s legacy. Especially, in the paper is suggested how for the coaching, a modern management technique, is necessary to accept and use the person educational method developed by A. Makarenko. The coaching consents to understand more deeply the ideas of the pedagogue, in order to define a concrete possibility to effectively use the pedagogical work of A. Makarenko in the present time, when educational and pedagogical institutions continue fading into insignificance in order to adapt themselves to training, which nowadays is considered the principal criterion in regard to evaluation of pupils’ abilities and skills of a number of educational institutions. Not even is clear that is not needed to throw the baby out with the bathwater, throwing to the wolves the best you can have among the past models in education and pedagogy, and this way, we have to give a special place to Anton Semenovitch Makarenko’s model, internationally acclaimed either at Cuba and in France, where are used his ideas about collective, education through the labor and so on. Anyway, to resolve the problem of socialization and education of his pupils, Anton Semenovitch used the collective and the general assembly of the Colony of labor named after M. Gorki. Here he used the coaching, the ability to create an environment where former criminal could have the possibility to express themselves, experience positive emotions, doing something for the community where they lived. This way, working and managing the Colony, they reach some goal and developed their social, personal potential and creativity. Such educational means as the vis-à-vis colloquium with the pupils and the perspective lines system helped Anton Semenovitch in his tasks, because he strongly believed that the main role in choosing new perspective is played by the emotions and the furthest they are, the best they are efficient as far expectation increases a positive anticipatory tension, leading the consciousness towards the realization of the desired event. So, in the psychology of Makarenko’s pupils arose new motivations of behavior pushing them away from the past and, moreover, criminal life, changing their attitude to the society, their community and life, as well. Nowadays, we can use Makarenko’s ideas in regard to children with deviant behavior, as far as in our “liquid society” (genial utterance by Sigmund Bauman) the pervert charm of the social evil, with its social and ethical ambiguity can jeopardize the life of every children.
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