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Makarenkowskie odczyty o wychowaniu dla rodziców w optyce Foucaultowskiej kategorii urządzania

100%
Szczepska-Pustkowska M., Strumska-Cylwik L., Lewartowska-Zychowicz M.
Problemy Wczesnej Edukacji
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2017
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vol. 13
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issue 4(39)
31-39
EN
The subject of our interest is the rhetoric of Makarenko’s readings/interpretations of upbringing designated for parents. We would like to subject it to consideration in the prospect/perspective of Foucault’s governmentality category, understood as a specific metacategory/joint category connecting the axes of power (the Soviet power), knowledge (political economy), and the subject (homo sovieticus). Applying the governmentality category provides for the possibility of attempting to reconstruct traces of tangle/discursive relations and undiscursive elements of the policy of arranging a family which is a component of a broader policy of the Soviet state aimed at “forging” the new Soviet man. In this context, we will recognize Makarenko’s pedagogy as a kind of conceptualization and implementation of the policy of the Soviet state at the family level, having the goal of shaping a man of collective mentality, completely subordinated to the Soviet state, with standardized and ideologized consciousness.
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Inspirujący Anton Makarenko. Z analizy hieroglifów na „Dziełach”

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Groenwald M.
Problemy Wczesnej Edukacji
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2017
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vol. 13
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issue 4(39)
53-61
EN
In the paper “hieroglyphs” denotes (metaphorically) all meanings assigned by readers of texts comprising “Works” by A. Makarenko, thus designating highlighted fragments as meaningful. Their analysis has been directed at those issues that particularly appealed to the readers and the possibilities arising from them of applying knowledge to work with pupils. It turns out that while reading “Works” they focused on: (1) aims of upbringing and ways of fulfilling them: discipline, codes of conduct, collective group structure; (2) A. Makarenko himself, in whom they sought the ideal of a pedagogue. The analysis closes with a reflection on the role of the reader of “Works” as their peculiar translator who, through both reproductive and innovative work with the text (carried out through the prism of one’s own knowledge, experience or needs), enters the path of translating-interpreting pedagogical activity.
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Избранные методы воспитания Антона Макаренко в педагоги- ческой деятельности Марины Аромтшам

71%
Jeleńska W.
Acta Polono-Ruthenica
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2021
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vol. Tom 2 Nr XXVI
159-176
EN
This article is devoted to the main principles of the Russian pedagogical system of Anton Makarenko (1888–1939) and their implementation in Russian pedagogy a few decades later. The research is based on the theory and methods of education presented in Makarenko’s The Pedagogical Poem and Lectures on the Education of Children, which were compared with the methods of education in modern Russian schools, using the example of the pedagogical activity of Marina Aromshtam (born 1960), described in the work As a Diary. Stories of the Teacher. The basic principles that Makarenko introduced into his system of collective education are often used by modern teachers. In his work with children, he was guided primarily by their well-being and attached great importance to the individual development of the individual as well as education with the participation of parents. A comparative analysis has shown that Makarenko’s rejected and criticized methods are still present in the creation of the latest pedagogical systems, since the innovative pedagogical method of education of Marina Aromshtam, which has been developed since the 90s, is closely connected with the pedagogical legacy of Makarenko.
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Filmowy Poemat pedagogiczny: między Makarenką a wymogami kultury totalitarnej

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Sadowski J.
Problemy Wczesnej Edukacji
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2017
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vol. 13
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issue 4(39)
114-121
EN
Anton Makarenko’s novel The Pedagogical Poem had been published in 1934–1935; after 20 years it was finally filmed (The Pedagogical Poem by Alexei Maslukov and Mechislava Mayevskaya, 1955). This article is an analysis of a specific relationship between Makarenko’s text and the cinematic variant of the “Poem”. The nature of transformation of literary text into film text is complex. It requires not only the adaptation of the novel to the linguistic requirements of the movie. The typological distinctions between the language of literary and cinematic Poems concern not only two spheres of the functioning of these works, but also two types of culture in which they were brought to life. The literary Pedagogical Poem was created as an autonomous work against totalitarian discourse, however it still participates in it. The key to its reading (which is specific for totalitarian culture) analyzed in this text results from the main function of narratives of this culture, i.e. the transmission of units of its mythological universe.
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Od pedagogiki kolektywu do pedagogiki kolektywizującej. Idee wychowawcze Antona Makarenki w świetle filozofii i pedagogiki wspólnotowości

60%
Starego K.
Problemy Wczesnej Edukacji
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2017
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vol. 13
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issue 4(39)
40-49
EN
The purpose of this paper is to highlight the continuing relevance of some elements of Anton Makarenko’s pedagogical thought. My other aim is to reinterpret those elements in the light of contemporary theories of commonality and communal education. The category that is reinterpreted in relation to the modern theories of the production of the common and the new forms of being together that thus produced, is Makarenko’s notion of the “collective”. Based upon this, I propose an idea of a collectivizing pedagogy, that is a remedy for the current neoliberal delegitimization of all forms of common identity, and the latter’s effects such as incapability of imagining (and consequently teaching about) the possibility of a communal, solidary action.
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