Makarenko's System: What It Is and How He Came to It / ITech content

In 1997, UNESCO published a four-volume collection dedicated to one hundred outstanding educators who have significantly influenced educational thought. This collection includes the names of such Russian and Soviet thinkers as Konstantin Ushinsky, Leo Tolstoy, Lev Vygotsky, and Pavel Blonsky. Particular attention is given to Anton Makarenko, who became a renowned innovator and experimenter in the field of education. His work left a deep mark on pedagogy and continues to inspire modern educators.

During his lifetime, he was heavily criticized by pedagogical theorists and officials. However, after his death in the early 1940s, his works were effectively "canonized" and recognized as classics in Soviet pedagogy. Today, the educational system developed by Makarenko continues to generate controversy and discussion. Nevertheless, his experiences and pedagogical legacy remain the subject of study in various countries around the world.

Makarenko's major works include "Pedagogical Poem," "Book for Parents," "Methods of Organizing the Educational Process," and the article "Teachers Shrug Their Shoulders." These works have become foundational in the fields of pedagogy and education. "Pedagogical Poem" presents an in-depth analysis of the educational process, while "Book for Parents" offers practical advice for parents seeking to improve their interactions with their children. "Methods of Organizing the Educational Process" explains approaches to effective teaching and upbringing, and the article "Teachers Shrug Their Shoulders" raises important questions about the role of educators in modern society. These books remain relevant and in demand, influencing educational practices and approaches to upbringing.

How Makarenko Became the Head of a Colony

Anton Semenovich Makarenko (1888–1939), an outstanding educator and writer, was born in the Kharkov Governorate of the Russian Empire to a simple family. His father, who began his career as a painter, managed to rise to the position of head of a large workshop for the repair of railway cars on the Southern Railways. Growing up in such a family shaped Makarenko's strong life principles and a desire for knowledge, which later had a significant impact on his teaching activities and literary work.

The Railway Department provided high-quality education for the children of its workers and employees, and it was in such schools that Anton and his brother received their primary education. Anton later completed a four-year city school, which corresponds to the level of a secondary school, and then took a one-year teacher training course. After that, he began his career as a teacher at the railway school.

Read also:

Schools in pre-revolutionary Russia: 10 interesting facts

In pre-revolutionary Russia, the education system had its own characteristics and differences from modern educational institutions. Knowledge was transmitted through various types of schools, reflecting the social and cultural realities of the time.

Firstly, several types of schools existed in Russia, including gymnasiums, colleges, and parish schools, each with its own specific characteristics and target audience.

Secondly, education was available primarily to the noble classes, while peasant children often remained without formal education.

Third, the language of instruction in most educational institutions was Russian, but in some regions local languages were used, which contributed to the preservation of cultural heritage.

Fourth, gymnasiums emphasized the humanities, such as literature and history, while technical and natural sciences were developed in specialized schools.

Fifth, pre-revolutionary Russia actively introduced new pedagogical methods, such as active learning and the use of practical classes, which contributed to deeper student involvement.

Sixth, many famous Russian scientists and writers, such as Leo Tolstoy and Anton Chekhov, were educated in these schools, which underlines their importance in the cultural life of the country.

Seventh, in the late 19th - early 20th centuries, an education reform movement began that sought to make education more accessible and of higher quality for all segments of the population.

Eighth, many educational institutions of that time had close ties with the church, which influenced the educational process and the content of educational programs.

Ninth, there was a problem of a shortage of qualified teachers, which affected the quality of education in many schools.

Tenth, despite the difficulties, the pre-revolutionary education system laid the foundations for future reforms and the development of Russian education in the 20th century.

Thus, pre-revolutionary schools played an important role in the formation of the educational system of Russia and left a significant mark on the history of the country.

In 1914, at the beginning of the First World War, Makarenko entered the Poltava Teachers' Institute. Subsequently, in the post-revolutionary period, he took the position of head of an elementary school in Poltava.

After the First World War, the revolutionary events and the Civil War, the country faced a problem with street children and adolescents. These children united into gangs, which became a serious social threat. In 1920, a decision was made to gather street children from the streets and send them to special correctional colonies, which were derogatorily called "for morally defective children." As educator Anton Makarenko later noted, "There are no defective children, only defective attitudes toward them." However, the creation of such institutions was hampered by a shortage of resources—both material and human. Therefore, the offer to head one of these colonies was not perceived as a lucrative career opportunity, but rather as a difficult task in a time of shortages.

At 32, Anton Makarenko received an offer to become the colony's director and immediately accepted. He decided to name the institution after his favorite writer, Maxim Gorky, and built it practically from scratch. Anton actively worked to improve living conditions in the colony, striving to establish contact not only with difficult but also with downright dangerous teenagers. Its goal was not only to build relationships, but also to prepare these young people for a full life in society.

The history of the abolition of marks: the legacy of the bourgeoisie and its consequences

The abolition of marks in the educational system was an important milestone associated with transformations taking place in society. This initiative was perceived as an attempt to break free from the bourgeois legacy that linked student achievement to grades. As a result, many educational institutions began to seek alternative ways to assess students' knowledge and skills.

The transition to a grade-free system has its pros and cons. On the one hand, it reduces psychological pressure on students and creates a more comfortable learning environment. On the other hand, the absence of grades can lead to a lack of motivation and difficulty assessing the level of assimilation of material.

Thus, the history of the abolition of grades is not just a pedagogical reform, but a profound change in the approach to education, which has generated much discussion. It is important to understand what lessons can be learned from this experience and how the educational process can be improved while maintaining a balance between freedom and responsibility.

In "Pedagogical Poem," Anton Semenovich Makarenko frankly shares his experiences about starting work in the colony. He describes the despair he felt when he found himself in conditions far removed from his usual environment. "A desolate forest surrounding the colony, empty boxes instead of houses, a few dachas instead of beds, an axe and a shovel as tools, and only half a dozen students who accepted neither our pedagogical methods nor generally accepted cultural norms"—that's how he characterizes the beginning of his work. It's important to note that these students weren't children, but rather young adults who disrespected adult authority and showed obvious dissatisfaction, refusing to help with household chores. This experience became the foundation for Makarenko's pedagogical principles, aimed at overcoming difficulties and creating a productive educational environment. I felt disgust and anger when I thought about pedagogical science. How many thousands of years it has existed! It contains many famous names and outstanding ideas: Pestalozzi, Rousseau, Natorp, Blonsky. Numerous books have been written, enormous amounts of paper have been wasted, and fame has been earned. But at the same time, there's a sense of emptiness. How can one deal with a single bully? There's a lack of method, tools, and logic. Ultimately, it all seems like charlatanism. Pedagogical science, despite its long history and recognition, often proves powerless in practical situations.

In his book, "Pedagogical Poem," A.S. Makarenko illuminates important aspects of pedagogical practice and child rearing. This work is a striking example of the combination of theory and practice, in which the author shares his observations and experience working with adolescents. Makarenko emphasizes the need for an individual approach to each child, emphasizing that education should be not only a process of knowledge transfer but also personality development. The book examines methods for organizing the educational process, interacting with parents, and ways to create a healthy social environment for students. "Pedagogical Poem" remains relevant today, providing valuable lessons for educators and parents striving for the effective upbringing and education of the younger generation.

Makarenko realized that there was no ready-made pedagogical theory that suited his needs, so he had to create one based on real phenomena occurring around him. He successfully accomplished this task. His students, children with street and criminal backgrounds, overcame serious life trials during difficult times and were able to adapt to normal life. They began working, and the most talented among them entered educational institutions, such as workers' faculties. As a result, they did not return to their former criminal lives, which testifies to the high level of effectiveness of his pedagogical approach.

Makarenko's major works include "Pedagogical Poem," "Book for Parents," "Methods of Organizing the Educational Process," and the article "Teachers Shrug Their Shoulders." These works are important milestones in the field of pedagogy and education, providing valuable ideas and practical recommendations for parents and educators. "Pedagogical Poem" is Makarenko's best-known work, in which he describes his experiences working with children and adolescents, emphasizing the importance of collective education. "A Book for Parents" offers advice and recommendations to help parents better understand their children and create a favorable atmosphere for their development. "Methods of Organizing the Educational Process" shares methods and approaches that can be applied in educational practice. The article "Teachers Shrug Their Shoulders" raises important questions about the role of teachers and their responsibility in the educational process. These books and articles remain relevant and in demand in modern pedagogical discourse.

Why Makarenko's educational system has been criticized and praised

Anton Makarenko's successes have drawn both admiration and criticism. Firstly, his opponents accused him of insufficient attention to fostering class consciousness in the colony. Makarenko himself disdained such demands, calling them "blabbering on about a political literacy textbook." For him, it was far more important that street kids, in a state of neglect, "become human beings." Secondly, his methods were criticized and labeled "Makarenkoism," which emphasized their harshness and unconventionality. Despite this, Makarenko's approaches to the education and rehabilitation of adolescents have left a significant mark on pedagogical practice and continue to arouse the interest of researchers and practitioners.

On the march. Guard at the flag of the colony named after M. Gorky. 1921–1925. Photo: Anton Makarenko / Russian Makarenko Association.

A detachment of colonists working on piles, 1921. Photo: Anton Makarenko / Russian Makarenko Association.

Makarenko and Nadezhda Krupskaya had diametrically opposed views on educational methods, especially regarding coercion and punishment. Makarenko viewed them as necessary tools for character formation, while Krupskaya advocated a complete rejection of such methods, believing that the fear of punishment created submissive people. In 1928, at the VIII Congress of the Komsomol, Krupskaya harshly characterized the Gorky Colony as a "slave and serf school." As a result, instead of the expected rewards, Anton Semyonovich was forced to transfer to another position. He became the head of a labor commune, which now reported to the State Political Directorate of the NKVD (GPU) rather than the People's Commissariat of Education. This children's labor commune named after Dzerzhinsky was located at the Kharkov Electromechanical Plant, where the students worked manufacturing cameras.

I maintain that without creating a fully functioning collective and its structures, as well as without establishing traditions and developing basic work and everyday skills, an educator has the right and obligation to use coercive methods. It is important to note that the educational process cannot be based solely on the child's interests. Fostering a sense of duty can often conflict with children's interests, especially in their traditional sense. I insist on the need to develop seasoned, resilient individuals capable of performing both unpleasant and routine tasks if they serve the interests of the collective.

A.S. Makarenko was an outstanding Soviet educator and writer, author of the famous work "Pedagogical Poem." In this work, he shares his experience working with children and adolescents and describes the methods of upbringing and education he used in his practice. "Pedagogical Poem" examines key aspects of teaching, such as developing personal qualities, fostering creativity, and the importance of teamwork. The book has become a significant contribution to modern pedagogy, emphasizing the importance of an individual approach to each child. Makarenko emphasizes that education is not only the transfer of knowledge but also the development of moral values and social skills. His experience and ideas remain relevant and in demand in the field of education. "Pedagogical Poem" inspires educators to create a favorable educational environment conducive to the harmonious development of the individual.

In 1935, Anton Makarenko took over as head of the Department of Labor Colonies and Labor Communes of the NKVD of the Ukrainian SSR, which oversaw all such institutions in Ukraine. However, just a year later, he resigned, citing a desire to focus on literary work. His work "Pedagogical Poem" earned him membership in the Writers' Union, after which Makarenko moved to Moscow. Despite constant criticism of his methods, he successfully survived the historically difficult year of 1937. Sadly, in 1939, at the age of 51, he died suddenly. Anton Makarenko left a significant mark on pedagogy and literature, and his ideas continue to be discussed and studied to this day.

Anton Makarenko became a renowned writer, primarily thanks to his "Pedagogical Poem" and other works of fiction. However, it was only after his death that he began to be recognized as a great, and then the greatest, Soviet educator. At this time, serious study of his teaching experience began, leading to the coining of the term "Makarenko studies." After the Great Patriotic War, Makarenko's concept of collective education attracted attention in the socialist bloc countries, and about ten years later, it began to be studied in capitalist countries.

In the modern era, praise for Makarenko's methods has given way to criticism: his approaches have come to be perceived as authoritarian and cruel. However, it is important to consider the historical context and the conditions in which the educator worked. The methods he used were adapted to the realities of their time and had their own rationale. When analyzing his approaches, one should consider not only their results, but also the social and cultural conditions in which they were developed. This will allow for a more thorough understanding of Makarenko's influence on pedagogical practice and his legacy in the educational system.

Makarenko's System: Briefly About the Essence

Anton Makarenko's ideas on the labor school developed on the basis of existing pedagogical concepts, but had their own unique features. As an experienced educator, Makarenko was familiar with the views of such prominent thinkers as Pestalozzi, Dewey, and Kerschensteiner, who also emphasized the importance of labor in the educational process. Nevertheless, Makarenko's system was distinguished by its holistic and practical focus, which allowed for the effective integration of labor elements into the educational process. His approach to labor school became the foundation for the development of new pedagogical practices focused on the development of the individual and social responsibility of students. In 1925, Professor of Education Vashchenko described life at the Gorky Colony, emphasizing the importance of labor organization for the rehabilitation of offenders. He noted that the colony's successful results were due to the effective organization of children's lives based on productive labor. During the work process, children participate in household chores, which allows for the determination of the most appropriate organizational forms. To foster a sense of responsibility to the group and develop healthy norms of behavior, work is carried out according to a pre-developed plan, in which the children themselves actively participate, along with the educators. Careful monitoring of the work of both children and educators is conducted. Despite possible disagreements regarding some aspects of the Gorky Colony's work, the fundamental idea that the key factor in the healthy upbringing of juvenile offenders is the purposeful organization of their collective life remains relevant and true.

Maxim Gorky observes agricultural work in the children's colony named after M. Gorky, 1928. Photo: Anton Makarenko / Russian Makarenko Association

A group of Gorky colonists - former Kuryazhany, 1926-1928. Photo: Anton Makarenko / Russian Makarenko Association

Making a carpet flowerbed, 1921–25. Photo: Anton Makarenko / Russian Makarenko Association

The Gorky Colony's March to Kharkov, 1926–1928. Photo: Anton Makarenko / Russian Makarenko Association

The colony was located outside the city, where Makarenko created an effective agricultural enterprise that was fully self-sufficient in the necessary resources. It's important to note that this enterprise operated on the principles of children's self-governance, which Makarenko believed was a key factor in its success and an important tool for re-education. The teenagers independently cultivated the land, planted vegetable beds, raised livestock, and restored old buildings and erected new ones. They worked in a forge and carpentry workshop, which they created themselves, and also landscaped the grounds, laying out paths, building fences, and a greenhouse. This approach not only fostered the development of practical skills in the teenagers but also instilled a sense of responsibility and collectivism.

Anton Makarenko pioneered the method of industrial and collective education, which is based on the interrelationship between these two elements. In his concept, collective education is closely linked to labor, which serves as the foundation for the formation of a cohesive team. Makarenko emphasized that creative labor is key to successful interaction within a group. The entire process of education and self-organization of the participants was built on economic goals, allowing the children to develop work skills and social qualities. As Makarenko noted in his "Pedagogical Poem," many children arriving in the colony did not have working or peasant backgrounds and were not accustomed to work from an early age. This underscores the importance of instilling work discipline and collective responsibility in the educational process.

Makarenko emphasized that focusing solely on work is unacceptable. He believed that a comprehensive education requires the integration of academic, work, social, athletic, and aesthetic activities. This unity helps develop a harmonious personality and fosters the skills and qualities necessary for successful life in society.

The collective must be distinguished not only internally but also externally, as the author argued in his article "Teachers Shrug Their Shoulders." Even with limited resources, I always set myself the goal of creating a greenhouse, regardless of the cost. He focused on high-quality flowers, such as roses and chrysanthemums, rather than the common variety. My colleagues and I were genuinely captivated by these plants. As a result, we truly had a hectare of real flowers. They adorned not only the bedrooms, dining rooms, and classrooms, but also the staircases, creating an atmosphere of beauty and comfort within our community.

Even during the most difficult and challenging times, during the colony's early years, opportunities for cultural development were found. "In the evenings, we often organized communal reading sessions in the bedrooms. From the first day, we had a library, for which I purchased and begged books from private homes," Makarenko noted in his "Pedagogical Poem." These activities contributed not only to the educational process but also to team building, shaping the cultural and intellectual foundations of the community. Thus, even with limited resources, the pursuit of knowledge and cultural enrichment remained an important aspect of colony life. The methods used in education were gradually and not without difficulties shaped into a coherent system. There were instances of theft from the colony's warden's office, embezzlement of communal food supplies, and violent fights, sometimes ending tragically. The ordinariness of these events, described in the "Pedagogical Poem," may shock the modern reader. Aesthetics and a desire for culture were combined with military discipline: Makarenko, as an experienced commander, meticulously monitored the posture of his pupils. This led to the colony being unkindly referred to as a "barracks" by the Department of Public Education.

Makarenko's Pedagogical Principles

The colony's educational system employed the principle of "burned biography," in which the inmates' pasts were completely ignored. No one, neither the teachers nor the teenagers themselves, discussed their dark histories. Makarenko even requested that the personal files of new inmates not be sent to him. The past was symbolically burned along with the clothes the newcomer brought with him. This act signified a transition to a new life and offered a chance to become a completely different person. This approach emphasized the importance of the opportunity to change and start from scratch, which is key in the rehabilitation and education process.

Colony duty, 1926–1928. Photo: Anton Makarenko / Russian Makarenko Association

Collective education was based on the principle of parallel pedagogical action proposed by Makarenko. The key to this approach was that teachers interacted not with individual teenagers, but with a collective or group. Personal influence on each student was exercised through group work. Thus, the logic of "from the collective to the individual" was applied, which allowed for more effective development of adolescents' personal qualities in the context of their interactions with others.

Collective tasks and shared responsibility contribute to overcoming egoism and motivate participants to act together. Groups of 7-15 people served as units of interaction. Makarenko argued that too small a group risks becoming simply a friendly collective without educational influence, while a group of more than 15 people loses cohesion and disintegrates into separate subgroups. This approach emphasizes the importance of an optimal number of participants for effective interaction and educational process. The individual characteristics of adolescents play a significant role in their upbringing and development. Anton Makarenko's "Pedagogical Poem" demonstrates his active pursuit of and application of an individualized approach to each adolescent, taking into account their character and inclinations. Makarenko knew his charges very well, which allowed him to work with them effectively. He focused on team organization, discipline, and shared goals, which contributed to the development of the individual personality of each young group member. Anton Makarenko himself emphasized: "In reality, we are dealing with the individual, but we claim that we have no interest in the individual." This statement emphasizes the importance of a balance between collective and individual approaches in raising teenagers.

Quotes by Makarenko

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Interesting facts about Makarenko

Makarenko was an emotional person and did not hide this in his communication with his students. Once he read in a pedagogical journal advice to teachers to always speak in an even voice, and this outraged him. “Why on earth? Why in an even voice? I think that this teacher will turn out to be such a boring one that everyone will simply hate him. "No, I believe a teacher should be cheerful, upbeat, and when something goes wrong, he should scold them, so they know that if I'm angry, I'm genuinely angry, and not something like, 'I'm either angry or throwing pedagogical fits.'" Anton Makarenko placed great importance on aesthetics and neatness. For him, these weren't minor details, but rather significant ones. This applied to more than just the aforementioned roses in the colony's premises. "I wouldn't allow a sloppily dressed teacher to teach. Therefore, it became customary for us to go to work in our best suit. And I myself went to work in my best suit," Makarenko wrote. He also believed that the tables in the cafeteria should be covered with white tablecloths, not oilcloths: "It's impossible to instill the ability to eat neatly if you don't provide a white tablecloth." And so it was in everything, he believed.
Anton Makarenko's brother, Vitaly, was a White Guard officer and emigrated in the early 1920s. He left behind a wife and daughter in Russia, but he was never reunited with his family. Anton Makarenko, who had no children of his own, raised his niece and soon stopped corresponding with his brother—in the 1930s, this became a dangerous matter (especially for an NKVD officer). Vitaly outlived his famous brother by far, and researchers were able to question him about Anton's childhood and youth.
Anton Makarenko met his future wife, Galina Salko, when she was effectively his boss. She worked at the People's Commissariat of Education, which oversaw the Gorky Colony, and where the innovative educator was not looked upon favorably ("barracks"!). She once arrived at the colony as an inspector, with considerable prejudice. However, after spending two days there, she was completely captivated by the atmosphere, the results, and... the founder. She not only recognized a pedagogical genius in him, but, as she later recounted, simply fell in love.
Semyon Kalabalin, Makarenko's pupil from the first colony named after Gorky, portrayed in the "Pedagogical Poem" under the name of Semyon Karabanov, later became a teacher himself, the head of one of the boarding schools near Moscow and a devoted bearer of the ideas of his famous teacher.

Semyon KalabalinPhoto: A.S. Makarenko Pedagogical Museum

The most notorious episode, for which Anton Makarenko was often and still is often blamed, involves physical violence: during the first months of working at the colony, exhausted and tense, he lost his temper in response to the rudeness of one of the inmates and hit him. Makarenko not only did not hide this fact, but also described it in his "Pedagogical Poem," including his own horror at this act. But according to the book, this episode led not to a breakdown, but to a mending of the relationship: it seems that, due to this emotional outburst, the troubled teenagers for the first time saw their teacher not as a function, but as a living person.
Vitaly Makarenko recounted in his memoirs another difficult and truly tragic episode from his brother's daily work life—then still a very young teacher. It happened before the revolution, at the school where he taught. Anton Semyonovich had come up with the idea of ranking students by academic performance. The boy who ended up in last place ran home in tears and never returned to school. A few days later, his father came and announced that the boy had died—it turned out he had been very ill, and being labeled as the last student in the class had terribly upset him. Makarenko was shocked, felt deeply guilty, and could not forget the incident. He, of course, no longer resorted to such rankings.
The author of "A Book for Parents" seriously believed that orphanages would replace family education in the future, because they could give a child "incomparably more than even the best family could." "The Soviet pedagogical future belongs to orphanages," Makarenko asserted. After all, orphanages house professional teachers and public education consistent with the spirit of the Soviet system, while at home, there are merely parents "unqualified" in pedagogical terms. Until this ideal future, as Makarenko envisioned it, arrives, he decided to write a book with advice for parents on how to raise children correctly.

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