V. A. Sukhomlinsky is an outstanding teacher-innovator. He loved children very much and tried to make sure that they could receive not only high-quality knowledge, but also full-fledged comprehensive development. It is worth talking in more detail about his contribution to pedagogy.
Biography
In September 1918, the boy Vasya was born in the village of Vasilyevka (today it is the Kirovograd region of Ukraine). He grew up in a family of a rural carpenter and a housewife who worked as a tailor. After the revolution, parents went to work on the collective farm. The father of the future teacher was actively involved in social activities, was a village correspondent in a local newspaper. He also supervised the teaching of woodworking. In addition to Vasily, the family had three more children who, in adulthood, became teachers in rural schools.
In 1933, Sukhomlinsky entered the labor school in Kremenchug. Upon graduation, he became a student at a pedagogical institute. In parallel with this, from the age of 17 he worked as a teacher in a correspondence school. In 1938 he graduated from the Poltava Pedagogical Institute, where he transferred from Kremenchug. After graduation, he came to work at Onufrievsky secondary school as a teacher of the Ukrainian language and literature.
In 1941 he volunteered for war. But already in January of the following year, during the defense of Moscow, he was seriously wounded and miraculously did not die. Doctors failed to completely remove the splinter in his chest. He carried this reminder of the war in himself for the rest of his life. After being wounded, he repeatedly asked for the front, but the commission did not let him through because of his health. Therefore, he returned to his homeland when the enemies left her.
1948 was a turning point in his life. He was appointed principal of the Pavlish school. It was in her that the pedagogical ideas of Sukhomlinsky developed. He did not leave his post until the end of his life.
Humanism
V. A. Sukhomlinsky was one of the first in Soviet pedagogy to speak of humanism. In the first place, he always put the child with its advantages and disadvantages. The teacher believed that the teacher should not supervise children, mechanically and to some extent force them to study. The main role of a teacher is to create all conditions so that his students have the opportunity to comprehensively develop their best qualities.
If you roughly summarize the main provisions of the theory of Sukhomlinsky, it turns out that it is not the teacher who directs the educational process, but his students. But in reality, this is not quite so. In the humanistic approach to pedagogy, the interaction of all those involved in the educational process plays an important role. Therefore, Vasily Alexandrovich prepared his parents for the future education of their children.
The collective as an important link in the pedagogical process
He always showed respect for every teacher, maintaining a positive atmosphere within the team. The main provisions of the pedagogical ethics of V. A. Sukhomlinsky include the competent interaction of all teachers. Therefore, the team should not be quarrels and strife. By the time a new teacher arrived at school, everyone was preparing in advance. It was a real celebration to show that the “novice” has become more than just another teacher.
As he said, only a competently created atmosphere around him will help the child become a full-fledged personality. After all, he not only learns the world, but also himself in it.
The basis is folk experience
To everyone who is new to Sukhomlinsky’s pedagogical ideas, they may seem superficial, because he took folk pedagogy as the basis. In fact, it is fraught with centuries of experience that people have collected on the example of their own mistakes and good times. This knowledge is hidden in fairy tales, legends and songs.
That is why the teacher chose the fairy tale as the main tool for raising a child. It is perceived easier, but has a tremendous charge of knowledge and behavior patterns. In his lessons, the teacher used not only folk art, but also wrote fairy tales and stories in order to explain to children some important aspects of life, to give them complex material in a simple form.
Sukhomlinsky also did not discard the experience of other teachers. In addition, he actively analyzed together with the team all the achievements and failures in order to make the most positive points out of them. Also Sukhomlinsky constantly studied the experience of teachers of different times and modern educational institutions. This allowed him to create his own system, backed up by extensive teaching experience.
He said: if you do not force the children to study, but to be their friend and spend time together for the benefit of both parties, you can achieve unprecedented success. At the same time, each cool team needs to look for its own approach. You cannot teach all children one pattern. Interacting with children, the teacher not only seeks their full development, but also with them opens something new, changes.
Do not teach, but develop
All pedagogical activity of Sukhomlinsky was aimed at stimulating the development of his students. He tried to make the children themselves want to learn something new. And it is not necessary that this knowledge be associated with the subject that he taught.
Sukhomlinsky considered victory if the students saw something unusual in the world around them, came to such conclusions that he might not have noticed right away. The teacher never imposed his point of view. He said that the main task of the teacher is to teach the child to make decisions and assess the situation on his own. He loved when children asked non-standard questions. This indicated that the guys are trying to understand as much as possible from what they see, what they encounter in everyday life.
In his activities and theoretical works, Sukhomlinsky promoted the right of children to choose. Yes, a competent teacher could push his class towards him. But even in such conditions, the kids should firmly believe that it was they who made such an informed choice. This is the essence of education according to Sukhomlinsky - to teach children to look for exactly the knowledge that will be useful to them in the future and which they will use without difficulty.
Nurturing beauty
This is the basis of the pedagogical theory of Sukhomlinsky. If children do not learn to see beauty in everyday life, they will not be able to become full-fledged personalities. For these purposes, the teacher suggests using everything that is around. For example, he often went with his class to nature. Many may think that in such conditions it is difficult to master the knowledge of a language or literature. But the teacher was creative in approaching this issue. He could spend time studying with the guys how beautiful the meadow is in early autumn or spring. Together they examined every detail, gave it a description, picked up epithets and metaphors.
In the same way, the teacher gave the children knowledge of the language, which was based on interaction with nature. If the theme of rock was the study of a letter, then together they painted it in their albums, looking for outlines in the surrounding objects. So the children saw that in this beautiful world everything is interconnected.
Parent University
We already mentioned earlier that Sukhomlinsky’s pedagogical ideas give a separate place to close interaction of all people involved in the pedprocess. These include parents with whom children spend most of their lives.
So that they could understand how and what to teach their kids, the educational activity of Sukhomlinsky was also aimed at educating mothers and fathers. For this, the teacher created the Parent University at the school. Parents entered it two years before their children went to school, and studied until the kids finished it.
The entire course of the parent university was designed for 250 hours of lectures at which they were given knowledge about the characteristics of the development of schoolchildren, their interests and preferences in a particular age period. This contribution to the pedagogical science of Sukhomlinsky is difficult to overestimate today. After all, parents are not always able to find a common language with their children. And if the school gives them the basics of pedagogy and developmental psychology, there will be less family conflict, and schoolchildren will be able to learn and develop in a favorable atmosphere.
Labor in pedagogy
Pedagogical ideas Sukhomlinsky a large role in the development of the child assigned to work. He himself said that initiation to such activities should be started from an early age. But laboring children should not so much for moral benefits as for moral satisfaction. In this case, slight physical fatigue is allowed, but not exhaustion of the body. In this case, observing the results of his activity, the child will feel a sense of pride from the fact that he has done a socially useful work.
Labor activity should be consistent and constant. There is no point in the fact that children sometimes do something, perceiving this work as a duty imposed on them by their elders. Schoolchildren should feel responsible for what they are instructed to do. This is the only way to achieve physical, social and spiritual harmony.
Main works
During his career, he wrote more than 30 different books and 500 articles on the theory of pedagogy. His experience was studied and is still being studied in many countries of the world. Among the wealth of knowledge that he shared with the rest, it is worth highlighting such pedagogical books by Sukhomlinsky:
- "One Hundred Teacher Tips."
- "I give my heart to children."
- "How to raise a real person."
- "Parental pedagogy".
- "Letters to the son."
- "Birth of a citizen."
In them, he summarized all his achievements and the achievements of the teaching staff, which he directed. These works have become the basis of humanistic education in many modern innovative educational institutions.
Not only a teacher, but also a writer
Besides the fact that this man was a great teacher, he also wrote many fairy tales and stories for children. This is the result of his work, which was called upon to explain to children the moral and spiritual values in human life. In fact, he did not create literary works for the sake of creativity itself. These tales appeared in the classroom or for them to make the learning process interesting and understandable for their students.
Many consider these pedagogical works of Sukhomlinsky a practical illustration of his ideas. And the tales of this teacher have long been part of the school curriculum in many countries.