Log in

Relevant bibliographies by topics / Makarenko / Journal articles

To see the other types of publications on this topic, follow the link: Makarenko.

Journal articles on the topic 'Makarenko'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 May 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Makarenko.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

KIRILLOVA, TATIANA V. "International scientific and practical conference «The educational system of Anton Semenovich Makarenko in the modern educational space» dedicated to the 100th anniversary of the foundation of the children's labor colony named after Maxim Gorky." Vedomosti (Knowledge) of the Penal System 228, no. 5 (2021): 15–19. http://dx.doi.org/10.51522/2307-0382-2021-228-5-15-19.

Full text

Abstract:

Abstract. The article gives a brief overview of reports and results of the international conference «The educational system of Anton Semenovich Makarenko in the modern educational space», timed to coincide with the 100th anniversary of the children's labor colony named after Maxim Gorky. The conference was organized by the Russian Makarenko Association and was held jointly with the International Makarenko Association, the Institute for Education Development Strategy of the Russian Academy of Education, the Department of Education and Science of the city of Moscow on the basis of the Museum of Moscow Education of the Moscow City Teacher's House. At the conference, modern theoretical and empirical research, the results of practical work of scientists in the field of popularizing the pedagogical heritage of A. S. Makarenko, as well as various aspects of historical, pedagogical, archival, factual research of his work were presented. During the conference, reports of scientists-penitentiaries, representatives of educational and scientific organizations of law enforcement agencies aroused particular interest. The reports of the participants highlighted modern approaches to realizing the potential of the A. S. Makarenko’s educational system in the formation of positive social activity, civic consciousness and patriotism, the introduction of Makarenko's «pedagogy of life» into modern educational activities. Key words: the pedagogical heritage of Anton Semenovich Makarenko, an international conference, archival documents, historical facts, scientific discussions, practical use, scientific support of the activities of educational colonies.

APA, Harvard, Vancouver, ISO, and other styles

2

KARABUT, Ju. "RESEARCH CENTERS OF DOMESTIC MAKARENKO STUDIES." Pedagogical Sciences, no. 77 (August 28, 2021): 95–99. http://dx.doi.org/10.33989/2524-2474.2021.77.239313.

Full text

Abstract:

The article for the first time in domestic science systematizes the history of formation and development of Ukrainian centers for the study of the creativity heritage of the outstanding teacher and writer A. Makarenko. It is emphasized that Ukraine is an integral and important part of the world Makarenko studies process, it has been at the origins of this area of research and has remained one of its driving forces for many years.The first independent Makarenko center of Ukraine was a research center formed at the Ivan Franko Lviv State University. Its initiator and long-term leader was F. Naumenko, who in the difficult socio-political conditions of the Western Ukrainian community managed to actualize in the first postwar years this promising scientific direction, unite around him young scientists and create a powerful Makarenko school. Authoritative and one of the oldest Ukrainian centers for the study of the heritage of A. Makarenko is the Kharkiv Makarenko School, personified by scientists of the Kharkiv National Hryhoriy Skovoroda Pedagogical University. A characteristic feature of this scientific center is the almost equivalent representation in it of both pedagogical and literary directions of A. Makarenko’s heritage development. The proximity of Poltava V. Korolenko Pedagogical University with the name of an outstanding teacher-reformer inspires bright traditions of research activity of student and teaching staff, including the activities of Makarenko’s student group, Research Laboratory of A. Makarenko and International and All-Ukrainian Makarenko Center, the creation of the State Museum-Reserve A. Makarenko in the village of Kovalivka near Poltava and the Internet resource “Makarenkiana”, holding annual international scientific conferences, unique editions of archival documents and more. Sumy State A. Makarenko Pedagogical University is also a powerful Makarenko center, which has a deep tradition of development of this area of historical and pedagogical science.

APA, Harvard, Vancouver, ISO, and other styles

3

Sáska, Géza. "A pedagógia és a pszichológia a sztálini korban." Iskolakultúra 31, no. 5 (May 2, 2021): 6–26. http://dx.doi.org/10.14232/iskkult.2021.05.6.

Full text

Abstract:

Az utókor Makarenkot hol sztálinistának, hol humanistának tartja. Általános ismertsége Sztálin politikájának a terméke. A szovjet szocialista állam forradalmi oktatáspolitikát a nyugat európai-amerikai reformpedagógiára építették, amelyet Sztálin a gyermektanulmányozás ellen gyűlöletkampány légkörében bontott le, amiben Makarenko is vezető szerepet játszott, egyben az új nemzeti kurzus célkitűzéseihez illeszkedő új ember nevelésének pedagógiáját képviselte. A polgárháború és az ukrajnai éhínség idején bűnbandákba szerveződött árváinak sikeres kényszer-átnevelés képe rajzolódik ki a legismertebb művében. A gyerek az üzemekben termelőmunkát végeztek és tanultak az iskolában annak a Belügyi Népbiztonság munka-telepén, ami a felnőtteknek kényszer, illetve átnevelőmunkatáborokat is szervezte. A termelés hatékonyságával szemben Makarenko a nevelést tekintette elsődlegesnek, innen ered a humanizmusáról alkotott képzet. Makarenko mítoszát halála után építette fel tudatosan a sztálini propaganda, műveit, leveleit célirányosan szerkesztve, átírva adta ki az ötvenes években valamennyi népi demokratikus ország. A mélyen bevésődött hamisított Makarenko kép restaurálását előbb Nyugat Németországban majd, főként a rendszerváltást követően Kelet Európában kezdték el, csekély hatással.

APA, Harvard, Vancouver, ISO, and other styles

4

Tkachenko, A., and O. Zhdanova-Nedilko. "TWO IMAGES OF MAKARENKO'S MAIN OPPONENT: VARIABILITY OF VALENTINA DUCHEN'S LIFE PATH." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 55–67. http://dx.doi.org/10.33989/2226-4051.2020.22.221993.

Full text

Abstract:

The article is devoted to the coverage of the eventful life path of A. Makarenko’s main ideological opponent – an active revolutionary, a well-known figure in national education, author of numerous pedagogical publications Valentina Diushen.The nature of V. Diushen's social origin and education, details of her revolutionary and educational-managerial activity, publishing activity are revealed, little-known biographical information about her family members is presented: the first husband – Borys Diushen, the second husband – Volodymyr Aussem, son – Ihor Diushen. The chronology of all known controversial moments of professional dialogue of V. Diushen and A. Makarenko is presented in detail. For the first time in the Makarenko literature, documentary evidence of A. Makarenko's reports on V. Duchen's affiliation with the Trotskyi opposition is presented.The set of found materials presents Valentina Diushen as a large-scale personality of a highly professional, active, able-bodied, and principled figure in the history of national education. However, it is the ambiguity, the contradiction of this figure that determines its opposed assessments by contemporaries.The conflict between Makarenko and Diushen must be viewed in two planes, the objective and the subjective. On the one hand, the tension of their professional relations as representatives of innovative pedagogy is evidence of the struggle that always accompanies the assertion of any new doctrine. On the other hand, both of these figures were extremely bright, original figures and, at the same time, extremely ambitious personalities. At the same time, the ambition and irresistibility of V. Diushen towards the self-confident but non-partisan head of the provincial institution were dictated by its administrative status, membership in the political elite, and metropolitan education and social background.So far, it is difficult to explain whether Diushen's opposition in any way influenced her pedagogical views, but it should be noted that A. Makarenko in his criticism of her makes a special emphasis on this circumstance.

APA, Harvard, Vancouver, ISO, and other styles

5

KALAHURKA, Kh. "ANTON MAKARENKO’S PEDAGOGICAL SYSTEM IN FEDIR NAUMENKO’S SCIENTIFIC RECEPTION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 86–90. http://dx.doi.org/10.33989/2075-146x.2018.21.206057.

Full text

Abstract:

The main directions of F. Naumenko’s Makarenko studies are analyzed in the article. In particular, the scientist’s researches of the personality of A. Makarenko as an educator-humanist, his views on the organization of the educational process, the creative use of Makarenko’s experience in the practice of educational institutions are highlighted as well as it is paid attention to the content of didactic ideas. It turns out that, advocating a creative approach to the study of Makarenko ideas, F. Naumenko tried to avoid patterns, standard approaches to their use, opposed episodic, inconsistent implementation of these innovations into practice, which testified to the creative nature of the scientist-teacher, his desire for constant scientific search.

APA, Harvard, Vancouver, ISO, and other styles

6

Sokołowska, Jolanta. "System pedagogiczny Makarenki w kontekście założeń współczesnej pedagogiki ulicy." Problemy Wczesnej Edukacji 39, no. 4 (September 28, 2017): 62–68. http://dx.doi.org/10.26881/pwe.2017.39.05.

Full text

Abstract:

The subject of this analysis is an attempt to reflect on the pedagogical system of Antoni Makarenko as a pedagogue of street children. Just as the street peddlers of today worked with children whose negative and afflicted relationships with the world have led to an attitude of distrust and dislike. When analyzing his concept, I referred to the thought he had made in “Pedagogical Poem”. Confronting the idea against the views of modern street pedagogues, I tried to answer the questions: what does Makarenko share with people working today with this category of children? How much of his ideas worked out almost a century ago are the inspiration for modern street pedagogues? Makarenko, like the street pedigreers of today, was focused on building contacts, appreciated the significance of the meeting, tried to answer real problems and needs of homeless youth. What distinguishes modern street pedagogy from the Makarenko pedagogical system is its critical character. Makarenko’s pedagogy, due to ideological dominance (which was not discussed in the pedagogical activity aimed at shaping the planned political consciousness of the charges), lost its emancipatory character.

APA, Harvard, Vancouver, ISO, and other styles

7

КOLOS, Yu, L. PASHKO, and Yu VASYLETS. "METHODOLOGICAL BASES OF A.S. MAKARENKO’S PEDAGOGY AND HUMANISTIC GUIDELINES OF MODERN EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 150–54. http://dx.doi.org/10.33989/2075-146x.2021.27.247073.

Full text

Abstract:

The article deals with the methodological sources and humanistic guidelines of modern education. The philosophical bases of A.S. Makarenko’s pedagogy and pedagogical ideas of G.V. Mohnenko are presented. New approaches to eliminating bad habits such as smoking, alcoholism and drug addiction are shown in modern conditions. The purpose of the study is to identify and systematize humanistic guidelines and dimensions, their meaning and prospects in modern education. In his colonies A.S. Makarenko organized a humanistic and democratic micro-society. One of his main pedagogical ideas was the education of the individual in the team and through the team. The young teacher tokk interest in philosophical works, literature, psychology, history and other sciences, in particular, the works by Bergson, Schopenhauer, Nietzsche and others. The idea of pedagogical expediency was successfully implemented in the practice of A.S. Makarenko, and is closely intertwined with the concept of "common sense" by Henri Bergson. The article considers the following principles of Makarenko's pedagogy: parallel action, i.e. influence on the personality through the team, reliance on positive in the pupil’s personality, perspective lines in the development of the team, "tomorrow's joy" and others. Nowadays, new societal challenges have emerged that require new approaches to education in the context of the spread of alcoholism, smoking and drug addiction. An important and interesting experience is the approaches of Gennady Viktorovich Mokhnenko, an innovative teacher, the founder and head of the largest children's rehabilitation center "Republic Pilgrim" and a network of rehabilitation centers for adults.

APA, Harvard, Vancouver, ISO, and other styles

8

Filonov, G. N. "Anton Makarenko." Prospects 24, no. 1-2 (March 1994): 77–91. http://dx.doi.org/10.1007/bf02199008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Tkachenko, Andriy. "IN THE ORIGINS OF THE ASSOCIATE MAKARENKO STUDIES." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 58–69. http://dx.doi.org/10.33989/2226-4051.2018.17.176281.

Full text

Abstract:

The name of THE academician I. Ziaziun is inextricably linked with all major events of the last decades in the field of Makarenko studies, among which the most important is the creation of the International Makarenko Association, an international association of scholars, which brings together individuals and organizations interested in the study, propaganda and creative introduction of the pedagogical heritage of A. S. Makarenko. Having taken up the position of the rector of PoltavaV. G. Korolenko State Pedagogical Institute (1975), I. A. Ziaziun deeply realized the integrity of the world process of Makarenko studies, the urgent need to combine international studies. For the first time, the idea of creating International Makarenko Association was fixed in the celebration of the 100th anniversary of Makarenko, whose training was led by I. Ziaziun. International Makarenko Association project was discussed at the 6th International Makarenko Symposium, supported by researchers from 15 countries. International Makarenko Association was created at a conference in Poltava Pedagogical Institute on September 23-28, 1991 – the charter and governing bodies were approved, Poltava Pedagogical Institute was recognized as the association's scientific and organizational center. Presidents of International Makarenko Association were elected: M. Yarmachenko, I. Ziaziun, G. Khillig, T. Korablova, N. S. de Kumis. The objectives of International Makarenko Association are: studying the life, activities and creative heritage of A. S. Makarenko, mastering and developing his legacy in modern conditions, studying, propagating and disseminating the experience of Makarenko followers. While maintaining the organizational integrity of the Academic Ziaziun, today the activities of International Makarenko Association include the following: coordination and organization of scientific meetings, discussion of research issues, presentation of Makarenko studies publishing projects, exchange of information and literature, support and consultation of the relevant Internet resources, initiation and conduct of public-pedagogical actions and memorial events, etc.

APA, Harvard, Vancouver, ISO, and other styles

10

Mettini, Emiliano. "Educational System of A. S. Makarenko." Scholarly Notes of Transbaikal State University 15, no. 4 (October 2020): 71–83. http://dx.doi.org/10.21209/2658-7114-2020-15-4-71-83.

Full text

Abstract:

In the paper are considered basic elements of A. S. Makarenko’s educational system, using issues of foreign scholars who analyzed this topic. Also are inquired questions concerning ethics, ethics, discipline, punishment and others enquiries. Finally, the author considers ethical attitude of personality to itself (ability of controlling and managing its inner conduct. A. S. Makarenko thought that permanent ethical development of collective and creation of its value orientations ought to manifest itself not only in outer behaviour, but also in colonists’ habits and in traditions of united educational labor collective. Relevance of the research is due to that A. S. Makarenko’s educational system represents an integrated system able to resolve interpersonal conflicts and ensure development of person on psychological and ethical level. In the paper are used retrospective and comparative method by which opinions of some foreign researchers writing in Soviet and post-Soviet time about A. S. Makarenko’s educational system were compared. Conclusions of the study make possible to conclude that on the basis of A. S. Makarenko’s educational system lay humanistic whose application in modern frameworks can enable the solution of main question in fields of pedagogical science and educational practice.

APA, Harvard, Vancouver, ISO, and other styles

11

Darvai, Tibor. "Makarenko-értelmezések Magyarországon a hosszú 1950-es években." Iskolakultúra 31, no. 5 (May 2, 2021): 27–40. http://dx.doi.org/10.14232/iskkult.2021.05.27.

Full text

Abstract:

Az 1945 után kiépülő magyar szocialista pedagógiában és neveléstudományban a sztálinista pedagógiai mintának megfelelően erős Makarenko-kultusz bontakozott ki. A korszak Makarenko-interpretációi rendelkeztek oktatáspolitikai, tudománypolitikai és szakmai-pedagógiai olvasattal is. Ennek megfelelően az oktatáspolitikai iránya erősen befolyásolta a Makarenko-képet, legyen az sztálinista, vagy antisztálinista. Az aktuális Makarenko-kép minden esetben referált a szocialista tudománypolitika aktuális helyzetéről, különös tekintettel a pedagógia és a lélektan viszonyáról, szembenállásáról. Végül, különösen a 1940-es évek végén és az 1950-es évek elején a Makarenko-értelmezések igyekeztek szakmai-pedagógiai segítséget nyújtani a szocialista rendszerhez hű pedagógusoknak a szocialista iskola megteremtésében és fenntartásában. Az ötvenes évek eleji, sztálinista korszakbeli, Makarenko-értelmezések legfőbb jellegzetességének tekinthető, hogy csak egyetlen és kizárólagos Makarenko-értelmezés létezett. Az ötvenes évek második felében, a kiépülő Kádár-rendszerben, már nemcsak egy, hanem legalább két fajta Makarenko-interpretáció jelent meg legitim módon az oktatási mezőben. Azonban a differenciáltabb Makarenko-kép kialakításának lehetősége nem feltétlenül a nagyobb szakmai autonómiáról referált, hanem inkább a „Hruscsovi olvadás” idején elinduló desztalinizációs folyamat indikátorának tekinthető. Ugyanis az 1956 után felépített új szocialista rendszer már lehetőséget adott arra, hogy ugyan politikájának megfelelő irányú, de különböző szocialista tartalmú pedagógiai megközelítések legyenek jelenek az oktatásügyi mezőben, a monolit jellegű sztálinista korszakkal szemben.

APA, Harvard, Vancouver, ISO, and other styles

12

Holowinsky, Ivan Z. "Antin Semenovych Makarenko." School Psychology International 10, no. 2 (May 1989): 139–45. http://dx.doi.org/10.1177/0143034389102008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Malinin, V. I. "Makarenko and Stalinism." Russian Education & Society 36, no. 8 (August 1994): 61–75. http://dx.doi.org/10.2753/res1060-9393360861.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Kuzminykh, Sergei, Аnatolii Usachuk, and Irina Belozerova. "“My Works Don’t Cost Anything and Aren’t Demanded by Anybody…”: Letters from N. E. Makarenko to V. A. Gorodtsov." Stratum plus. Archaeology and Cultural Anthropology, no. 2 (April 30, 2021): 361–402. http://dx.doi.org/10.55086/sp212361402.

Full text

Abstract:

The epistolary heritage of the Ukrainian historian and archaeologist Nikolai Emelyanovich Makarenko (1877—1938) is rich. His letters can be found across numerous archival collections. Relatively recently, Makarenko’s letters to the largest European archaeologists of the 20 th century Arne Mikael Tallgren (1885—1945) and Ellis Howell Minns (1873—1953) were published (Kuzminykh, Usachuk 2016; 2017). This article publishes his letters to one of the founders of the Russian archeology Vasily Alekseevich Gorodtsov (1860—1945).

APA, Harvard, Vancouver, ISO, and other styles

15

TKACHENKO, A., M. GRYNOVA, O. ZHDANOVA-NEDILKO, and V. PRIMAKOVA. "MAKARENKO STUDIES AS A RESOURCE FOR TRAINING MODERN EDUCATIONAL MANAGERS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 228–34. http://dx.doi.org/10.33989/2075-146x.2021.27.247122.

Full text

Abstract:

The innovative experience of the Poltava Makarenko branch on the creation of methodological support for the elective discipline "Fundamentals of Modern Makarenko Studies" for applicants for the third, master's, higher education within the educational-professional program "Management of Educational Institution" specialty 073 Management. It is emphasized that, choosing the form of methodological support of the discipline, the authors focused on this type of manual, which would not only cover all major aspects of Macarenko, but also present them in the context of professionally oriented disciplines. The logic of constructing the content of the developed textbook provides coverage of three main aspects of modern Makarenko studies: life and personality of AS Makarenko; the science of AS Makarenko in the international and domestic dimensions; practical and controversial issues of perception of the legacy of an outstanding teacher-writer. The book of such purpose, format and content is not only able to fill its place in a number of mandatory attributes of Makarenko as a scientific field, but also to contribute to the formation of professional competencies of future educational managers by updating the didactic potential of rich national historical and pedagogical heritage.

APA, Harvard, Vancouver, ISO, and other styles

16

KARABUT, Yu. "FORMS OF EXISTENCE OF LAW IN THE PEDAGOGICAL THEORY AND PRACTICE OF AS MAKARENKO." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 119–23. http://dx.doi.org/10.33989/2075-146x.2021.27.247060.

Full text

Abstract:

The article deals with the problem of using the experience of AS Makarenko in modern educational practice, in particular, the legal education of children and youth. A.S. As a teacher, Makarenko left a lot of evidence of how juvenile delinquents became law-abiding citizens. From these positions, the forms of existence of law, reflected in its theoretical and practical heritage, are of considerable interest for the implementation of effective educational impact on young people.In the context of the children's team, whose members were freed from anarchic, criminal in many ways on the basis of upbringing and education, such forms (levels) of law as legal consciousness (awareness of the need to coexist on legal grounds) can be traced; legal norms - orderly rules that everyone who did not want to be outside the human community was forced to follow; legal relations - a system of relations that, providing the requests of the individual, did not contradict the most universally recognized requests of the whole community.The author concludes that analyzing the experience of A.S. Makarenko and considering the law as an order of social relations, which is manifested in the actions and behavior of people, we observe in the institutions headed by a prominent teacher, the personal progress of students as conscious subjects of legal relations. There is reason to conclude that this process reflects the main goals and means of Makarenko's educational system as such and further study will reveal more generalized, and therefore important for today's conditions, pedagogical principles of legal education of children and youth.

APA, Harvard, Vancouver, ISO, and other styles

17

Tiana, Alejandro. "Anton Makarenko (1888-1939)." Padres y Maestros. Publicación de la Facultad de Ciencias Humanas y Sociales, no. 361 (March 24, 2015): 74. http://dx.doi.org/10.14422/pym.i361.y2015.013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Krivonos, I. F. "The Heirs of Makarenko." Russian Education & Society 44, no. 12 (December 2002): 73–78. http://dx.doi.org/10.2753/res1060-9393441273.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Trencsényi, László. "Adalékok nemzedékek Makarenko-képéhez." Iskolakultúra 31, no. 5 (May 2, 2021): 3–5. http://dx.doi.org/10.14232/iskkult.2021.05.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Павлова, Н., and N. Pavlova. "Literary Works of A.S. Makarenko As a Source of Pedagogical Knowledge." Primary Education 6, no. 3 (June 27, 2018): 48–52. http://dx.doi.org/10.12737/article_5b2c942898f618.98794732.

Full text

Abstract:

The article is dedicated to the jubilee date - the 130th anniversary of the birth of the outstanding national teacher and writer Anton Semenovich Makarenko. It gives an assessment of the pedagogical and literary activity of A.S. Makarenko, who made a significant contribution to the formation of the Soviet educational and educational system. The analysis of the most significant works of A.S. Makarenko, both in the field of artistic and educational literature, and publicism is given. Particular attention is paid to the confirmation of the pedagogical theory of A.S. Makarenko by effective practice - the results of his work as the head of the labor colony for street children and juvenile offenders named after M. Gorky, described in the “Pedagogical Poem”, and later - in the Labor Commune named after F.E. Dzerzhinsky, reflected in the book “Flags on the towers”.

APA, Harvard, Vancouver, ISO, and other styles

21

Nimenko, Nataliia. "Research on Vedmezhe settlement in Romny region: Mykola Makarenko's excavations." Materials and studies on archaeology of Sub-Carpathian and Volhynian area 23 (November 26, 2019): 388–95. http://dx.doi.org/10.33402/mdapv.2019-23-388-395.

Full text

Abstract:

The article is devoted to the study of the little-known biography pages of the famous archaeologist, art critic, organizer of the museum activity M. Makarenko (1877–1938). Shot as a public enemy for his steady position on the protection of historical and cultural monuments, the scientist had left a number of publications covering various areas of his activity, as well as dedicated to specific architectural and archaeological sites. However, not all the ideas of the scientist have been implemented. Archival documents kept at central and regional institutions, museum funds include materials that reveal plans to continue exploring particular archaeological sites and writing certain publications. For several decades, M. Makarenko studied archaeological sites in Romny region (territory of modern Sumy region), which gave grounds to speak about opening of a new archaeological culture, now known as Romny culture. Four settlements were the most interesting from a scientific point of view: Monastyrysche, Vedmezhy, on the khutirs of Vashkevych and Hlynske. Fundamental work of the scientist, devoted to Romny archaeological culture, is “Monastyrysche” settlement. However, according to the documents, the scientist also planned a separate publication of the materials from the excavations of the site Vedmezhe. The plans were not implemented. Drafts were also not found. In the article on the basis of archival documents, M. Makarenko’s publications and drawings, the attempt to reproduce the chronology of the study of Vedmezhe settlement from 1906 to the end of the 1920s is made; the main results of the excavations are highlighted. The main factors that influenced the effectiveness of scientific research in the 1920s are shown. During excavations of Vedmezhe settlement, M. Makarenko for the first time applied a new technique – burial scraper, which the scientist later used when studying archaeological sites near Sumy and Mariupol. Key words: research, archaeological site, settlement, excavations, plan, drawing, pottery.

APA, Harvard, Vancouver, ISO, and other styles

22

Subanov, T., R. Karybekova, G. Baiyshova, and Zh Abdullaeva. "Educational Management Features of First Soviet Teachers-Innovators N. K. Krupskaya and A. S. Makarenko." Bulletin of Science and Practice 8, no. 2 (February 15, 2022): 281–86. http://dx.doi.org/10.33619/2414-2948/75/38.

Full text

Abstract:

Research relevance: educational institutions are the main lever of power in organizing ideological and educational work with the younger generation. In connection with the current situation in the country, the Kyrgyz society is facing the urgent issue of educating the younger generation. Research objectives: to identify the features of the educational management of the first Soviet teachers, innovators N. K. Krupskaya and A. S. Makarenko and their contribution to the organization of effective educational work in accordance with the regulations in the country. Research materials and methods: analysis of historical data and educational works by N. K. Krupskaya and A. S. Makarenko about pedagogical management of youth. Research results: pedagogical management of A. S. Makarenko differed from the educational activities of N. K. Krupskaya in that it was built on democratic principles. Conclusions: according to preliminary research results of scientific and methodological works, it can be concluded that pedagogical management by A. S. Makarenko was based on democratic principles and management by N. K. Krupskaya on the worldview of authoritarian government.

APA, Harvard, Vancouver, ISO, and other styles

23

Shushkivskyi, Anatolii. "Dmytro Yelyseiovych Makarenko (1925–2008)." Entsykpopedychnyi Visnyk Ukrainy [The Encyclopedia Herald of Ukraine] 6-7 (December 17, 2015): 108–18. http://dx.doi.org/10.37068/evu.6-7.18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

TKACHENKO, A. "MAKARENKO DIMENSION OF MUSEUM PEDAGOGY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 25 (September 27, 2020): 202–7. http://dx.doi.org/10.33989/2075-146x.2020.25.223327.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Nobre, Iziane Silvestre. "A práxis coletiva em Makarenko." CADERNOS DE PESQUISA: PENSAMENTO EDUCACIONAL 17, no. 45 (April 4, 2022): 38–57. http://dx.doi.org/10.35168/2175-2613.utp.pens_ed.2022.vol17.n45.pp38-57.

Full text

Abstract:

Este artigo é resultado preliminar de uma pesquisa de doutorado em Educação, cujo objetivo é investigar a práxis dentro do processo revolucionário soviético. Dentro das contribuições da pesquisa, destaca-se o papel de Makarenko – educador ucraniano cuja experiência teórico-prática estava alicerçada na construção de uma pedagogia calcada no princípio da solidariedade e da cooperação existentes entre as pessoas. A pedagogia makareniana era reflexo de uma sociedade cuja práxis político-educativa estava voltada para a gestão coletiva da vida social. Com uma revisão de literatura sobre a práxis coletiva de Makarenko, extraiu-se uma metodologia que procurava aliar teoria e prática, mediante o trabalho e uma práxis coletiva, cuja finalidade era contribuir na formação de uma nova personalidade dentro das contradições de uma sociedade em transição.

APA, Harvard, Vancouver, ISO, and other styles

26

Хмелько, Вoлoдымыp В., and Нaтaлия М. Хмелько. "Актуальность применения педагогических идей Антона Макаренко в современных условиях." Problemy Wczesnej Edukacji 39, no. 4 (September 28, 2017): 125–32. http://dx.doi.org/10.26881/pwe.2017.39.12.

Full text

Abstract:

Outstanding Ukrainian educator Anton Makarenko created children’s labor colonies, which applied at that time innovative methods of raising children, and passed the severe street school. He trained many individuals who actively participated in the reconstruction of industry and agriculture. The authors of this article share their personal experience of establishing the street children rehabilitation center of the 90s, in which they used methods, which are mainly based on the well-known method of education of Makarenko.

APA, Harvard, Vancouver, ISO, and other styles

27

Kozhemyakina, Elena. "Organization of the pedagogical process in the Safonovo boarding school in Smolensk region in the perspective of A.S. Makarenko’s ideas." Man and Education, no. 2 (67) (2021): 152. http://dx.doi.org/10.54884/s181570410019801-6.

Full text

Abstract:

The article deals with the organization of the pedagogical process in Safonovo boarding school in Smolensk region, opened in 1960, in the perspective of the ideas of an outstanding teacher and writer A.S. Makarenko. The article analizes labor education as the main component of the pedagogical process in the boarding school taking into account the psychological and pedagogical attitudes of A.S. Makarenko. The authors present the experience of the boarding school in preparing students for independent life in society.

APA, Harvard, Vancouver, ISO, and other styles

28

Lopes Rosa Feigel, Gabriel. "O Poema Pedagógico de Anton Makarenko." Revista de Ciências Humanas 49, no. 1 (July 1, 2015): 110. http://dx.doi.org/10.5007/2178-4582.2015v49n1p110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Pomelov, V. B. "Anatoly Ivanovich Kondakov − “Makarenko from Vyatka”." Vestnik of the Mari State University. Chapter “History. Law” 5, no. 1 (2019): 23–35. http://dx.doi.org/10.30914/2411-3522-2019-5-1-23-35.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Iarkina, T. F. "The Contradictions of Bourgeois Makarenko Studies." Soviet Education 31, no. 11 (November 1989): 75–89. http://dx.doi.org/10.2753/res1060-9393311175.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Khillig, G. "A.S. Makarenko and the Bolshevo Commune." Russian Education & Society 44, no. 9 (September 2002): 75–92. http://dx.doi.org/10.2753/res1060-9393440975.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Bretas, Silvana Aparecida, and Karla Gusmão Novaes. "O conceito de coletividade de Anton Makarenko, em seu Poema pedagógico." Revista Brasileira de Estudos Pedagógicos 97, no. 246 (August 2016): 402–23. http://dx.doi.org/10.1590/s2176-6681/360214427.

Full text

Abstract:

Resumo: Trata-se de pesquisa bibliográfica que analisa o texto Poema pedagógico (1935), de Anton Makarenko, a fim de abordar o conceito de coletividade inscrito na experiência educacional da Colônia de Gorki, situada no longínquo e congelado território da então União das Repúblicas Socialistas Soviéticas (URSS). Makarenko, em seu texto narrativo, descreve vivências de suas práticas, após a Revolução Socialista, na colônia destinada à educação de jovens infratores. Para o educador, o coletivo se constrói na convivência diária entre educandos e educadores.

APA, Harvard, Vancouver, ISO, and other styles

33

Makarenko, Andrey N. "The role of Lagrange multiplier in Gauss–Bonnet dark energy." International Journal of Geometric Methods in Modern Physics 13, no. 05 (April 21, 2016): 1630006. http://dx.doi.org/10.1142/s0219887816300063.

Full text

Abstract:

We review accelerating cosmology in Gauss–Bonnet gravity with Lagrange multiplier constraint studied in [S. Capozziello, A. N. Makarenko and S. D. Odintsov, Phys. Rev. D 87 (2013) 084037, arXiv: 1302.0093 [gr-qc], S. Capozziello, M. Francaviglia and A. N. Makarenko, Astrophys. Space Sci. 349 (2014) 603–609, arXiv: 1304.5440 [gr-qc]. Several examples of dark energy universes are presented. We can get new dark energy solutions (with additional scalar) as well as certain limits to earlier found accelerating solutions.

APA, Harvard, Vancouver, ISO, and other styles

34

RUIZ, Maria José Ferreira. "TRABALHO COLETIVO NA ESCOLA PÚBLICA: CONTRIBUIÇÕES PEDAGÓGICAS DE ANTON SEMIONOVITCH MAKARENKO." Revista ORG & DEMO 9, no. 1/2 (January 8, 2010): 223. http://dx.doi.org/10.36311/1519-0110.2008.v9n1/2.62.

Full text

Abstract:

O texto objetiva apresentar algumas concepções pedagógicas de Anton Semionovitch Makarenko. A partir delas, propõe um repensar sobre a escola atual. Tem como foco o trabalho coletivo e cooperativo. Utiliza-se como aporte teórico, dentre outros, o livro de Luedemann, “Anton Makarenko: Vida e obra: A pedagogia da revolução”. Parte de uma perspectiva materialista histórica, na qual se tem o entendimento que ao analisar as concepções teóricas de um autor, estas devam ser situadas no lócus histórico e concreto no qual foram produzidas. Para tanto, é mister levar em conta a conjuntura temporal e as especifidades históricas e materiais da época. O texto trata de algumas questões aventadas por Makarenko, a saber: individualismo, disciplina, representatividade, assembléias, normatização, cortesia e perspectiva. Ao apresentar e discutir estas questões aponta possíveis desdobramentos e subsídios à construção de propostas coletivas diferenciadas daquelas que temos hoje, pautadas em instâncias colegiadas representativas que, de forma geral, enfatizam mais os princípios administrativos e burocráticos do que os princípios pedagógicos e educativos.

APA, Harvard, Vancouver, ISO, and other styles

35

Turczyk, Małgorzata. "SZOK – jako kategoria w dyskusji o przemocy wobec dzieci." Problemy Wczesnej Edukacji 39, no. 4 (September 28, 2017): 76–84. http://dx.doi.org/10.26881/pwe.2017.39.07.

Full text

Abstract:

SHOCK, as a recurring category that has been present for many years in the discourse on the right of the child/human to freedom from all forms of violence, becomes the focal point around which the considerations of this article are focused. The inspiration for the use of the shock category in education was the process of studying Anton Siemionowicz Makarenko’s Pedagogical Poemate and the analysis of the educational system he created along practical directives for parenting and its pedagogical implications. In the text, a fundamental question is raised about how Makarenko used SHOCK as a tool in the educational process? The text presents an analysis of the SHOCK category based on the behavior of violence against a child and analyzes their pedagogical implications.

APA, Harvard, Vancouver, ISO, and other styles

36

S. Nevskaja, S., and E. Mettini. "Perspective Lines System in A.S. Makarenko’s Pedagogical Experience." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 1200. http://dx.doi.org/10.14419/ijet.v7i4.38.27762.

Full text

Abstract:

In the paper is investigated perspective lines system created by A.S. Makarenko, are covered problems concerning psychological time and space, meaning of life, self-actualization, consciousness and self-awareness of individual. The individual perspective is regarded as an element of evolving self-awareness of former young offenders and homeless children. In human self-awareness, structure start evolving when there are representations of in the past, present and future. In the paper are provided insights into the connection of individual time perspective and individual morality, is proved that perspective lines system fulfills a very important function in defining moral value of man and that inside Makarenko’s collective individual developed in himself those qualities that helped to enter adult life worthy and find his place in community (society).

APA, Harvard, Vancouver, ISO, and other styles

37

Овчаренко, Людмила. "Штрих до портрета Миколи Макаренка (рецензія 1924 року на працю Вадима Щербаківського «Мальована неолитична керамика на Полтавщині. З додатком щоденника розкопів»)." Scientific journal "Archaeological ceramology", no. 1-2 (January 31, 2022): 192–208. http://dx.doi.org/10.52213/archaeologicalceramology.vi1-2.72.

Full text

Abstract:

Публікацію присвячено постаті відомого українського археолога, мистецтвознавця,музеєзнавця й пам’яткоохоронця Миколи Макаренка (04.02.1877 – 04.01.1938).Уперше опубліковано його рецензію (1924) на працю українського історика, археолога,етнографа й мистецтвознавця Вадима Щербаківського «Мальована неолитична керамика наПолтавщині. З додатком щоденника розкопів», яка побачила світ 1923 року на сторінках Науковогозбірника українського університету в Празі (т. 1). Документ зберігається в Інституті рукописуНаціональної бібліотеки України імені Володимира Вернадського.Подано короткі біографічні відомості про Миколу Макаренка. Зазначено основні напрямкийого наукової діяльності. Опубліковано стислу інформацію про головні досягнення й відкриття,здійснені вченим у царині археології впродовж 1902–1930 років. Подано відомості щодо відкритихлистів, листування й звітів про археологічні розкопки й вивчення пам’яток матеріальної культури,здійснені вченим упродовж 1903–1918 років. The publication deals with the figure of the famous Ukrainian archaeologist, art critic and museologistMykola Makarenko (04.02.1877–04.01.1938).There is his review (1924) of the paper of Ukrainian historian, archaeologist, ethnographer and artcritic Vadym Shcherbakivsky Painted Neolithic Ceramics in Poltava Region. With the Addition of the Diaryof Excavations in this article, which was published in the Scientific Collection of the Ukrainian Universityin Prague (vol. 1) in 1923. The document is stored in the funds of Volodymyr Vernadsky Institute ofManuscripts of the National Library of Ukraine and is published for the first time.Brief biographical information about Mykola Makarenko has been given. The main directions of hisscientific activity have been indicated. Some information about the main achievements and discoveriesmade by scientists in the field of archaeology during 1902–1930 has been published. There arerepresented the information about license, correspondence and reports on archaeological excavations andstudy of material culture of sites carried out by Mykola Makarenko during 1903–1918, which are storedin the fund of the Imperial Archaeological Commission of the scientific archive of the Institute of Historyof Material Culture of the Russian Academy of Sciences. The list of publications of Mykola Makarenko onarchaeological studies is also given. The author of this publication hopes that this paper will be useful forceramologists and complement our knowledge of the scientific heritage of Mykola Makarenko.

APA, Harvard, Vancouver, ISO, and other styles

38

Lipskiy, Vladimir N. "Aesthetic attitude to the world in the pedagogical experience of A. S. Makarenko." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 195–201. http://dx.doi.org/10.20323/1813-145x-2022-1-124-195-201.

Full text

Abstract:

The experience of A. S. Makarenko in the re-educating «difficult» teenagers (a considerable part of which were essentially juvenile criminals) became the foundation in the work of teachers of many generations of educatorsboth during the USSR and in the years of new Russia, and the name of A. Makarenko stands in the line with the best teachers of the world. The article shows that one of the leading places in the educational system of Makarenko was occupied by the ability of innovative teacher to saturate all the spheres of activity of his pupils with aesthetic ingredients. Moreover, this saturation was of an organic nature, in which the functional content of any activity performed by colonists (communards) was considered in direct connection with the aesthetically beautiful. The methodological concept of perspective lines is considered in the issue of the formation of a conscious sense of aesthetic attitude to the world among the pupils of Makarenko.The fundamental role in the formation of the aesthetic culture of colonists and communards was occupied by industrial activities. During the implementation of such activities, a practical and aesthetically significant goal was put forward and in the process of achieving that goal the subject (pupil) was overcoming the difficulties that arose and thus acquired versatile knowledge and skills, thereby improved in a professional sense. After reaching the near goal, a new goal was put forward and the whole cycle was repeated again. Thus, moving along perspective lines, significant results were achieved, and the process of activity itself acquired aesthetic meaning. The place and the role of art in the formation of the aesthetic culture of pupils is analyzed. It is shown that all types of art were used by Makarenko, the teacher, to instill specific practical knowledge and skills in the educated: theatre, literature, musical, choral and fine arts. They were aimed at solving practical and educational tasks. Thus, the aesthetic attitude was embedded in the very essence of the organization of the educational system of Makarenko.

APA, Harvard, Vancouver, ISO, and other styles

39

Nevskaya, S. "Appeal to the Ideas of A.S. Makarenko in Building the Educational Process in a Modern Primary School." Primary Education 9, no. 4 (September 2, 2021): 41–46. http://dx.doi.org/10.12737/1998-0728-2021-9-4-41-46.

Full text

Abstract:

The article discusses the problem of using the didactic ideas of the outstanding domestic teacher Anton Semyonovich Makarenko for the successful teaching and comprehensive development of Russian junior schoolchildren, improving modern educational systems, and implementing socially active pedagogy in practice. Particular attention is paid to the role of the teacher’s personality in the formation of a positive attitude of students to cognitive activity. The methodological techniques that were developed and tested in the pedagogical experience of A.S. Makarenko so that the process of acquiring knowledge and mastering skills becomes interesting, useful and personally significant for each student.

APA, Harvard, Vancouver, ISO, and other styles

40

Frazão, Samara Sales, and Maria Cleide Da Silva Barroso. "A educação brasileira à luz da concepção pedagógica de Antonio Makarenko." Germinal: Marxismo e Educação em Debate 12, no. 3 (January 19, 2021): 400. http://dx.doi.org/10.9771/gmed.v12i3.37508.

Full text

Abstract:

O presente artigo trata de pesquisa bibliográfica que tem como objetivo refletir sobre a contribuição da concepção pedagógica do pedagogo russo Anton Semionóvitch Makarenko (1888-1939) à educação brasileira na contemporaneidade. A fim de contribuição com nossas reflexões, elencamos autores como Oliveira (2012), Cury e Mouta (2014) e Baía e Machado (2020) que sinalizam as características da pedagogia makarenkiana, na qual tem como principal preceito a coletividade, desenvolvido a partir da experiência educacional da Colônia de Gorki, situada na então União das Repúblicas Socialistas Soviéticas (URSS). Encontramos na concepção pedagógica de Makarenko consonância com os tempos atuais, nos quais a educação no e para o coletivo ainda faz-se um desafio para os sistemas educacionais e para a sociedade.

APA, Harvard, Vancouver, ISO, and other styles

41

Ostapenko, Andrei Aleksandrovich. "Is the fourth wave of juvenile crime approaching? The review of socio-pedagogical publications." Полицейская деятельность, no. 6 (June 2020): 73–79. http://dx.doi.org/10.7256/2454-0692.2020.6.34575.

Full text

Abstract:

The purpose of the article is to review the scope of scientific literature of the late 15 - 20 years considering the problem of juvenile crime. The review covers the monographs, theses and articles published in scientific journals, and even newspaper articles covering all three waves of juvenile crime in Russia, starting with the analysis of juvenile crime of the 1920s - the 1930s. The analysis includes the new Russian-language (and partially Ukrainian-language) publications studying pedagogical activity, authorship, and scientific inventions of an outstanding pedagogue of the Soviet epoch A.S. Makarenko. The author demonstrates that the interest in Makarenko’s work is not decreasing both in Russia and abroad. The second part of the text contains the review of works of Makarenko’s followers and adherers - S.A. and G.K. Kalabalin, and their apprentices A.S. Kalabalin and V.I. Slobodchikov. The last part of the text is the review of articles and monographs studying the new wave of juvenile crime. In particular, the author analyzes the works illustrating the psychological and pedagogical, social and medical reasons of emergence, expansion and growth scale of such youth subculture as A.U.E (Prisoner’s Urka Unity), and the ways of its prevention and combating.   

APA, Harvard, Vancouver, ISO, and other styles

42

Pinel, Walace Roza, and Erlando da Silva Reses. "A pedagogia de Makarenko: aproximações de um modelo socioeducativo na Revolução Russa." Germinal: Marxismo e Educação em Debate 9, no. 3 (December 16, 2017): 317. http://dx.doi.org/10.9771/gmed.v9i3.24656.

Full text

Abstract:

Destacamos a obrigatoriedade histórica no resgate das ideias do educador socialista Anton Makarenko, procurando destacar seu relevante trabalho na luta em favor da educação, como projeto social dirigida aos excluídos. Dedicou a sua vida a construir e elaborar um processo educativo balizado na perspectiva de uma práxis social transformadora. Destaca-se no Brasil sua influência, junto aos Movimentos Sociais e Populares, na formação sindical e nas Comunidades Eclesiais de Base vinculados às tendências progressistas da Igreja Católica. Reafirma-se, a perspectiva socialista desta pesquisa reconhecendo as contradições da Pedagogia Socialista de Makarenko como pioneira e fundamental à discussão de instituições de “reforma” de infratores (as) por meio da educação e trabalho especialmente na perspectiva: <em>coletivista e autogestionária.</em>

APA, Harvard, Vancouver, ISO, and other styles

43

Luz, Leonardo Marcelino. "100 anos de colônia Gorki: sofrimento e resistência na práxis educativa de Makarenko." Germinal: Marxismo e Educação em Debate 12, no. 2 (October 15, 2020): 372. http://dx.doi.org/10.9771/gmed.v12i2.35236.

Full text

Abstract:

<p>Resumo: Este trabalho visa analisar as significações makarenkianas sobre o trabalho de seu autor à frente da Colônia Maxim Gorki, entre 1920 e 1928. Especificamente, nos interessa analisar os sintomas de mal estar docente vividos por Makarenko e seu enfrentamento para, ao fim, lograr o êxito na recém fundada educação socialista soviética que começava a tomar forma, no contexto histórico do fim do tsarismo e os primórdios da Revolução Russa. Para a consecução desse objetivo nos valemos dos estudos de Vigotski sobre a constituição dos sentidos e significados. Observou-se que Makarenko enfrentou situações de mal estar profissional tanto como professor como gestor pedagógico.<br />Palavras-chave: Pedagogia Socialista, Mal Estar, Sentidos e Significados.</p>

APA, Harvard, Vancouver, ISO, and other styles

44

BULAVA, L., and O. MASHCHENKO. "POLTAVA TEACHING INSTITUTE AND ANTON MAKARENKO IS IN 1917 YEAR." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 31–35. http://dx.doi.org/10.33989/2075-146x.2018.21.205974.

Full text

Abstract:

After revolution in Russia of 23.03.1917 on collections of students of the Poltava teaching institute a decision was accepted from an autumn in 1917 to pass to teaching Ukrainian. The decision of collections is directed to pedagogical advice of teaching institute. Іn 7.04.1917 pedagogical advice acknowledged that teachers can not execute this decision. Therefore in autumn in 1917 they or passed to other work in Russia, or were exempt from work in Poltava. Director Aleksandr Volnin in 8.09.1917 abandoned Poltava. The temporal director of institute was become by Fedor Lisogorskiy. Anton Makarenko is a 9.09.1917 request about work in an institute. A request was accepted. But at the end of September, 1917 the director of institute is appoint Aleksey Levickiy. He also taught pedagogics and Ukrainian. Fedor Lisogorskiy taught history and Russian literature; Vladimir Schepot'ev – to Ukrainian literature; Aleksandr Buldovskiy – to geography and natural history, Hryhorij Vaschenko – psychology and pedagogics. Fedor Poshivaylo is a teacher of school at an institute.Thus, Anton Makarenko was not the teacher of school at a teaching institute. Possibly, he made attempt become a teacher once again in August, 1919. But by the director of institute it was appointed Petr Kowalewski, but not Fedor Lisogorskiy. Fedor Lisogorskiy is a teacher of Russian literature and history, with what Makarenko had close contacts and amities.

APA, Harvard, Vancouver, ISO, and other styles

45

Protanskaya, Elena Sergeevna. "Phenomenon of Anton Makarenko in 20th century culture." Vestnik of Saint Petersburg State University of Culture 2 (June 2018): 45–52. http://dx.doi.org/10.30725/2619-0303-2018-2-45-52.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Jeanne, Yves. "Anton Makarenko : un art de savoir s'y prendre." Reliance 17, no. 3 (2005): 144. http://dx.doi.org/10.3917/reli.017.0144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Groenwald, Maria. "Inspirujący Anton Makarenko. Z analizy hieroglifów na „Dziełach”." Problemy Wczesnej Edukacji 39, no. 4 (September 28, 2017): 53–61. http://dx.doi.org/10.26881/pwe.2017.39.09.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

48

Тимофеева, Лидия. "Russian Government and Bureaucratic State by V.P. Makarenko." Полис. Политические исследования (Polis. Political Studies), no. 3 (May 25, 2015): 178–84. http://dx.doi.org/10.17976/jpps/2015.03.12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

ARIKAN, AHMET, HOWARD SMITH, and NADIR TRABELSI. "ON CERTAIN APPLICATIONS OF THE KHUKHRO–MAKARENKO THEOREM." Glasgow Mathematical Journal 55, no. 2 (August 2, 2012): 275–83. http://dx.doi.org/10.1017/s0017089512000493.

Full text

Abstract:

AbstractSome recent results of Khukhro and Makarenko on the existence of characteristic -subgroups of finite index in a group G, for certain varieties , are used to obtain generalisations of some well-known results in the literature pertaining to groups G, in which all proper subgroups satisfy some condition or other related to the property ‘soluble-by-finite’. In addition, a partial generalisation is obtained for the aforementioned results on the existence of characteristic subgroups.

APA, Harvard, Vancouver, ISO, and other styles

50

Pressley, John. "In the Leadership Steps of Anton Semyenovitch Makarenko." Residential Treatment For Children & Youth 12, no. 4 (October 10, 1995): 45–51. http://dx.doi.org/10.1300/j007v12n04_04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!