Sukhomlyn selected pedagogical compositions
The future pedagogue-innovator was born in 1918 in the village of Vasilyevka (now Kirovograd region) in a poor peasant family. His childhood and youth passed here. Vasily Alexandrovich’s father – Alexander Emelyanovich Sukhomlinsky (1893-1930) – before the October Revolution worked as a carpenter and carpenter in landlord economy and piecework – in peasant farms. In Soviet times Aleksandr Emelyanovich became one of the foremost men of the village – was the civil society activists, participated in the leadership of consumer cooperatives and collective farms appeared in the newspapers as a village correspondent, he was in charge of the collective farm hut-laboratory, supervised labor training (for wood-case) in the seven-year school. VA Sukhomlinsky’s mother, Oksana Avdeevna (1893-1931), was a housewife, performed small tailoring work, and worked on a collective farm. Together with Alexander Emelyanovich, she brought up, besides Vasily, three more children
In the summer of 1933, her mother led Vasili to Kremenchug. After graduating from the faculty he entered the Pedagogical Institute; in 17 years he became a teacher in a correspondence school near his native village. He transferred to Poltava Pedagogical Institute and graduated in 1938, then returned to his native places, where he began to teach Ukrainian language and literature in Onufriev’s secondary school.
In 1941 Sukhomlinsky volunteered for the front. In January 1942, he, a junior political instructor, was seriously wounded, defending Moscow, and only survived by a miracle. The shell fragment remained in his chest forever. After treatment in a hospital in the Urals, he was asked to go to the front, but the commission could not recognize it even as limited as it was fit. As soon as his native places were liberated, Sukhomlinsky returned to his homeland. In 1948, he became director of the Pavlysh secondary school, which he steadily led until the end of his life.
Vasily Alexandrovich Sukhomlinsky – author of 40
Sukhomlinsky created an original pedagogical system. based on the principles of humanism [2]. on the recognition of the child’s personality as the highest value on which the processes of upbringing and education, creative activity [3] of a cohesive team of like-minded teachers and students should be oriented. The very essence of the ethics of the communist education of Sukhomlinsky was that the educator believes in the reality, feasibility and attainability of the communist ideal, measures his work by the criterion and measure of the ideal.
Sukhomlinsky built the learning process as a joyful work [4]; He paid much attention to the formation of the worldview of students; an important role in teaching was given to the word of the teacher, the artistic style of presentation, the composition of fairy tales, art works, reading books with children [5].
Sukhomlinsky developed a comprehensive aesthetic program of “education of beauty.” In Soviet pedagogy of his time began to develop humanistic traditions of national and world pedagogical thought.
In their entirety, Sukhomlinsky’s views are presented in “Studies on Communist Education” (1967) and other works. His ideas are embodied in the practice of many schools. The International Association of VA Sukhomlinsky and the International Union of Researchers of Sukhomlinsky, the Sukhomlinsky Pedagogical Museum in the Pavlish School (1975) were established.
Sukhomlinsky – author of about 30 books and over 500 articles on the education and training of young people. The book of his life – “I give my heart to children” (State Prize of the USSR – 1974. posthumously). His life is the upbringing of children, personality. He brought up in children a personal attitude to the surrounding reality, an understanding of his work and responsibility to his relatives, comrades and society and, most importantly, his own conscience.
In his book “100 Tips for the Teacher” Sukhomlinsky wrote that the child is a being that thinks, knows the world not only around himself, but also knows himself. At what this knowledge comes not only with the mind, but with the heart. Only the teacher who truly expresses a hundredth part of what he knows in his lesson truly loves his subject. The richer the teacher’s knowledge, the more clearly his personal attitude to knowledge, science, the book, intellectual work, intellectual life is revealed. This intellectual wealth is the love of the teacher in his subject, in science, in school, in pedagogy. The teacher is not only an expert who knows how to transfer knowledge to the next generation, but he also plays a big role in making the child a person, namely, the person of the future, on which the future of the whole country depends. The teacher should not only be able to analyze the causes of influence on the child, but also must adhere to the fact that the study of the subject has become complete. Work should become the main thing in the life of the student. Folk pedagogy knows that the child is strong and that it is impossible. Because it organically combines life’s wisdom with maternal and fatherly love. To the child wanted to learn well, and this he was striving to bring joy to the mother and father, it is necessary to cherish, cherish, develop in him the feeling of pride of the worker. This means that the child must see, experience his success in teaching. Human relations are revealed most clearly in labor – when one creates something for another. The task of the teacher is not only to be able to correctly determine the causes and consequences in education, but also to influence the life of the child, while sharing their concerns with the parents. The teacher needs to work so that the mother and father have a single idea of who they bring up together with the school, and hence the unity of their demands, primarily to themselves. To achieve that the father and mother as educators acted in unity means to teach the wisdom of maternal and paternal love, the harmony of kindness and rigor, affection and exactingness. The teacher becomes a beacon of knowledge – and therefore a teacher – only when the pupil there is a desire to know much more than he had learned in class, and a desire to become one of the main incentives for the pupil to teaching, to the mastery of knowledge. that the father and mother as educators acted in unity means to teach the wisdom of maternal and paternal love, the harmony of kindness and rigor, caress and exactingness. The teacher becomes a beacon of knowledge – and therefore a teacher – only when the pupil there is a desire to know much more than he had learned in class, and a desire to become one of the main incentives for the pupil to teaching, to the mastery of knowledge. that the father and mother as educators acted in unity means to teach the wisdom of maternal and paternal love, the harmony of kindness and rigor, caress and exactingness. The teacher becomes a beacon of knowledge – and therefore a teacher – only when the pupil there is a desire to know much more than he had learned in class, and a desire to become one of the main incentives for the pupil to teaching, to the mastery of knowledge.
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