Pedagogical activity of Sukhomlinsky. Vasil Sukhomlinsky: biography, creativity and interesting facts

Vasily Alexandrovich Sukhomlinsky

Memorial to Sukhomlinsky at Pavlysh school

Entrance to the museum at the Pavlysh school

Vasily Aleksandrovich Sukhomlinsky(September 28, the village of Vasilyevka, Alexandria district, Kherson province - September 2, the village of Pavlysh, Onufrievsky district, Kirovograd region, Ukrainian SSR) - Soviet teacher of Ukrainian origin.

Corresponding Member of the Academy of Pedagogical Sciences of the USSR (), Candidate of Pedagogical Sciences (), Honored School Teacher of the Ukrainian SSR (), ().

Biography

V.A. Sukhomlinsky was born into a poor family.

To October Revolution Vasily Aleksandrovich's father, Alexander Emelyanovich Sukhomlinsky, worked for hire as a carpenter and joiner in the landlord economy and as a piecework worker in peasant farms. IN Soviet era Alexander Emelyanovich became one of the leading people in the village - he was a social activist, took part in the leadership of consumer cooperation and the collective farm, appeared in newspapers as a village correspondent, managed the collective farm hut-laboratory, and supervised labor training (in woodworking) at a seven-year school. V.A. Sukhomlinsky’s mother, Oksana Iudovna, was a housewife, did minor tailoring work, and worked on a collective farm. Together with Alexander Emelyanovich, she raised, in addition to Vasily, three more children - Ivan, Sergei and Melania. All of them became rural teachers.

Vasily Sukhomlinsky first studied at the Vasilyevskaya seven-year school (1926-1933), where he proved himself to be one of the most capable students. Summer of 1934. he entered preparatory courses at the Kremenchug Pedagogical Institute and in the same year became a student at the Faculty of Language and Literature. But due to illness he was forced to leave in 1935. interrupt your studies at the university.

As a 17-year-old boy, Vasily Aleksandrovich began practical pedagogical work. During 1935-1938. he teaches Ukrainian language and literature at the Vasilyevskaya and Zybkovskaya seven-year schools in the Onufrievsky district. In 1935 he joined the Komsomol.

V.A. Sukhomlinsky continued his studies from 1936 at the Poltava Pedagogical Institute (correspondence department), where he first received his teacher’s qualification Ukrainian language and literature of junior high school, and then - a teacher of the same subjects in high school in 1938. He recalled with warm feeling the two-year period of study in Poltava. “I,” wrote Vasily Aleksandrovich, “had the good fortune to study at the Poltava Pedagogical Institute for two years... I say, I was lucky, because we, twenty-year-old boys and girls, were surrounded at the institute by an atmosphere of creative thought, curiosity, and thirst for knowledge. I am proud to call the Poltava Pedagogical Institute my alma mater...”

Sukhomlinsky is the author of about 30 books and over 500 articles devoted to the education and training of youth. The book of his life is “I Give My Heart to Children” (State Prize of the Ukrainian SSR - posthumously). His life is raising children, personality. He instilled in children a personal attitude to the surrounding reality, an understanding of their work and responsibility to family, comrades and society and, most importantly, to their own conscience.

Memory

• On building No. 1 of the Poltava Pedagogical Institute (now a university) on the street. Ostrogradsky, 2 - A memorial plaque was installed to Sukhomlinsky.
• At the university itself there is a museum of V. A. Sukhomlinsky.
• Nikolaev National University is named in honor of V. A. Sukhomlinsky.

Awards

Significant works

• Team education methodology

The complete collection of works and methodological heritage is given in the book:

• V. A. SUKHOMLINSKY: Biobibliography / Comp. A. I. Sukhomlinskaya, O. V. Sukhomlinskaya. - K.: Glad. school, 1987.- 255 p.

See also

Notes

Links

Sukhomlinsky, Vasily Alexandrovich on the website “Heroes of the Country”

• (Ukrainian)
• Vasil Oleksandrovich Sukhomlinsky (Ukrainian)
• Simon Soloveitchik“An ever deeper understanding of a child is his upbringing.” newspaper “First of September” (No. 70/2000). Archived from the original on March 12, 2012. Retrieved July 18, 2009.

Categories:

• Personalities in alphabetical order
• Born on September 28
• Born in 1918
• Born in Kherson province
• Born in Onufrievsky district
• Died on September 2
• Died in 1970
• Died in Onufrievsky district
• Heroes of Socialist Labor
• Knights of the Order of Lenin
• Knights of the Order of the Red Star
• Teachers of the USSR
• Teachers of Ukraine
• Participants of the Great Patriotic War
• Buried in Onufrievsky district

Wikimedia Foundation. 2010.

V. A. Sukhomlinsky is an outstanding innovative teacher. He loved children very much and tried to make sure that they could receive not only high-quality knowledge, but also full-fledged all-round development. It is worth talking about his contribution to pedagogy in more detail.

Biography

In September 1918, in the village of Vasilyevka (today it is the Kirovograd region of Ukraine), a boy Vasya was born. He grew up in the family of a rural carpenter and a housewife who worked part-time as a tailor. After the revolution, my parents went to work on a collective farm. Father was actively involved social activities, was a rural correspondent for a local newspaper. He also supervised woodworking training. In addition to Vasily, there were three more children in the family, who in adulthood became teachers in rural schools.

In 1933, Sukhomlinsky entered the workers' faculty in Kremenchug. Upon graduation, he became a student at the Pedagogical Institute. In parallel with this, from the age of 17 he worked as a correspondence school teacher. In 1938 he graduated from the Poltava Pedagogical Institute, where he transferred from Kremenchug. After completing his studies, he came to work at Onufrievskaya Secondary School as a teacher of Ukrainian language and literature.

In 1941 he volunteered for the war. But already in January next year During the defense of Moscow, he was seriously wounded and miraculously did not die. Doctors were unable to completely remove the shrapnel in his chest. He carried this reminder of the war with him for the rest of his life. After being wounded, he repeatedly asked to go to the front, but the commission did not let him through for health reasons. Therefore, he returned to his homeland when his enemies abandoned it.

1948 was a turning point in his life. He was appointed director of the Pavlish Secondary School. It was there that Sukhomlinsky’s pedagogical ideas developed. He did not leave his post until the end of his life.

Humanism

One of the first in Soviet pedagogy to speak about humanism was V. A. Sukhomlinsky. He always put the child with his advantages and disadvantages first. The teacher believed that the teacher should not direct children, mechanically and to some extent force them to study. The main role of the teacher is to create all the conditions so that his students have the opportunity to comprehensively develop their best qualities.

If we roughly summarize the main provisions of Sukhomlinsky’s theory, it turns out that it is not the teacher who leads the educational process, but his students. But in reality, everything is not quite like that. In pedagogy, the interaction of everyone involved in the educational process plays an important role. Therefore, Vasily Alexandrovich prepared parents for the future education of their children.

The team as an important link in the pedagogical process

He always showed respect for each teacher, maintaining a positive atmosphere within the team. The main provisions of V. A. Sukhomlinsky’s pedagogical ethics include competent interaction of all teachers. Therefore, there should be no quarrels and strife in the team. Everyone prepared in advance for the arrival of a new teacher at school. It was a real holiday, to show that the "newbie" 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 gets to know the world, but also himself in it.

The basis is folk experience

To anyone who is new to Sukhomlinsky’s pedagogical ideas, they may seem superficial, because he took folk pedagogy as a basis. In fact, it is fraught with centuries of experience, which people have collected from 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 a fairy tale as the main tool for raising a child. It is perceived more easily, but has a colossal charge of knowledge and behavior patterns. In his lessons, the teacher used not only folk art, but he himself wrote fairy tales and stories in order to explain to the 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 all achievements and failures with the team in order to extract the most positive aspects from them. Sukhomlinsky also constantly studied different times and modern educational institutions. This allowed him to create own system backed by extensive teaching experience.

He said: if you do not force children to study, but be their friend and spend time together with benefit for both parties, you can achieve unprecedented success. At the same time, each class team needs to find its own approach. You cannot teach all children according to the same template. By interacting with children, the teacher not only achieves their comprehensive development, but also discovers something new with them and changes.

Not to teach, but to develop

All of Sukhomlinsky’s pedagogical activities were 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 related to the subject he taught.

Sukhomlinsky considered it a victory if the students saw something unusual in the world around them and came to conclusions that he might not have immediately noticed. 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 independently and assess the situation. He loved it when children asked unusual questions. This indicated that the guys were trying to understand as much as possible from what they see and 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 it. But even in such conditions, children must firmly believe that they made such a conscious 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.

Education with beauty

This is the basis of Sukhomlinsky. If children do not learn to see beauty in everyday life, they will not be able to become full-fledged individuals. 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 acquire knowledge of a language or literature. But the teacher approached this issue creatively. He could spend time exploring with the boys how beautiful the meadow is early autumn or in the spring. Together they examined every detail, gave it a description, and selected epithets and metaphors.

In the same way, the teacher gave children knowledge of language, which was based on interaction with nature. If the theme of rock was the study of a letter, then together they would draw it in their albums and look for outlines in surrounding objects. So the children saw that in this wonderful world everything is interconnected.

Parent University

We have already mentioned earlier that Sukhomlinsky’s pedagogical ideas assign a special place to the close interaction of all people involved in the pedagogical process. This includes parents with whom children spend most of their lives.

To make it clear to them how and what to teach their children, Sukhomlinsky’s pedagogical activities were also aimed at educating mothers and fathers. For this purpose, the teacher created a Parent University at the school. Parents joined it two years before their children went to school, and studied until the kids graduated.

The entire course of the parent university was designed for 250 hours of lectures, during which they were given knowledge about the developmental characteristics of schoolchildren, their interests and preferences in a specific age period. This contribution to pedagogical science by Sukhomlinsky is difficult to overestimate even today. After all, parents cannot always find common language with your children. And if the school gives them the basics of pedagogy and developmental psychology, family conflicts will be smaller, and schoolchildren will be able to study and develop in a favorable atmosphere.

Work in pedagogy

Pedagogical ideas Sukhomlinsky was assigned a major role in the development of the child labor activity. He himself said that initiation into such activities must begin with early age. But children should work not so much to obtain moral benefits, but rather 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 activities, the child will also feel a sense of pride that he has done a socially useful thing.

Work activity must be consistent and constant. It makes no sense that children sometimes do something, perceiving this work as a duty imposed on them by their elders. Students should feel responsible for what they are assigned 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 has been studied and is still being studied in many countries around the world. Among all the wealth of knowledge that he shared with others, it is worth highlighting the following pedagogical books by Sukhomlinsky:

• "One hundred tips for the teacher."
• "I give my heart to children."
• "How to raise a real person."
• "Parental pedagogy".
• "Letters to my son."
• "The Birth of a Citizen."

In them, he summarized all his achievements and the achievements of the teaching staff he led. These works have become the basis of humanistic education in many modern innovative educational institutions.

Not only a teacher, but also a writer

In addition to 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 designed 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 or for lessons to make the learning process interesting and understandable for their students.

Many consider these pedagogical works of Sukhomlinsky to be a practical illustration of his ideas. And the tales of this teacher have long become part of school programs in many countries.

Methods of education and theory of child rearing according to Sukhomlinsky.

Simple truths of the Pavlysh teacher (V. Sukhomlinsky)

Having access to the fairy-tale palace, whose name is Childhood, I always considered it necessary to become to some extent a child. Only under this condition will children not look at you as a person who accidentally entered their gate fairy world, as a watchman guarding this world, a watchman who is indifferent to what is happening inside this world. (V. Sukhomlinsky)

The path to the profession

Vasily Aleksandrovich Sukhomlinsky has an amazing fate. Recognized by the public and authorities former USSR, a communist, an atheist, an academician, awarded the highest awards, the Pavlysh teacher hardly worked exclusively for the sake of the communist idea. However, just a few years ago, in the works of Sukhomlinsky, they looked for and found the origins of the Marxist-Leninist worldview in the education of schoolchildren and future teachers. But that era is a thing of the past, and the topics of scientific research have also changed: from Sukhomlinsky they draw ideas of humanism, nurturing love for the native land, native language and the word, appeals to national sources.

We must admit: today both teachers and parents are little familiar with Vasily Alexandrovich’s methods of education. At best, students studied the works of Sukhomlinsky in a course on the history of pedagogy, of which they only remember: “work in the name of the Motherland and for the sake of victory over imperialism”, and perhaps also “love of nature, education of collectivism”... Few people reveal it. books and is carried away by the true ideas of the teacher. That is why today almost none of the teachers remember Sukhomlinsky (as well as the same Makarenko). A simple stereotype comes into play: we already know about our own, but read about Montessori pedagogy, get acquainted with ideas Domana , Spock or Ibuki much more interesting.

Of course, it’s great when every teacher can be interested in different methods and try to implement what he likes. Today, the widest field of opportunities is open for the introduction of pedagogical educational concepts. But for some reason, many people create idols from famous foreign teachers, but no longer notice their own, accessible, wise and progressive ones.

In the center educational system , created by Vasily Sukhomlinsky, there is a child with his activity, interests, and individual creative abilities. The main task of the school teaching staff is to create favorable conditions for the formation and development of Personality. Education, according to Sukhomlinsky, is not the elimination of a child’s shortcomings, but the development of all that is good. Not power and submission, but respect and love should be the basis of learning. That is, the point is not that the student receives a certain set of knowledge at school, but how this knowledge will live in him in the future.

Few teachers know something else: towards the end of his life, Sukhomlinsky turned from an international upbringing to a national one, from atheism to a folk cultural basis, to an understanding of the multifaceted manifestations of a student’s personality, to the fact that spirituality plays the main role in the formation of a comprehensively developed person.

As for praising the ideals of communism, this really cannot be taken away. But! For Sukhomlinsky, this was not a ritual or duty, but faith, sincere and pure. “We must say with all certainty,” wrote Vasily Alexandrovich, “that the first and the most important goal education is a person, his comprehensive development, a clear mind, high ideals, a pure noble heart, golden hands, his personal happiness.”

It is quite obvious that we're talking about about true humanistic values. It’s just that in his time Sukhomlinsky could not operate with other concepts. His understanding of the tasks of education was very different from what was in the textbooks; his view of the role and place of the teacher did not fit into the postulates of official pedagogy.

The future innovative teacher was born in 1918 in the village of Vasilyevka (now Kirovograd region) into a poor peasant family. Here he spent his childhood and youth. In the summer of 1933, Vasily’s mother accompanied him to Kremenchug. After graduating from the workers' faculty, he entered the pedagogical institute; At the age of 17, he became a teacher at a correspondence school near his native village. He transferred to the Poltava Pedagogical Institute and graduated in 1938, then returned to his native place, where he began teaching Ukrainian language and literature at the Onufrievsky secondary school.

In 1941, Sukhomlinsky volunteered to go to the front. In January 1942, he, a junior political instructor, was seriously wounded while defending Moscow, and only miraculously survived. The shell fragment remained in his chest forever. After treatment in a hospital in the Urals, he asked to go to the front, but the commission could not recognize him as even partially fit. As soon as his native places were liberated, Sukhomlinsky returned to his homeland. In 1948, he became the director of the Pavlysh secondary school, which he continuously directed until the end of his life.

Today, when the work of an outstanding teacher has acquired the features of a completed logical whole, the significance of his books “I Give My Heart to Children,” “The Birth of a Citizen,” and “Letters to My Son,” prepared for publication as a kind of trilogy, is especially clearly visible. Each of these works is a separate, independent and complete work. Presented as a trilogy, they reveal the whole complex of problems in raising the younger generation.

Written in the last period of Vasily Aleksandrovich’s life, these books belong to his main, in many respects programmatic, works and together they give an idea of ​​​​Sukhomlinsky’s pedagogical system, and of his personality as a teacher - theorist and practitioner.

Only a historical approach to the work of an outstanding teacher will make it possible to correctly determine his contribution to the treasury of Soviet pedagogy. First, let's study the biographical data of V. A. Sukhomlinsky.

Vasily Aleksandrovich Sukhomlinsky was born on September 28, 1918 in the village of Vasilyevka in the Kherson region (now Kirovograd region) into a poor peasant family. Before the revolution, his fate most likely would have been the unenviable fate of a semi-literate farm laborer. But the revolution decreed otherwise. Like all peasant children, he entered school in his native village and in 1933 graduated from the seven-year school. In those years, there was a great need in the country for teachers for the rapidly growing school network. In 1934, Sukhomlinsky completed preparatory courses at the Kremenchug Pedagogical Institute. In 1935, the long and glorious pedagogical path of V. A. Sukhomlinsky began. It was in 1935, at the age of 17, that he became a teacher at a correspondence school near his native village. In 1938 he graduated from the Poltava Pedagogical Institute. It is to the Poltava Pedagogical Institute that Sukhomlinsky owes his knowledge of the fundamentals of pedagogical science, the ability to work with children, the culture of communication, and the desire for eternal scientific research. Borisovsky A.M. Sukhomlinsky V.A., M., 1985.

In 1939, Sukhomlinsky joined the ranks Communist Party. During the Great Patriotic War, he was a political instructor of a company in the active army. After being seriously wounded in 1942 and treated in hospitals, he returned to teaching. He was appointed director of a secondary school in Ufa. As soon as his native land was liberated from the fascist invaders, Vasily Aleksandrovich came to the Kirovograd region and, as the head of the district, energetically began to restore the schools destroyed by the invaders in the Onufrievsky district. From 1948 until the end of his life, he was the permanent director of the Pavlysh secondary school.

It takes decades for a teacher, like a philosopher, to formulate his ideological principles and develop pedagogical beliefs. Sukhomlinsky also spent many years on this. And so, when, it would seem, the time had come for the heyday of his spiritual strength and talent, September 2, 1970 came and V.A. Sukhomlinsky passed away.

For his teaching work he was awarded two Orders of Lenin and many medals USSR. Since 1958, Sukhomlinsky has been a corresponding member of the Academy of Pedagogical Sciences of the RSFSR; Honored Teacher of the Ukrainian SSR. In 1968 he was awarded the title of Hero of Socialist Labor.

In the same year he was elected corresponding member of the USSR Academy of Pedagogical Sciences. V.A. Sukhomlinsky is the author of 41 monographs and brochures, more than 600 articles, 1200 stories and fairy tales.

The total circulation of his books is about 4 million copies in various languages ​​of the peoples of our country and the world. In April 1970, he completed the work “Problems of educating a comprehensively developed personality” - a report for defending his doctoral dissertation on a body of work. All of Sukhomlinsky’s works give a convincing idea not only of the versatility of Sukhomlinsky’s pedagogical approaches, but also of the integrity of his entire pedagogical thinking, that integrity that is like a monolith from which it is impossible to remove a single part without violating the unity of this alloy. Vodzinsky D.I. Life and pedagogical legacy of V.A. Sukhomlinsky, Minsk, 1978. The motto of his life is very accurately expressed in the title of one of his last books: “I give my heart to children.”

Biography of V. A. Sukhomlinsky

Born into the family of a village carpenter. After graduating from the school for peasant youth, he entered the Kremenchug Medical College. In 1939 he graduated with honors from the Poltava Pedagogical Institute. He worked as a teacher of Ukrainian language and literature in rural schools in the Onufrievsky district of the Kirovograd region.

Participant of the Great Patriotic War. In July 1941 he was drafted into the Red Army. With the rank of junior political instructor, he fought on the Western and Kalinin fronts, participated in the Battle of Smolensk and the Battle of Moscow. In January 1942, he was seriously wounded by a shell fragment to the very heart. Miraculously, he survived and after being discharged from the Ural hospital, from 1942 to 1944 he worked as the director of a school in the village of Uva, Udmurt Autonomous Soviet Socialist Republic. Returning to his homeland, he learned that his wife, who participated in the partisan underground, and her young son were tortured by the fascist occupiers.

Since 1944 - head of the Onufrievsky district department of public education. From 1948 to last day During his life he worked as the director of a secondary school in the village of Pavlysh, Onufrievsky district, Kirovograd region of Ukraine. In 1955 he defended his thesis on the topic: “The school director is the organizer of the educational process.”

Pedagogical activity

Sukhomlinsky created an original pedagogical system based on the principles of humanism, on the recognition of the child’s personality as the highest value, on which the processes of upbringing and education, the creative activity of a close-knit team of like-minded teachers and students should be oriented. Sukhomlinsky understood communist education as the formation of “thinking individuals”, and not obedient executors of party commands.

Sukhomlinsky built the learning process as joyful work; he paid great attention to shaping the worldview of students; An important role in learning was assigned to the teacher’s words, artistic style of presentation, and the creation of fairy tales and works of art with children.

Sukhomlinsky developed a comprehensive aesthetic program of “education with beauty.” His system opposed authoritarian education and was criticized by official pedagogical circles for “abstract humanism.”

Sukhomlinsky’s views are presented in their entirety in “Etudes on Communist Education” (1967) and other works. His ideas are embodied in the practice of many schools. The International Association of V. A. Sukhomlinsky and the International Association of Sukhomlinsky Researchers, the Sukhomlinsky Pedagogical Museum at the Pavlysh School (1975) were created.

Sukhomlinsky is the author of about 30 books and over 500 articles devoted to the education and training of youth. The book of his life is “I Give My Heart to Children” (State Prize of the Ukrainian SSR - 1974, posthumously). His life is raising children, personality. In conditions of severe atheism, a totalitarian system and political xenophobia, he instilled in children a sense of dignity and raised a citizen.

Awards

Hero of Socialist Labor (1968).
- Order of the Red Star.

Abstract on the topic “Sukhomlinsky Vasily Aleksandrovich”
Author(s): Dychko Svetlana Skipina Daria
Moscow City Psychological - Pedagogical University, Moscow, 2005.

born September 28, 1918, in the village. Vasilievka, now Onufrievsky district, Kirovograd region, - September 2, 1970, village. Pavlysh of the same district and region), Soviet teacher, honored school teacher of the Ukrainian SSR (1969), corresponding member of the Academy of Pedagogical Sciences of the USSR (1968, Academy of Pedagogical Sciences of the RSFSR since 1957), Hero of Socialist Labor (1968). Graduated from the Poltava Pedagogical Institute (1939). Participant of the Great Patriotic War of 1941-1945. From 1948 until the end of his life he worked as the director of the Pavlysh secondary school.

He created an original pedagogical system based on the principles of humanism, recognition of the child’s personality as the highest value of the processes of upbringing and education, and the creative activity of a close-knit team of like-minded teachers and students. Sukhomlinsky understood communist education as the formation of “thinking individuals”, and not obedient executors of party commands. Sukhomlinsky built the learning process as joyful work; paid great attention to shaping the worldview of students; important role in teaching, he devoted himself to the teacher’s words, artistic style of presentation, composing fairy tales, works of art, etc. with children (“I give my heart to children,” 1969). He developed a comprehensive aesthetic program for “education through beauty.” Sukhomlinsky’s system opposed authoritarian education and was criticized by official pedagogical circles for “abstract humanism.” Sukhomlinsky’s views are presented in their entirety in “Etudes on Communist Education” (1967) and other works.

His ideas have been put into practice by many. schools The International Association of V.A. was created. Sukhomlinsky and the International Association of Sukhomlinsky Researchers, Sukhomlinsky Pedagogical Museum at the Pavlysh School (1975). The book of his life is “I Give My Heart to Children.” His life is raising children, personality, birth of a citizen. In conditions of cruel atheism, a totalitarian system and political xenophobia, he instilled in children a sense of dignity and raised a citizen. In 1935, Anton Makarenko’s book “The Road to Life” was published. In 1935, Vasily Sukhomlinsky began his service to the people in the pedagogical field. He is a pupil of Poltavsky pedagogical university them. Korolenko, lived a bright teaching life, left a rich pedagogical legacy, gave a start to life and success not only to young students, but also to a whole galaxy of talented teachers. He outlined his research legacy in the book “I Give My Heart to Children.”

Are his pedagogical achievements exhausted? They are inexhaustible. Many of his ideas turned out to be extremely useful seeds for society, which have yielded and will bear fruit.

Essays:

Education of collectivism among schoolchildren, M., 1956;
- Formation of communist beliefs of the younger generation, M., 1961;
- I give my heart to children, 5th ed. K., 1974;
- Pavlyshskaya high school, M. 1969;
- The Birth of a Citizen, 3rd ed., Vladivostok, 1974;
- About education, 2nd ed., M., 1975
- Conversation with the young school director M., 1973;
- Wise power of the collective, M. 1975.

V.A. Sukhomlinsky calls the profession of a teacher human studies, emphasizing that the teacher must constantly penetrate into the complex spiritual world of the student, discover something new in him, admire this new, see a person in the process of his formation.

V.A. Sukhomlinsky had his own views on the role and importance of a teacher in a child’s life. A teacher must have a calling. Boundless faith in man, in the power of upbringing.

Sukhomlinsky said: “I see the educational meaning in the fact that the child sees, understands, feels, experiences, comprehends, as a great secret, an introduction to life in nature...” In the book “I Give My Heart to Children,” Sukhomlinsky gives teachers advice: “Go in the field, in the park, drink from the source of thought, and this living water will make your pets wise; researchers, inquisitive, inquisitive people and poets. “He notes that “taking children out onto the lawn, visiting them in the forest, in the park is much more difficult than teaching lessons. ". Since the teacher needs to devote as much time and attention to organizing an excursion as to organizing a lesson, or even more. It happens that teachers conduct excursions “carelessly”, without preparing for it at all. But when preparing, one should take into account that It is not necessary that the entire excursion time should be spent talking.

Sukhomlinsky notes: “Children don’t need to talk a lot, don’t stuff them with stories, the word is not fun, but verbal satiety is one of the most harmful satiations. The child needs not only to listen to the teacher’s word, but also to remain silent; in these moments he thinks, comprehends what he heard and what they see. Children cannot be turned into a passive object of perception of words. And, in the midst of nature, the child must be given the opportunity to listen, look, and feel."

The well-known teacher closely connected the attitude of children to objects of nature with the fact that nature is ours. native land, the land that raised us and feeds us, the land transformed by our labor.

V. A. Sukhomlinsky has repeatedly noted that nature itself does not educate, only active influence in it educates. “I was amazed,” says Sukhomlinsky, “that children’s admiration for beauty was intertwined with indifference to the fate of the beautiful. Admiring beauty is only the first sprout of a good feeling that must be developed, transformed into an active desire for activity.” Sukhomlinsky proposes to create a a living corner where all children will take part in caring for animals, organize “bird” and “animal” clinics, and plant trees. In order for a child to learn to understand nature, feel its beauty, read its language, take care of its riches, all these feelings must be instilled from an early age. Sukhomlinsky writes: “Experience shows that good feelings should be rooted in childhood, and humanity, kindness, affection, goodwill are born in work, worries, worries about the beauty of the world around us.” And now the questions environmental education considered by many teachers. Academician I. D. Zverev writes: “The severity of modern problems of interaction between society and nature has posed a number of new tasks for school and pedagogy, which are designed to prepare the younger generation capable of overcoming the consequences negative impacts people to nature, to treat it with care in the future. It is quite obvious that the matter cannot be limited to “educating” schoolchildren in the field of nature conservation. The whole complex environmental problems modernity required a new philosophical understanding, a radical, complete and consistent reflection of the multidimensionality of ecology in school education." According to the authors, the high culture of educators and the mastery of a variety of means of communication - effective way impact on students, on the development of their personality. The essence of V.A.’s education was seen in the construction of dialogical communication. Sukhomlinsky and J. Korczak, highlighting a number of its characteristics. Firstly, the equality of the positions of the teacher and the student, which is expressed in the fact that the student is an active subject of education and self-education, has the ability to influence the teacher. Secondly, knowledge and study of the child is the main core on which all communication with him is built. Thirdly, the results of communication are not limited to assessment; the approach to the student is through enhancing positive personal qualities and aspirations, strengths to combat one’s own weaknesses in such a way that the child, receiving information about himself from the teacher, learns to evaluate himself. Fourthly, the need for sincerity and naturalness in the expression of emotions is emphasized. The central role in implementing the principle of self-education belongs to the educator. Work experience of V.A. Sukhomlinsky shows that communication-dialogue develops confidence in the teacher and students own strength and criticality towards oneself, trust and demandingness towards people around, readiness to creatively solve problems that arise and faith in the possibility of solving them.

V.A. Sukhomlinsky considered dialogue as a means of “spiritual communication, exchange of spiritual values,” awakening mutual interest between teacher and student.

It can be emphasized once again that V.A. Sukhomlinsky is a talented teacher and a great person generosity, who dedicated his life to children and thinking about their upbringing. His books were rare in the 60-70s. XX century an example of humane pedagogy, which was brilliantly embodied in the practice of his “School of Joy”. Sukhomlinsky’s pedagogical ideas seem relevant in our time.

Great love and respect for the Ukrainian educator lives in the souls of people from different parts of the Earth.

Biography

Sincere love for children, romantic aspirations of the individual, passion and conviction distinguished the outstanding teacher Vasily Aleksandrovich Sukhomlinsky.

A remarkable innovative teacher, a passionate publicist, he continued and creatively developed the best traditions of Soviet teachers. Even during his lifetime they said about Sukhomlinsky: not a person, but an entire scientific institution. Over two decades - 35 books, hundreds of scientific articles and journalistic articles-thoughts. Sukhomlinsky's creativity is compared with evergreen tree, which has flexible roots, a strong trunk and a spreading crown, the branches of which produce new shoots from year to year.

V.A. Sukhomlinsky was primarily concerned with the problems of individual education of adolescents, developing in them a clear ideological position, instilling in them emotional culture. Until his last day, he remained the director of the Pavlysh school, an ordinary rural school where ordinary village children studied.