A.S. MAKARENKO’ YOUTH PEDAGOGY: EXPERIENCE OF ANTINOMIC DIALECTICS FORMATION

Introduction. The significance of this study in relation to in youth pedagogy is caused, on the one hand, by a contradiction between the increasing need for development of adequate heuristic tools for studying education aspects of the growing generation, and on the other hand, by ignoring of the richest positive experience of youth pedagogy of A. S. Makarenko.

The aim of the article is to disclose and scientifically justify the efficiency of dialecticantinomic approach of A. S. Makarenko to the solution of problems of love in youth environment.

Methodology and research methods. Methodological framework of the research consists in dialectics – the law of coincidence of contradictions. The methods involved: hermeneutical methods (interpretation, conceptualization, under standing); analysis and synthesis, specification and generalization, universalization and unification, transformation and transition, idealization and extrapolation; a method of purposeful designing of a system of new theoretical representations synthesized from set of elements of knowledge of various types; the method of analogies based on community of fundamental dialectics laws for processes of various types; mental experiment; method of double-entry of basic components into the system. The principle of an antinomy was the leading research approach that enables to consider polarities as necessary equal components within a framework of complete process (phenomenon), providing ways to adapt to those components.

Results and scientific novelty. Implementation of initial parameters and role of antinomic dialectics of A. S. Makarenko’s educational system are determined and scientifically proven. In particular, the present research has led to conclude that use of antinomic principle of integral unity of a personality allowed A. S. Makarenko to create educational system based on parallel action: in pedagogical process changes primarily occur due to the increasing importance of independent components along with minimization of didactic and instructive points.

Practical significance. The present findings and materials of the article might be useful for modeling and designing of modern educational systems for younger generation. This scholarly work can be recommended to academic and practical educators, undergraduates, graduate students; people who are engaged in educational policies; representatives of business communities; all those who are interested in the present and future of the Russian education.

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