Interaction of rural schools and families in the works of S. A. Rachinsky

Abstract

The article analyzes pedagogical ideas and practical experience in organizing the interaction of rural schools and families, proposed in the works of famous teacher-innovator Professor S. A. Rachinsky. The possibilities for such interaction proposed in the works of the teacher are studied, a comparative analysis of the ideas of Rachinsky and the official doctrines of the Ministry of Public Education is carried out, the peculiarities of the implementation of the ideas of the teacher in practice are indicated, which provides for taking into account the individual characteristics of teaching and raising children from a peasant environment in a rural boarding school with the organization of practice-oriented labor education of trainees, as well as the formation of their knowledge, skills and abilities in the field of certain types of professional activity, focused on their future work in rural environment. It is indicated that thanks to Rachinsky's activity, the ideas of humanistic upbringing of children based on national traditions penetrated into the environment of the peasantry, which for centuries maintained conservative ideas about family upbringing of children, which assumed a strict hierarchy of child-parent relationships, reliance on community values, authoritarian style of parental behavior and recognition of the need for unconditional subordination of children to the will of their parents. Broad socio-cultural and educational activities of S. A. Rachinsky in rural environment, the opening of schools by him contributed to the formation of a new type of relationship between older and younger family members based on mutual respect and recognition of the child's right to realize his personal potential in society, thereby in a certain way humanizing the relationship between older and younger family members.