Makarenko, Education & Society: Historical Perspectives
Makarenko’s Educational Philosophy
Makarenko implemented Marx’s educational ideas with his own unique interpretation. He was entrusted with directing a center for orphaned children and adolescents, the Gorky Colony. His theory stemmed from practical experience, through trial and error, adapting his work to the challenging circumstances of post-revolution life and the complexities of the children he worked with. These experiences are detailed in his books, “Teaching Poem” and “Flags in the Towers.“
Makarenko’s ultimate educational goal was to mold individuals for a communist society. He emphasized the importance of the collective in education, drawing from the Marxist concept that work is the foundation of social education and the instrument for building collective consciousness. However, he believed that work should have practical value, contributing to the group’s survival and being socially useful. Unlike Marx and Engels, Makarenko accepted the division of labor in student work. He believed that work and education should be separate, with students dedicating 5 hours to productive work and 4 hours to school.
For the group to fulfill its educational role, it needed to be organized into colonies, typically consisting of 7 to 15 detachments. Each member had specific tasks, and each detachment was led by a commander responsible for addressing daily life issues, who then met with Makarenko. Discipline was crucial in pupil formation. Makarenko advocated for “conscious discipline,” where individuals recognize its benefits for themselves and others.
The Importance of Education in Society
Modern societies place great value on education, believing it benefits both individuals and the collective. Education is seen as the best way to build one’s personality, develop potential, shape personal identity, and understand reality.
For societies, education is a means to transmit and renew culture. It is also essential for fostering responsible, free, and critical democratic citizenship, which is vital for creating advanced, dynamic, and fair societies. Therefore, a good education is a country’s greatest wealth and its citizens’ main resource.
The Interest in the History of Education
Historical interest in education grew with the emergence of contemporary education systems, conceived as fundamental tools for building nation-states. Consequently, countries have increasingly focused on education and training to adapt to changing circumstances.
Educational systems have consistently faced challenges throughout their evolution. In the latter half of the 20th century, the focus was on implementing the right to education for all citizens. By the end of the century, the challenge was to provide high-quality education widely and ensure its benefits reached all citizens.
The LOE (Organic Law of Education) was enacted to make school education accessible to all, without discrimination. The LOGSE (General Law on the Organization of the Educational System), established in 1990, extended the period of compulsory schooling by 10 years and boosted vocational training, allowing Spain to catch up with other advanced countries. Since the mid-1990s, there has been increasing emphasis on improving the quality of education received by young people.