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Significant changes taking place in society in connection with the pandemic are radically changing the global educational space and social reality. The transition to the distance learning model makes us look for new learning technologies, with the widespread use of it-tools. To some extent, they provide the process of transmitting and mastering information, but they do not solve a set of educational tasks. Participants in the pedagogical process are separated from each other, which ultimately leads to the loss of communication skills or their deformation. This circumstance prompted the authors to analyze critically the legacy of Russian pedagogy, addressed to the problems of social education. The article presents the results of the analysis of the theoretical and practical heritage of social education of the prominent Russian teacher Stanislav Teofilovich Shatsky (1878 - 1934). Based on the study of the teacher’s works and archival materials, the authors identified and formulated the conceptual provisions of the theory of social education S. T. Shatsky and described the main events of his practice The originality of this research lies in the fact that the experience of S. T. Shatsky is presented as a pedagogical technology; the authors conclude that it is possible to use historical experience in modern conditions. According to the authors, the authenticity of historical experience and modern educational practice can be achieved thanks to the general principles of education that follow from the law of natural conformity of the pedagogical process. The authors used methods of historical analysis of pedagogical heritage, systematization of theoretical positions, conceptualization and construction of pedagogical technology.

Practice of social education of children and teenagers by Stanislav Teofilovich Shatsky