Aesthetic attitude to the world in the pedagogical experience of A. S. Makarenko

The experience of A. S. Makarenko in the re-educating «difficult» teenagers (a considerable part of which were essentially juvenile criminals) became the foundation in the work of teachers of many generations of educatorsboth during the USSR and in the years of new Russia, and the name of A. Makarenko stands in the line with the best teachers of the world. The article shows that one of the leading places in the educational system of Makarenko was occupied by the ability of innovative teacher to saturate all the spheres of activity of his pupils with aesthetic ingredients. Moreover, this saturation was of an organic nature, in which the functional content of any activity performed by colonists (communards) was considered in direct connection with the aesthetically beautiful. The methodological concept of perspective lines is considered in the issue of the formation of a conscious sense of aesthetic attitude to the world among the pupils of Makarenko.The fundamental role in the formation of the aesthetic culture of colonists and communards was occupied by industrial activities. During the implementation of such activities, a practical and aesthetically significant goal was put forward and in the process of achieving that goal the subject (pupil) was overcoming the difficulties that arose and thus acquired versatile knowledge and skills, thereby improved in a professional sense. After reaching the near goal, a new goal was put forward and the whole cycle was repeated again. Thus, moving along perspective lines, significant results were achieved, and the process of activity itself acquired aesthetic meaning. The place and the role of art in the formation of the aesthetic culture of pupils is analyzed. It is shown that all types of art were used by Makarenko, the teacher, to instill specific practical knowledge and skills in the educated: theatre, literature, musical, choral and fine arts. They were aimed at solving practical and educational tasks. Thus, the aesthetic attitude was embedded in the very essence of the organization of the educational system of Makarenko.