Педагогическая утопия Ф. Р. Дунаевского в контексте эпохи

Abstract

The article attempts to systematically present pedagogical views of the leader of the Kharkiv School of the Scientific Organization of Labor, the director of the All-Ukrainian Institute of Labor F. R. Dunaevsky (1887 – 1960). It analyzes his work «The Task of Enlightenment», which is considered to be a pedagogical utopia. It was designed by the author as a story about the Palace of Creation, but the topology of Palace in the work is changing. In some parts of the text the author is talking about a real magnificent building standing in a huge park, which also performs educational functions in relation to the youngest children. There is a variety of classrooms on different floors of the building. In these classrooms, young people study in the process of solving various problems. The education process is built according to a concentric system. Learning takes place in accordance with individual interests and at an individual pace for each student. The tasks of learning merge with the tasks of science. In other places of the text, the topology of the Palace appears as the topology of a social institution, in which the tasks of education merge, wider than enlightenment, science and the production of scientific instruments and tools. Here, the Palace of Creation is worth being perceived as a metaphor for a broad social movement. It has been shown that the author did not turn pedagogical utopia into a technological social project, since it was intended to play the role of a methodological guide in specific studies within the scientific organization of labor. It contributed to the development of a humanistic concept of professional selection. The pedagogical views of F. R. Dunaevsky developed under the influence of works by A. A. Bogdanov and Proletkult (proletarian culture). The ideas were polemically opposed to the concept of «social education», which at that time was being developed under the leadership of the Commissar of Education of the Ukrainian SSR G.F. Grinko. This concept suggested the expropriation of children by the state from the family, ignoring the child’s personality in the educational process focused on the team. The family by itself was seen by G. F. Grinko as a decaying institution. F. R. Dunaevsky advocated the development of personality as the basis of the viability of the team.