PRECONDITIONS FOR THE FORMATION OF A HUMOROUS APPROACH IN THE RUSSIAN PEDAGOGY OF THE XX CENTURY

Abstract

Methods. In the course of the study, the methods of historical and pedagogical research were used: retrospective, historical-structural, historiographical, historical-genetic, comparative-comparative, the method of historical periodization, which together made it possible to conduct a systematic analysis of the development of the use of humor in the educational and upbringing process.
 Results. The historical prerequisites for the formation of a humorous approach in the domestic theory of education and upbringing are summarized. The chronological stages of the development of pedagogical thought in relation to the place of humor in the educational and educational process are highlighted. The works of figures of Russian pedagogy (Lunacharsky A.V., Makarenko A.S., Sukhomlinsky V.A., Amonashvili Sh.A.), revealing the attitude to humor as a pedagogical tool, are considered. The interpretations and opinions of various teachers about the place of humor in the theory of education and upbringing are presented, key techniques and methods are considered. The experience of the Soviet era in the use of humor in pedagogical practice is summarized.
 Practical implications. The obtained results can be applied in the creation of a unified overview of historical and pedagogical work devoted to the formation and development of a humorous approach in Russian pedagogy, as well as in solving applied didactic tasks in secondary and higher schools.