The Centenary of the Pioneer Movement: history and lessons

Abstract

Introduction. The problem of studying the history of the All-Union Pioneer Organization (AUPO) named after V.I. Lenin, which for a long time (1922-1991) played an important role in the education of the younger generation in the USSR, is of relevance, theoretical interest and practical value for modern Russian teachers in terms of studying the glorious past of our country in general and the pioneer organization in particular, restoring historical justice against a number of prominent teachers of the past, and using the experience accumulated by Soviet teachers-practitioners in organizing work with the younger generation today. The purpose of the issue is to study circumstances of the occurrence and characterization of the most important events in the history of the AUPO, to show the value content of its activities. Materials and methods. Research methods – analysis of historical, pedagogical, methodological and fiction literature on the subject of research, biographical and historical methods, axiological approach in revealing valuable content in the structure of the characterized facts and phenomena. Results. In the Russian historical and pedagogical science in the last three decades, there are practically no materials concerning the theory and practice of the work of the AUPO, its history and prospects for using the experience of its work in modern conditions. Significant stages of the AUPO genesis were awarded with state awards, reflected in cinematography and fiction. Along with the periodically changing official «Rules of the Pioneers», which regulated the activities of the AUPO, local traditions, children’s «oaths», the uniform of young communists and pioneers played a significant place in their lives. Such, for example, was the solemn ceremony «Octobrin», in which the pioneer E.I. Monoszon, the future academician of the USSR Academy of Pedagogical Sciences, took part. Discussion of the results. At all stages of its activity, the AUPO combined significant achievements and shortcomings, primarily bureaucracy, formalism and paperwork. The defining indicators of the work of school pioneer organizations were successful reporting, numerous demonstration events. The real interests of the pioneers were often ignored. But still, the main reason for the liquidation of the AUPO was the cardinal socio-political events of the early 1990s in the USSR. Conclusion. Currently, there is an urgent need to use the experience of AUPO in the work of existing children’s educational organizations.