A. S. Makarenko’s idea and methodology of upbringing “tomorrow’s joy” as a retroinnovation in the pedagogy of success

Abstract

Introduction and purpose of the study. The article reveals the psychological and pedagogical content of the concept of tomorrow’s joy by A. S. Makarenko as a view at a growing person in the perspective of his personal development, as well as the achievement of success in his educational activities on his own. Methodology and methods of the research. The author step by step presents the technology of creating a situation of success as a real embodiment of the concept of tomorrow’s work. The attractive aspects of the method of A. S. Makarenko include: well-coordinated work (“feeling of the elbow”) in the team; motivated work (“feeling of joy”); flexible reward system; strict discipline and responsibility for the results (successes/failures) of their work, as well as a high level of trust in the person, which affects the results of production and contributes to success/failure in the business. Results. In general, a retrospective study of the ideas of A. S. Makarenko showed that the way to organize and modernize educational activities can be a situation of success, which is based on deep mechanisms: a motivating emotion (“tomorrow’s joy”), on the one hand; and the goal (“perspective”), which focuses on success, which requires strength and favorable pedagogical conditions, on the other hand. A situation of success by the type of tomorrow’s joy can serve as аn example of the retroinnovation of A. S. Makarenko. “Tomorrow’s joy” is the key idea of A. S. Makarenko’s pedagogy, based on the teacher’s belief that tomorrow the child will be better than he was yesterday. Conclusions. The article offers modernized pedagogical techniques that activate the joy and trust of the child, contributing to his success on his own, these techniques include: advance trust, emotional explosion, positive alignment, setting goals-prospects. The authors considers the situation of success as a situation in which a person will definitely cope with a training task, not today, but tomorrow. The author believes this is possible if the tasks are feasible and evoke the positive potential of students, and the teacher’s help is hidden (in the form of advice, consultation, and even hint).