Briefintroduction
In1893,Kailovwasborninateacher'sfamilyintheRyazanregionoftheRussianFederation.
1917graduatedfromtheDepartmentofMathematicsandPhysicsofMoscowUniversity,majoringinnaturalscience,joinedtheCPSUinAprilofthesameyear,mainlyengagedinagriculturaleducation.
Since1937,hehasservedsuccessivelyasthedirectoroftheteachingandresearchsectionofMoscowUniversityandMoscowLeninNormalUniversity.
From1942to1950,heservedastheeditor-in-chiefofthe"SovietPedagogy"magazine.
From1946to1966,heservedasthedeanoftheAcademyofEducationalSciencesoftheRussianFederation.
From1949to1956,heservedasMinisterofEducationoftheRussianFederation.
InAugust1966,heservedasthefirstdeanoftheformerSovietAcademyofEducationalSciences.
Kerovobtainedadoctorateineducationin1935,andbecameamemberoftheRussianFederationofEducationalSciencesin1943.HewaselectedasanalternatememberoftheformerCentralCommitteeoftheCommunistPartyoftheSovietUnion,theCentralInspectionCommittee,andtherepresentativeoftheSupremeSovietoftheSovietUnion.Hediedin1978attheageof85.
Mainideas
Themaintasksoftheschool
KailovbelievesthatthemaintasksoftheSovietschoolshouldbe:"1.Ensurethenormaldevelopmentofthestudents'bodies;2Toenablestudentstomasterthebasicscientificknowledgeaboutnature,societyandhumanthinking,cultivatetheirscientificdialecticalmaterialistworldview,anddeveloptheircognitiveability;3.Togranttheyounggenerationthebasicscientificknowledgeofmodernproductionandtheapplicationofanti-scientificlawstosocialismBuildapracticalunderstanding,andatthesametimecultivatestudentsaseriesofskillsandskillsinproductionandlabor,thatis,givethemcomprehensivetechnicaleducation;4.Ensurethatstudentsarecultivatedwithnoblemoralqualitiesandbeliefs,andcultivatetheirloveforthemotherlandandworkforceinternationally.Thefeelingsofsocialismandunityformtheircommunistattitudetowardslaborandpublicgoods,andcultivatetheirconsciousdiscipline;5.Provideavarietyoflaboreducation,cultivatetheemotionofloveforlaborandtheskillsofworking;6.Carryoutaestheticeducationforstudents,Teachthemtocorrectlyunderstandandevaluateworksofart,formtheiraestheticinterest,developtheircreativityinart,andgrantthemtheprinciplesofarteducation."
Pedagogy
inInteachingtheory,KailovtriedtoanalyzetheteachingprocesswithMarxistepistemology.Kairovaffirmedthattheteachingprocessmustfollowtheprocessofhumanknowledge,thatis,"fromvividintuitiontoabstractthinking,andfromabstractthinkingtopractice..."asLeninpointedout."Throughtheanalysisoftheteachingprocess,wecanfindthenecessarylinksandtheessentialconnectionbetweenthem.Theprocessofarmingstudentswithknowledge,skillsandskills,thatis,theteacherproposescertaincognitivetaskstothestudents,andprovidesstudentswithinformationabouttherealworld.Thecorrectconceptionofthephenomenonandtheuseofvariousessentialsandlawstoclarifythebasisofthesethingsandphenomena?quot;Onthebasisofsumminguptheachievementsofothers,Kairovproposedsixteachingprinciples:thatis,intheprocessofmasteringknowledge,studentsTheprincipleofself-consciousnessandpositivity;theprincipleofintuitiveteaching;theprincipleofcombiningteachingtheorywithpractice;theprincipleofteachingsystemicityandcontinuity;theprincipleofconsolidatingknowledge;theprincipleofacceptabilityofteachingmethods.Inthetheoryofeducation,Clearlyputforwardaseriesofmoraleducationcontent.Hesaid:"InSovietschools,moraleducationincludesaplannedandpurposefulinfluenceonstudents'consciousness,emotionsandbehavior,withthepurposeofcultivatingtheircommunistmoralspirit.""CommunistDoctrinemoralityisanewandadvancedtypeofmorality.Thestruggletocompletetheconstructionofcommunismisthebasisofthismorality.Inoursociety,tobeamoralpersonmeansthathemustfightfortheconstructionofanewcommunistsocietywithallhisheart!"
Thetaskofmoraleducation
Hebelievesthatthetasksofmoraleducationare:1.Formmoralconceptsandbeliefs.Heemphasized:"Studentsconsciouslyandfirmlyunderstandthebasicrequirementsofcommunistmorality,deeplyunderstandtheserequirements,andcomplywiththeserequirementsinpractice.Developthefoundationofmoralbeliefs.2.Cultivatecommunistbehavioralhabits.Hebelievesthatthepreliminarybehavioralhabitsarestipulatedinthe"StudentCode",andstrictimplementationwillgraduallyformandconsolidatethem.Hesaid:"Withthesehabits,Andthesehabitsarestable.Thisisthemainsignofstudents’moralaccomplishment."3.Cultivatingmoralemotions.Thismainlyrefersto“cultivatingstudents’patrioticemotions,feelingsoffriendshipandbrotherlyunitywithothernations,andcaringAndcompassionateemotions."Keloffbelieves:"Thesenseofsocialobligationhelpsovercometheundesirablequalitiesofindividualismandselfishnessinsomestudentbehavior."4.Formastrong-willedcharacter.5.Overcometheundesirablecharacteristicsofstudentbehavior.Suchasundiscipline,irresponsibility,arrogance,selfishness,rudeness,disrespectfortheelderly,lyingandhypocrisy,religiousremnants,etc.
Mainworks
Introduction
Kailovwrotemanybooksthroughouthislife,suchas"TheGreatEducatorJanArmsComenius",editedintwovolumesThe"EducationDictionary"andthefour-volume"EducationEncyclopedia".Hehasalsocompiledavarietyoftextbooksandteachingreferencebooksforordinaryschoolsandcolleges.Amongthem,themostwidelyspreadandmostinfluentialisthe"EducationalEncyclopedia"editedbyhim."Learning"(inRussianin1948and1956).
Ideologicalorigin
ThetheoreticalsystemofKailov's"Pedagogy"wasinthe1930sItbegantotakeshapeinthelaterperiod.Regardingtheideologicaloriginof"Pedagogy",theauthorpointedoutinthebookthatitincludesthefollowingthreeparts:"(1)Marxist-Leninistphilosophyasthebasisofthegeneralscientificmethodology,andMarx,Engels,Stalin’sculturalAndthedoctrineofeducation;(2)thehistoricalheritageofpedagogythathasbeencriticallytransformed,thehistoricalexperienceoftheworkanddevelopmentofschoolsandothereducationalinstitutions,especiallythecontributionofSovietprogressivepedagogytoscience;(3)theSovietUnionModernworkexperienceinschoolsandothereducationalinstitutionsandexperienceinfamilyeducation."①Keloffocusedonthreeaspectsofearnestunderstanding,research,andabsorption.ThesethreeaspectsarethespiritofthevariousresolutionsmadebytheCentralCommitteeoftheCommunistPartyofChinatoadjustandrectifygeneraleducationinthe1930s.TheimplementationoftheseresolutionsisThemaincontentistheSovieteducationalexperienceandtheprocessededucationalhistoricalheritage,especiallytheeducationaltheoreticalheritageformedoveralongperiodoftimeincapitalism.ThesethreearethemainsourceandbasisofKairov'seducationalthought.ItistheseimportantsourcesandThebasisconstitutesthebasicsystemandspecificcontentofKairov’s"Pedagogy".Thestatusofthesethreeaspectsisdifferent:thespiritoftheresolutionoftheCentralCommitteeoftheCommunistPartyofChinaisthecorepartofKairov’s"Pedagogy";SovieteducationalexperienceItisusedtoverifythenecessityandcorrectnessofthecentraldecision;asforthehistoricalheritageofeducation,especiallythewesterntraditionaleducationaltheories,theyaremainlyusedtoenrichandenrichthespecificcontentof"Pedagogy".
Maincontributions
KarovisanimportanteducatorintheSovietUnion.HiseducationaltheoryrepresentsanimportantstageinthedevelopmentofSovieteducationaltheory,reflectingthehistoricalstageofSovieteducationfromthelate1930stothelate1950s.Thelevelandcharacteristicsofthetheory.
Keloff’seducationaltheorywasproducedundertheconditionsofclearingtheleftistpragmaticeducationalthoughtsfromseriouslyinterferingwithSovieteducation.Theestablishmentofthistheorywasbasicallyadaptedtothetime.TheneedsandrequirementsofSovietsocietyandeducation.Afterresolutelycorrectingtheinterferenceoftheultra-Leftthoughtsonsocialisteducation,itwasclearlystatedthatthetaskofestablishing"Sovietpedagogy"wasnecessary.ThismadeKailov'seducationalthinkingandadvertised"progress"."Bourgeoiseducationalthoughts"drawsaclearline.Ofcourse,thisdoesnotmeanthathiseducationaltheoryhasnothingtodowithbourgeoiseducation.Infact,ineducationaltheory,especiallyteachingtheory,theyhaveabsorbedandadoptedHealsowroteabouttheeducationalviewsandpracticesofmanycapitalistbourgeoisprogressiveeducatorsforalongtime.HiseducationaltheoreticalsystemwasbasicallyadaptedtotheactualneedsandrequirementsofSovieteducationatthattime.ThisisacharacteristicofKairov’seducationalthoughts./p>
Karov’seducationaltheoryoccupiesanimportantpositioninthedevelopmentofSovieteducationaltheory.EarlySovieteducationaltheoriesrepresentedbyKruskayaandMakarenkofocusedonsolvingpoliticalandideologicaleducation,Moralqualityeducationandlaboreducation,whichreflecttheactualsituationofSovieteducationbeforethemid-1930s.ThedevelopmentofSovieteducationaltheorythatbeganinthemid-1930shasenteredanotherstage.ItismainlyrepresentedbyKairov’seducationaltheory.Kairov'seducationaltheoryreflectstheactualsituationofSovieteducationfromthemid-1930stothe1950s.Kairov'seducationaltheoryhasmademoresystematicdiscussionsandexpoundsonsomeimportantissuesineducation,formingamorecompletesystem.Itshouldbe.Inotherwords,comprehensive,complete,andsystemicisanothercharacteristicofKairov’seducationalthought.
Abriefreview
KarovisbasicallyaneducatorwhogrewupinSovietsociety.ManyproblemsineducationhavetriedtouseMarxiststandpoints,viewpointsandmethodstoanalyze,demonstrate,andabsorbalargenumberofpeople.TherichheritageinthehistoryofeducationisarealisticsummaryoftheexperienceandlessonsoftheformerSovietUnion’seducationinthe1920sand1930s.The"Pedagogy"publishedonthisbasisisthefirstattempttouseMarxism-Leninisminthehistoryofhumaneducation.Viewpoint,amonographexpoundingthetheoryofsocialistpedagogy.Afterthepublicationofthebook,itwasdesignatedasatextbookforhighernormalcollegesintheformerSovietUnion.ItishighlyauthoritativeandhasagreatimpactontheeducationofsocialistcountriessuchasChinaandNorthKorea.
Karov’seducationaltheoryrepresentsanimportantstageinthedevelopmentoftheformerSovietUnion’seducationaltheory,reflectingthelevelandcharacteristicsoftheformerSovieteducationaltheoryfromthelate1930stothelate1950s.
ItshouldbepointedoutthatKairov’seducationaltheorywasbasicallyadaptedtotheneedsoftheformerSovietUnion’seducationaldevelopmentatthattime.However,duetotherapiddevelopmentofscienceandtechnologyintheworld,higherrequirementsareputforwardoneducationaltheories.Inthiscontext,someofhisviewsappearoutdatedandbackward.Forexample,thereisinsufficientresearchonthereactionofeducationtosocialdevelopment,insufficientattentiontothedevelopmentofstudents’intelligence,and"largeharvest"ofeducation,butteachingstudentsinaccordancewiththeiraptitudeandcultivating"topmen"isdenouncedasbourgeoisgeniuseducation,andsoon.Theseareallstrictlydistinguishedwhendrawinglessons.