Sukhomlinsky statements about education. Creative work "Quotations from the books of Vasily Alexandrovich Sukhomlinsky

20.06.2019

Let us consider the main ideas of V. Sukhomlinsky about where to start teaching, what the educational process should be, how to teach children correctly.

A child, Sukhomlinsky believed, cannot be happy if he is bored and ill at school, if he does not feel capable enough to master school science. To make a child happy means first of all to help him learn.

Teaching does not give the desired results if the teacher puts the goal "Learn, remember!" In the first place for the student. The harm of cramming is obvious - it voluntarily or involuntarily abolishes the basic ideas of the academic subject. The teacher must accurately distinguish between what needs to be remembered for life, and what - to understand and learn without cramming, doing the exercises.

Sukhomlinsky insisted that every teacher, no matter what subject he taught, should first of all become a teacher of literature.

The word is the first step towards the disciple's thought. “It’s a big trouble,” said the teacher, “if the teacher does not know how to choose from the treasury of the language exactly the words that are necessary to find the way to the heart of the child. The word must be capacious, have a deep meaning, emotional coloring, it must leave a mark on the thoughts and soul of the pupil. "

In educational work, everything is important: the content of the material, and the tone, and the time of the conversation, and appearance teachers, and his demeanor. The teacher's word finds a response in the hearts of students and becomes their personal property only when "the wisdom of the educator attracts, inspires the students with integrity, beauty of life views, moral and ethical principles." Children are very good at feeling falsity of words if they do not correspond to the behavior of the teacher.

Tens, hundreds of threads spiritually connecting the teacher and the student are the paths that lead to the human heart; they are essential to their friendship and comradeship. Teachers and students should be united by a spiritual community, in which it is forgotten that the teacher is a leader and mentor.

➣ Interest is sustained by success, interest is driven to success. And without success, without the joyful experience of victory over difficulties, there is no interest, no development of abilities, no learning, no knowledge. (V. Sukhomlinsky)

Thus, Sukhomlinsky argued: children should constantly experience the joy of success, overcoming difficulties. You cannot let the child feel that he is worse than others, is incapable, lags behind, you cannot humiliate his dignity: he is not to blame for thinking slower than others. Constantly support the child, do not give him bad grades, do not give him any marks until he succeeds. It is not knowledge in itself and not diligence to evaluate, but the advancement as a result of the combination of knowledge with diligence. "Teaching is work, a serious work of a child, therefore, it should be joy, because work, success in work, overcoming obstacles in work, its result are all reliable sources of human joy," wrote Sukhomlinsky.

Vasily Alexandrovich invariably emphasized that from the first days of his stay at school, a child should respect work. “Childhood should not be a constant holiday; if there is no labor stress that is feasible for children, the happiness of labor remains inaccessible to the child ... the wealth of human relations is revealed in labor. "

Child labor has tremendous power. If a child made an effort, working for other people, and this brought him joy, Sukhomlinsky believed, he cannot become an unkind person.

A very important point in the system of labor education of Sukhomlinsky is the provision that work allows you to most fully and vividly reveal the natural inclinations and inclinations of the child. Analyzing his readiness for working life, one must think not only about what he can give to society, but also about what work gives him personally. Every child has the makings of some kind of ability. These inclinations are like gunpowder: it takes a spark to ignite.

The life of the Pavlysh school could not be imagined without the daily multifaceted, necessary and habitual work of children, in which intellectual, moral, aesthetic, emotional educational tasks were effectively solved, primarily because work was a personally significant business, moral, beautiful, creative. Sukhomlinsky saw the possibility of harmonious development of personality in the inextricable connection of labor education with moral, aesthetic, intellectual, physical.

Without creativity, it is inconceivable for a person to understand his strengths, abilities, inclinations; it is impossible to assert self-esteem, a sensitive attitude of the individual to the moral influence of the collective.

Without a clearly expressed personal embodiment in work, without materialization in work of the spiritual world of the individual, there is no sense of personal honor and dignity.

Take care, spare the inviolability, vulnerability, vulnerability of another person. Do not hurt people, hurt, hurt, worry and worry.

The wealth of a society consists of the diversity of its constituent individuals, because the highest goal of upbringing is the person himself.

It is a great evil to humiliate a person's dignity, to consider oneself a person deserving respect, and another person - a "small speck of dust."

The big vice is indifference, dispassion. A small man with a piece of ice in his heart is a future philistine. Already in childhood, it is necessary to kindle in the heart of every person a spark of civil passion and intransigence to what is evil or condones evil.

Consider a great danger in the fact that all the inner moral forces of the pupil go only to the fulfillment of your will. Let your pupil be rebellious, self-willed - this is incomparably better than silent obedience, lack of will.

In fostering a sense of empathy, and in the formation of conscience and the ability to educate oneself - the essence of the connection between word and deed.

One who is in love with himself cannot be capable of true love. Selfishness is a terrible vice that poisons love. If you are selfish, you better not start a family.

The upbringing of a person is the upbringing of such a persistent moral principle, thanks to which a person himself becomes a source of beneficial influence on others, he himself is brought up and, in the process of self-upbringing, even more asserts his own moral principle in himself.

The main idea and purpose of family life is the upbringing of children. The main school of upbringing is the relationship between husband and wife, father and mother.

Children with depressed feelings are, as a rule, children with depressed intellect, impoverished thoughts. Where there is no free manifestation of feelings, a collective spiritual impulse, a collective experience of an idea, is unthinkable.

In order to educate real men, you need to educate real women. The magical moral influence of the collective: through a woman you need to influence a man, affirming moral beauty in him. Where a sense of honor and dignity is not developed among women, the moral ignorance of men flourishes.

“Any September for forty years now has passed under the sign of Sukhomlinsky, for he was born in September and died in September ... His unique Pavlysh secondary school is a legend and glory of the 20th century, which thundered all over the world ... Sukhomlinsky taught a lesson in saving pedagogy ... He explained in detail to the educator and teacher of people, not savages, how to raise a wonderful person despite the madness and criminality of the era. "
(B.M.Bim-Bad, Academician of the Russian Academy of Education)

Nowadays, when the eternal values of life are forgotten, and the young generation is in dire need of spiritual guidance, the experience of Vasily Aleksandrovich Sukhomlinsky is necessary for our school as air. Speaking about this Solar Teacher, I recall the famous words of N.A. Nekrasova: "The world is not changed by politicians, the world is changed by teachers."

Sukhomlinsky's school was focused on the future, his pedagogy is the pedagogy of the HEART: “I understood that in order to become a real educator of children, I must give them my heart ... To love a child is the mission of a teacher,” Vasily Aleksandrovich wrote in his book “I give my heart to children” ... According to this law, his big heart lived, near which a splinter remained from the war ...

Vasily Aleksandrovich Sukhomlinsky was born on September 28, 1918 in the Ukrainian village of Vasilyevka in the Kherson region (now the Kirovograd region). Here, in a peasant family, he spent his childhood and youth. In the city of Kremenchug he entered the pedagogical institute, studied for two years and transferred to the Poltava Pedagogical Institute, graduated from it in absentia in 1939. He worked as a teacher of the Ukrainian language and literature in his native places.

In 1941, he volunteered for the front, in 1942, after being seriously wounded near Moscow, he was declared unfit for military service ... Sukhomlinsky experienced a great grief: in 1941, his 10-month-old son and wife, who helped the partisans, died in the Gestapo. Local accomplices of the fascists took part in the massacre of them ...

Then for many years Vasily Alexandrovich tried to answer two questions: how cruelty is formed and how to prevent its development ... It became clear to him that cruelty is generated by cruelty, and it can only be prevented by education and training.

From 1948 until his death on September 2, 1970, Sukhomlinsky headed the Pavlysh secondary school of the Kirovograd region. He was not only a talented teacher, but also a scientist-researcher, a subtle and deep thinker. For him, the highest happiness was "CREATE A MAN".

V.A. Sukhomlinsky - the author of more than 30 books and 600 articles, wonderful children's stories and fairy tales, Honored Teacher of Ukraine, Hero of Socialist Labor of the USSR; his works have been translated into different languages. However, the humane pedagogy of the wonderful teacher was met with suppression, and slander, and outright persecution. Sukhomlinsky held out. He built his pedagogy on three principles: love for a child, affirmation of goodness and education by Beauty. Vasily Aleksandrovich felt the child's soul surprisingly subtly!

In the first place, he put not education, but education: to develop a personality, to form the spiritual needs of children, and, as a result, the ability and desire to learn, because only a cultured, hardworking and strong-willed person can really learn. In upbringing, he considered the unity of ideals, aspirations, thoughts and experiences of the educator and pupils to be the most important.

Most often, the school of V.A. Sukhomlinsky is called the School of Joy; it was dominated by music, fantasy, fairy tales, creativity, in many classes there were art galleries with reproductions of paintings; the school had a countless number of circles and sections, its doors were always open.

Vasily Alexandrovich considered it important to start the process of aesthetic education of the child as early as possible. "Through the beautiful - to the humane - this is the pattern of education."

He was preoccupied with how to teach a child to think: “... The first lessons in thinking should not be in the classroom, not in front of the blackboard, but in nature ... drink from the source of thought, and this living water will make your pets wise researchers, inquisitive, curious -telny people and poets ... The beauty of nature sharpens perception, awakens creative thought, fills the word with individual experiences. "

The beauty of the native land revealing itself to the child is the source of his love for the Motherland. "A school is a true center of culture only when four cults reign in it: the cult of the Motherland, the cult of the mother, the cult of the native word, the cult of the book," Sukhomlinsky believed. ("Cult" - "veneration"). This laid the foundations of patriotic education and respect for the one that gave the child life - for the Mother.

V.A. Sukhomlinsky continued the humanistic traditions of Ya.A. Komensky, L.N. Tolstoy, J. Korczak and other outstanding teachers. The wise teacher considered the assessment to be the strongest encouragement and punishment in teaching, and refused punishments at school. “If you want our country to have no criminals ... - educate children without punishment,” said Sukhomlinsky. He saw in this the most important problem of "reorganizing society, its subtlest and most complex spheres - human consciousness, behavior, relationships ..."

V.A. Sukhomlinsky believed that for him, as a school director, in the first place should not be economic issues, but issues of upbringing ... His passionate call for the upbringing of high morality, patriotism, humanism and responsibility in children is so necessary and so little in demand today in Russia!

On the path to the New World, let us understand as the most urgent task the upbringing of a person.

Recently in China (Huashi) a school was built, which bears the name of Sukhomlinsky. 5 thousand students study in the bright, spacious buildings of the School of Joy. The school has a museum of Sukhomlinsky, a monument to him. Teachers adhere to the principles of humane education and the four cults of the great teacher. A valuable quality is to apply the best achievements.

“It is necessary to raise the concept of a people's teacher so that he was one of the first leaders of the country. Let teachers in all countries be true educators of the people ... "(Zhivaya Ethics, Nadzemnoe, 663)

APHORISMS AND STATEMENTS V.A. SUKHOMLINSKY

A child cannot live without laughter. If you have not taught him to laugh, joyfully surprised, sympathetic, wishing well, if you failed to make him a wise and kind smile, he will laugh viciously, his laugh will be a mockery.

Children should live in the world of beauty, games, fairy tales, music, drawing, fantasy, creativity.

Children with oppressed feelings are, as a rule, children with an oppressed intellectual, impoverished thought. Where there is no free manifestation of feelings, we cannot imagine a collective spiritual breakthrough, a collective experience of an idea.

The joy of word-creation is the most accessible intellectual spirituality for a child.

If people say bad things about your children, it means they are saying bad things about you.

The child is the mirror of the family; as the sun is reflected in a drop of water, so the moral purity of mother and father is reflected in children.

In fostering a sense of empathy, in the formation of conscience and the ability to educate oneself - the essence of the connection between word and deed.

Personality upbringing is the upbringing of such a persistent moral principle, thanks to which a person himself becomes a source of beneficial influence on others, is brought up on his own and in the process of self-upbringing even more asserts his own moral principle in himself.

Raising your child, you educate yourself, affirm your human dignity.

The years of childhood are, first of all, the education of the heart.

Good feelings, emotional culture is the focus of humanity.

Be able to feel a person next to you, be able to read his soul, see his spiritual world in his eyes - joy, misfortune, misfortune, grief.

Respect the child's desire to be good, cherish it as the most subtle movement of the human soul, do not abuse your power, do not turn the wisdom of parental power into despotic tyranny.

A fairy tale is, figuratively speaking, a fresh wind fanning the light of a child's thought and speech.

It is necessary to go with the children to the living source of thought and word, to ensure that the idea of an object, a phenomenon of the surrounding world, entered through the word not only into their minds, but also into their soul and heart. The emotional and aesthetic coloring of the word, its subtlest shades - this is the life-giving source of children's creativity.

Every moment of the work called education is a creation of the future and a look into the future.

Teaching is just one of the petals of that flower called education.

Learning is work, the serious work of a child, therefore, it should be joy, because work, success in work, overcoming obstacles in work, its result are all reliable sources of human joy.

Childhood should not be a constant holiday; if there is no labor stress that is feasible for children, the happiness of labor remains inaccessible for the child ... the wealth of human relations is revealed in labor.

Upbringing without punishment is not a narrow school business. This is one of the most important problems ... of the reorganization of society, its subtlest and most complex spheres - human consciousness, behavior, relationships.

Children today, people tomorrow.

Beauty is the mother of kindness and cordiality.

We should be an example of the richness of spiritual life for adolescents; only under this condition do we have the moral right to educate.

I realized that in order to become a real educator of children, you need to give them your heart.
… To love a child is a teacher's mission.

The teaching profession is a study of mankind, a constant, never-ending penetration into the complex spiritual world of man.

ON THIS SITE http://nsportal.ru/gp/knigi-va-suhomlinskogo
YOU CAN FIND THE FOLLOWING BOOKS V.A. SUKHOMLINSKY:

About upbringing

Letters to my son

I give my heart to children

One hundred tips for the teacher

How to raise a real person

Parenting pedagogy

Birth of a citizen

“To live without thought is to drag out a miserable existence. A day without thought, without reading is a wasted day.A waste of time is a waste of the priceless riches of human life.Fear in your youth the emptiness of the soul, lightness in thoughts, cheap entertainment. Despise everything in which there is a minimum of stress and a maximum of pleasure. Light pleasures in the end bring wretchedness of thought and soul. "

"Mental (intellectual) education provides for the acquisition of knowledge and the formation of a scientific worldview, the development of cognitive and creative abilities, the development of a culture of mental work, the education of interest and the need for mental activity, in the constant enrichment of scientific knowledge, in their application in practice. Mental education takes place in the process of acquiring scientific knowledge, but it is not reduced to the accumulation of a certain amount of it. The process of acquiring knowledge and their qualitative deepening will be a factor of mental education only when knowledge becomes personal convictions, a person's spiritual wealth, reflected in the ideological purposefulness of his life, on his work, social activity, interests. The formation of a worldview is at the heart of mental education. "

“From an early age and throughout the entire long journey of adolescence and youth, I strive to ensure that among the life values that make up the content of the pupils' being, in the first place were not material goods, not worries about clothes, an apartment, delicious food, but the joy of intellectual life. In youth, a person should be an idealist - in the best sense of this concept. "

“The book is an irreplaceable source of knowledge and an inexhaustible source of your spiritual wealth. Create your own library. "

"Thought only in that case becomes a desirable work for a person, if he can, while reading, think and, thinking, read."

"If repetition is the mother of learning, then observation is the mother of comprehending and memorizing knowledge."

“Thinking in the lesson begins where the student has a need to answer a question. To evoke this need is to set the goal of mental labor. "

"Knowing - proving and proving - cognizing - in this unity of thought and work is precisely the unity of mental education and worldview."

"A student is mentally brought up only when he is surrounded by an atmosphere of multifaceted intellectual interests and requests, when his communication with the people around him is imbued with inquiring thoughts and searches."

“The ignorant are dangerous to society, whether they are educated or uneducated. An ignoramus cannot be happy himself and harms others. The one who came out of the walls of the school may not know something, but he must necessarily be an intelligent person. It should be repeated again and again: mental upbringing is not equivalent to the volume of acquired knowledge; the whole point is how the life of knowledge occurs in complex and multifaceted human activities. "

“Both the future mathematician and the future tractor driver should be able to think creatively and be smart. The mind should give happiness to the enjoyment of cultural and aesthetic values. Genuine mental education orients a person toward life in all its complexity, in all its wealth. If the mind prepared only for narrowly professional work, life would be wretched, gloomy ... "

"A lively, inquisitive, creative thought is formed in a pupil when he takes his personal life position in relation to knowledge."

"Everyone should be, to a certain extent, a mathematician, and a physicist, and a chemist, and a biologist, and a historian, and a literary critic - to the extent that it is necessary for all-round development."

“Knowledge in each subject carries an educational potential for the formation, formation of a living, creative mind. Therefore, one cannot agree with the opinion that, they say, for those who do not have, for example, mathematical abilities, superficial knowledge of this subject is also permissible. The culture of thinking, which all children acquire in the process of studying mathematics, leaves an imprint on their mental work in the process of learning in general, on the nature of the study of biology, physics, chemistry, astronomy, and geography. "

“We see the educational role of physics, chemistry, biology, geography, astronomy in the fact that knowledge in these subjects left an imprint on the spiritual world of every person literally for his entire life. School study of each of these subjects is a kind of intellectual spark that should always burn. "

“We draw a clear line between what a pupil needs to remember forever and firmly keep in memory, and what needs only to be understood, but not memorized. At the same time, the ability, at the right time, to extract the necessary truths, concepts, facts from the “storehouses” of consciousness, depends on the depth of understanding. The subject of special care of every teacher is that what is necessary for lasting memorization is forever remembered and, conversely, that which does not need to be memorized is not memorized. The creative nature of thought, flexibility, mobility of the mind largely depends on this. "

“From the very first steps of mental education, we are preoccupied with the mobility, activity of knowledge, in other words, with their application. Harmony of knowledge and skills, strengthening of memory, development of creative abilities - all this depends on what happens to knowledge: they are added in the head like dead baggage or live, are in constant motion, that is, they are creatively applied. In the first case, it becomes more and more difficult for the child to learn, his indifference to knowledge grows, he does not grow smarter, but “grows dumb” ... In the second case, the child is increasingly showing intelligence and quick-wittedness, inquisitiveness and curiosity - in short, he becomes smarter. "

"Life is the best criterion not only for the truth of knowledge, but also for the firmness of convictions, unity of thought and feelings."

“Mom went to work until sunrise. She woke up nine-year-old Petya and said:
- Your holidays are beginning. Here's your job for today: plant a tree near the hut and read this book about the Far Blue Mountains.
Mom showed me where to dig a tree and how to plant it, put a book about the Far Blue Mountains on the table and went to work.
Petya thought: I'll sleep a little more ... he sleeps very sweetly when mom leaves for work. I went to bed and immediately fell asleep. He dreamed: a tree grew at the hut, which he planted, and the Distant Blue Mountains were not at all distant and stood right next to the pond.
Petya woke up - oh, trouble! The sun is already in the sky. I wanted to get down to work right away, but I thought I’ll have time yet.
Petya sat under a tall, shady pear. Thinks: I'll sit a little longer and get down to business.
Then Petya went into the garden, ate the berries, then chased the butterfly for half an hour, then sat under the pear again.
Mom came in the evening, says:
- Show what you did, son.
And Petya did nothing. Ashamed to look into his mother's eyes.
- Know, son, that now on earth there will be one less tree, and among people - one less person who knows what the Far Blue Mountains are. You have lost a lot of wealth - knowledge. Now, no matter how hard you work, you still will not know everything that you would have learned if it were not for this wasted day. Come on, I'll show you what people did in the day you lost.
Mom took Petya by the hand and led him away. Lead to a plowed field, shows:
- Yesterday there was stubble here, and today it is a plowed field. A tractor driver worked here. And you were messing around.
She took me to the collective farm yard, showed many, many boxes of apples and said:
- These apples were in the trees in the morning, and now, you see, in the boxes. At night they will be taken to the city. Here I worked as well. And you were messing around.
She led her son to a large pile of grain.
- This grain was in the spikelets in the morning. Bread was mowed and threshed by combine operators, chauffeurs brought it. And you were messing around.
She led me to the brick wall.
- Here in the morning there was only a granite foundation, and now it is a brick wall. The bricklayers did a good job. And you were messing around.
She led me to a large white house, went into the house with my son. Petya saw a lot of baked bread on the shelves. Everything here smelled like bread - the air, the walls, even the grass on the green lawn in front of the house.
- This is a bakery. In the morning this bread was flour, but now the mouth water is flowing ... I want to taste a delicious hump. The bakers worked all day. Now the car will come, the bread will be taken to the shops. And you were messing around.
Finally, they went into a house, on the door of which Petya read: a library. The librarian showed a large shelf with many books.
- People read these books today. They were brought in quite recently. And the same number of new books were taken, - he explained.
"And I was messing around ..." - Petya thought. He was ashamed to even think about it, and he bowed his head. Now he understood what a lost day was. "

An outstanding Soviet teacher, writer, person who made a huge contribution to the development of pedagogy, whose statements and lines from books became catchphrases - Vasily Aleksandrovich Sukhomlinsky. He created an education system based on the personality of the child. He believed that it was she who possessed the highest value, and she should become the basis of the process of education and upbringing. Sukhomlinsky paid great attention to the formation of a child's worldview through work, knowledge of the beauty of the world around him, creative activity, reading books and composing fairy tales with children.

In his famous works "Letters to my son", "I give my heart to children", "Raising a man", he formulated the basic principles of raising a child. And despite the fact that these principles were outlined by him about half a century ago, they do not lose their relevance today, but rather the opposite.

50 essential principles of education

A child's mind is at his fingertips.
Only he can become a real teacher who never forgets that he himself was a child.
Your every step ultimately reflects on your neighbor, because you are going somewhere and with some purpose; your every word in the soul of another will respond, but how it will respond, it depends on you. The very fact that you look at the world around you and see it harbors both good and evil: it all depends on what you see and how you see.
At every step in front of a child, adolescent, young man there is a stone that can be bypassed, but can also be removed from the road, freeing it for other people and clearing the path to your own conscience.
The mark should reward hard work, and not punish laziness and negligence. If the teacher sees in two and one a whip, which can whip a lazy horse, and in four and five, a carrot, then soon the children will hate both the carrot and the carrot.
Those who go to bed early, sleep enough, wake up early and engage in intense mental work in the first five to ten hours after waking up (depending on age) feel best. In the following waking hours, the intensity of labor should weaken. Strenuous mental work, especially memorization, in the last 5-7 hours before bedtime is completely unacceptable. On many facts, we have seen that if a child sits for lessons for several hours before bedtime, he becomes unsuccessful.
The art and skill of upbringing lies in the fact that not a single pebble is left out, so that conscience does not give a person peace, if a soft, at first sight harmless creature, whose name is laziness, moves in his soul.
The kid does a bad job, not because he does not want to, but because he has no idea what is good and what is bad - why should he be assessed?
We come into the world in order to comprehend beauty, affirm, create it.
Some of the parents (unfortunately, some teachers) believe that when talking with children, one should always adhere to some kind of childish tone; in this tone, the child's sensitive ear picks up the lisp. An inexperienced child's heart responds to the childish babble of an adult with whims. I was always wary of the danger of straying to this tone and, not for a moment forgetting that there were children in front of me, I saw in the little man a future adult citizen.
The worst thing that often accompanies the work of children is the thought that they are doing a great favor to adults and therefore deserve great praise, even a reward ....
It is difficult to imagine anything else more disfiguring a child's soul than emotional thick-skinned skin, born of injustice. Experiencing an indifferent attitude towards himself, the child loses sensitivity to good and evil. He cannot figure out what is good and what is evil in the people around him. Suspicion, disbelief in people settles in his heart, and this is the main source of anger.
Thinking begins with surprise.
One who knows no bounds for his desires will never become a good citizen. Selfish people, selfish people, people indifferent to the grief and hardships of others, just grow out of those who in childhood know only their desires and do not pay attention to the interests of the collective.
The ability to control desires - in this seemingly simplest, but in fact very complex human habit - is the source of humanity, sensitivity, cordiality, inner self-discipline, without which there is no conscience, no real person.
To bring up in a child's heart truly human love, anxiety, excitement, worries, worries about the fate of another person.
If you hear censure, condemnation from your elders, from your comrades, remember that, while censuring and condemning, they want well for you. An extremely wide range of human attitudes towards evil - from the frowning of a mother's eyebrows and a heavy silent sigh to many years of imprisonment - all this is aimed at saving a person. Let the anxious eyes of the mother and unshed tears, dried up from resentment, awaken in your soul remorse, then severe sentences of judges and prison will not be needed. Develop the sensitivity of your conscience.
The most important thing is that the little man should be ashamed - then he will be afraid. Shame is, figuratively speaking, the air that holds the wings of human responsibility. Feeling responsible, a person is afraid - afraid of being bad. This fear does not shackle strength, but stimulates them, giving rise to courage, fearlessness, moral fortitude and inflexibility.
Don't compromise your conscience, this is the only way to forge character.
The most terrible thing for a person is to turn into a sleeping person with open eyes: to look and not see, to see and not think about what you see, to listen to good and evil indifferently; pass quietly past evil and untruth. Fear this, son, more than death, more than any dreadful danger.
A person without convictions is a rag, a nonentity. Since you are convinced that evil is happening before your eyes, let your heart cry about it, fight against evil, strive for the triumph of truth.
A truly kind, humane person knows how to deeply hate - hate evil, hate our enemies - warmongers, corrupters of the souls of the young generation. We need to teach hatred as well as kindness.
True love is born only in a heart that has survived worries about the fate of another person. How important it is for children to have a friend to take care of.
In family life, keeping your dignity, you must be able to yield to each other ...
Teaching is not a mechanical transfer of knowledge from teacher to child, but above all human relations. A child's attitude to knowledge, to learning, to a large extent depends on how he relates to the teacher.
The most important feature of pedagogical culture should be a feeling of the spiritual world of each child, the ability to give each as much attention and spiritual strength as necessary for the child to feel that he is not forgotten, his grief, his resentment and suffering are shared.
For a child, the greatest injustice on the part of the teacher is that the teacher, having given unfairly, in his deep conviction, an unsatisfactory grade, also seeks to have his parents punished for this assessment. If the child saw that the teacher definitely wants to inform the parents about the deuce, he becomes bitter both against the teacher and against the school. Mental labor becomes hateful to him. The coarsening of feelings is transferred to relationships with other people and, above all, with parents.
Parents know: if a son or daughter has no marks in the diary, then everything is not all right. They also know that the lack of grades is not the child's fault, but his misfortune. And in trouble you need to help.
I convinced the parents that they should never demand the highest marks from their children, not consider an unsatisfactory mark as an indicator of laziness, negligence, and insufficient diligence.
What tricks do children use to hide their failures at school from their mother and father, and negligence from the teacher. The more distrust in the student, the more the child shows ingenuity in deception, the more favorable the soil for laziness and negligence.
The one I teach is first of all a living person, a child, and then a student. The assessment that I give him is not only a measure of his knowledge, but, above all, my attitude towards him as a person.
The meaning of life is to serve people.
A teacher only becomes an educator when he has in his hands the subtlest instrument of upbringing - the science of morality, ethics.
A vocation is not something that comes to a person from the outside. If in high school, starting, probably, from the second grade, you didn’t sit over the circuits of radio receivers, if you didn’t work, this vocation would hardly have appeared. A vocation is a small sprout of talent that has turned into a strong, mighty tree on the fertile soil of hard work. Without hard work, without self-education, this small sprout can dry out on the vine.
I am very worried about the consumer attitude of some of today's youth to spiritual values, especially to music. They don't want to learn to play the violin or the kobza, they don't want to sing. Content with the music recorded on tape. I pressed the button - and there is music, no need to study, no need to think. It’s so easy to go to complete dullness.
Where cramming is, there is a cheat sheet. This is the worst thing, it is death for the creative mind. The person resorting to cribs dooms himself to limited sliding on the surface of facts and phenomena, transforms himself into a lazy, underdeveloped being. Cheat sheets in universities are a child of laziness of thought. They just appear as a result of the fact that a person does not reason, does not reflect; he has nothing incomprehensible, he seeks to remember, remember, remember ...
You can become an engineer in 5 years, but you have to learn to be a person all your life.
You will have children, you will be concerned that they become real people; so know that the most important thing in human creation is to nurture the ability to value human life as the most precious, priceless wealth.
He never raises his hand to another person who, in childhood, takes to heart the joys and bitterness of another person, who is ready to give his joy, his well-being in the name of the father, mother, sister, brother, grandfather, grandmother not knowing grief, suffering.
To tune the thinnest string in the human soul - humanity - means, first of all, to teach a little person to create joy for another person and to experience the highest human joy in this connection.
The less culture a person has, the poorer his mental, aesthetic interests, the more often instincts wake up and make themselves felt by rudeness.
There should be no people invisible, people - unknown specks of dust. Everyone should sparkle like billions of billions of universes sparkle in the sky. To be a unique personality - it depends to a large extent on the personality itself. We must strive not to be gray, invisible.
You need to subtly feel three things: you can, you can't, and you should. The one who feels these things has the most important characteristic of a citizen - a sense of duty.
You have the right to talk about evil in your own home only when you have done something good. The right to say one word about bad things is obtained by ten good deeds.
The most important and most difficult thing for a person is always, in all circumstances, to remain a person.
Remember that children's happiness is inherently selfish: the good and the good created for the child by the elders, he takes for granted. Until he felt, did not experience from his own experience (and the experience itself will never come to him) that the most important source of his personal joy is the work and sweat of his elders, he will be convinced that the mother and father exist only to to bring him joy and happiness. At first glance, this seems paradoxical: in an honest working family, where parents do not cherish children, giving them all the strength of their hearts, children sometimes grow up heartless. But there is no paradox here: a child grows up only as a consumer of joys, and this is the most terrible thing that can be in upbringing, because the greatness and beauty of good is experienced only by those who know the highest human joy - the joy of creating good for people. Only this truly disinterested and therefore truly human joy is a force that ennobles a young heart.
Self-pity is a state of mind that I call without exaggeration an inexhaustible source of egoism. Do not allow this condition to arise in children, it will give rise to bitterness. Let a person know how to feel sorry for himself only insofar as he knows how to be kind and compassionate to others.
I am firmly convinced that the humanity, cordiality, kindness of any person is measured by how children treat him. The one whom children love is a real person.
Labor is, first of all, the sphere of children's emotional life. The child strives to work when work gives him joy.
Pampered and licentious individuals are formed when the only joy dominates in their lives - the joy of consumption.