THE COMPARATIVE APPROACH IN THE MODERN ENGLISH-LANGUAGE MACARENKIANA: J. DEWEY AND A. MAKARENKO

Abstract

In accordance with the purpose of the article, interpretative approaches in the comparative English-language publications of the modern (XXI century) researchers from the USA (T. Gehering, F.B. Bowers, R. Wright; R.J. Holtz), Norway (T. Halvorsen), Italy (N. Siciliani de Kumis), dedicated to the ideas of J. Dewey and A. Makarenko are described. On the basis of historiographic analysis it is proved that for most of the contemporary English-language publications considered depoliticization of the scientific approach to the analysis and comparison of the ideas of well-known pedagogues. Therefore, the authors are concentrated on determining the universal values of the compared phenomena, which is useful for constructive pedagogical dialogue. It was found that comparing the views and activities of A. Makarenko and J. Dewey, who had such a strong influence on the world pedagogy, which still cause interest and discussion, gives foreign researchers not only the material for rethinking the ideas of the past, but also leads to the popularization of practical, educational potential of their works. In education, the comparative dialogue implements the introduction of one pedagogical culture into the other, their mutual understanding or controversy, but in any case ensures mutual enrichment. In general, this is the reason for the overwhelming majority of foreign appeals to Makarenko’s legacy, which, firstly, attests to the timelessness of the problem of the resocialization of deviant youth; secondly, the recognition of the undoubted success of the Soviet teacher in the matter of returning to society the former juvenile delinquents as full-fledged citizens; thirdly, the relevance of Makarenko’s studies (macarenkoznavstvo), which are the manifestation of the interaction of various educational cultures, their dialogue.