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Педагогическая Поэма #1
داستان پداگوژیکی: جلد اول
چاپ اول پاییز ۱۳۷۰ توسط مترجم
طرح روی جلد: فوزی تهرانی
طرح روی جلد: فوزی تهرانی
Paperback
First published January 1, 1931
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254 people want to read
About the author
Anton Makarenko
51 books39 followersAnton Semenovych Makarenko (Антон Семенович Макаренко) was a Russian and Soviet educator and writer, who promoted democratic ideas and principles in educational theory and practice. As one of the founders of Soviet pedagogy, he elaborated the theory and methodology of upbringing in self-governing child collectives and introduced the concept of productive labor into the educational system. Makarenko is often reckoned among the world’s great educators, and his books have been published in many countries.
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Displaying 1 - 18 of 18 reviews
October 15, 2017
سال ۱۳۲۰ در یکی از روستاهای کوچک شوروی (پولتاوا) ماکارنکو مسئولیت کولونی گورکی را به عهده میگیرد. در این مرکز بچههای بزهکار و بیسرپرست نگهداری میشوند. ماکارنکو تلاش میکند تا بچهها را تربیت کند ولی با تئورهای تعلیم و تربیتیِ آن زمان موفق نمیشود و سعی میکند از روشهای دیگری برای رسیدن به هدفش استفاده کند. این کتاب خاطرات ماکارنکو برای تربیت بچههای بزهکار در کولونی گورکی و دزرشینسکی است. پداگوژیکی به معنای وابسته به آموزش و پرورش یا روشهای تعلیم و تربیت است.
پ.ن: با وجود اینکه کتاب ترجمه خوبی نداشت و یک جاهایی کسلکننده میشد اما کتاب را دوست داشتم. بخش جذاب کتاب تلاشهای ماکارنکو برای تربیت بچههای بزهکار بود و اینکه سعی میکرد از کلیشههای رایج تربیتی آن زمان فاصله بگیرد و راهی بر اساس تجربههایش باز کند. فقط جاهایی که شیفتهی حکومت شوروی میشد توی ذوق میزد…
دوست داشتم بعد از این کتاب تجربههای آدمهای دیگری (جدیدتر) که تلاش کردهاند از سیستم آموزشی مرسوم فاصله بگیرند، بخوانم.
https://goo.gl/StZRQu
پ.ن: با وجود اینکه کتاب ترجمه خوبی نداشت و یک جاهایی کسلکننده میشد اما کتاب را دوست داشتم. بخش جذاب کتاب تلاشهای ماکارنکو برای تربیت بچههای بزهکار بود و اینکه سعی میکرد از کلیشههای رایج تربیتی آن زمان فاصله بگیرد و راهی بر اساس تجربههایش باز کند. فقط جاهایی که شیفتهی حکومت شوروی میشد توی ذوق میزد…
دوست داشتم بعد از این کتاب تجربههای آدمهای دیگری (جدیدتر) که تلاش کردهاند از سیستم آموزشی مرسوم فاصله بگیرند، بخوانم.
https://goo.gl/StZRQu
June 8, 2019
Muhteşem! İnsanın içini umut ve neşeyle dolduran ve bunu son derece zorlu şartları anlatarak yapan bir kitap.
Çoğu zaman pedagojinin genel geçer ve beylik kurallarına çok ters davrandığının kendi de farkında Makarenko, yine de kendi adıma tamamen katıldığım argümanlar sunuyor. Üstelik bunu hiç büyüklenmeden, teorize etme şehvetine kapılmadan yapıyor.
Çocuk ve gençlerle çalışan herkesin okumasını tavsiye ederim.
Çoğu zaman pedagojinin genel geçer ve beylik kurallarına çok ters davrandığının kendi de farkında Makarenko, yine de kendi adıma tamamen katıldığım argümanlar sunuyor. Üstelik bunu hiç büyüklenmeden, teorize etme şehvetine kapılmadan yapıyor.
Çocuk ve gençlerle çalışan herkesin okumasını tavsiye ederim.
June 6, 2017
یه آدمی به جایی درست میکنه و بچه های بزهکار رو جمع میکنه و پرورششون میده... یه کمی اگر نویسنده قوه طنز میداشت بهتر بود. خیلی جدی و حوصله سر بر بود ولی یه جاهایی میشد یه نکاتی رو در مورد نحوه رفتار با نوجوون های آسیب دیده ازش استخراج کرد و از این نظر تا اندازه ای کاربردی بود.... ولی یه ادمی تموم زندگیش رو بزاره با این بچه ها کار کنه و کتاب بنویسه یه ذره نمک توش خرج نکنه خیلی حرفه
September 30, 2012
I found these books in a box just a few months back(there are 3 parts of this book) and these has already become my favourite ones.Its a non fiction and tells the true story of the Gorky-Colony in the erestwhile Soviet Union.The colony is more like a Rehab for the kids living in streets.It takes u to a wonderful journey of emotions,fast happening incidents and you get the chunk of humour as well that we find in most of the russian books.It teaches about life,in a really simple way.A must read for everyone.
December 31, 2013
دزد های کوچک که در نهایت به انسان هایی شریف تبدیل شدند فقط به خاطر اینکه یک نفر به آن ها ایمان داشت
August 24, 2024
کتابی است خواندنی. اما ترجمه گامایون ازانتشارات پروگرس بسیار خامدستانه انجام شده است، هرچند نتوانسته زیبایی اثر را پنهان بدارد اما خوب است ترجمههای بهتر کتاب خوانده شوند مثل داستان پداگوژیکی از نیره توکلی
February 26, 2019
راهنمایی که بودم کتاب را خوانده بودم و حالا، بعد از چهارده سال، با دیدی تازه و به دنبال کشف آموزههای آموزش و پرورش سراغش رفتم. جلد یک را با شور و شوق و نوستالژی شروع کردم. از شباهت بچههای داستان به بچههای خانه کودک شگفتزده شدم و صد بار فکر کردم چرا در این سالهای معلمی در خانه کودک دوباره سراغ کتاب نرفته بودم. اما بعد یک جاهایی از کتاب خستهام کرد. یک جاهایی زیادی تبلیغاتی بود و عصبی شدم. احساس میکردم گاهی خیلی دروغ می گوید یا فقط بخشهای قشنگ ماجرا را تعریف میکند. خلاصه که چند ماهی است جلد یک تمام شده اما سراغ جلد دو نرفتهام. فکر کردم باید این کتاب را از وضعیت معلق «در حال خواندن» دربیاورم که دل جفتمان آرام شود کمی و بعد شاید جلد دوم خودش کمکم راهش را پیدا کرد.
January 12, 2016
یک توصیه: اگر حافظه ی نسبتا ضعیفی دارید و می خواهید از کتاب لذت بیشتری ببرید، اسم و مشخصات شخصیت ها رو یادداشت کنید!
August 9, 2007
there are two parts and i suggest anyone who has been though school life should read them. It's non fiction. Set in erestwhile Soviet Russia- let's just say things are possible when you believe in yourself and the ability of others to care. Reading it for the fifteenth time in the last 8 years
November 4, 2015
A Simple Critic toward Makarenko’s masterpiece; “The Pedagogical Poem”
Anton Semenovych Makarenko was a Russian educator and writer who spend much of his life to train criminal teenagers and to illustrate a true definition of pedagogy which seems to be practical and effective. In this difficult and endless way he severely rejected many educational theories which were the head of education system and tried to invent practical theories, as he claimed that “how many books were written, how much paper was consumed, what honors were achieved! But all of them was empty and absurd, all of them doesn’t worth, and no one can say how to treat with a scoundrel teenager.” (The Pedagogical Poem I. chapter 14) Moreover, he demonstrated more than a decade of his personal experiences and observations toward education, especially of the criminal teenagers, in his masterpiece, The Pedagogical Poem, which is a triplet sections book. This book became a torch for the blind pedagogues and teachers of the soviet Russia who had no positive thinking and hope toward pedagogic performance in a politically, economically, and socially disordered society of the time.
The beginning of “The Pedagogical Poem” portrayed the horrible chaos of the society in general and of the education system specifically. The education department admitted the responsibility of an institution for training criminal teenagers, lately was named institution of Maxim Gorky in his honor, to Anton Semenovych Makarenko as an experienced pedagogue. However, the reality was too much far from signed paper and commitments of the public education office, and this institution was nothing more than a bare store building with broken windows and doors, terrified cold weather, and just one bad tempered old pedagogue and all this disorganized set paddled in a tragic poverty. As Makarenko expressed the reason of pupils’ scape from institution this poverty; “It’s unpleasant to confess that he (the runaway boy) went in search of a better life, as I know myself this disastrous poverty setbacks the pupils.” (The Pedagogical Poem I. Chapter 7) Otherwise, these barriers didn’t stop Makarenko’s excessive hope and positive thinking toward future. He decided to destroy all the blocks of real education and he started with the primitive one, poverty. As he found no external help, he managed internal elements, pupils and teachers, to up lift their state and through this difficult process he introduced the concept of productive labor into the educational system which raised the opposition of unrealistic pedagogues and theorists who imagined that education occur just through paying attention to all aspects of students’ convenience. Anton Semenovych and his pupils had no way to reach food and necessary instruments of life except producing them themselves, so they tried agronomy on an unfruitfulness occupied land, husbandry with borrowed pets of public labor’s office, carpentry with useless woods of windows and doors. Unbelievably, they reached to the productive state in the whole city and also assisted neighbors and other peasants in their works by mending their carriages, milling their wheat, and manufacturing their agriculture’s tools. All this image became possible through an organized and strict labor system which was invented by the pupils, themselves as gradually they understood the significance of endeavor for survival and life and somehow reached a kind of epiphany toward their low position of life, actually they found out they should make change and save themselves.
Unless the natural and economical cruelty to Maxim Gorky institution and its members, Anton Semenovych faced a greater obstacle and that was the pupils themselves and their uncontrollable nature. They are the children in a very optimistic side of the spectrum who lived in poor families and started working as they were very young, some of them were orphans or owned criminal and imprisoned parents, most of them were street pickpockets, sots, or night burglars and in the pessimistic side of the spectrum professional thieves or even naïve murderers. Even by providing them enough opportunities and life supplements, it seemed impossible to blur and deconstruct their established habits and behaviors which followed them as a stubborn shadow. Some of them promised to give up their habits such as robbery, but they didn’t insist for a long term on their decisions and encountered Anton Semenovych to the flood of neighbors, farmers, and the city council’s protest. They complained of loss of their milk jar, laundry clothes in the yards, watermelons of farms and also being blockaded on the village road by his boys. This circumstances leaded Anton Semenovych from overt reactions to find proper solutions as he refused the theory of putting pupils under revisions and reformation, he claimed that they should be relearned, instead. He also added the teachers should completely ignore pupils’ background and not search them, though he threw away all pupils’ dossiers and outlawed using negative language, for instance the terms “crime”, “detestable”, “dossier”, or “revision”. Constructing this attitude in pedagogues and pupils took a huge assert of time and energy, so he murmured the absence of competent instructors; “From where human can be found for this damnable job? A real human! This damnable job wasn’t so simple!”(The Pedagogical Poem I. chapter 26). Through changing attitudes, he insisted on the communication of pupils with the world outside of the Maxim Gorky institution which was less interesting in other’s point of view. He himself confessed at the first days; “The first members of institution were brought up in a way to only know the rule and order in the most primitive of its level, but the newcomers generally were strange to order and disobeyed all kinds of rules.” (The Pedagogical Poem I. chapter 8) Therefore, he found the only solution in establishing a severe organized system which was called “Military Pedagogy” by his opponents. In this organized system each individual is a member of a crowd with a definite leader and those crowd were controlled by the groups of commanders. The leaders were exchange periodically according to their capabilities and all the responsibilities were written in notebooks under the observation of Anton Semenovych. In contrast to the beliefs of public education office, this organization seemed to be affective as the main core of it was pupils themselves and more mature ones had the opportunity to support younger ones and felt responsibility. These movement contributed to the economic progress and also cultural. The major example of these cultural actions was theater; “Suddenly, we understood that isn’t just the means of entertainment and fun for us, but it is our duty and social tax whom we cannot quail paying it.” (The Pedagogical Poem II. Chapter4)
After managing students and lightening motivation sparks inside them, the significance of teachers and pedagogues’ role should be considered in this book. Anton Semenovych Makarenko, under being experienced by the troubles of education in many years, practiced what he learned inside of himself. He believed that a teacher should learn to restrain himself, plant the seeds of common healthy spirit instead of being a moral preacher or rushing out intensive anxious. Patience and hope are the two main attributes of Anton Semenovych Makarenko as a real teacher; “Though, I was an incredible optimistic man, always see myself as close as one step to the success, and finally this attribute caused me the achievement.” (The Pedagogical Poem I. Chapter8) Another characteristic which raises admiration toward him is diligence. “There were only one points we never doubt it which is our determined will to never give up the work and reach to an end, even that end would inevitably be failure.” (The Pedagogical Poem I. Chapter10) Although in his inner struggle and practice situations came which was dominant to him as once he threw the chair to one pupil’s face who was opposed Jewish and a racist, he described that event; “Suddenly, the ground of education sunk under my feet with a horrible sound such as an explosion.” (The Pedagogical Poem I. Chapter13) In the conclusion Makarenko was a pioneer of streams of revolutions in the education system of Russia and the world. He presented a more definition of pedagogue and pupil beyond the boundaries of dictionaries, as he in the word of his friends became martyr in the way of pedagogy. His book “The Pedagogical Poem” and his others works should be the guideline of all teachers and education managers.
Anton Semenovych Makarenko was a Russian educator and writer who spend much of his life to train criminal teenagers and to illustrate a true definition of pedagogy which seems to be practical and effective. In this difficult and endless way he severely rejected many educational theories which were the head of education system and tried to invent practical theories, as he claimed that “how many books were written, how much paper was consumed, what honors were achieved! But all of them was empty and absurd, all of them doesn’t worth, and no one can say how to treat with a scoundrel teenager.” (The Pedagogical Poem I. chapter 14) Moreover, he demonstrated more than a decade of his personal experiences and observations toward education, especially of the criminal teenagers, in his masterpiece, The Pedagogical Poem, which is a triplet sections book. This book became a torch for the blind pedagogues and teachers of the soviet Russia who had no positive thinking and hope toward pedagogic performance in a politically, economically, and socially disordered society of the time.
The beginning of “The Pedagogical Poem” portrayed the horrible chaos of the society in general and of the education system specifically. The education department admitted the responsibility of an institution for training criminal teenagers, lately was named institution of Maxim Gorky in his honor, to Anton Semenovych Makarenko as an experienced pedagogue. However, the reality was too much far from signed paper and commitments of the public education office, and this institution was nothing more than a bare store building with broken windows and doors, terrified cold weather, and just one bad tempered old pedagogue and all this disorganized set paddled in a tragic poverty. As Makarenko expressed the reason of pupils’ scape from institution this poverty; “It’s unpleasant to confess that he (the runaway boy) went in search of a better life, as I know myself this disastrous poverty setbacks the pupils.” (The Pedagogical Poem I. Chapter 7) Otherwise, these barriers didn’t stop Makarenko’s excessive hope and positive thinking toward future. He decided to destroy all the blocks of real education and he started with the primitive one, poverty. As he found no external help, he managed internal elements, pupils and teachers, to up lift their state and through this difficult process he introduced the concept of productive labor into the educational system which raised the opposition of unrealistic pedagogues and theorists who imagined that education occur just through paying attention to all aspects of students’ convenience. Anton Semenovych and his pupils had no way to reach food and necessary instruments of life except producing them themselves, so they tried agronomy on an unfruitfulness occupied land, husbandry with borrowed pets of public labor’s office, carpentry with useless woods of windows and doors. Unbelievably, they reached to the productive state in the whole city and also assisted neighbors and other peasants in their works by mending their carriages, milling their wheat, and manufacturing their agriculture’s tools. All this image became possible through an organized and strict labor system which was invented by the pupils, themselves as gradually they understood the significance of endeavor for survival and life and somehow reached a kind of epiphany toward their low position of life, actually they found out they should make change and save themselves.
Unless the natural and economical cruelty to Maxim Gorky institution and its members, Anton Semenovych faced a greater obstacle and that was the pupils themselves and their uncontrollable nature. They are the children in a very optimistic side of the spectrum who lived in poor families and started working as they were very young, some of them were orphans or owned criminal and imprisoned parents, most of them were street pickpockets, sots, or night burglars and in the pessimistic side of the spectrum professional thieves or even naïve murderers. Even by providing them enough opportunities and life supplements, it seemed impossible to blur and deconstruct their established habits and behaviors which followed them as a stubborn shadow. Some of them promised to give up their habits such as robbery, but they didn’t insist for a long term on their decisions and encountered Anton Semenovych to the flood of neighbors, farmers, and the city council’s protest. They complained of loss of their milk jar, laundry clothes in the yards, watermelons of farms and also being blockaded on the village road by his boys. This circumstances leaded Anton Semenovych from overt reactions to find proper solutions as he refused the theory of putting pupils under revisions and reformation, he claimed that they should be relearned, instead. He also added the teachers should completely ignore pupils’ background and not search them, though he threw away all pupils’ dossiers and outlawed using negative language, for instance the terms “crime”, “detestable”, “dossier”, or “revision”. Constructing this attitude in pedagogues and pupils took a huge assert of time and energy, so he murmured the absence of competent instructors; “From where human can be found for this damnable job? A real human! This damnable job wasn’t so simple!”(The Pedagogical Poem I. chapter 26). Through changing attitudes, he insisted on the communication of pupils with the world outside of the Maxim Gorky institution which was less interesting in other’s point of view. He himself confessed at the first days; “The first members of institution were brought up in a way to only know the rule and order in the most primitive of its level, but the newcomers generally were strange to order and disobeyed all kinds of rules.” (The Pedagogical Poem I. chapter 8) Therefore, he found the only solution in establishing a severe organized system which was called “Military Pedagogy” by his opponents. In this organized system each individual is a member of a crowd with a definite leader and those crowd were controlled by the groups of commanders. The leaders were exchange periodically according to their capabilities and all the responsibilities were written in notebooks under the observation of Anton Semenovych. In contrast to the beliefs of public education office, this organization seemed to be affective as the main core of it was pupils themselves and more mature ones had the opportunity to support younger ones and felt responsibility. These movement contributed to the economic progress and also cultural. The major example of these cultural actions was theater; “Suddenly, we understood that isn’t just the means of entertainment and fun for us, but it is our duty and social tax whom we cannot quail paying it.” (The Pedagogical Poem II. Chapter4)
After managing students and lightening motivation sparks inside them, the significance of teachers and pedagogues’ role should be considered in this book. Anton Semenovych Makarenko, under being experienced by the troubles of education in many years, practiced what he learned inside of himself. He believed that a teacher should learn to restrain himself, plant the seeds of common healthy spirit instead of being a moral preacher or rushing out intensive anxious. Patience and hope are the two main attributes of Anton Semenovych Makarenko as a real teacher; “Though, I was an incredible optimistic man, always see myself as close as one step to the success, and finally this attribute caused me the achievement.” (The Pedagogical Poem I. Chapter8) Another characteristic which raises admiration toward him is diligence. “There were only one points we never doubt it which is our determined will to never give up the work and reach to an end, even that end would inevitably be failure.” (The Pedagogical Poem I. Chapter10) Although in his inner struggle and practice situations came which was dominant to him as once he threw the chair to one pupil’s face who was opposed Jewish and a racist, he described that event; “Suddenly, the ground of education sunk under my feet with a horrible sound such as an explosion.” (The Pedagogical Poem I. Chapter13) In the conclusion Makarenko was a pioneer of streams of revolutions in the education system of Russia and the world. He presented a more definition of pedagogue and pupil beyond the boundaries of dictionaries, as he in the word of his friends became martyr in the way of pedagogy. His book “The Pedagogical Poem” and his others works should be the guideline of all teachers and education managers.
December 2, 2022
Αν κάποιος θέλει να μάθει πως θα πρεπε να είναι η παιδική προστασία πρέπει να διαβάσει το παιδαγωγικό ποίημα
October 18, 2025
yaşamak için , iyi ve doğrunun yanında olmak için umut veriyor 🥰
September 7, 2023
این کتاب داستان واقعی مردیه که وقتی چیزی در جامعه آزارش میده کاری بیش از آه کشیدن و افسوس خوردن میکنه؛ ماکارنکو آستینهاش را بالا میزنه تا کاری کنه.
ماجرا برای زمانیه که در شوروی تازه انقلاب شده و شور و شوق عظیمی در بدن این اجتماع برای ساخت آینده بهتر وجود داره.
مدارسشروی از دید ماکارنکو اصلا وضعیت مناسبی ندارن و اینکه کودک و نوجوانان خیابانی هر روز بیش از دیروز دیده میشن و دست به دزدی و خشونت و... میزنند دغدغهی این جنابه.
میگه چه کنم چه نکنم؛میرم خارج از شهر این بچههای بزهکار رو میبرم اونجا و شروع میکنم اصلاح و پرورش این بچهها.
جا داریم؟نه
نیرو داریم؟نه
پول کافی کمک کافی در حد صفر واقعا درسته دولت یه کمکهایی میکنه ولی این بزرگوار با هیچی میره اونجا و با کمک خود این بچهها سعی میکنه سروسامونی به اوضاع بده.
و این کتاب هم داستان شگفتانگیز تحولات این آقا،بچههای بزهکار و همین کانونیه که اینطوری ساخته میشه و بهش میگن کانون گورکی.
برای من کتاب خیلی ارزشمندی بود نه تنها پر از قصههای جذاب و خوندنی بود بلکه از خود این ماجرا خیلی میشه تاثیر پذیرفت و یاد گرفت.
اینکه در طول ۷ سال از هیچی چطور چنین اتفاق عظیمی رو رقم میزنه؟
کانونی که نه تنها توسط خود بچهها اداره میشه بلکه تمام نیازهای خودش رو برآورده میکنه کشاورزی میکنن.کارگاه نجاری،کفاشی آهنگری و
...دارن،تئاتر حسابی،گروههای کتابخوانی و آموزش درس.
چی میشه ماکارنکو آستین بالا میزنه میره کاری بکنه که فکر میکنه ارزش جنگیدن رو داره و خیلیها نه.
البته کتاب به علل متعددی پر از مضامین کمونیستیه و در تعلیم و تربیت آقای ماکارنکو تربیت انسان کمونیست نقش مهمی داره اما این دلیل قانع کنندهای برای رد کردن این کتاب نیست نهایت باعث شد من سعی کنم با دقت نقادانهای به خوانش ادامه بدم.
اصلا یه سوالی که همش تو ذهنم هستش اینه که کجای مسیر تربیتی رو اشتباه رفته و چقدر در تداوم ستم حاکمیت کمونیستی نقش داشته و آیا خودش هم در مسیر آموزشش ستم میکنه؟
خلاصه که من خیلی کیف کردم از خوندنش و دوست دارم از این ۱۰۰۰صفحه کتاب یه روایتش رو بنویسم که عجیب جالبه:
بعد از اینکه وضعیت کانون یکم بهتر میشه یک دختری انتخاب میشه تا بفرستنش شهر دانشگاه.
وقتی میره یه پسر همون نواحی که کلی شروشور بوده هم غیبش میزنه و اینا متوجه میشن که انگار تو شهر پیش همن بعد یه مدتی یادم نیست چرا ولی دختره بر میگرده و بعد یه مدتی شک میکنن که حامله شده ولی هرچی میگن انکار میکنه و حتی ناراحت نیشه و به حدی جدیه تو این زمینه که موقتا باور میکنن که حتما بچهای در کار نیست دیگه تا جایی که کاملا مشهود میشه از لحاظ ظاهری که بادراره.
یه شب بچهها زنگ میزنن به ماکارنکو که پاشو بیا اینجا ببین چی شده
ماکارنکو میره ببینه چه خبره
بهش میگن دختره بچش رو به دنیا آورده و بعد از به دنیا آوردن نوزاد اون رو با شال خفه کرده و خودش در این باره میگه که:من نمیخواستم این کار رو بکنم،فقط نمیتوانستم جلو گریهاش رو بگیرم.
ماجرا برای زمانیه که در شوروی تازه انقلاب شده و شور و شوق عظیمی در بدن این اجتماع برای ساخت آینده بهتر وجود داره.
مدارسشروی از دید ماکارنکو اصلا وضعیت مناسبی ندارن و اینکه کودک و نوجوانان خیابانی هر روز بیش از دیروز دیده میشن و دست به دزدی و خشونت و... میزنند دغدغهی این جنابه.
میگه چه کنم چه نکنم؛میرم خارج از شهر این بچههای بزهکار رو میبرم اونجا و شروع میکنم اصلاح و پرورش این بچهها.
جا داریم؟نه
نیرو داریم؟نه
پول کافی کمک کافی در حد صفر واقعا درسته دولت یه کمکهایی میکنه ولی این بزرگوار با هیچی میره اونجا و با کمک خود این بچهها سعی میکنه سروسامونی به اوضاع بده.
و این کتاب هم داستان شگفتانگیز تحولات این آقا،بچههای بزهکار و همین کانونیه که اینطوری ساخته میشه و بهش میگن کانون گورکی.
برای من کتاب خیلی ارزشمندی بود نه تنها پر از قصههای جذاب و خوندنی بود بلکه از خود این ماجرا خیلی میشه تاثیر پذیرفت و یاد گرفت.
اینکه در طول ۷ سال از هیچی چطور چنین اتفاق عظیمی رو رقم میزنه؟
کانونی که نه تنها توسط خود بچهها اداره میشه بلکه تمام نیازهای خودش رو برآورده میکنه کشاورزی میکنن.کارگاه نجاری،کفاشی آهنگری و
...دارن،تئاتر حسابی،گروههای کتابخوانی و آموزش درس.
چی میشه ماکارنکو آستین بالا میزنه میره کاری بکنه که فکر میکنه ارزش جنگیدن رو داره و خیلیها نه.
البته کتاب به علل متعددی پر از مضامین کمونیستیه و در تعلیم و تربیت آقای ماکارنکو تربیت انسان کمونیست نقش مهمی داره اما این دلیل قانع کنندهای برای رد کردن این کتاب نیست نهایت باعث شد من سعی کنم با دقت نقادانهای به خوانش ادامه بدم.
اصلا یه سوالی که همش تو ذهنم هستش اینه که کجای مسیر تربیتی رو اشتباه رفته و چقدر در تداوم ستم حاکمیت کمونیستی نقش داشته و آیا خودش هم در مسیر آموزشش ستم میکنه؟
خلاصه که من خیلی کیف کردم از خوندنش و دوست دارم از این ۱۰۰۰صفحه کتاب یه روایتش رو بنویسم که عجیب جالبه:
بعد از اینکه وضعیت کانون یکم بهتر میشه یک دختری انتخاب میشه تا بفرستنش شهر دانشگاه.
وقتی میره یه پسر همون نواحی که کلی شروشور بوده هم غیبش میزنه و اینا متوجه میشن که انگار تو شهر پیش همن بعد یه مدتی یادم نیست چرا ولی دختره بر میگرده و بعد یه مدتی شک میکنن که حامله شده ولی هرچی میگن انکار میکنه و حتی ناراحت نیشه و به حدی جدیه تو این زمینه که موقتا باور میکنن که حتما بچهای در کار نیست دیگه تا جایی که کاملا مشهود میشه از لحاظ ظاهری که بادراره.
یه شب بچهها زنگ میزنن به ماکارنکو که پاشو بیا اینجا ببین چی شده
ماکارنکو میره ببینه چه خبره
بهش میگن دختره بچش رو به دنیا آورده و بعد از به دنیا آوردن نوزاد اون رو با شال خفه کرده و خودش در این باره میگه که:من نمیخواستم این کار رو بکنم،فقط نمیتوانستم جلو گریهاش رو بگیرم.
This entire review has been hidden because of spoilers.
September 20, 2018
داستان پداگوژیکی ترجمه ی فاجعه باری دارد
یک روسی که خیال کرده فارسی خوب بلد است این کتاب از ماکارنکو را ترجمه کرده و در لحظه لحظه ی خواندن کتاب شما را مجبور می کند از خود بپرسید "منظورش چی بوده؟"
شوخی ها ضرب المثل ها ناراحتی ها و همه ی دیگر حالات توصیفی انسان بد و نچسب شرح شده اند.
همه ی این بدبختی ها را تحمل کردم و بعد از یک سال بالاخره این کتاب دو جلدی را تمام کردم.
مهمترین چیزی که از خواندن این ترجمه عاید آدم می شود همراهی با قهرمان داستان در صبوری است.
برای تغییر دادن آدم ها باید صبور بود. در هیچ جای کتاب خبری از تبیین ایدئولوژی ها مارکسیستی یا شعار و آرمانخواهی نیست.
ذکر وقایع با جزئیات به ظاهر بی اهمیت از حالات چهره گرفته تا جز به جز تکه پراکنی های نوجوانان بی قید ذکر می شوند و ماکارنکو می گوید چه عکس العملی نشان داد تا آن آدم عوض شود.
تنبیه ها، تشویق کردن ها، توهین کردن ،مجازات، حتی تمسخر و باقی کارهایی که ماکارنکو برای ایجاد تغییر در آدم ها به کار می بندد ذکر شده اند تا مخاطب بفهمد که آروغهای کلی گویانه ی قواعد پداگوژیکی (تربیت کودک) به هیچ کار نمی آیند.
یک روسی که خیال کرده فارسی خوب بلد است این کتاب از ماکارنکو را ترجمه کرده و در لحظه لحظه ی خواندن کتاب شما را مجبور می کند از خود بپرسید "منظورش چی بوده؟"
شوخی ها ضرب المثل ها ناراحتی ها و همه ی دیگر حالات توصیفی انسان بد و نچسب شرح شده اند.
همه ی این بدبختی ها را تحمل کردم و بعد از یک سال بالاخره این کتاب دو جلدی را تمام کردم.
مهمترین چیزی که از خواندن این ترجمه عاید آدم می شود همراهی با قهرمان داستان در صبوری است.
برای تغییر دادن آدم ها باید صبور بود. در هیچ جای کتاب خبری از تبیین ایدئولوژی ها مارکسیستی یا شعار و آرمانخواهی نیست.
ذکر وقایع با جزئیات به ظاهر بی اهمیت از حالات چهره گرفته تا جز به جز تکه پراکنی های نوجوانان بی قید ذکر می شوند و ماکارنکو می گوید چه عکس العملی نشان داد تا آن آدم عوض شود.
تنبیه ها، تشویق کردن ها، توهین کردن ،مجازات، حتی تمسخر و باقی کارهایی که ماکارنکو برای ایجاد تغییر در آدم ها به کار می بندد ذکر شده اند تا مخاطب بفهمد که آروغهای کلی گویانه ی قواعد پداگوژیکی (تربیت کودک) به هیچ کار نمی آیند.
December 16, 2017
داستان بها دادن به انسانهایی که تربیت ناپذیر قلمداد میشده اند و همین اعتنا و ارزش دادن به آنها سبب میشه اعتماد به نفس و عزت نفس در آنها رشد کنه و به زودی هر یک برای خود انسانی برجسته و قابل احترام شمرده شوند. از این کتاب تلاش و تلاش و صبر کردن برای رسیدن به خواسته ها و ناامید نشدن را یاد گرفتم. به امید داشتن چنین معلمانی در سرزمین خودمون.
June 10, 2008
A must read for anyone who wants to work with children. It is a great example of the use of play and collective activity as a therapeutic tool. It is one of the books that forms the basis of my work.
Read
July 24, 2009تعلیم و تربیت
April 8, 2011
Уже после пары глав готова дать все 5 звезд!
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