Pedagogy of collectivism: past, present, future

The problem discussed in the article concerns a pedagogical phenomenon that has a pronounced domestic specificity – the pedagogy of collectivism. In the light of modern educational tasks facing schools, the pedagogy of collectivism acquires special significance: it is a ready-made solution for the development of social qualities of the individual, well developed both in theory and in practice. This concept, covering a fairly wide range of pedagogical reality, can be studied from different angles. The purpose of this article is to present a qualitative analysis of educational systems that have developed in the conditions of unique educational organizations that have no analogues in the world - the International Children's Center “Artekˮ and the All-Russian Children's Center “Orlyonokˮ. The leading research methods are a qualitative analysis of educational systems, in the implementation of which the methods of analogy, argumentation, contextual justification were used. Orlyonok pedagogy, in which the laws of the life of the team were formed, the methodology of collective creative activity was born, for many years it became the basis of educational activities in children's health camps of the Soviet Union, in the work of pioneer squads and at communal gatherings. Artek pedagogy is a unique pedagogical phenomenon that includes Artek traditions, teamwork experience, productive idea generation, and modeling of social and pedagogical projects. Having different approaches to the choice of forms and content of educational activities, both of these unique pedagogical phenomena were based on a common ideology, common worldview, and perception of the world. The ideological component has become history, but in modern times, there is certainly a place for these achievements of Soviet pedagogy, educational and upbringing practice; they need to be rethought from the standpoint of modern socio-cultural conditions and new educational tasks. The main conclusions formulated as a result of a qualitative analysis of educational systems: 1) a comparison of Orlyonok pedagogy and Artek pedagogy provides opportunities for generalizing similar ideas into a single direction - the pedagogy of collectivism; 2) a qualitative analysis of these educational systems made it possible to identify the structural components of the pedagogy of collectivism, describe its essential characteristics, and formulate the prospects for its development.