The Collective: A Relic of the Past or a Crucial Factor in Personality Development Today?

This article presents an analysis of the evolution of the concept of the ‟collective” in pedagogical theory and practice, as well as its role in the educational process across different historical periods. Particular attention is paid to the ideological shift that began in the 1990s, when collective-oriented education faced criticism and rejection, resulting in the loss of many collective education methods in practice. The article reviews the work of leading scholars in pedagogy and psychology—such as L.I. Novikova, A.V. Petrovsky, and A.N. Lutoshkin—who significantly contributed to the understanding of the educational potential of the children's collective and approaches to its organization and development. The article also explores the parameters and stages of collective development, the specific ways in which the collective influences the child and, conversely, how the child influences the collective. It highlights the role of teachers, peer microgroups, emotional climate, and humanistic relationships in shaping a collective educational environment. The concept of psychological community is emphasized as a central component in understanding the child’s collective and its interaction with the individual. The article concludes that a return to a scientifically grounded approach to the children's collective is essential to restoring its educational potential. The collective is viewed as a developmental space for the individual, requiring modern methodological tools and pedagogical support.