4. Perspectives in Makarenko’s pedagogy

Makarenko’s pedagogy can best be defined by his idea of perspectives. Two conditions have to apply to these perspectives: they must be work perspectives, and they must be

realistic and reachable considering the students’ abilities. Makarenko’s basic idea is that students will learn better and develop a more positive attitude toward work in general if they always have something to look forward to, if there is a positive outcome from their efforts, and if they can feel pride in their accomplishments. Developing and relishing such feelings does not come naturally and must be taught. Furthermore, perspectives must always be extended; more complex and valuable perspectives must be built on already existing ones, and instructors must be keenly aware of the right time when a particular student needs a new challenge to keep educational momentum going.

In the Gorki Colony, Makarenko first started his students on near perspectives, tasks that would lead to quick results such as peeling potatoes to help prepare a meal for everyone or cleaning a dormitory; they then graduated to middle perspectives such as helping plan an event or a trip; and finally he hoped for the development of far perspectives, an understanding that sustained effort was necessary for social and economic development that would benefit everyone in the future. Being given the opportunity to develop new and more advanced perspectives for themselves, Makarenko argued, will encourage many to apply themselves to their studies and go beyond their original educational aspirations for the benefit of society as a whole [4, p. 89].

Decisions on perspectives are made in conjunction with students, and if students do not agree with the perspectives set for them, they should not be enforced. Perspectives allow a more student-centered approach to teaching since instructors must design perspectives and goals individually for each student and link them to societal values in a way that motivates this particular student. Schools that shield students from such delayed gratification and effort will lead not to a self-actualized person but to an alienated one. To accomplish such an approach, faculty members must be highly qualified and up to date in their field, something emphasized by Makarenko, who was clear that students respect only those instructors or mentors who are confident, precise, knowledgeable, highly skilled, good with their hands, and willing to lead by example to teach work ethic [5, p. 73].

However, students will become overwhelmed if perspectives are too complex right from the beginning. A workplace experience can help students make the transition from simple to more complex tasks and also show them new perspectives that they may not have known existed for them. Students may begin carpentry work by sanding chair legs, graduate to drilling holes and assembling chairs, and finally work on measuring wood and operating the saw. Students determine the transition to a more complex step by the quality of their work and their desire to learn more; sanding, for example, may develop an interest in carpentry or lead to a distaste, but without this original work, students will never be able to make informed decisions about their occupational futures.