THE HISTORY OF THE FORMATION OF PEDAGOGICAL MANAGEMENT THROUGH THE TEACHINGS OF THE SOVIET ENLIGHTENERS

Abstract

As we know, since Kyrgyzstan gained independence, issues of education and upbringing of youth based on national ideology have been considered. Based on the “National Development Strategy of the Kyrgyz Republic for 2018-2040" in 2021, the country's governing bodies developed the “Concept of education of schoolchildren and youth of the Kyrgyz Republic for 2021-2030” in order to improve the state of the national ideology of youth education. At the same time, the Decree of the President of the Kyrgyz Republic “On National Spirit – World Heights” was later issued. Therefore, public education authorities, teachers, and educators face new and complex challenges. Currently, in accordance with the decrees, vocational schools are studying educational issues on a scientific basis. In this regard, the importance of the historical experience of educational institutions and pedagogy increases. All the valuable things obtained by the work of several generations of teachers and which have stood the test of time should be actively used through the careful storage of the entire national pedagogical science. Therefore, current teachers have a need to study the forms of education through the experience of Russian pedagogical science. It’s known from the pages of history, the emergence of the early system of public education in Soviet times was influenced by several pedagogical trends. In those years, these movements were represented by the “Labor School” of N. K. Krupskaya, S. T. Shatsky, the “Classical Pedagogical School” of A. S. Makarenko, V. A. Sukhomlinsky, the “School of Pedagogy of Collaboration" Sh. Amonashvili, E. Ilyina, V. Shatalova and the “Psychological and Pedagogical School” of L. S. Vygotsky, A. N. Leontiev and S. L. Rubinstein. Thus, the article examines the history of the formation of pedagogical management of the first Soviet educators of Kyrgyzstan (K. Kuldasheva, P. S. Dadabayeva, A. E. Izmailova, and others), which arose on the basis of Russian pedagogical trends, is one of the most pressing issues today.