Implementation of the ideas of S.T. Shatsky's labor school in the modern system of additional education for children

Abstract

The return of labor education to the regulatory framework of Russian education has sharpened the question of the methodological support of the labor component within the system of children's additional education, where the educational potential of labor long remained underdeveloped. The divergence of scholarly interpretations of S.T. Shatsky's pedagogical legacy, which separates its organizational-disciplinary, social-educational, and aesthetic lines, complicates its applied use. The aim of the study is to reconstruct the organizational principles of S.T. Shatsky's labor school as an integral system and to determine the limits of their transfer into the practice of contemporary additional education. Historical-pedagogical reconstruction, a structural-functional approach, comparative analysis, the method of analogy, and modeling are applied; a content analysis of the current regulatory framework is carried out. The order of the experimental institutions is restored as a non-hierarchical system of complementary components, in which labor functions as the organizing principle of children's life, balanced by play, art, and cognitive activity. An original typology of models for incorporating the labor component into supplementary general education programs is proposed, distinguishing them by the function performed and by the risk of reduction. Comparison with regulatory guidelines reveals predominantly direct correspondence regarding the educational nature of labor and only partial correspondence regarding environmental work and self-organization. The reproducibility of the labor school's legacy is determined not by the degree of its relevance but by the preservation of the mechanism through which labor organized children's life and retained the significance of its result for the community.