Pedagogical education of parents in the USSR (ser. 1950s - 1980s): author's approaches and party work

The subject of the research is the study of the pedagogical education of parents in the USSR (ser. 1950s – 1980s). It is argued that the author's approaches and party work coexisted in the pedagogical education of parents. The author's approaches were based on a humanistic attitude towards parents and partial independence from the state and ideology. Party work with parents was dictated by the state and determined by communist ideology. Historical and pedagogical analysis makes it possible to detect positive and negative moments of the past, to identify significant aspects for modern practices. The author's approaches and party work are analyzed in detail. The author's works are represented by the activities of the parent university at Moscow State University (V.N. Ivanov, D.B. Elkonin, N.F. Talyzina and others), the works of L.V. Pisareva, V.A. Sukhomlinsky, S.A. Amonashvili, B.P. and L.A. Nikitins, S.L. Soloveitchik, V.E. Khrapov. Party work includes: staff training at Parents' universities, the main areas of work (the parents' committee at school and the council for family and school assistance at work). The main research methods are the study and analysis of normative legal acts in the field of education, upbringing, development of family relations, the works of teachers, psychologists, the magazine for parents "Family and School". The novelty of the study lies in the fact that the holistic practices of educating parents in the USSR are described. The liberalization of all aspects of the country's life has raised hopes, including for improving the life of the family. The pedagogical education of parents was seen as a solution to the problems of family problems. Author's approaches to educating parents appeared, while party work with parents developed at the same time. It is shown that the author's approaches address various aspects of education related to the needs and interests of parents; that the party work was conducted centrally and ignored the opinion of parents. It was characterized by formalism, boredom, petty control, alienation of parents from the education system, and devaluation of author's approaches. The professional activity of teachers was replaced by public influence, family assistance and understanding of the causes of problematic behavior of parents – public condemnation, repressive measures against parents and children.

educating parents, pedagogical propaganda, parental comprehensive education, author's approaches, party work, the public, The Parent's University, The Parents' Committee, The Council of Assistance, education programs