We consider the main stages of formation of work education in the Soviet school with particular attention to the turning points in its development. Some conclusions are made about the causes and consequences of rethinking the concept of work education and its content. Based on the study of the theory and practice of work education in the Soviet school during the period from 1917 to 1991, the authors make a number of practical conclusions about the relationship between the positive and negative experiences in the course of its historical development. The relevance of this experience in contemporary pedagogy and practice of school life is underlined.
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