Sukhomlinsky

The Ukrainian educator V.A. Sukhomlinsky (1918-1970) was a humanistic educator who saw the aim of education as being to produce a truly humane being. For him this meant someone who was strong and healthy (physically and emotionally) and who was a personification of kindness. It meant someone who had a deep appreciation of beauty, who had developed their intellect (and was observant and aware of their environment), and who had developed their talents and used them for the benefit of society.

The core of Sukhomlinsky's system of education was his approach to moral education, which involved sensitising his students to beauty in nature, in art and in human relations, and encouraging students to take responsibility for the living environment which surrounded them. Sukhomlinsky taught his students that the most precious thing in life is a human being, and that there is no greater honour than to bring joy to other people. He taught them that to bring joy to other people, and especially to their families, they should strive to create beauty in themselves and in the environment. There was thus a very close connection between moral and aesthetic education in Sukhomlinsky's approach.

Another aspect of being truly human was the development of the intellect, so that the horizons of the mind grew ever wider, gradually encompassing the whole world and reaching into the depths of space. Sukhomlinsky could not agree with those who sought to give education a purely utilitarian focus, who thought that knowledge was worthwhile only if it found direct application in the work place. For him the study of foreign languages and of astronomy were essential in order for a person to appreciate the world of which they were a part, and to broaden their minds.

The foundation of all personal growth is health, and Sukhomlinsky gave a great deal of his attention to ensuring that children enjoyed optimum health, especially in early childhood, when character is formed. He took children out into nature often, combining physical exercise with lessons in thought and in the appreciation of beauty. Especially in the primary school, he thought it important that children's thought be associated with vivid images, such as were to be found in the fields, forests and waterways within walking distance of the school. If thought were divorced from the children's direct experiences, it would exhaust them.

It was also important that children's learning, the work of their intellects, be associated with practical works which put their knowledge to use. Only if children's knowledge was used to improve their environment and the lives of people around them, would it lead to the formation of an active philosophy of life, to a practical moral stance.

Sukhomlinsky's holistic educational philosophy thus rested on five pillars: health education, moral education, aesthetic education, intellectual education and work education.

Educating the Heart

Sukhomlinsky sought to prolong children's childhood, to keep them optimistic and open to the world, to preserve the freshness of their emotional responses to the world. He showed them that although they were small, they could do a lot to care for the environment in which they lived and to bring happiness to the people they met. He sought to refine their sense of beauty, being very selective in the impressions he fed to their young minds. He took them to the most beautiful natural settings he could find. He taught them to listen to the music of nature, the rustle of grasses and of leaves, the song of the lark. He played them music inspired by such natural sounds, and showed them paintings of natural beauty. He did not swamp them with a surfeit of images and sounds, but allowed each new exposure to beauty to be memorable.

He taught them to become more aware of the inner world of other people, to read others' eyes, to recognise feelings of joy, of sorrow or confusion. He tried to ensure that children took joy home from school to their families, to ensure that every child uncovered some latent talent or ability at which they could excel. Not every child could excel academically, but each could shine at something and find a way to bring joy to others. This was the foundation of their self-respect and their moral development.