The role of the educational system of the school-complex in the formation of the personality of the student (based on the example of comparing the educational systems of A. S. Makarenko and M. P. Shchetinin)

The aim of this research is, based on a comparative analysis of the educational systems of A. S. Makarenko and M. P. Shchetinin, to identify the patterns of development of the school-complex and determine the potential of this pedagogical model for designing modern educational approaches. The article presents theoretical aspects on the topic under consideration, related to the organization of educational work, the goals and objectives of the development of the school-complex. The role of the educational system in the educational process and its influence on the formation of the personality of the student is shown. Types of educational systems are considered. Particular attention is paid to the development of the school-complex as one of the promising models of a modern educational institution, using the example of the pedagogical systems of A. S. Makarenko and M. P. Shchetinin. The unifying systems factors are summarized; their fundamental differences are shown, of which the philosophical teachings are the most significant. The novelty of the research lies in the fact that the author conducts a comparative analysis of two educational systems of the school-complex, which makes it possible to further study this educational system in order to develop and improve it. As a result of the research, the author shows the changes that have occurred in the educational system over an almost century-long period; indicates which of the components, the main of which is the educational goal, turned out to be more variable. The scientific novelty of the research lies in the following: for the first time, the historical dynamics of the key components of the educational systems of the school-complex have been revealed; the dialectic of the continuity of pedagogical ideas is substantiated; a typology of differences in educational systems is developed; specific historical patterns of development of educational systems have been established. In the context of changes taking place in society, when forming new educational systems and refining the activities of existing ones, the author proposes to once again generalize and systematize the experience of the best educators and modern achievements of pedagogical science, including using the results of the research obtained.