Churkina N.I.
“CHILDREN’S COMMISSAR”: THE IMAGE OF AN ADULT IN PEDAGOGICAL UTOPIAN PROJECTS OF THE TWENTIETH CENTURY ^{[№ 3 ' 2025]}
The adaptation of Soviet educational practices, including the revival of the mass children's public organization, raises the question of the role of an adult in the children's community. Therefore, the description and analysis of the activities of successful educational practices of the second half of the twentieth century (the Commune of Young Frunzensky Children, the Karavella detachment, etc.) allows us to highlight the features of the pedagogical position of leaders that allowed them to become a "cultural model" for their students. Based on the application of the ideas of D.V. Dimke about pedagogical utopias of the Soviet era, the sociological concept of R. Oldenburg, it is concluded that the following can be attributed to the important features of the Soviet pedagogical utopia: the creation of a community of children and adults based on the principles of equality; the development of grassroots democracy; the construction of the material space of the community as a "third place". As a result of the historical and pedagogical theoretical research, I have established that the key feature of the pedagogical utopia of the Soviet period was the unique pedagogical position of the "children's commissar", who became models of acceptable (cultural, social, pedagogical) behavior and activities for children. This position of an adult was based on a special ideology – faith in the humanistic ideals of the Soviet system, romanticization of the heroes of the revolution and war, rejection of double standards. Interaction with children was built on the principles of democratization – equality with children, community of symbolic and discursive practices, a combination of regulation and spontaneity. Leaders and other adults involved in the activities of utopian pedagogical projects possessed high personal qualities – humanity; active civic position, had developed applied skills in tourism, crafts, sports, art. It is possible to adapt and use the experience of their activities in the training of modern advisers to the director on education and interaction with children's public organizations.

Churkina N.I.
“REPLICAS” OF THE SOVIET IN MODERN SCHOOL EDUCATION ^{[№ 4 ' 2023]}
Modern Russian education is involved in the implementation of the policy of memory, for this the school uses various practices of commemoration, which, by perpetuating people, events, institutions, introduce the Soviet past into modern school culture. An analysis of normative documents and state education programs of recent years has shown that in the development of modern education programs, primarily patriotic education, they began to actively use the forms and methods of Soviet school education. This was confirmed by the results of a comparative analysis of three groups of sources: interviews of former teachers and schoolchildren about Soviet education; questioning of teachers and education advisers; plans for the educational work of several schools in Omsk. On the basis of theoretical and empirical analysis, the article concludes that many forms and methods of the Soviet system of education have returned to the modern school (rallies, meetings with war heroes, laying flowers at monuments, song and formation contests, etc.). But, at the same time, as the survey shows, the effectiveness of these forms of patriotic education is low. Of the many traditional practices, modern schoolchildren prefer observation and festive events. More complex communicative practices are incomprehensible, tedious, non-dynamic for them. The paper concludes that the problems of using these upbringing practices are due to the fact that they are a “replica”, repetition, they have lost their originality and power of emotional impact, and when using them, they do not take into account the characteristics (generational, psychological) of modern children.