СТАНОВЛЕННЯ ЗАГАЛЬНО-ТЕОРЕТИЧНИХ ОСНОВ ПЕДАГОГІЧНОЇ ТИПОЛОГІЇ В УКРАЇНСЬКІЙ НАУКОВІЙ ДУМЦІ ПЕРШОЇ ТРЕТИНИ XX СТОЛІТТЯ

• Authors: Наталія Осьмук

Title variants

EN

Formation of general theoretical foundations of pedagogical typology in the Ukrainian scientific thought of the first third of the XX century.

• Languages of publication: UK

Abstracts

EN

An important aspect in solving the problems of contemporary cultural globalization is accentuation of attention on the common, unifying experience of cultural development of peoples. In this aspect, useful will be an appeal to the history of Ukrainian pedagogy of the 20s – the beginning of the 30s of the last century, the development of which is evidenced by its active participation in the processes of the extension and deepening of the world reform movement, based on new methodological approaches of the humanist orientation. The aim of the article is to study the process of formation and development of the foundations of pedagogical typology as a scientific branch in the Ukrainian scientific-pedagogical thought of the first third of the XX century. Methods of research: general scientific (analysis, content analysis, synthesis, analogy, comparison, generalization) and specific scientific: constructive-genetic, historical-comparative, historical-comparative, and historical-typological. The result of the work is the study of the formation and development of the foundations of pedagogical typology as a scientific branch in the Ukrainian scientific-pedagogical thought of the first third of the XX century. Pedagogical typology as a scientific direction developed in the field of Ukrainian scientific thought of the first third of the XX century within the framework of research of foreign reformatory pedagogy. Particularly fruitful was the period of relatively free and impartial study of this experience in the 20–30s. Thanks to the works of Ukrainian scholars S. Ananin, H. Hotalov-Hotlib, Ya. Mamontov, O. Muzychenko, V. Petrus the author has focused attention on the contemporary problems of pedagogy as a scientific branch, developed the methodology of studying progressive foreign experience, proved its practical significance, worked out classification of trends of reform pedagogy on poly-criteria basis. The study of the trends of foreign pedagogy of the 20s of the XX century has shown the need for a new pedagogical discipline – comparative pedagogy. Taking into account this argument, one can state that the pedagogical typology as the scientific-practical branch became the foundation of Ukrainian Soviet comparativism, and the scientists involved in its research should be considered as comparators and followers of the traditions of Ukrainian comparative pedagogy. The practical significance of the research – analysis of the process of formation and development of the foundations of the pedagogical typology as a scientific branch in the Ukrainian scientific-pedagogical thought of the first third of the XX century will be useful for those who are interested in the history of Ukrainian pedagogical science, the study of foreign experience by Ukrainian science, the origins of Ukrainian comparativism.

Keywords

EN

Ukrainian pedagogical thought of the first third of the XX century; methodology of comparative-pedagogical research; pedagogical typology; classification of trends; reformatory pedagogy

• Publisher: Sumy State Pedagogical University named after A.S. Makarenko
• Journal: Педагогічні науки: теорія, історія, інноваційні технології
• Year: 2017
• Issue: 6(70)
• Pages: 195-203

Dates

published

2017-09-25

Contributors

author

Наталія Осьмук

Identifiers

DOI

10.24139/2312-5993/2017.06/193-201