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

100%

Осьмук Н.

Педагогічні науки: теорія, історія, інноваційні технології

2017

issue 6(70)

195-203

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.

ДЕТЕРМІНАНТИ РОЗВИТКУ РЕФОРМАЦІЙНОЇ ПЕДАГОГІКИ КІНЦЯ XIX– ПОЧАТКУ XXСТОЛІТЬ: ДОСВІД СИСТЕМНОГО АНАЛІЗУ

63%

Сбруєва А., Осьмук Н.

Педагогічні науки: теорія, історія, інноваційні технології

2014

issue 6(40)

80-90

Under the conditions of entry of Ukraine into the European educational space the need for educational change that allows rapid adaptation to new social demands significantly increases. In view of this, considerable importance is attached to learning about the patterns and trends in education reform in individual countries and regions in the period of industrial and post-industrial societies. The objects of historical and pedagogical analysis of the proposed paper is a process of formation and development of the components of reform pedagogy at the end of the XIX-th and the first third of the XX-th centuries as an educational phenomenon that illustrates one of the possible forms of educational and research initiatives to bring the school into compliance with the requirements of life. The analysis on the origin and development of the components of reformatory pedagogy at the end of the XIX-th and the first third of the XX-th centuries in the context of the modern theory of educational change allows to present the reformatory pedagogy as a cultural and scientific component of educational reform for its treatment in a broad sense, which was initiated by the «bottom» of individual teachers reformers, scholars, groups of educators. Unwillingness of political power to support the innovative process that increased «bottom up» and caused, in our opinion, limited reformation changes at the level of experimental schools, proprietary methods and schools, individual cases of regional implementation, without giving opportunity to escalate the process of national reform public school. Consequently, historical and pedagogical reflection origin and development of the reformatory-pedagogical movement of the late XIX-th and early XX-th centuries shows that the impact of reforms in education, at least, is possible only if the aspirations and efforts of those who initiate change both «top» and «bottom».

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2 Педагогічні науки: теорія, історія, інноваційні технології

2 Осьмук Н.

1 Сбруєва А.

1 2017

1 2014

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

ДЕТЕРМІНАНТИ РОЗВИТКУ РЕФОРМАЦІЙНОЇ ПЕДАГОГІКИ КІНЦЯ XIX– ПОЧАТКУ XXСТОЛІТЬ: ДОСВІД СИСТЕМНОГО АНАЛІЗУ