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1

ІНФОРМАЦІЙНИЙ ПОТЕНЦІАЛ ВІТЧИЗНЯНИХ ТА ЗАРУБІЖНИХ АРХІВОСХОВИЩ У ВИВЧЕННІ ІСТОРІЇ ВИЩОЇ ОСВІТИ УКРАЇНИ В КІНЦІ ХІХ – НА ПОЧАТКУ ХХ СТ.

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Корж-Усенко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 6(60)
176-184
EN
The paper attempts to reveal the significance of archive collections and Manuscript repository for investigation of development of higher education in Ukraine at the end of 19th – beginning of 20th century. It is emphasized that active appeal to the original sources by the authors is an important criterion of quality of modern research works. The analysis allows to state diversity and resourcefulness of documentation on the selected issue. The basic array of sources is concentrated in classic «university cities» in Ukraine namely Lviv, Kyiv, Kharkiv, Odessa, Chernivtsi. The available resources are supplemented by materials collected in regional state archives in Dnipropetrovsk, Chernigiv, Poltava. Many documents are written in German, Polish, French and other languages which require respective language competency for independent work with original sources. Among foreign archive collections, those of Austria and Russia, which historically used to comprise Ukrainian territories, are notable for their significant informational potential while investigating development of higher education during 19th – beginning of 20th century. If categorized by content the sources collected in the archives contain mainly personal documents of teachers and students, statistical data on student and teacher population, student youth organizations and fraternities of political affiliation of professors and student youth. The most scientific value for researchers of history of education in the aforesaid period have such official and private documents as statutes of higher educational establishments, syllabi, curricula, schemes of instruction, annual reports on the activity of the universities, institutes, higher women’s courses, protocols of scientific councils’ meetings and faculty meetings, aimed at improvement and organization of learning process, alumni accounts of their alma mater and teachers. It is concluded that representativeness and richness of the source base which are concentrated in the native and foreign archives, create favorable conditions for implementing thorough systemic analysis of development of higher school in Ukraine in the late 19th – early 20th century.
2

ГЕНЕЗА ІДЕЇ УКРАЇНСЬКОГО УНІВЕРСИТЕТУ: ІСТОРИКО-ПЕДАГОГІЧНИЙ ВИМІР

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Корж-Усенко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
343-352
EN
The study reveals genesis of national educational ideal elements and Ukrainian studies component of pedagogical process content in Ostroh and Kyiv-Mohyla Academy in the XVI–XVIII centuries. The conducted analysis made it possible to distinguish a series of factors of the Ukrainian university idea genesis: Ukrainian nation formation, traditional endeavor of Ukrainians for education, experience of «intellectual tourism» in Europe, Ukrainian Hetmans’ policy, traditions of charity, public and private initiatives. Endeavor of the teachers and students for meeting the right for national higher education, demands to eliminating censorship restrictions on literature, cancelling prohibition of Ukrainian language, developing of the Ukrainian language studios in academic, research and educational activities of Lviv, Kharkiv, Kyiv, Novorossiysk Universities in the XIX – early XX centuries is revealed in the research. It is proved that the idea of Ukrainian National University got favorable conditions for realization in the period of national state establishment in 1917–1920. Kyiv Taras Shevchenko National University (1917) became the prototype of the national high school that combined classical education content with deep Ukrainian nationalistic component. Innovative potential of Kamenets-Podolsk Ukrainian State University that successfully implemented the right for higher education and adequate to national needs was defined. Developmental peculiarities of conceptual approaches to the Ukrainian University idea and its implementation during national state establishment in 1917–1920: constructive policy of the Ukrainian Governments aimed at fostering a citizen of Ukraine and that of the world, which was based on the principles of consistence, tolerance, diversity, social, gender and national equality, respect for the autonomy of higher educational institutions, broad public participation; affirmation of the right for writing and defending a thesis in the Ukrainian language; expansion of the Ukrainian studies range, activation of scientific schools work; native language competence of a new Ukrainian intelligentsia generation representatives, their involvement in the educational work implementation among the population were determined. Among these three approaches (radical, moderate and conservative) as a result of lively discussions, the supporters of gradual establishment of the Ukrainian University won a victory (revolutionary means were rejected, temporary bilingualism, coexistence of the Ukrainian and Russian higher education institutions were admitted). The subject of further research will become foreign institutions contribution to elaboration of Ukrainian studies subject matter and development of National University idea.
3

ПРАВА ТА ОБОВ’ЯЗКИ УЧАСНИКІВ ПЕДАГОГІЧНОГО ПРОЦЕСУ У ВИЩІЙ ШКОЛІ: РАКУРС РЕТРОСПЕКТИВИ

100%
Корж-Усенко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 7(71)
uk
EN
The article reveals the development of the legal status of participants of the pedagogical process in the higher school on the territory of Ukraine at the beginning of the XX century. A number of duties of the teacher of higher school, relevant for the teaching staff of the Russian and Austrian empires are distinguished, in particular: to have the corresponding scientific degree and professional qualification; to realize the high social mission of the scientist, to be the leader of the national (state) policy in the field of higher education, to take an active part in the life of the higher education institution and to be involved in the development of a strategy for the development of higher education; to provide the appropriate scientific and methodological level of teaching, to prepare articles, monographs, reviews, to conduct the guidance of dissertations of the applicants of scientific degrees; to care about professional self-improvement (foreign internships, conferences, work in scientific societies); to carry out an educational function among the population. The complex of rights, inherent for teachers of education institutions on the territory of Ukraine, is generalized, namely: academic (in the sense of the implementation of the freedom of teaching and scientific creativity), corporate (participation in meetings of collegial and advisory bodies), civil and political (freedom of speech and conscience, protection of own honor and dignity, the right to choose and be elected to bodies of state power and local government), the right of social protection (for decent wages, pension provision and sufficient life level).   It is proved that the stabilization of the legal personality of the teachers of the Russian Empire at the beginning of the XX century was not made possible by the strict censorship of teaching aids, the verification of “political trustworthiness” of the content of training courses and dissertations, vigilant police surveillance, etc. The list of duties and opportunities for students to realize academic, corporate, civil and political rights, social protection rights, peculiarities of emancipation processes in the student environment, successes and failures of youth in overcoming social, national, gender discrimination in the conditions of the Russian and Austrian empires are found out. The significance of positive and negative motivation for strengthening the legal status of student youth and ensuring versatile personality development are revealed.
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