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1

Children’s upbringing in the spirit of Christianity in the educational and pedagogical concept of N.-L. Zinzendorf

100%

Zavalnyuk V.

Intercultural Communication

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2017

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issue 3

93-103

EN

The actuality of our scientific research is determined by the necessity for the historical analysis of the free children’s upbringing in the spirit of Christianity in the educational and pedagogical concept of N. L. Zinzendorf in the 18th century. The principles of the free upbringing in the pedagogical concept of this pedagogue, namely the principles of the free development of the child’s full potential, combining both demanding as well as respectful attitude towards a child and the formation of the teacher-and-child relationships principle in the process of upbringing. Purpose. The main object of our scientific research is to investigate the Children’s upbringing in the spirit of Christianity in the educational and pedagogical concept of N.-L. Zinzendorf in the 18th century. Methods of investigation. The historic and logic analysis, generalization, systematization and classification of the archives and printed sources. The systematical and logical analysis of the scientific work, scientific literature and archive are used in this study. Results. The new approaches of Christian upbringing used by Zinzendorf in the 18th century gave the opportunity not only to reach children’s hearts, but also to reveal and enlarge the good in their lives. The sensibility and tolerance, which had nothing in common with the strict school upbringing of the early Pietism, were at the core of this new approach.

2

The tendencies of the educational and upbringing development in the catholic schools in Germany (1945 – in the late 1980s)

86%

Zavalnyuk A.

Intercultural Communication

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2017

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issue 3

105-118

EN

The actuality of our scientific research is determined by the necessity for the historical analysis of the educational and pedagogical activity of the Catholic schools in Germany during the period from 1945 until the unification of Germany. Because, during this time - the period of the school education reforms and search for the new ways of education and upbringing, the priority of the education and upbringing of the Catholic schools was the moral and spiritual education, and the main purpose of the school education was to educate pupils to become the harmonious and spiritually developed individuals. The scientific research highlights the regulation of the church documents about the educational and upbringing process of the Catholic schools, namely: programs, rules, and constitutions that were adopted by the Catholic synods and councils, or by one person – the Pope. The article represents the issues about the activity of the Catholic schools: the identity infringement of the teachers’ staff, financial and economic security of the educational establishments, upholding the rights and freedoms of the private schools and adjustment in government control over school, the intensification of the educational process. The scientific research investigates the reforms of the traditional Catholic school system of education in the 1960s-1980s. Purpouse. The investigation of the tendencies of the educational and upbringing development in the Catholic schools in Germany during the period from 1945 until in the late 1980s. Methods of investigation. Historic and logic analysis, generalization, systematization and classification of the printed sources and archives. The retrospective, systematical and logic analysis of the scientific work, scientific literature and archive are used in the study. Results. In the period of the Catholic schools reformation we distinct the following changes of the implementation of the traditional Catholic school policy: a permission for the coeducational studying at schools, a permission for the catholic-pupils to study at the non-Catholic schools, the encouragement of the teachers, who were the parishioners of the Catholic church, to teach at the Catholic schools, the rights and freedoms for the schools in determination of the priority of the educational and upbringing process.

3

НАВЧАЛЬНО-МЕТОДИЧНИЙ КОМПЛЕКС ЯК ПЕВНА СУКУПНІСТЬ ДОКУМЕНТІВ У СТРУКТУРІ ПІДГОТОВКИ МАЙБУТНЬОГО ПЕДАГОГА (80-ТІ РОКИ ХХ СТОЛІТТЯ)

86%

Аблаєв Е.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 2(46)

67-73

EN

In the article it is defined that the educational and methodological complex is a certain set of instructional documents that is the design of the educational process which will be subsequently implemented in practice; the model of the future pedagogical system of studying the discipline, the model of specialty in general is revealed. The creation of such a project allows selecting the most effective ways to achieve the goals of training the specialists. The required set of the documents depends on what is necessary to be designed in educational and upbringing complex.The answer to this question can be obtained if one defines the object that the teachers are creating in their practice training and education.These objects, as the pedagogical analysis shows are as well as the private educational system created in the process of teaching the subject and the overall educational system of the educational institution as a whole, consisting of private pedagogical systems of the totality of the subjects of this specialty. The author describes the stages of creating the educational and methodological complex: empirical, theoretical, implementation of the means, ideas and methods of computerization. It is proved that the development of the scientific and methodological support of the educational and upbringing process is a complex and time-consuming methodological problem which solution is not beyond the capacity of educational groups of any educational schools. Thus, educational and methodological complex is a model or future educational system of studying this discipline or a specialty model in general. Naturally, the composition of the methodological documents of the educational and methodological complex depends on the discipline and the specialty. In any case, it should be a model of the adopted educational system. Conscious and deliberate creation and improvement of educational system is the main official duty of a teacher of any educational institution. As it has already been indicated, the educational and methodological training complexes are the external, tangible embodiment of this activity, i.e. a set of methodological documents, with the help of which can be created the educational system. To really solve this problem in the future, it was necessary to take seriously the scientific and pedagogical support of the restructuring of secondary and higher education, the improving of pedagogical culture of all the activities of the students and teachers of educational institutions in general. The current uncertainty of the scientific and pedagogical methods of the provision of the educational process must be overcome that the lift of the quality of teaching should be real, not mythical and elusive as it was repeatedly mentioned in the party and government documents on the problems of the improvement of higher, secondary special and general education. The development of scientific and methodological complex of the educational process is a complex and time-consuming methodological problem which solution is not beyond the capacity of educational groups of any educational institutions. The only thing required for this is professional scientific and pedagogical and specific competence of the designers of the provision. We stress that the organizing principle of all the developments is the strict conception of the structure, components and functional connections in the designed (or improved) educational system.

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2 Intercultural Communication

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Zavalnyuk A.

1 Zavalnyuk V.

1 Аблаєв Е.

2 2017

1 2015

Children’s upbringing in the spirit of Christianity in the educational and pedagogical concept of N.-L. Zinzendorf

The tendencies of the educational and upbringing development in the catholic schools in Germany (1945 – in the late 1980s)

НАВЧАЛЬНО-МЕТОДИЧНИЙ КОМПЛЕКС ЯК ПЕВНА СУКУПНІСТЬ ДОКУМЕНТІВ У СТРУКТУРІ ПІДГОТОВКИ МАЙБУТНЬОГО ПЕДАГОГА (80-ТІ РОКИ ХХ СТОЛІТТЯ)