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1

ПРОБЛЕМА ВИХОВАННЯ «ВАЖКИХ ДІТЕЙ»У КОНТЕКСТІ ПОГЛЯДІВ А. С. МАКАРЕНКА: КОРЕКЦІЙНА РОБОТА З СІМʼЄЮ

100%
Волікова М.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 8(52)
285-296
EN
Modern social problems of childhood neglect, international educational crisis inevitably bring us back to educational discoveries that were made in the 20s of last century by social pedagogue Anton Makarenko. The article outlines the outstanding teacher’s pedagogical ideas and views for correctional work with family and identifies its practical use in modern social and cultural space. The history of the concept of at-risk students is analyzed. Makarenko’s experience with at-risk students is studied. Makarenko’s literary pedagogical legacy was the subject of numerous studies in the 40s of the twentieth century. This continues to cause many conflicting and ambiguous interpretations in native and foreign teachers. Analytical evaluation of many Makarenko’s issues of theoretical developments, deep philosophical and educational, historical, educational, social and psychological context of his work represented in the works of L. Hrytsenko, N. Dichek, M. Evtukh, A. Ilaltdinova. S. Karpenchuk., T. Korableva, V. Morhun, M. Oksa, A. Tkachenko, A. Frolov. Nawadays open up new possibilities, and accordingly to the prospects of studying Makarenko’s pedagogy which dispassionately and certainly reflects its timeless universal educational potential. The teacher-innovator, among the first, clearly and convincingly showed the dependence of family education from the socio-economic factors of society, outlined the mother’s and father’s role in the upbringing of the younger generation, drew attention to the nature and content of parental authority. As an example of false authority Makarenko defined (“authority suppression”, “prestige distance”, “arrogance authority”, “authority pedantry”, “reasoning authority”, “authority of love”, “kindness authority”, “friendship authority”). Several educational Makarenko’s discoveries in the field of family education are very important, but unfortunately, today is not yet sufficiently appreciated. The article proved that modern educational process is impossible without Makarenko’s pedagogical legacy, which realized his ideas and views, namely the use of children’s work as a means of rehabilitation, education at and through a collective team, adhering to the principles of humanity, credibility, rigor, organization discipline, self-discipline, respect for his father and mother, relationship education in the family and school and others. The perspective is a more detailed study of the problem of children’s and youth’s sexual education and their preparation for family life.
2
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Pedagogical Heritage of A.S. Makarenko in Modern Educational Space

100%
BAZALEY E.
Edukacja-Technika-Informatyka
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2013
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vol. 4
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issue 1
216-218
EN
This article deals with the research of pedagogical heritage of A.S. Makarenko. He took great care of mora1 and labor upbringing of pupils. Teaching senior pupils we think it is necessary to ensure knowledge of last epochs teachers whose ideas are actual today. As our research is based on Makarenko’s creative heritage we shall follow the process of pedagogical formation of a future teacher today.
3

ЕТАПИ ФОРМУВАННЯ І ПРОБЛЕМИ ДОСЛІДЖЕННЯ ПЕДАГОГІЧНОЇ СПАДЩИНИ А. М. ТОПОРОВА

100%
Тетяна К.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 3(67)
212-225
EN
Toporov’s personality was highlighted in the researches of Ukrainian and Russian scientists and writers: T. K. Peresunko, E. H. Miroshnychenko, H. A. Toporov, I. H. Toporov, V. P. Shkvartsiaia and others. Theses and monographs about A. M. Toporov’s social and pedagogical experience were held by I. A. Akimov, M. M. Bohdanovych, V. I. Bochkovskyi, P. S. Vykhodtsev, O. B. Horianin, E. A. Dobrenko, I. S. Kuznetsov, E. V. Orekhovska, V. S. Petrenko, P. D. Styrov, I. V. Trotsiuk, V. P. Trushkin, N. V. Farshatova, M. N. Yanovskyi and others. The purpose of this article is to summarize, group and present publications on periods in accordance with the formation of A. M. Toporov’s heritage. The following methods are used in the study: bibliographic search, comparison and contrast, historical and retrospective analysis. The article highlights the periods of formation and study of A. M. Toporov’s pedagogical heritage. There are four periods of study and understanding of A. M. Toporov’s heritage: the first (1920–1937) relates to social and educational activities of Adrian Mytrofanovych in the commune “Mayskoe Utro” (May Morning). The second period (1937–1958) is concerned with his imprisonment and rehabilitation in 1958. The third period (1958–1984) coincides with A. M. Toporov’s vigorous activity in Ukraine. The fourth period covers the years after A. M. Toporov’s death (1984–2016). The analyzed and summarized scientific work is aimed at the studying of A. M. Toporov’s personality. Comprehensive study of his social, educational, cultural and educational activities is based on different research areas: social, philosophical, historical, cultural, philological, literary, teaching. As a result, it’s obvious that there is demand in search of opportunities and conditions of the usage of A. M. Toporovs’ pedagogical heritage in reforming education in Ukraine. The analysis of relevant scientific and other publications made it possible to conclude that the research of A. M. Toporov’s personality conducted socio-philosophical, historical, cultural, philological and literary areas. However, purely historical and pedagogical researches are fragmented and require deeper and complete analysis of educational and outreach activities of A. M. Toporov, the research of his pedagogical ideas, studying the terms of A. M. Toporov’s pedagogical legacy in the process of educational reforms in modern Ukraine.
4

ПЕДАГОГІЧНА СПАДЩИНА Я. А. КОМЕНСЬКОГО В ОЦІНКАХ ДМИТРА ЧИЖЕВСЬКОГО

84%
Суділовська М.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 6(50)
352-359
EN
The article is devoted to the Сomeniology studies of D. Chyzhevsky, famous Slavish researcher, literary critic and philosopher, the identification of pedagogical component in his views. The first research works of D. Chyzhevsky about the Czech teacher have been analyzed, the factors that contributed to his interest of J. A. Comenius’ heritage have been revealed. Comeniologic activity of D. Chyzhevsky in the University of Halle that is linked to the finding of J. A. Comenius’ pansofic work “General advice on the correction of human affairs” has been characterized. Having analyzed this work, D. Chyzhevsky concluded that it was not only philosophical and pedagogical work, which showed theoretically how to correct society but universal encyclopedic work. He stressed that in the pansofic ideas of Czech teacher the attention was focused on creating a connection between knowledge and human values, forming life path of the individual through the prism of improving society. Publication and interpretation by D. Chyzhevsky of discovered works of the famous scientist contributed to the viewing of his heritage, the new assessing of his pedagogical views. The author’s attention is paid to the analysis of D. Chyzhevsky’s works, which revealed the philosophical and pedagogical principles of pansofic ideas of J. A. Comenius and shown the role of moral and religious education in personal development. The attempt of complex research of the reception of Czech scientist’s pedagogical heritage in the works of the Ukrainian representative of humanities D. Chyzhevsky has been made. It was proved that his comeniologic activity was multifaceted and various: from archival searches and publication of unknown works of J. A. Comenius to the interpretation of his philosophical, religious, socio-political, pedagogical views, the disclosure of his personality as a prominent Slavic thinker, universal scientist of his time. It was found out that D. Chyzhevsky’s comeniology studies had enormous implications for the development of pedagogical ideas of the twentieth century. Promising areas of research are the study and analysis of those aspects of the epistolary heritage of the D. Chizhevsky concerning research works of J. A. Comenius, especially the identification of trends influence of contemporary comeniologists on the formation of his comeniologic views.
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