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1

ВИТОКИ СТАНОВЛЕННЯ Й РОЗВИТКУ ІДЕЇ МИСТЕЦЬКОЇ ОСВІТИ ЖІНОК У ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ДУМЦІ

100%
Гуріна В.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 10(54)
341-347
EN
In the article the process of formation and development of artistic education of women in the European educational paradigm is revealed. The author analyzed and systematized the views of philosophers, teachers, and artists on the studied problem. The approaches of pedagogues-scientists of foreign countries to the definition of purpose, objectives, and components of art education of women in different historical periods are characterized. The author states that the experience of using art in the education of women has deep roots. In Ancient times a chief form of artistic activity of women was music and singing. It’s common knowledge that it was a period of qualitative changes in human history, the period of the birth of new forms of social and cultural life, which first appeared in the establishment of Greek city-states with developed form of democratic foundations of civic community. Art education for women in ancient civilizations was mandatory and provided them with the opportunity to learn a profession and to participate in religious ceremonies. In Ancient times art education was available within the school of education and covered the vocal and choreography training. This was facilitated by the philosophical thought of Ancient Greece and Rome, was dedicated to art theory and laid the foundation for the further development of art education of women. The Middle Ages set before the woman of a high social status the mandatory tasks of art education, as a measure of her education. At monastery schools, the girls studied music and choral singing for the further performance during worship. Despite the fact that in this historical period, there was some decline in the development of education, but the issue of art education of women was considered both by the representatives of classical educational thought, and the clergy. However, during this historical period appeared the works on girls’ education and respectable behavior of women. The work, which was translated into many languages and on the basis of which subsequently emerged other similar works, was "Cortegiano" of Baldassare Castliglione. The prospects for further developments in this direction are seen in the analysis of foreign educational thought of the Renaissance and the New time for the organization of art education of women.
2

ТЕМА Т. Г. ШЕВЧЕНКА В ЖИТТІ ТА КУЛЬТУРНО-ПРОСВІТНИЦЬКІЙ ДІЯЛЬНОСТІ Н. Х. ОНАЦЬКОГО

88%
Никифоров А.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 1(45)
98-105
EN
At a time when there is a spiritual revival of the nation and its moral degeneration, the urgent is the problem of education in modern man a new outlook. The burning task of our time is the development of morality and spirituality of the Ukrainians, and, above all, children and youth. It is discussed in a number of special decrees and regulations of Ukraine. T. G. Shevchenko raised the same issues in his work 150 years ago. Now they need urgent solution in Ukrainian education in general, in the sense of local history study of pedagogy in particular. It is proved that all adult life of N. Onatsky, its multi-faceted public education and teaching activities were associated with the image of the great poet of Ukraine, revolutionary democrat T. Shevchenko. In early adolescence, deep respect and boundless love for T. Shevchenko, N. H. Onatsky carried through his life. The article discusses the uniqueness of teaching and educational activities of Nicanor Onatsky based on the work of the Society «Enlightenment», an organizer and inspirer of which he was in Slobozhanschyna. The author emphasizes the exceptional importance of the theme of Taras Shevchenko in the life of N. Onatsky based on an analysis of the archival materials and printed sources, as well as historical and logical, and personalistic and biographical research methods to elucidate the role of T. Shevchenko in shaping the world, thanks to the achievements that created and maintained their attitudes and beliefs, their stance, pedagogical ideas and artistic outlook. The cultural and educational activity of N. Onatsky shows a great concern for his people, the willingness of serving people, finding love and harmony.The main occupation of his life was always a teaching job, but also social and educational activity has never shied away from. He develops murals for the Palace of proletarian culture in Sumy. In those paintings N. Onatsky introduces allegorical motifs and Ukrainian motifs ornament. He creates an emblem of the newspaper «Ray», which was included in Sumy, he offers the pictures of embroidery towels, carpet motifs ornaments, admires a book design, especially prepared cover sheet to the «Testament». Promising directions for further scientific research studies we consider N. Onatsky’s contribution to the development of the theory of national pedagogy, educational activities, research education and educational potential of the artistic heritage of the artist in the sense of local history pedagogy.
3

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

75%
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

ВИКОРИСТАННЯ ПЕДАГОГІЧНИХ ІДЕЙ В. Г. КІЛПАТРИКА ПІД ЧАС ВИКЛАДАННЯ ІНОЗЕМНИХ МОВ У МЕДИЧНОМУ УНІВЕРСИТЕТІ

63%
Куліченко А.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 7(71)
192-203
EN
Today the key task is to educate and form an independent creative character ‒ a new generation person who is able to link theory with practice in a proper way and to achieve different goals with the help of acquired knowledge. Thus, W. H. Kilpatrick’s pedagogical ideas are these that will help a teacher to encourage a studentto follow his/her subject. Besides, it should be noted that the American educator’s pedagogical heritage has a great value for medical education ‒ in teaching both professional and non-professional disciplines. It is of particular importance for foreign languagesat the medical university. The paper aims to reveal W. H. Kilpatrick’s pedagogical ideas and their use during foreign languages lessons at the medical university.In this research, the author deals with the system-structural analysis and synthesis of W. H. Kilpatrick’s pedagogical ideas ‒ to form a holistic view of their content and functional relationships, and observation method ‒ to present the approbation data of W. H. Kilpatrick’s views during foreign languages classes at the medical university.The article focuses onthree W. H. Kilpatrick’s fundamental works ‒ “The Project Method. The Use of the Purposeful Act in the Educative Process”(1918),“Foundations of Method. Informal Talks on Teaching”(1925) and“Education for a Changing Civilization”(1926). Having analyzed American scholar’s pedagogical works, the author outlines the following important postulates that recommends taking into account and using: education philosophy; teaching method, its peculiarities; formula “Stimulus – Reaction” and its connection with training; purposeful act and interest; сlassification of learning; learning components; types of initial goals; the project method; classification of the project method; advantages and disadvantages of the project method. Moreover, the article provides information about approbation of the above-noted pedagogical ideas in teaching foreign languages at the medical university. As for the future research, it will be the study of the practical use of W. H. Kilpatrick’s pedagogical ideas in the system of higher medical education – in the process of students’ professional training. All in all, W. H. Kilpatrick was a talented educator who made a significant contribution to world pedagogy, and the project method became one of the main means in education at different levels.
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