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ЗАГАЛЬНОТЕОРЕТИЧНІ ОСНОВИ ПЕРІОДИЗАЦІЇ ВИВЧЕННЯ Й ВИКОРИСТАННЯ РЕФОРМАТОРСЬКОЇ ПЕДАГОГІКИ У ВІТЧИЗНЯНІЙ ТА УКРАЇНСЬКІЙ ПЕДАГОГІЧНІЙ ДУМЦІ КІНЦЯ XIX – ПОЧАТКУ XXI СТОЛІТЬ

100%

Наталія О.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 10(64)

209-219

The purpose of the article is to offer the author’s periodization of the phenomenon on the basis of clarification of the leading trends in the study of the experience of reformatory pedagogics in the national pedagogical thought of the late XIX – early XXI centuries. Research methods: general scientific (analysis, synthesis, analogy, comparison, generalization) and specific scientific: structural-genetic, with the help of which the process of development of the reformatory ideas in the Ukrainian pedagogical thought is characterized and a periodization of their learning is developed; historical and comparative, which gave the opportunity to reveal the peculiarities of learning and using the ideas of reformatory pedagogics in the context of the development of Ukrainian pedagogical thought of the late XIX – early XXI centuries. The result of research has become the author’s periodization of the study and use of experience of the reformatory pedagogics in the national pedagogical thought of the late XIX – early XXI centuries. Criteria of periodization were chosen: 1) research directions of the content of the reformatory pedagogics, caused by the importance of examining the relevant ideas and concepts in each period, taking into account socio-political, socio-economic and cultural needs of society; 2) common methodological approaches and research methods of the reformatory pedagogics and their manifestation in the independent researches and works of scientists who had worked within the native scientific-pedagogical area; 3) the use of reformatory ideas and innovations in the processes of modernization of the national educational sphere; 4) the level of socio-political development of Ukrainians, in particular the availability of public education that had directly influenced the directions and measures of support of scientific researches of the Ukrainian pedagogical science. The author proposed periodization of the study and use of reformatory pedagogics by Ukrainian pedagogical thought in the period of 80-ies of the XIX and the beginning of the XXI century which provides for the allocation of five periods: 1st period – the 80-ies of the XIX century – 1917 – familiarization with the ideas of reformatory pedagogics, understanding of its progressiveness, development of analytical research methods and the use of achievements in the domestic non-public education; 2nd period – 1917–1919 – expansion of the semantic field of researches, development of the concept of national education on the theoretical foundations of the world reformatory pedagogics (nationalization, democratization, pedocentrism, labour school); 3rd period – 20-ies – early 30-ies of the XX century – active study of the ideas of reformatory pedagogics of the Ukrainian educational leaders and the use of its achievements in educational policy, formation of a new theory of education, vocational teacher training of Ukrainian teachers; 4th period – the second half of the 30-ies – 80-ies of the twentieth century – termination of objective study of foreign ideas of reformatory pedagogics, its official condemnation by the authorities as a bourgeois; 5th period – early 90-ies of XX century – the beginning of XXI century – is characterized by the restoration of scientific interest in reformatory pedagogics as the conceptual basis of innovative development of the school in the context of democratic changes in Ukrainian society and the integration of domestic education into the European space. The practical significance of the study – proposed approaches to the analysis of the phenomenon of reformatory pedagogics will be useful for those interested in the nature of foreign innovations of the late XIX – early XX centuries, their study of Russian and Ukrainian science, use of foreign innovations in Ukraine. The criteria and the periods suggested in the article may be one of the examples for analysis and synthesis of the study of interesting, multidimensional pedagogical phenomenon, which had been studied over long periods of historical time.

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1 Педагогічні науки: теорія, історія, інноваційні технології

1 2017

1 Наталія О.

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