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ПЕРІОДИЗАЦІЯ РОЗВИТКУ ЗМІСТУ ВИЩОЇ ІСТОРИЧНОЇ ОСВІТИ В УКРАЇНІ (1945 – 1991 РР.)

100%
Петриків В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
411-419
EN
The article deals with the problem of periodization of historical and pedagogical process in Ukraine in the twentieth century. The achievements of scientists as regards to studying the raised problem are analyzed. It is found out that there is no periodization of higher historical education contents in Ukraine in scientific literature. Based on the systematic approach the author identifies four periods in the development of historical education contents at higher educational establishments of Ukraine in 1945–1991. The first period (1945–1956) consists of two stages. At the first stage (1945–1947) the national content elements of history are still visible, but during the second stage (1947–1956) the Russian centred scheme of the Ukrainian history becomes consolidated. The second period (1956–1967) designates temporary liberalization of public life which had a positive effect on the development of historical education contents. The third stage (1967–1987) is characterized by coming back to strict party regulation of the contents of history, increasing russification of educational process. The fourth stage (1987–1991) was set up with the adoption of documents which initiated the restructuring of higher education in the USSR. At this stage, there have been revolutionary changes on the way of settling the national contents of history education. They are the following: the course of History of the CPSU was cancelled, higher educational establishments gained the right to publish national curriculum and educational-methodical literature themselves, the Departments of History of Ukraine began to open and a number of higher educational establishments introduced the intramural course of teaching the History of Ukraine. The author mentions that although each of the periods had some peculiarities, in general the contents of history education in Soviet Ukraine was too ideologized and politicized. In conclusion, the author states that the given periodization might be useful for studying the history of Ukraine, history of pedagogics, and for the formulation of periodization of higher historical education development after 1991.
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