The imperishable importance of Vasyl Sukhomlynsky pedagogical heritage for the construction of the New Ukrainian School

- Бондаренко, Неллі Володимирівна (orcid.org/0000-0002-4033-7287) (2019) The imperishable importance of Vasyl Sukhomlynsky pedagogical heritage for the construction of the New Ukrainian School Нова педагогічна думка, 3 (99). pp. 6-9. ISSN 2520-6427

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Abstract

The article deals with the problem of modern interpretation of the achievements of the national education reformers, their prognostic ideas, promising developments and their involvement in the current educational reform. The worldwide importance of Vasyl Sukhomlynskyj’s work was emphasized, ideas and provisions of importance for the development of the New Ukrainian School in the context of educational European integration, prospects for the development of Ukrainian education and science were highlighted. The works of scientists who have revealed the facets of the personality of the scientist-teacher and writer Vasyl Sukhomlynskyj are analyzed; his creative achievements were systematically considered; stages of formation and essence of pedagogical system are revealed; noted the uniqueness of its formation based on the author’s own experience within the authoritarian system against her; the leading positions of the scientific heritage of the scien-tist of the world scale are elucidated and modernly inter-preted; their relevance for reforming Ukrainian education and science in the context of European integration has been proved; practical recommendations for the implementation of ideas in the practice of the modern school have been developed. In the sphere of attention of the scientist-teacher Vasyl Sukhomlynskyj were such important problems as the theory and practice of teaching and upbringing; all aspects of education; folk pedagogy; compulsory skills; reading; child development; formation of creative per-sonality; expanding and changing the quality of the educational space; value development of personality; verbal creativity; culture of word and thought; pedagogy of success; philosophy of childhood; harmonizing family, society and school; multi-age pedagogy; collective forma-tion on the basis of human relations; self-education; activity and pedagogical skill of the teacher, his interaction with students, etc.

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