School education reform in Ukraine at the end of the 19th - the beginning of the 20th century: the personological aspect

- Тринус, О.В. (orcid.org/0000-0003-2945-0796) (2023) School education reform in Ukraine at the end of the 19th - the beginning of the 20th century: the personological aspect UNESCO Chair Journal Lifelong Professional Education in the XXI Century, 1 (7). pp. 152-163. ISSN 2708-2156

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Abstract

The study of pedagogical personality is the basis of historical-pedagogical research, and the pedagogical heritage of outstanding scientists makes it possible to objectively reproduce the past, adequately perceive the present, and consciously predict the future. The article presents the views of prominent teachers of the late 19th and early 20th centuries, the period of active formation of ideas, theories, and concepts regarding the development of the educational sphere, on the issue of the school formation, the role of the teacher in the education organization. The constructive ideas of Ukrainian (K. Ushynskyi, P. Yurkevych, M. Olesnytskyi, I. Prodan, M. Demkov, F. Shuttse, O. Muzychenko) and foreign scientists (E. Heckel, P. Natorp, V. Rein , H.Sharrelman, F. Hansberg, G. Gaudig, E. Meimann, V. Lai), were systematized, and have not lost their value in the conditions of building a modern Ukrainian school, the consensus of the basic principles of its organization at the beginning of the 20th and 21st centuries. Relying on the pedagogical primary sources, the authors of which are the researched figures, attention is focused on the provisions of the historical-pedagogical heritage regarding the access of citizens to receiving quality education, the implementation of the principles of: child-centeredness (the organization of education with respect for the individuality of the pupil, taking into account the needs of each child , the dominant role of the characteristics of the child's nature in the organization of the educational process, the development of the pupil's physical, cognitive, moral and other abilities based on his individual capabilities); person-oriented education (organization of education with respect for the pupil's personality, treating the child as a conscious and responsible subject of educational interaction, taking into account the needs of each pupil); developmental learning (formation of active, independent, creative thinking of the pupil); partnership pedagogy (love and respect for pupils as the leading quality of a teacher); the key role of the teacher in the organization of education (adequate level of pedagogical mastery, creative preferences of the teacher for choosing the system, forms, methods of education).

Item Type:	Article
Keywords:	pedagogical personality, historical and pedagogical heritage, the end of the 19th - the beginning of the 20th century, constructive ideas, the New Ukrainian School
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.01 Fundamentals of education. Theory. Policy etc. Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Department of Theory and Practice of Pedagogical Education
Depositing User:	Кирил Васильович Котун
Date Deposited:	28 May 2024 08:33
Last Modified:	28 May 2024 08:33
URI:	https://lib.iitta.gov.ua/id/eprint/741111

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