- Міхно, Олександр Петрович (orcid.org/0000-0002-5271-9530) and Деревянко, Тетяна Михайлівна (orcid.org/0000-0003-3980-7584) (2026) Conceptual foundations of the national education system in Avhustyn Voloshyn’s work “on the school law of the future Ukrainian state” (Рro shkilne pravo buduchoi Ukrainskoi derzhavy) (Prague, 1942) Науково-педагогічні студії (10). pp. 157-176. ISSN 2663-5739
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Abstract
The article provides a historical and pedagogical analysis of A. Voloshyn's work “Pro shkilne pravo buduchoi Ukrainskoi derzhavy” / “On the School Law of the Future Ukrainian State” (Prague, 1942) and reconstructs the historical and intellectual context of its creation. It is proved that this work is not of an applied but of a program-normative nature and represents a comprehensive project of the national education system oriented toward the needs of the future state structure. A hermeneutic reading of the source made it possible to reveal the internal logic of the School Law concept and to systematize its basic principles. It is shown that the core of A. Voloshyn's educational model is a combination of religious and moral upbringing, the national idea, and the principles of freedom and subsidiarity in educational management. In the course of comparative analysis, it was established that A. Voloshyn's reference to the educational models of different countries primarily performs an argumentative function. The criticism of Soviet, secularist, and overly centralized education systems is used to justify his own concept directed against state monopoly and ideological coercion. At the same time, this criticism has scientific value as historical evidence of the search for alternatives to totalitarian models of schooling organization in the mid-twentieth century. The reconstruction of the structural and functional model of the national school system showed that A. Voloshyn proposes a consistent educational vertical – from pre-school education to higher school – combined with differentiation by ability, a mixed system of financing, and decentralized management. Certain organizational elements of this model, particularly the principles of decentralization, public participation in educational management, and orientation toward practical training, can be considered as a subject of analytical reflection in contemporary educational discussions. At the same time, the research results confirm that the general conceptual framework of A. Voloshyn's School Law cannot be directly transferred into the modern educational context without critical reimagining. The dominance of the religious and moral component and the selection logic of educational organization reflect the values and perceptions of their time and should be evaluated through the prism of modern principles of secularism, inclusiveness, and human rights. It is concluded that A. Voloshyn's work is an important monument of Ukrainian pedagogical and state-building thought of the mid-twentieth century. Its scientific significance lies not in offering ready-made solutions for twenty-first-century educational policy, but in deepening the understanding of historical models of national educational thinking, their internal logic, potential, and limitations in the context of modern challenges.
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