The article is dedicated to the study of the humanistic approach to upbringing and education in the creative legacy of the Ukrainian pedagogues of the second half of the 19 th century. Through the analysis of S. Myropolskiy's and Kh. Alchevska's pedagogical legacy, a world outlook position of scholars concerning humanisation of the educational process is shown. In the course of the research, it is found out that basis of S. Myropolskiy's and Kh. Alchevska's conception was formed by the principles, confirmed by humanistic pedagogy. They revealed the humane approach essence to realizing the educational process in the national school. It is established that the pedagogues considered the teacher's personality as an important figure of the human upbringing process.
The article generalizes the main anthropological positions in the views on the educational process, which are disclosed in the creative heritage of Ukrainian pedagogues-guides K. Ushinsky, A. Makarenko and V. Sukhomlinsky. K. Ushinsky drew attention to the problems of human cognition, the analysis of anthropological, physical, psychological factors of education, the position of man as a part of nature, the need for activity, labor, physical activity. His ideas have not lost their value in the present and should be taken into account in the current conditions of the development of the Ukrainian state and the affirmation of national values. The main features of Makarenko pedagogy should be considered: the dialectical combination and separation of teaching methods from the methodology of education; the unity of education and training of children, the unity of education and life of children, the combination of studying the basic sciences in a secondary school with productive labor; a full-fledged team as a necessary condition for the most complete development of abilities and personality freedoms, a well thought-out system of measures focused on the formation of conscious discipline, new sections of theoretical pedagogy such as pedagogical technology, pedagogical logic, the theory of perspectives, the theory of style and tone of education, the theory of parallel pedagogical action, pedagogy of collective education, which enriches pedagogical anthropology and proves the leadership format of his activity. Sources of pedagogical creativity of V. Sukhomlynsky were classical humanistic heritage, folk pedagogy, advanced pedagogical experience, and the principles of its pedagogical system should be considered development of the ideal of cultural desires of the child (needs in labor, in the creation of goodness, beauty); creating for her “joy of being” and the atmosphere of childhood success, the predominance of positive experiences over negative – the existential conditions that correspond to the nature of the person who learns. It was established that scientists tried to determine the subject of pedagogy and the essence of education; considerable attention was paid to the educational work of the collective as a spiritual environment; the question of the correlation of biological and social. It is proved that the creativity of the outstanding teachers is filled with the views of democracy, humanism, patriotism in the upbringing of the younger generation, focused on the future and better in man, which confirms the leadership format of their activities. Keywords: leadership, anthropologism, humanism, patriotism, dialecticism, synergetics, empathy, anthropological reflection.
The article deals with the conditions for creating a new type of school in Melitopol, Zaporizhia region – school-complex No. 9. It is shown in the article that only due to the joint efforts of the regional and city councils, the regional and city departments of education, the Regional Institute of Postgraduate Pedagogical Education and the Melitopol State Pedagogical Institute, the staff of the Melitopol Plant of Tractor Hydraulic Units, parents and residents of one of the most socially problem areas of Melitopol (New Melitopol) in six months the administration managed to create a fundamentally new comprehensive educational institution. The scientific basis of the school was the experimental pedagogical platform, led by its initiators: scientific supervisors Professor Pavlyutenkov E.M, Professor Krizhko V.V. and the administrative director of the school Elkin M.V. The pedagogical conditions for study, rest and conducting group and individual work of students in the afternoon are described. The role of scientists (professors, associate professors, teachers), deputy directors, teaching staff, other specialists (mainly of various genres of art) working with the pedagogical staff and students of the school is emphasized. New subjects and special courses, which were included in the schedule of classes, were introduced, as well as educational, scientific and methodical papers issued by the editorial board of the EPP. The closure of the experiment (despite its effective work and social significance), was due to the change of the city's leadership, the city department of public education, the narrow-mindedness and incompetence of the "Young Reformers", who have done their dirty work. Now the new Ukrainian school must be restored from the first. Keywords: pedagogical experiment, school-complex No. 9 of a new type, social relations, pedagogical conditions, complex goals of the school's work, experimental pedagogical platform (EPP), experiment participants, subjects and special courses on author's programs, guides, conductorship.
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