ОРИГІНАЛЬНІ НІМЕЦЬКОМОВНІ ВИДАННЯ ЯК ДЖЕРЕЛО ЗНАНЬ ПРО РОЗВИТОК ПЕДАГОГІЧНОЇ НАУКИ В НІМЕЧЧИНІ В КІНЦІ XIX – НА ПОЧАТКУ XX ст.

Abstract

The article highlights the role of authentic literary sources in the formation of holistic scientific knowledge about the course of historical and pedagogical process, taking into account social trends and socio-economic conditions of the studied country. Emphasis is placed on the fact that the formation of the source base of historical and pedagogical research allows to ensure the reliability, content and validity of its results. It is emphasized that during the study of the peculiarities of the development of pedagogical science in Germany in the late XIX – beginning of the XX century it is important to form a source base of pedagogical publications in German. The purpose of the article is to update the historical and pedagogical knowledge about the development of pedagogical science in Germany in the late XIX – beginning of the XX century by means of source studies. To achieve the goal of the article, pedagogical publications in German of the late XIX – beginning of the XX century were analyzed in the collection “Publications in foreign languages XVII – beginning of the XX century” of V. O. Sukhomlynskyi State Scientific and Pedagogical Library of Ukraine. The source database was classified according to the formal-semantic principle. This approach made it possible to identify the following groups of sources: 1) authentic works of scientists and teachers; 2) dissertation and monographic research; 3) educational and methodical literature; 4) article publications and conference materials; 5) reference and bibliographic publications, etc.Based on the analysis of the content of pedagogical publications in German in the late XIX – beginning of the XX century of V. O. Sukhomlynskyi State Scientific and Pedagogical Library of Ukraine the following conclusions were made: 1) this historical period was marked by significant reforms in the education system of Germany; 2) the terminology of German pedagogical science and practice is a reflection of social trends that determined the development of education in the country of that time; 3) new branches of pedagogy have developed significantly, new directions and concepts have emerged, in particular: experimental pedagogy, school of action, civic education, useful citizen, labor school, etc.; 4) the late XIX – beginning of the XX century was crucial for the further development of pedagogy as a science, as well as of its individual branches.