Реформування загальної середньої освіти в Радянській Україні в умовах авторитарного суспільства (1931–1991): історіографія та джерела

Abstract

The article covers the organizational and content principles, positive and negative tendencies of the general secondary education reform in the Soviet Ukraine (1931–1991). It contains a bibliographic list of historiography compiled by the author on the basis of a selected, classified and classified source database (articles, brochures, monographs, manuals, theses, etc. produced by the researches in the 1930s – 2018) and sources (regulatory documents; periodic editions or serials: «Communist Education», «Soviet School», «The Collection of Orders of the People's Commissariat of Education», «Collection of Orders and Instructions of the Ministry of Education of the Ukrainian SSR», «Soviet Education», etc.; articles, brochures of the researched period related to the mentioned issue. The proposed bibliographic list reflecting the evolution of the national pedagogical thought – from its falsification within the framework of the communist ideology to the revival on the basis of national, democratic, humanistic principles in the process of Ukrainian statehood development, will be of use to researchers of the history of education and pedagogy, as well as to all the participants of the current reformatory process in the educational space. The positive and negative tendencies in the general secondary education reform revealed during the study, may be useful during the current intensive development of the New Ukrainian School, the implementation of the Law of Ukraine «On Education» (2017). Studying this problem through the prism of historiography and source study will promote the information support in the further historical and pedagogical study of reforms and counter-reforms of the past as components of the state educational policy in the context of sociopolitical, socio-economic and pedagogical determinants. This article is a continuation of the cycle of the source research highlighting the process of the general secondary education reform through the prism of source study in other historical periods.