ПЕДАГОГІЧНИЙ ТОПОС “БУРСИ”: РЕФЛЕКСІЇ ІВАНА ФРАНКА НА ОСВІТЯНСЬКУ ПРОБЛЕМАТИКУ

Abstract

The article explores the reception of artistic works of Anatol Svydnytskiy and Stepan Rudanskiy with educational issues of Ukrainian criticism in Halychyna, especially I. Franko’s pedagogical reflections, his analysis of the peculiarities of the development or stagnation of the education in two parts of colonized Ukraine. The etymology of the word “bursa”, the acquisition of generalized meaning, and also the topos of “bursa” and its interpretation in the pedagogical context of the 2nd half of the 19th century have been found out, as well the interpretive versions of I. Franko as a literary critic and historian of national pedagogics have been explored. The interpretive styles of the historian of education are analysed and categorized: sociological, realized through the increased attention to social circumstances; elements of the linguistic poetics, which was manifested in the constant attention to the peculiarities of the linguistic style, the lexical, semantic and grammatical possibilities of the language in the application of a particular author; psychoanalytic – as a reflection of the consistent correspondence of the symbolic equivalents of the subconscious in the actions of the heroes of the artistic work; the style “existential situation”, the expression of which is one or another scene or episode of choice that determines the way of human existence in a world which is different from its everyday life. For I. Franko as a positivist, the main characteristic was the desire to describe the factors that determine the life of an individual and society, that is, the traditional homothetic reproduction of existence, but the Franko-scientist, and especially the Franko-artist, evolved towards the end of the 19th century in the direction of a fatalistic and indeterministic perception of existence. The article evidences the evolution of the views of a scientist-teacher from cardinal criticism to a more objective, balanced and constructive analysis of systemic defects and disadvantages of the then pedagogics, generalized the basic assessments of the scholar’s unfavourable conditions for Ukrainian schooling in the colonial conditions, sharp criticism of despotic pedagogics through the prism of artistic texts.