ПЕРСОНАЛІСТСЬКИЙ НАПРЯМ В УКРАЇНСЬКІЙ ПЕДАГОГІЧНІЙ КОМПАРАТИВІСТИЦІ (90-ТІ РР. ХХ – ПОЧАТОК ХХІ СТ.)

Abstract

The article is focused on the problem of reflecting the personalist trend in Ukrainian pedagogical comparative studies of the late twentieth and early twenty-first centuries. It is emphasized that Ukraine's obtaining the status of a candidate for membership in the European Union (2022), the current challenges faced by Ukrainian pedagogical science and education, encourage the intensification of scientific research aimed at synchronizing Ukrainian education and science with European standards. In this context, Ukrainian pedagogical comparativistics is of particular importance, so there is a need for a deep and comprehensive study of the personalist direction of Ukrainian pedagogical comparativistics. It is considered an integral part of pedagogical biography. It is pointed out that, although in the era of restoration of Ukraine's independence, domestic scholars are actively studying foreign personalities, a significant layer of studies on cultural and educational figures abroad as integral scientific and pedagogical phenomena has not been fully clarified, so it is time to study their biographies, as well as the factors and conditions that contributed to their formation as pedagogical personalities, intellectual achievements, professional, pedagogical, educational, social, educational, scientific activities, and determination of their role in both national education and the development of world pedagogical thought. The author identifies generalized works in the field of Ukrainian pedagogical comparative studies that represent the development of foreign education and pedagogical thought in personalities, emphasizes the importance of the NAES of Ukraine, which has two comparative pedagogical structural units, in particular, the Institute of Pedagogy and the Institute of Pedagogical and Adult Education, and emphasizes the role of scientists of the Laboratory of Comparative Pedagogy of the Institute of Pedagogy of the NAES of Ukraine in the development of Ukrainian comparative studies. The conclusion is made about the need for a comprehensive study of issues related to the personalization of pedagogical thought abroad.