ПРОБЛЕМА ТРУДОВОГО ВИХОВАННЯ В ІСТОРИЧНОМУ ВИМІРІ

Abstract

The article reveals the foreign experience of labor education of the younger generation. It has been established that for many millennia one of the main tasks of education has been to prepare young people for participation in all human activities. However, in different social formations, in different countries, this problem was solved differently. All progressive educators of the past considered work as a necessary component of comprehensive human development. The combination of work and study was first discussed by humanist educators of the Renaissance. In the works of utopian socialists T. Mora and T. Companella, in the works of humanist F. Rabelais and some other authors of this and later times expressed interesting ideas about educating young people based on the acquisition of real knowledge and active participation in work. The theory of real-practical upbringing and education was systematically presented for the first time in the works of the great Czech teacher J.A. Comenius. His merit is that he was the first to try to introduce work in school. Although he did not even raise the question of combining learning with work; a famous teacher simply puts science and work at school in one line. But the very fact of introducing labor into the school is an attempt to destroy the opposition of mental education to labor education, which has developed over the centuries. If Ya. Comenius for the first time put labor education and mental education together (having introduced the first in school), then J.J. Rousseau is well aware of and enshrines this idea in his demand to teach a new person "to work as a peasant and think like a philosopher." In the pedagogical system of J.G. Pestalozzi's idea of labor education is gaining a leading role. The teacher approached her on the basis of socio-economic, philosophical and psychological-pedagogical principles as diverse as anyone before him. In his work J.G. Pestalozzi not only develops the ideas of J.A. Comenius, J.J. Rousseau, but also raises new questions, highlights new horizons of the problem. Although not all the questions were able to justify and correctly solve J.G. Pestalozzi, but the very production of them made the followers think and seek their own solution to these issues. In the nineteenth century, schooling became widespread in Western countries, which led to the problem of vocational training in schools. Therefore, it was during this period that G. Kershensteiner created a labor school, in which, according to the teacher, it is necessary to replace verbal methods with active methods, which in his works he called labor. At the beginning of the twentieth century, Ukraine, following the path of democratic transformations in education, successfully assimilating the advanced foreign experience of labor education of children, created its own system of labor education of the younger generation.