ПЕДАГОГІЧНІ ВИДАННЯ НІМЕЦЬКОЮ МОВОЮ ДРУГОЇ ПОЛОВИНИ ХІХ – ПОЧАТКУ ХХ СТ. У ФОНДІ ДНПБ УКРАЇНИ ІМЕНІ В. О. СУХОМЛИНСЬКОГО: ДЖЕРЕЛОЗНАВЧИЙ АСПЕКТ

Abstract

The article highlights the results of the analysis of the content of pedagogical editions in the German language of the second half of the 19th – the early of the 20th centuries from the collection of rare editions in foreign languages of the fund of the V. O. Sukhomlynskyi State Scientific and Pedagogical Library of Ukraine, which is determined by the purpose of the article. The analyzed sources are systematized according to the classification features of the distribution of publications into types according to the nature of the information. Accordingly, seven groups of sources are distinguished: official, scientific, production-practical, educational, reference, literary editions, epistolary sources. The results of generalization and systematization of these documents are presented in the scientific auxiliary bibliographic index "Pedagogical editions in the German language of the second half of the 19th century – 1917 in the fund of V. O. Sukhomlynskyi State Scientific and Pedagogical Library of Ukraine", which was prepared by scientists of the pedagogical source studies and biographistics department during the scientific research "Pedagogical science and education in persons, documents, bibliography" (2020–2022).The role of rare publications in foreign languages in the formation of holistic scientific knowledge about the development of the historical-pedagogical process, taking into account social trends and socio-economic conditions of the country under study, is highlighted. Based on the analysis of the content of pedagogical editions in the German language of the second half of the 19th – the early of the 20th centuries the following conclusions were drawn: this historical period was marked by significant reformation transformations in the education systems of German-speaking countries; the crisis of social existence in Germany and Austria caused the need to revise the contemporary theory and practice of education; as a result of discussions in the German-speaking scientific and pedagogical space, a whole series of personally oriented concepts of education and upbringing emerged; the development of child-centered concepts is a significant contribution of reformer teachers from Germany and Austria to world humanistic pedagogy; the commonality of their pedagogical positions is the call to abandon the authoritarianism of the traditional school due to the inhumane treatment of the child’s personality and the leveling of his natural potential; reformer teachers set the school the task of developing the creative powers of each child, taking into account the individual pace of development, and providing the opportunity to acquire one’s own experience.