Імпламентація західноєвропейських освітніх моделей у освітній простір України в період XVI–XVII ст.: спроба діалогу

Abstract

The article describes the formation of Western European educational models in the educational space of Ukraine in the 16th-17th centuries on the examples of Ostroh Cultural and Educational Center and Lviv Fraternal School. This period is marked by the establishment of rationalist tendencies in all spheres of social life and, as a result, the strengthened role of scientific knowledge. It is shown that the demand for the school as a social institution grew significantly during the specified period. Traditionally, Ukrainian education was based on the school model borrowed from Byzantium (11th –12th centuries), but at the intersection of the 16th – 17th centuries it became obvious that the knowledge provided by the traditional Ukrainian school was not enough to meet the demands for advanced scientific knowledge that were in need of the society at that time. Ukrainian education was challenged to organize a national school that would compete with European educational institutions of the period and at the same time rely on its own cultural and educational tradition. The compromise was found after establishing the Ostroh Academy, or Ostroh Cultural and Educational Center (1576), where for the first time in the history of national education and pedagogy an attempt was made to organize an educational institution by synthesizing Western European and Eastern Slavic (Greco-Byzantine) traditions. The Ostroh School was the first to introduce the "seven liberal arts" and the Latin language of teaching into educational practice. The reluctance of the Ukrainian society to accept Western educational standards in the late 16th century resulted in the decline of the Ostroh Cultural and Educational Center. A few decades later, Western European educational models were integrated into the practice of fraternal Orthodox schools, Greek Catholic educational institutions and were most fully expressed in the educational practice of the Kyiv-Mohyla Academy (1632). The study analyzes the Statute of the Lviv Fraternal School, the practice of the subjects taught and the content of the library from the standpoint of humanistic pedagogy. It is concluded that the reorientation and development of national education in the next historic periods was determined by the implantation of Western European educational models in the Ukrainian educational space. Keywords: Ukrainian cultural and educational space, Western European educational model, educational institution, school, implementation, transfer, adaptation, dialogue.