Appropriation of Mykola Kostomarov’s didactic ideas: methods of mobilization of emotions of popular historical publications readers at the turn of the 19th-20th centuries

Abstract

At the turn of the 19th-20th centuries, agents of historical education faced the problem of choosing the ways to convey scientific knowledge to the lay public. One of the approaches of didactic research was associated with the attempts to mobilize the recipients emotionally. The purpose of the article is to study the appropriation of M. Kostomarov's didactic ideas among authors and critics of popular publications with an emphasis on their choice of repertoire of influence techniques on the emotions of the readers from the people. Methodology. The analysis is carried out in the theoretical framework of the concepts of "emotional mobilization" (M. Sher) and "we-feeling" (K. Bareiter). Scientific novelty. The article considers educational practices based on the ideas of M. Kostomarov and aimed at mobilizing the emotions of the readers of popular Conclusions. Appropriation of the techniques of influence on the imagination of the readers, used by M. Kostomarov, could be conscious and subconscious, occur directly or indirectly. Against the background of increasing politicization of public life and differentiation of the syncretic scope of historical "folk literature", there appeared requirements to localize the use of these techniques primarily for the development of historical fiction, as well as to reduce their use in didactic and popular science works. Methods of artistic influence on readers were used in various combinations. Their use allowed to project the expected emotions, and, as a result, to popularize scientific facts and evoke patriotic "we-feelings". The same techniques could contribute to the formation of different identities. The identification direction of the "we-feelings" depended on the cultural values embedded in the texts.