DIMITAR KATSAROV’S PEDAGOGICAL LEGACY – A BRIDGE BETWEEN EUROPEAN AND BULGARIAN EDUCATION

Abstract

The paper is of both historical and theoretical nature. Its goal is, by taking into account the set of specific social conditions underlying D. Katsarov’s views and beliefs, to elucidate the significance, value, and relevance of Prof. Dimitar Katsarov’s pedagogical legacy. The new educational objectives of the Bulgarian school system have their historical grounds and thus their contemporary understanding is made possible through the historical and logical analysis of our pedagogical heritage. The democratization of society creates conditions for an objective assessment of this heritage, an assessment free from the influence of the ideological status quo. In this regard, Dimitar T. Katsarov’s pedagogical heritage is undisputed of interest. The scholar’s ideas are a historical fact. Some are debatable; others still inspire the pedagogical community with their pertinence to contemporary issues. Dimitar Katsarov’s work in the field of pedagogy is diverse and kaleidoscopic. His name is synonymous with the reformist pedagogy in Bulgaria. Despite the abundant records on the development of psychological and pedagogical sciences in Europe and Bulgaria, D. Katsarov’s pedagogical heritage is still a valuable source of information on the upbringing, education and training of adolescents in Bulgaria in the first half of the 20th century. This information is not only necessary for contemporary pedagogy, but is also a stimulus for the adequate development of the pedagogical theory and practice in Bulgaria. In this respect, his theoretical legacy is of utmost importance in the dialogue on the present and the future of Bulgarian education. Some of Prof. D. Katsarov’s theoretical statements which still relate to the problems of contemporary pedagogy called for the current review of his work within the historical development of pedagogical ideas in our country. Professor D. Katsarov’s views and achievements are evaluated not only in terms of the contemporary pedagogical concepts. This paper also looks into the extent to which they rose to the level of scientific research of the pedagogical science of the time; the extent to which they reflected the humanistic aspirations of the age, into the objective role they played and into the results they achieved. The paper is of both historical and theoretical nature. Its goal is, by taking into account the set of specific social conditions underlying D. Katsarov’s views and beliefs, to elucidate the significance, value, and relevance of Prof. Dimitar Katsarov’s pedagogical legacy resulting from the deep knowledge of the essence and laws of the pedagogical phenomena, processes and activities. Some of Prof. D. Katsarov’s theoretical statements which still relate to the problems of contemporary pedagogy called for the current review of his work within the historical development of pedagogical ideas in our country. The achievement of the goal is conditioned by the solving of the following main tasks: (1) differentiation and analysis of key pedagogical ideas in D. Katsarov’s work; and (2) outlining the contemporary dimensions of D. Katsarov’s pedagogical ideas in a socio-pedagogical context.