I. FYLYPCHAK’S CREATIVE OUTPUT IN THE MODERN EDUCATIONAL SYSTEM

Abstract

CHEPIL Mariya – Doctor of science, professor, Head of History Education and Comparative Pedagogy Department, Marie Curie-Sklodowska University in Lublin, Narotowicha str., 12, Lublin, 20040, Poland (czepil@poczta.umcs.lublin.pl)ORCID: https://orcid.org/0000-0002-2215-3994 ResearcherID: http://www.researcherid.com/rid/M-4262-2015DOI: https://doi.org/10.24919/2313-2094.6/38.120916To cite this article: Chepil, M. (2018). I. Fylypchakʼs creative output in the modern educational system. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 352–361. doi: 10.24919/2313-2094.6/38.120916 [in English].Article historyReceived: 16 October 2017Received in revised form: 11 December 2017Accepted: 15 February 2018Available online: 5 April 2018 Abstract. The relevance of creative output of Ivan Pylypovych Fylypchak (1871 – 1945), an educationalist and public figure, researcher of Ukrainian education history, is due to reintegration of his educational and didactic ideas into the historical and pedagogical context. His enormous scientific legacy, its significance for modern theory and practice of national education require a more detailed analysis today. The purpose of the article is to highlight the value of I. Fylypchak’s creative achievements and advocate their use in the modern school education. It should be noted that I. Fylypchak’s views on academic content have remained up-to-date.Many of his valid concepts have become a source of educating children and youth and are of considerable theoretical and practical interest to modern scholars. This is implemented in the current educational practice through a variety of forms: development and updating of pedagogical ideas in modern scientific research and practical experience; inculcating national consciousness in children and young people, introduction of universal and national values into the educational process; a curricular study of I. Fylypchak’s creative achievements; combining general subjects with curricular and extracurricular social and patriotic work; generalization and systematization of knowledge; combining theory with practice.I. Fylypchak drew attention to the role played by the teacher in educating the youth and developing the individual ready for productive life in the society that would be based on the principles and norms of humanism and universal values. The school’s task was seen as to create favorable conditions for the intellectual, moral, emotional and physical development of each individual pupil, enhancing the ability to learn. It was mandatory that the educational process correlate with the age of the pupils and comply with the principles of consistency and continuity in learning new material to better identify and develop creative abilities of children. I. Fylypchak’s profound theoretical knowledge and professional (analytical, organizational, prognostic) skills, moral traits (humanity, kindness, humility, fairness, empathy, tactfulness, responsibility etc.) are exemplary qualities that every teacher or guardian should strive for. This potential use of I. Fylypchak’s legacy will define areas for its further study by modern scholars and teacher-practitioners. Acknowledgments. Sincere thanks to staff of educational establishments in Drohobych and Truskavets.Funding. The author received no financial support for the research, authorship, and/or publication of this article.