INDUSTRIAL SCHOOLING IN EASTERN GALICIA: AXIOLOGICAL PRINCIPLES OF EDUCATIONAL CONTENT (LATE 19th CENTURY– 1918)

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The article analyzes the content of education in the industrial schools of Eastern Galicia in the period of local self-government in terms of values defined in it. The state of industrial schooling of the defined period, which was characterized as stagnant, is covered. The reports of the directorates of the industrial and supplementary industrial schools in East Galicia are analyzed and the specificities of the training programs are highlighted. It is stated that in the lower industrial and supplementary industrial schools the initial plans covered mostly professionally oriented disciplines, so there were few educational disciplines. The situation in higher schools was somewhat better. The example of the Polytechnic School in Lviv demonstrates the presence of mathematical, natural, technological, engineering, architectural, social and general disciplines in the curricula.It was established that in the late 19th century the content of the courses was mainly directed to the formation of professional values, which directed students to conscientious, careful, accurate fulfillment of professional duties, which was not always appreciated by employers, because they expected laborers who would work quickly, though perhaps not always qualitatively. The general education courses offered to the students provided them with knowledge of languages and religion, thus, forming moral and partly civic values. However, this was clearly not enough to make future professionals aware of the link between the education they receive and the next public outreach.It is proved that the appearance in the early 20th century of the disciplines which introduced students to the state system and the history of Poland made it possible to distribute civic, national and professional values to a greater extent. However, the elimination of religious curricula in favor of professionally-oriented disciplines has reduced the proportion of information that promoted moral values. Instead, the students were involved in religious practices, which to some extent made it possible to balance out the situation. It should be noted that changes in training programs and their profiling have had a positive impact on the development of vocational schooling and its role in public life.