THE CIVILIZATION SIGNIFICANCE OF HUMANISTIC IDEAS OF COMPREHENSIVE EDUCATION IN THE DEVELOPMENT OF UKRAINIAN NATIONAL IDENTITY IN EARLY MODERN TIMES

Abstract

The article examines the influence of Western European ideas of integral personality education on the development of the Ukrainian educational space in the early modern times. Attention is drawn to the importance of the humanistic ideas of the secular Renaissance, the Protestant Reformation, and the Catholic Reformation for the formation of the Ukrainian socio-cultural space, in particular in terms of ethnic changes and mental transformations of Ukrainian society. The ways of penetration of early modern innovations into the educational tradition of Ukrainians are analyzed, in particular political and geographical (the proximity of Ukrainian lands to the countries of Western Europe, the location of Ukrainian cities at the intersection of key trade routes); the ideological and semantic kinship of the Orthodox Christian pedagogical tradition and Christian humanism, on the basis of which the Western European idea of enlightened piety “pietas litterata” was formed); educational and youth (active migration of Ukrainian youth from the elite environment to study in Western European countries, in particular to Italy, France, Germany, Holland, Belgium, the Czech Republic and other countries where young people received a humanistic education); ideological and literary (active dissemination of the works of European humanists in the early modern Ukrainian space); educational and institutional (the active spread of Catholic (Jesuit) and Protestant humanist schools in Ukrainian lands, which ensured the high quality of the educational process and ensured the involvement of the Russian population in the new, and most importantly, high-quality education of the European model, enriched the national educational tradition with Renaissance-humanistic tools, contributed to interaction and mutual enrichment of Western European and Russian cultures).
 It was established that the leaders of the ideas of the humanist school at that time proposed new, synthetic approaches to the search for effective ways of developing holistic education of the individual. In educational institutions founded on Ukrainian lands, the humanistic ideal of “pietas litterata” was proclaimed as the goal of education, which contained the triad of the Erasmus pedagogical paradigm: knowledge of Latin (education), active piety (individual initiative in social life) and virtue (upbringing). Protestant teachers and Jesuit teachers proposed an appeal to examples of ancient education, didactic emphasis was placed on “bonae artes” (“good arts”), pedagogical concepts “vita contemplation” (“life in contemplation”) and “vita active” (“life in activity”) were recognized as equal, and the educational model successfully combined two components – “sacrum” (“spiritual”) and “profanum” (“secular”).
 It has been proven that the key trajectory of the influence of Western European humanistic ideas was educational and pedagogical activity, the establishment of schools and collegiums of the humanistic model. It is emphasized that the active integration of humanist ideas in the Ukrainian educational and cultural space allowed not only to join the advanced European experience of the humanist school, but also had a significant positive impact on the development of Ukrainian national identity.