Development Of Pedagogical Ideas Research Articles

Abdullah Avlonius in Works The Issue of Promoting Goodwill

In the second half of the 19th century, at the beginning of the 20th century, in the Turkestan district (Central Asia), the merits of the advanced intelligentsia in the development of pedagogical ideas and increasing the work of public education were great. At the same time, there are many merits of a major representative of Jadid literature of the poet, playwright, teacher Abdullah Avloni (1878-1934). He opened schools, and also personally taught, made a great contribution to the work of equipping schools with textbooks. His works "Turkic Gulistan or Morality," "First Teacher," "Second Teacher" "Gulistoni School" have been repeatedly published. Here the work "Turkic Gulistan or ethics" is a vivid example of Uzbek classical pedagogy. Abdullah Avloni, one of the outstanding representatives of Uzbek national culture of the late XIX century of the beginning of the XX century, as a poet, playwright, journalist, scientist, statesman and public figure, a deeper contribution to the development of Uzbek literature, the study of the writer's works.

ПЕДАГОГІЧНІ ІДЕЇ В ПРАЦЯХ ПРОПАГАНДИСТІВ ОУН(Б) ПОВОЄННОГО ЧАСУ

The article examines the peculiarities of the work of the OUN(b) with youth in the post-war period. One of the elements of such work was the development of a holistic system of pedagogical views and ideas. The ideologues of the OUN(b) of the post-war period developed plans for working with young people, which were to be implemented in underground conditions. These plans included a theoretical and practical component. They had to correspond to the "Oleg" tactical scheme, which was developed by the leaders of the OUN in Ukraine in 1945-1946. This tactical scheme was aimed at educating and preparing youth cadres for the struggle as the main source of replenishment of the resistance movement's manpower. It envisaged the following main tasks: formation of a mechanism for the selection of youth personnel; education of youth in a nationalist and national-patriotic spirit; formation of multifaceted (organizational, conspiratorial, propaganda, intelligence- terrorist) fighting skills in legal and underground conditions, management of daily activities of youth organizations. The development of pedagogical ideas was also important. These ideas included various aspects, such as: philosophical and ideological foundations of the education of Ukrainians; the task of educating youth within the OUN; practical mechanisms for implementing these tasks, etc. The purpose of the article is to analyze the works of propagandists of the OUN(b) of the post-war period and to determine the main pedagogical ideas contained in them. The ideologues of the OUN developed a whole series of methods by which training and upbringing of future members of the Organization took place: an individual approach, a personal example of an educator, development of mental abilities, etc. In the spiritual sphere, it was supposed to cultivate those feelings that would be necessary for the insurgent struggle, namely: ardent love for Ukraine, as well as strong hatred for its enemies; the cult of heroes and the cult of revenge; belief that numerical advantage does not always win; organization, discipline and dedication to an idea.

Ukrainian pedagogues of the 19th century: contribution to modern pedagogy

The article aims at revealing the contribution of 19th century Ukrainian pedagogues to the development of pedagogy as a science. The most prominent cultural figures of that time and their pedagogical legacy were under the consideration from the following aspects: their social and pedagogical activity; peculiar features of their pedagogical theories; their impact on the development of pedagogical ideas in forthcoming centuries. To achieve it, there were used methods of historiography, identification, analysis and systematization. The choice of the 19th century was determined by its great educational role in the social life which was reflected in its name “Enlightenment”. The lack of native land, national identity, integrity of Ukrainians as a people did not prevent the intellectual elite of the nation to search the ways of cultural unity and revival. The effective tool in it was the introduction of national education into masses of people. In their educational activity they applied the didactic principles: visibility of learning, conscious and active learning, consecutive and systematic learning, firmness of knowledge acquisition, connection with real life, the use of both synthetic and analytical methods of learning and teaching. The research proved that Ukrainian pedagogy was developing according to the major European trends in education, e.g. secularization of education, attention to family education, expanding the content of general education. Yet, there were unique national pedagogical ideas of using the Ukrainian language, a mother tongue, for teaching Ukrainian children; introducing Ukrainian folklore into the educational process; liquidating the class inequality; nursing the child’s soul. Their achievements are still important today. Addressing the origins of Ukrainian pedagogy can assist in achieving the goal of educating and upbringing younger generation who respects their native land and tries to preserve their history. Thus, the argument of the outmost importance in this research is that the current state of modern pedagogy greatly depends on its historical background.

UKRAINIAN PEDAGOGUES OF THE 19TH CENTURY: CONTRIBUTION TO MODERN PEDAGOGY

The article aims at revealing the contribution of 19th century Ukrainian pedagogues to the development of pedagogy as a science. The most prominent cultural figures of that time and their pedagogical legacy were under the consideration from the following aspects: their social and pedagogical activity; peculiar features of their pedagogical theories; their impact on the development of pedagogical ideas in forthcoming centuries. To achieve it, there were used methods of historiography, identification, analysis and systematization. The choice of the 19th century was determined by its great educational role in the social life which was reflected in its name “Enlightenment”. The lack of native land, national identity, integrity of Ukrainians as a people did not prevent the intellectual elite of the nation to search the ways of cultural unity and revival. The effective tool in it was the introduction of national education into masses of people. In their educational activity they applied the didactic principles: visibility of learning, conscious and active learning, consecutive and systematic learning, firmness of knowledge acquisition, connection with real life, the use of both synthetic and analytical methods of learning and teaching. The research proved that Ukrainian pedagogy was developing according to the major European trends in education, e.g. secularization of education, attention to family education, expanding the content of general education. Yet, there were unique national pedagogical ideas of using the Ukrainian language, a mother tongue, for teaching Ukrainian children; introducing Ukrainian folklore into the educational process; liquidating the class inequality; nursing the child’s soul. Their achievements are still important today. Addressing the origins of Ukrainian pedagogy can assist in achieving the goal of educating and upbringing younger generation who respects their native land and tries to preserve their history. Thus, the argument of the outmost importance in this research is that the current state of modern pedagogy greatly depends on its historical background.

Developing Personal Creativity: Important Theoretical Ideas And The Chronology Of Their Formation

The problem of developing person’s creative abilities has a special place in the history of the development of pedagogical ideas. Teaching a person to develop creative thinking is carried out on the basis of his creative abilities. Therefore, the idea of Graham Wallace underlies the theory of the development of person’s creativity. The idea is based on the fact that the process of creative activity is the four-stage process. Dozens of new views have been advanced more than a hundred years after Wallace’s idea. As a result, was formed a theory of developing creative abilities of the individual. The article discusses important ideas of the theory of developing creative abilities of the individual and the chronology of their formation.

ГОЛОВНІ НАПРЯМИ ДІЯЛЬНОСТІ КРИВОРІЗЬКОГО ДЕРЖАВНОГО ПЕДАГОГІЧНОГО ІНСТИТУТУ: ПЕРШІ РОКИ РЕКТОРСТВА П. І. ШЕВЧЕНКА

It’s proved that it’s necessary to study the activity of domestic, pedagogical institutions of higher education from the standpoint of the history of pedagogy, to describe in detail the educational-methodical and scientific-organizational work of institutes/universities and individual figures of the domestic educational branch. This approach allows: to reproduce a holistic picture of the development of the national education system, to track the formation and development of pedagogical ideas, concepts, which have their continuation in the modern scientific and pedagogical discourse. Although domestic science has significant achievements in various areas of historical and pedagogical knowledge, it still needs its study and generalization of step-by-step comprehensive reproduction of the history of individual institutions of higher education. Kryvyi Rih State Pedagogical University is 90 years old, so there is a need to study its experience in training teachers, as the institute was and remains the only specialized (pedagogical) institution of higher education in the Dnieper region. The author of the article believes that a significant contribution to the development of the Kryvyi Rih Pedagogical Institute was made by the rector - Pavel Ivanovich Shevchenko, who began working in the position in the late 70's of the twentieth century. At the beginning of his organizational-pedagogical and scientific-methodical activity the rector identified the main areas of work that contributed to the development of the university: quality training of part-time students (organization of independent work, cooperation with teachers, individualization of the learning process), general pedagogization of the educational process. organization of pedagogical practice, development of methodical recommendations on pedagogical practice, cooperation between methodologists of different departments) raising the level of qualification cadre of KPI (defense of candidate and doctoral dissertations, internships) and research (group) work of students. The author is convinced that certain areas remain relevant in modern conditions. The formation of the student's personality in higher pedagogical educational institutions will be effective only if the historical educational experience accumulated in Ukraine is used, thorough study, objective assessment and creative understanding of which will help to introduce the best achievements of higher education into modern pedagogical theory and practice.

ПРОСВІТНИЦЬКА ДІЯЛЬНІСТЬ ІНСТИТУТУ ДИТЯЧОГО ЧИТАННЯ ЩОДО РОЗВИТКУ ПЕДАГОГІЧНИХ ІДЕЙ ПРО ДИТЯЧУ ЛІТЕРАТУРУ Й ДИТЯЧИХ ПИСЬМЕННИКІВ (1920–1933 рр.)

Стаття присвячена вивченню проблеми толерантності та педагогіки толерантності у наукових дослідженнях. Поняття «толерантність» визначається як принцип правового, соціально-політичного аспекту. Феномен «толерантність» з огляду на його інтегративний характер є предметом вивчення різних наук: філософії, етики, політології, соціології, психології, культурології, педагогіки та ін. Насамперед відзначимо, що слово «толерантність» походить від латинського «tоlегаnсіа», що має три значення: стійкість, витривалість; терпимість; допустиме відхилення. Ключовим змістом усіх цих слів є відсутність небажаної реакції індивіда в ситуації, коли вона можлива або практично вимушена. Толерантність зароджує довіру, готовність до компромісу та співпраці, а також радість, доброзичливість, комунікабельність. У загальному розумінні толерантність – це відсутність негативної реакції індивіда у всіх тих випадках, коли вона можлива та очікувана зовнішнім спостерігачем.
 Педагогіка толерантності розглядає свободу як діяльність, що тісно пов’язана з поняттям «дисциплінованість». На думку вчених, мета виховання полягає в тому, щоб не втручатися в природній хід дозрівання дитини, а спостерігати за нею, допомагати її нормальному розвитку. Дослідники закликають орієнтуватися на самостійність і самодіяльність, шанобливо ставитися до дитини.
 Мета статті – теоретично обґрунтувати поняття толерантності у наукових дослідженнях і дати визначення поняттю «педагогіка толерантності». Відповідно до мети дослідження було визначено такі завдання: проаналізувати теоретичні основи понять «толерантність» та «педагогіка толерантності»; розкрити сутність та особливості педагогіки толерантності.
 Для розв’язання поставлених завдань використано теоретичні методи аналізу й узагальнення наукової та методичної літератури з досліджуваної проблеми.

The specific effect of the representatives of the shaybanid dynasty on the social-spiritual life and development of pedagogical ideas of the Bukhara Khanate of the 16th century

The specific effect of the representatives of the shaybanid dynasty on the social-spiritual life and development of pedagogical ideas of the Bukhara Khanate of the 16th century

Development of Pedagogical Education and Science at Nizhyn Higher School

The contribution of Nizhyn Higher School to the development of pedagogical science is analyzed in the article. The author distinguishes four periods of this process. The first period is from 1805 to 1875. It covers the activity of Count Bezborodko’s Gymnasium of Higher sciences, Physical and Mathematical and Law Lyceums. Elaboration of the Gymnasiem’s and Lyceums’ Charters and determination of the aims, content and methods of teaching and upbringing in secondary and higher schools took place. Attention is drawn to the pedagogical views of I. C. Orlay. The second period (1875–1920) covers the activity of the Institute of History and Philology. The author analyzes training of teachers of history and language and the contribution of its lecturers and graduates to the pedagogical science (M. O. Lavrovsky, O. F. Muzychenko, M. F. Dadenkov, M. I. Demkov). The third period (1920–1991) – the Soviet period. During this time the Institute of History and Philology was reorganized into a research institute (1920–1921), then into an institute of public education (1921–1930), into an institute of social education (1930– 1933), and since 1933 – into a pedagogical institute. The department of pedagogy was established in 1922. The author shows its impact on the development of pedagogical education. The activities of the department in the pre-war and post-war periods are also analyzed. The most prominent graduates of this period were T. F. Bugaiko, Y. K. Kasianenko, I. A. Korovay, O. V. Tkanko, M. I. Burda, A. P. Gryschenko, S. V. Kyrylenko. The forth period (from 1991 to the present time). The pedagogical institute is transformed into a classical university. The author minutely analyzes the activity of the pedagogical department in this period: implementation of integrated research themes “Ways of Improving Pedagogical Mastery of Teachers” and “The Development of Pedagogical Ideas and Education in Ukraine in the 19 th –20 th ”; publication of textbooks for secondary school and university; preparation of dissertations; establishment and development of the scientific school of the history of pedagogy; organization of international and all-Ukrainian theoretical and practical conferences; establishment ofscientific cooperation with institutions of the NAPS of Ukraine, higher educational institutions of Ukraine and foreign countries.

Pedagogical Implications of the Concepts of the Classroom in Europe: The Key Historical Layers, Tendencies and Influential Lines

Viewed historically, for a thorough understanding of the development of pedagogical concepts it is necessary to study all important contextual elements that have contributed to the achievement of certain conditions under which educational work with students occurred, and to study all the qualitative components that lie at the essence of this pedagogical process.This paper examines the interdependence of pedagogical movements and classroom environment for the elementary education in the European historical context. The authors′ analysis of historical trends in the development of pedagogical ideas and movements has identified two influential currents, in which implications related to the origins and final form of the highlighted school architecture in Europe have been analyzed.The key finding of this study is that, given the different socio-cultural circumstances, the level of development of the classroom in Europe is conditioned primarily by the continuity and quality of perception of pedagogical movements, as related to the appropriate environment in which the pedagogical process is to be implemented.

One Aspect of Research on the Development of Pedagogical Thought

Aleksander Johanson Elango is unquestionably the founder of systematic research on the development of pedagogical thought in Estonia. His own works and those of his students provide a good, general picture of the development of pedagogical ideas, beginning with the so-called national, or folk, pedagogy and ending with the period of bourgeois Estonia. Elango's works contain some general appraisals concerning the Soviet period too.