Pedagogical Legacy Research Articles

THE NEAPOLITAN PIANO SCHOOL: FROM ITS ORIGINS TO VINCENZO VITALE

This article is a journey through the Neapolitan keyboard tradition, from its origins to the school of Vincenzo Vitale, whose students still spread his music and pedagogical legacy all over the world, in music academies and on concert podiums. Nearly five hundred years of music: from the pre-classic harpsichord masters and composers, through the development of the music tradition in Neaples over the centuries, specifically the evolution of its music conservatories and their first piano teachers, to the fundamental pedagogues and their methods the XIX and XX centuries.

Students Want to Build Anti-racist Praxis: How to Support Them in the Classroom with Grassroots Organizers

While university institutions have been legally codified as sites of free expression and academic autonomy, university administrations consistently repress student-led campus rebellion and activism against racism. With the resurgence of intersectional and transnational anti-racist and anti-war student activism across college campuses, how can sociology educators pedagogically invest in students’ desires to build anti-racist praxes within and beyond the university? Informed by experiences with mutually constructive grassroots spaces and undergraduate courses, I argue that educators of race, including but not limited to sociologists, must engage with grassroots and community organizers (especially organizers who are racially minoritized and queer, femme, and/or gender non-normative) and incorporate their learning tools for popular and political education. First, I use the example of “community agreements” to show how educators can incorporate political and popular education tools into their race courses to help their students build their anti-racist toolkits. Second, I discuss two examples of how educators can collaborate directly with working class and racially minoritized grassroots organizers and invite them into the classroom. I end with a call to support community-centered learning spaces beyond the university classroom, as it can strengthen anti-racist pedagogy. Despite academic and state repression, I highlight the long-held tradition and responsibility of educators to support their students’ anti-racist critiques and action. Continuing June Jordan’s anti-racist pedagogical legacy (along with others alike), the university can only survive through co-learning and co-building with students and grassroots organizers, especially racially minoritized ones.

Lev Tolstoy, A Founder of Democratic Education.

In this philosophical-theoretical study of Lev Tolstoy's pedagogical legacy of his Yasnaya Polyana school in the Russian Empire (1859-1862), I raised three major questions: (1) was Lev Tolstoy a democratic educator, and if so, why can one claim that, (2) if so, what kind of a democratic educator was he, and (3) what kind of limitations to his democratic education have I observe and what were the sources of these limitations? My answer to the first question was unequivocally positive. I argue that Tolstoy was the conceptual founder of democratic non-coercive education and the first known practitioner of democratic education for children. In my view, his democratic education was based on educational offerings provided by the teachers. His democratic educational philosophy was based on non-coercion, naturalism, anarchism, liveliness, pragmatism, pedagogical experimentation, student responses, pedagogical self-reflection, and dialogism. At the same time, his democratic education was limited to his uncritical acceptance of conventionalism. Tolstoy's attraction to Progressive Education was facilitated by ignoring his enormous powers, both explicit and implicit, that he manifested exercised in the school and enacted through his "pervasive informality." In my judgment, Tolstoy overemphasized pedagogy over self-education and did not distinguish learning from education. Still, Tolstoy's pioneering work in democratic education, both in theory and practice, remains mostly unacknowledged and unanalyzed while continuing to be highly relevant and potentially influential.

A Pedagogical Legacy? Abacus Tradition and Surprising Connections. From the Liber Abaci (1202) to the economic education in Early Modern Period

The abacus tradition had a primary educational role between the late Middle Ages and the Early Modern Era. This practical pedagogy was addressed especially to the merchant and artisan classes. It developed especially in Italy through the presence of private teachers, whose didactics was based initially and primarily on Fibonacci’s works. Commercial mathematics, practical geometry, accounting systems and financial rules found in the abacus environment their incubation and development. The main objective of this article is to demonstrate some (unexpected and surprising) connections between the abacus tradition and the pedagogical evolution of the Modern Period.

John Witherspoon and the Rhetoric of Reputation

The controversy surrounding the statue of John Witherspoon on Princeton's campus has revolved largely around his contentious stance on the gradual abolition of slavery and his presumed ownership of at least two slaves for some indeterminate period. This article is intended to shift the focus to Witherspoon's pedagogical legacy as the more appropriate measure of his place on campus.

Educational cooperation and educational community. Ulisse Adorni’s experience between school and youth policies

Ulisse Adorni (1942-1991) dedicated his life to young people, first as an elementary school teacher, then as councilor for youth policies in the town of Parma. Inspired by don Lorenzo Milani, Célestin Freinet and Jacques Maritain, deeply catholic, in touch with the educational cooperation movement and with Franco Basaglia, he left a pedagogical legacy that deserves to be rediscovered for the relevance of his intuitions. Traits of libertarian pedagogy and integral humanism merge in Adorni’s proposal. Based on the analysis of material from the Lottici-Adorni family private archive and on some interviews, the article introduces some distinctive features of Ulisse Adorni’s progressive school, including playful imprinting, inclusive teaching, openness to local areas and cooperative community building. Moreover, the teacher’s position on school evaluation, the singular nature of some innovative school texts edited by Adorni for Marietti publisher and the main proposals for young people developed during his councillorship are also addressed.

"The Pedagogical Legacy of Dr. Chevalier Jackson: An Archival Visit to the John Q. Adams History Center at the American Academy of Otolaryngology-Head and Neck Surgery".

This article explores the historic records of the American Academy of Otolaryngology-Head and Neck Surgery's (AAO-HNS) John Q. Adams Center for the History of Otolaryngology-Head and Neck Surgery, with particular attention paid to the Dr. Chevalier Jackson Collection. The library houses diverse materials that would be of interest to medical historians seeking to understand the early innovations in our specialty. With a repository of over 2200 items chronicling over 200-years of otolaryngological history, the library contains special collections dedicated to Drs. Maurice H. Cottle, Samuel Rosen, Adam Politzer, and Chevalier Jackson. An original aim of this visit sought to understand Dr. Jackson's early contributions to the fields of laryngology, bronchology, and esophagology; yet, an intimate review of his works, including autobiographical material, reveals a fascinating pedagogical legacy.

Pedagogical Legacy of K. D. Ushynskyi as a Factor of State and Nation Building

In the article, on the basis of a critical systematic analysis of historical and pedagogical sources, retrospective and modern socio-humanitarian studies, an attempt is made to highlight the important components of the scientific and pedagogical legacy of K. D. Ushynskyi in the context of Ukrainian and European identity and the deepening of European integration processes. The ideas and principles of dialectics, systematic, interdisciplinary approaches to pedagogical and sociocultural phenomena, and processes of retrospective and modern Ukrainian reality were used as methodological tools in the study.An important component of the cultural and historical legacy of Ukraine is the creative legacy of an outstanding educator of the second half of the 19th century. Konstantin Ushynskyi. It was the Ukrainian K. Ushynskyi who became the founder of scientific pedagogy and folk schools in the imperial era (19th – early 20th centuries). The theoretical basis of his own innovative pedagogical concept became the properly substantiated and practically implemented idea of nationhood, which involved the education of a politically conscious individual, a patriot, and a citizen in a state that is national in form and content. The educational and scientific legacy of the coruphaeus of Ukrainian pedagogy covers all the most important issues of pedagogical knowledge, in particular the forms and methods of teaching and upbringing, the theory and practice of developmental education, the problems of national-patriotic, moral, labour, and family education, and the education of women.The fruitful ideas of Konstantin Dmytrovych had a significant impact on the formation and development of Ukrainian pedagogy and socio-humanitarian studies. Relying on his considerable scientific authority, the domestic professional public, in the conditions of the ban and persecution of Ukrainian education and culture, chose the right of their own people to a national school and to the formation of a modern Ukrainian political nation. The multifaceted, intellectually powerful pedagogical legacy of the classics of Ukrainian pedagogy belongs to the treasury of European culture and therefore should become a matter of national pride for Ukrainians. Modern researchers should give a comprehensive, unbiased, and balanced assessment of the place and role of Konstantin Dmytrovych Ushynskyi in the development of modern pedagogical and psychological science, his deep innovative works as an important component of the multifaceted cultural and historical heritage of both Ukraine and Europe.

Axiological Characteristics of Teacher’s Activity in the Pedagogical Works of Vasyl Sukhomlynskyi (1918–1970)

The article examines the value orientations of the teacher’s activity in the works of the Ukrainian educator Vasyl Sukhomlynskyi (1918–1970). His pedagogical legacy is a source for everyone who understands the value of children and childhood. He considered the profession of a teacher to be the learning of humans, and love for a child as the most favourable basis for achieving educational goals, while the development of a child’s spiritual world, a holistic acceptance of the world of childhood and an understanding of its uniqueness and importance as the most important tasks of a teacher. He advocated the trust in a person, in their kindness, in the humaneness of the relationship between the teacher and the student, and insisted on doing good for other people. A teacher must have a great talent of love for people and boundless love for their work and, above all, for children. The teacher must know the soul of the child, know and feel their inner world, instil confidence in their abilities, successful development, know their thoughts, needs, and anxieties. The educator must teach the child to live, touch the strings of the child’s soul with the example of their own life. The task of the school is stated, and namely the personality formation, taking into account the fact that a child is the greatest value for the society, the family, and the teacher. The highest manifestation of Sukhomlynskyi’s humanistic values was the heart devoted to children. It is possible to realize the pedagogical vocation only on the condition of deep trust in the possibility of successful upbringing of each child, harmony of heart and mind, and manifestation of cordiality, sensitivity and benevolence in attitude towards children.

The model of continuing teacher education: the experience of Moscow Pedagogical State

The paper presents the teacher training experience of Moscow Pedagogical State University (MPGU) – the oldest professional pedagogical institution in Russia (being the successor of Moscow Higher Women’s Courses, the university celebrated its 150th birthday in 2022). The purpose of the paper is to analyze the teacher training framework of MPGU covering the pool of ‘Pre-vocational education – secondary vocational education – higher vocational education – further vocational education’ as a system of continuous professional teacher development, and to define implementation strategies of continuous pedagogical education. MPGU experience presented here also includes the review of most viable strategies of continuous pedagogical education: fundamental nature of education, integration, humanization and axiologization of education, cooperation and partnership, and digitalization of education. The complete analysis of the teacher training model applied by MPGU suggests that fundamental ideas of teachers’ personal and professional growth concept by V. A. Slastenin are being developed. This is in reference to the existing multi-level teacher training system (starting from school teachers of specialized and academic subjects to postgraduate and extended learning teachers) and to the development of a common education space providing teachers’ personal and professional growth. Updating the pedagogical legacy, contemporary interpretation of procedural concepts, theories, and methods are important aspects in training teachers at MPGU at all levels of continuous pedagogical education.

Kultura pokoju w myśli pedagogicznej Ireny Wojnar. Główne inspiracje

The aim of the article is to outline the main aspects and inspirations of the theoretical concept of the culture of peace, which is an important element of the pedagogical legacy of Professor Irena Wojnar. She wrote on this subject most extensively (in articles, collective monographs, post-conference monographs, etc.) in the 1980s and 1990s, but this topic is also visible in her earlier works. The culture of peace includes the postulates of UNESCO, the work of Bogdan Suchodolski, the theses of the Club of Rome publications, the views of Herbert Read and the ideas of New Education. In the conclusion, the author lists the most important features of Prof. Wojnar’s culture of peace concept, such as the need to associate it with common responsibility, thinking about the future, developing empathy, imagination and sensitivity to humanistic values. According to Irena Wojnar, shaping the culture of peace is a task that should be considered as one of the most important educational commitments of the 21st century, and taking action in this area is a value that stems from attempts to overcome evil and build good.

The García Family: A Musical Journey between Spain and the U.S.

This study aims to expand research on the important influence of a family of Spanish origins, the Garcías, who introduced Italian opera to the United States and fundamentally shaped 19th-century vocal performance, leaving an interpretive and pedagogical legacy that transcends to the present day. Molly Nelson-Haber examines the circumstances that led to the New York premiere of Il barbiere di Siviglia, one of the most important events in the musical history of the United States, also surveying its reception among audiences and critics, María Malibrán’s success as an undisputed diva, and the subsequent performances of the García Family, which had a great impact on New York’s musical life. Patricia Kleinman explores the influence of the ‘García Technique’ in the United States––a method originally developed by Manuel García, elaborated by his son, Manuel Patricio, which emerged over the course of the 19th century as an established tradition and an emblem of artistic excellence. Finally, Isabel Pérez Dobarro examines Malibrán’s influence on the emerging music publishing business in the United States during the first half of the century; the sheer quantity of publications referencing the great singer attests to her tremendous influence beyond the stage.

"Connecting the past, present and future generations": reflecting on the main promising ideas of K. D. Ushinsky’s methodological legacy (to the 200th anniversary of the birth)

The paper explores the most significant aspects of K. D. Ushinsky’s biography and pedagogical legacy relevant to the modern practice of liberal education. The biographical information about the famous teacher we provide testifies to the special influence of his family, gymnasium teachers, famous university professors on the formation of K. D. Ushinsky’s views and activities. Moreover, the paper also gives important biographic facts which describe the founder of scientific pedagogy as a talented novice teacher at the Demidov Lyceum in Yaroslavl, where he won students’ genuine love and devotion. We analyse and comment on the outstanding educator’s main ideas related to the issues of native language teaching based on the principles of nationality (narodnost). In addition, drawing on Ushinsky’s wellknown works, we discuss the problems of creating universal schoolbooks for teaching the native language and speech and the basic requirements for the selection of didactic material for language courses with compulsory upbringing and developing potential. We focus attention on the critical issues of the anthropological and humanistic tradition in studying language and speech, the objectives of special comprehensive teacher training as well as the formation of teachers’ responsibility towards schoolchildren in education and upbringing.

Los Colegios Mayores: el valor pedagógico de una institución centenaria

Every year, almost a third of Spanish uni- versity students move to another province to pursue higher education, and many housing op- tions are available to them (halls of residence, shared apartments, student residences, etc.). From a pedagogical standpoint, the question of the formative potential of each of these spaces arises. Since their birth more than six centuries ago, Colegios Mayores (a special model of Span- ish halls of residence) have contributed signif- icantly to the development of Spanish higher education and to promoting culture. However, there has been little research into these edu- cational institutions, meaning that their great cultural and pedagogical legacy is unknown. The aim of this study is to analyse the educa- tional value of the Colegios Mayores as forma- tive settings where the educational function of the university remains alive. With this purpose, from a hermeneutic-interpretative approach, these centres are analysed from the perspec- tive of both liberal and character education. This work concludes that Colegios Mayores are formative spaces at the forefront of education that offer their students a setting with a pro- found university experience, where the search for truth, the synthesis of knowledge, the en- counter with tradition, and the formation of critical thinking are combined with opportuni- ties for the cultivation of virtue, thus achieving an authentic comprehensive formation.

ETHICAL AND ECOLOGICAL PERSONAL UP-BRINGING BY MEANS OF LITERARY WORDS THROUGH THE AUTHOR’S CONCEPT OF VASYL SUKHOMLYNSKYI

The aim of the study is to analyze the author's system of ethical and ecological education of the personality of Vasyl Sukhomlynskyi, to characterize the creative heritage of the scientist, to single out literary works for children with a moral and ecological content. Leading in the pedagogical legacy, in particular the literary work, of the outstanding Ukrainian scientist V. Sukhomlynskyi is the problem of moral education, which was the author's pedagogical system and found a practical embodiment in the Pavlysh secondary school, which the innovative teacher headed for almost thirty years. The conceptual provisions of the author's system of moral education of V. Sukhomlynskyi about the unity of moral education and nature conservation are important, especially nowadays, when the preservation of the Carpathian Mountains is gaining national importance, and the problems of ecological education of the individual are becoming an important condition for sustainable development in its global dimension. This problem sounds in a new way under the conditions of Russia's invasion of the territory of Ukraine on February 24, 2022, which caused the destruction of ecosystems, natural resources, chemical pollution of territories, waters, etc. Therefore, the problem of ecological education of children and youth is becoming actualized, they should become active ecologists-saviors of native nature and the environment, accordingly, teachers should develop a set of environmental measures of nature conservation content, develop a new philosophy of the formation of ecological culture of the individual throughout life, give ecological education of the individual a new sound, in particular practice oriented direction. It is proven that in this process it is possible to use the creative achievements of V. Sukhomlynskyi, whose literary works for children are an effective means of forming ethical and ecological education of children and adults. Each fairy tale or story with an environmental content offers the reader an invaluable moral lesson. These works are a moral code, a table book that you need to read every day in order to build your relationship with nature properly, to protect it, to take care of all living things, they are a kind of pedagogical commandments on how to be a person and, under today's conditions, to grow into an effective environmentalist in order to preserve not only nature, but also Ukraine.
 Keywords: V. Sukhomlynskyi, author's system, teacher-innovator, ethical and ecological education, literary works for children, ecological education, New Ukrainian school.

Freedom of Capacity as an Integral Pedagogical Value in the Pedagogical Heritage of O. S. Gazman

The article is devoted to comprehending such important categories for modern pedagogy as freedom in the space of upbringing, the formation of a free personality from the standpoint of a humanistic approach to the personality of a pupil. The main attention is paid to the pedagogical heritage of O. S. Gazman, his pedagogical ideas and scientific and theoretical generalizations. The pedagogical legacy of O. S. Gazman is perceived today not only in the context of the pedagogically important judgments he proposes, methodological generalizations expressed in the era of perestroika. From the standpoint of pedagogy of the XXI century, the organization of modern Russian education, the ideas expressed by O. S. Gazman appear as an innovative philosophical and pedagogical concept, in which the main concepts are freedom, self-education of the individual, and pedagogical support. At the same time, in our opinion, work on the most important ideas of O. S. Gazman today in domestic pedagogy is insufficient. To a greater extent, perhaps, his idea of pedagogical support is being comprehended and used, which today has acquired some methodological features and is being implemented in many educational institutions, primarily thanks to his students and followers, N. N. Mikhailova and S. M. Yusfin. O. S. Gazman’s judgments regarding freedom as the core of the formation of a modern personality, capable of making his own choice, realizing his various life strategies and scenarios, correlating with his moral attitudes and ready to fully bear responsibility for this choice – of course, are insufficiently commented and far from are fully included in the theory and practice of modern pedagogy. However, there is no doubt that such innovative ideas rightfully puts O. S. Gazman on a par with outstanding domestic thinkers, such as, for example, S. I. Gessen practice. The purpose of the article is to analyze the most significant scientific provisions stated by O. S. Gazman and concerning the essence of freedom and the resources of its formation among pupils. Basic research methods: analysis of scientific and methodological literature, comparative analysis of theoretical and pedagogical concepts; theoretical generalizations. Research results: it was concluded that, firstly, O. S. Gazman firmly established freedom as an integral category, new for its time, understood as the integrity of the personality core of a developing person; secondly, the ideas of O. S. Gazman and his assumptions regarding the implementation of the principle of free-spirited upbringing, which he managed to implement in his pedagogical activity, today finally acquire the features of practical comprehension and application.

Sergey Aksakov, the First Professional Composer from Samara

The article contains a description of the life and work of S.S. Aksakov, the first composer from Samara and an outstanding representative of a famous noble family who has left rich musical and pedagogical legacy. The educators activities in both China and the USSR are considered. A contribution of teachers of the Samara State Institute of Culture to the popularizing of S.S. Aksakovs oeuvre through the holding of concerts and conferences, as well as through the carrying out of scholarly publications, is shown.

The pedagogical teaching of Immanuel Kant in the light of his philosophical anthropology

Introduction. The humanistic understanding of the goals and objectives of upbringing and education presupposes the expediency and fruitfulness of the fundamental idea of the comprehensive and harmonious development of human. The task of forming a personality comes to the fore here, and not just transferring a certain amount of knowledge and skills to a student. One of the founders of this approach in upbringing and education is Immanuel Kant (1724–1824), which makes the analysis of his philosophical and pedagogical views relevant. The object of study in the article is the critical philosophy he created in unity with other parts of his system, and the subject is his pedagogical legacy. The purpose of the work is to analyze the main provisions of the concept of upbringing and education of Kant in the light of the project of philosophical anthropology developed by him, to determine the relationship between his pedagogy and anthropology. Materials and methods. The general basis of the study was the method of philosophical and anthropological reconstruction and the method of content-semantic interpretation, through which the analysis of the pedagogy of the German thinker was carried out. The work also used the modeling method and the method of ascent from the abstract to the concrete. Research results. Kant created pedagogical doctrine on the basis of the doctrine of human, the essence of which lies in the reason. The philosopher saw the rationale for the need for upbringing and education in morality. The goal of the development of society is the moral improvement of mankind on the basis of the development of abilities given by nature in the individual. Schooling refers to physical upbringing and involves the development of bodily properties and mental abilities of individuals; it is aimed at acquiring knowledge, developing skills and acquiring skills. Education refers to practical upbringing; it is aimed at the development of morality and the spiritual world of the individual. The main goal of upbringing is the formation of a person as a rationally thinking and freely acting member of society. Therefore, upbringing, together with care and discipline, includes education and training. The task of school-mechanical education is the acquisition of skills useful for life, the task of pragmatic education is the achievement of rationality, the task of moral education is the formation of morality. Conclusion. Contained in the three “Critiques”, the ideal of “educational human”, as a comprehensive and harmonious moral personality, is based on his understanding as a rational, free and creative being. The programs of transcendental anthropology, moral anthropology and empirical anthropology developed by Kant were implemented by him in the conceptual models of “physiological human science” (the study of what nature makes of a person) and “pragmatic human science” (the study of what he, as a free being, makes of himself), which are steps on the way to building a holistic doctrine of human. But the philosophical anthropology of the Koenigsberg scientist is not a “concrete human science”, but rather his idea, a project where the doctrine of upbringing and education in individual development and in the course of social history serves as the basis for meaningful knowledge about a human as a representative of the genus Homo sapiens with reason.

Педагогічна школа Олександра Мишуги та його меценатська діяльність

The materials of the article introduce the pedagogical school of an outstanding Ukrainian, the world-famous singer Oleksandr Pylypovich Myshuga, who managed to combine the national traditions of singing with the Italian professional school of bell canto, creating his own scientific and artistic vocal school. Oleksandr Pylypovich's pedagogical legacy still holds a deep place in the development of the vocal class of the National Music Academy of Ukraine, where two of his students – Mykhailo Venediktovych Mykysha and Maria Eduardivna Donets-Tesseir – once worked. Myshuga is known not only as an outstanding singer and teacher. He entered the history of art also as a patron, thanks to which many talented personalities were able to realize themselves. He gave almost all of his funds to the education of his own students, helped his fellow villagers and even invested money in the development of bursaries. His name is written in golden letters in the history of our people. M. Lysenko's Music and Drama School (Ukrainian educational institution) was the only one in tsarist Russia where teaching was conducted in the Ukrainian language and where the achievements of national drama and national musical theater were integrated. When a world- famous singer came to teach here, it greatly increased her authority. Having analyzed Oleksandr Myshuga's pedagogical ideas and his philanthropic activities, we can come to the conclusion that Maestro's teaching practice had an integrative character. Considering the fact that O. Myshuga had not only a musical, but also a pedagogical education, he tried to raise a comprehensively educated personality, an intellectual performer. While engaged in practical classes with students, he also found time for vocal lectures, tried to implement the principle of multilingualism – understanding the text of vocal works in the original language. As a philanthropist, O. Myshug helped the formation of many talented individuals – includin such bright personalities, luminaries of Ukrainian vocal pedagogy, as Mykhailo Mykysha and Maria Donets-Tesseir.

ПРОБЛЕМА ЗБЕРЕЖЕННЯ ТА ЗМІЦНЕННЯ ЗДОРОВ’Я ДІТЕЙ: ІСТОРИКО-ПЕДАГОГІЧНИЙ ДИСКУРС

Solving the problem of preserving and strengthening the health of the younger generation is directly dependent on the resolution of the contradiction between the social requirements to raise healthy younger Ukrainians and the insufficient capabilities of educational institutions for their effective and purposeful implementation. Under such conditions, there is a growing need for a systematic retrospective analysis, a constructive rethinking of the knowledge accumulated by pedagogical science on the problem of preserving and strengthening the health of the younger generation. The article examines the problem of preserving and strengthening children's health in the historical-pedagogical discourse. It was found that J. J. Rousseau paid considerable attention to the problem of children's health. In his writings, he advocated natural education, its transformation into an active, optimistic process, when a child lives in joy, independently learning about the world, being spiritually enriched and satisfying the thirst for knowledge. The French teacher S. Frenet believed that it is necessary to take into account the peculiarities of age psychology and various abilities and inclinations of students, purposeful stimulation of their intellectual and emotional activity. In his writings, K. Ushinskyi proves that an important task of teachers is to care for the preservation and strengthening of children's health, compliance with hygienic requirements at school. A. Makarenko and V. Sukhomlynskyi were given a special role in the issue of improving the health of students, instilling hygienic skills in children, preventing mental fatigue, observing the regime of work and rest. G. Vashchenko left a valuable pedagogical legacy regarding children's health care through involvement in sports. It has been established that the study of the place of physical education in Ukrainian scientific and pedagogical thought is an urgent problem today, when complex processes in the educational and educational sphere are taking place in the state. The legacy of teachers left to us is interesting from the point of view of psychological and pedagogical heritage, idealistic worldview, principles of a healthy lifestyle, education of a healthy young generation, etc., which are based on the worldview of scientific ideas.