Suchergebnisse

The paper deals with a research of Tort law school development in St. Volodymyr's University – Taras Shevchenko National University of Kyiv. The purpose of the research is to analyse the development of the Tort law school and to study the main trends and key directions of the development. The author applied lots of different research methods, among which were historical and legal method (for the analysis of the works from the past), analysis and synthesis (for stating the peculiarities of the research approaches in different studies' periods). Also, such methods as philosophy methods (dialectic and hermeneutic), general research methods (systemic and structural-functional), general logic methods (induction and deduction, analogy, abstraction, generalization, formalization, and modelling) were used.
The topic of civil torts was interesting for the researchers from Kyiv University law school any time while the depth of interest and research approaches differed depending on the historical period. Before the revolution of 1917 the researchers mostly looked on the torts as on the type of civil obligation and the reward for damage caused. No one treated the torts from the standpoint of a type of civil liability at that time. The Soviet period of the Tort law School development was characterized by a change of the research vector. The researchers started focusing on civil torts as liability rather than civil obligations. Tort liability is a type of civil liability and the latter is a type of legal liability. That causes a regime when the researchers (some well-known names of that time are: Gennadiy Matveev, Yuriy Matveev, Dina Bobrova, Yaroslavna Shevchenko etc.) mostly analyse civil tort as a civil liability. They focused their attention on the foundations and the conditions of tort liability. Precisely at that time, the theory of "civil wrong compound" as the main foundation of civil liability appeared. Independent Ukraine spawned a new pleiad of researchers whose research interest was civil torts. Modern civil law doctrine started refusing the understanding of civil tort as a type of civil liability. It comes back to the tort as a type of obligation. Moreover, modern researchers look on the tort's issues much wider – through the prism of legal regulation mechanism. Constantly, modern researchers of Taras Shevchenko National University Law School pay great attention to the new topical spheres of torts, particularly to non-pecuniary damage compensation, damage compensation caused by the State and State agencies and product liability together with digital product liability. Keywords: tort, civil liability, damage compensation, history of legal research, scientific school.

This paper describes the stages of formation and development of the historical and law school at the Law Faculties of the University. Special attention is paid to the analysis of historical and scientific law school, reveals research activities most prominent historians of law and state law faculty in the history of law.The article shows that the Department of History of State and Law Lviv National University was founded as part of the Faculty of Law, according to the diploma Austrian Emperor Joseph II in 1784 established that during 1784‑887 the Department was entitled «Department of History of the German and Austrian law». From 1874 to 1887 the department was headed by K. Liska, who gave a history of Austrian law. In addition to his work at the Department G. Roszkowska who read the philosophy of law and international law, F. Hryzetskyy ‑ Church and state law, A. Fanahor ‑ Polish private law, F. Zrodlovskyy ‑ Roman law. Determined that in 1887 a joint decision of administration and the Senate (Academic Council) at the Faculty was established also chair of the history of Polish law. Argued that it was the second such department in the territory and province of Galicia Lodomeria. The first was established in 1877 in Krakow Jagiellonian University. Since the head of the department for prof. A. Baltsera who headed the department for more than forty years, using well-deserved authority and respect among the Lviv intelligentsia, teachers and students. While the department has intensified study of the history of Poland early-feudal, caste government in the Kingdom of Poland, the period of gentry Commonwealth (1505–1788 gg.) And more. Since 1887/1888 academic year Professor. A. Baltser launched at the Department a statement of the subject «History of Polish procedural law». Read course for two semesters, 5 hours each week. In 1894 due to changes in curriculum, the department decided to also read a course on «History of government of Austria.» For him responsible professor. A. Baltser.It is shown that the history of Polish law department was reorganized into the Department of German law. P. Dombkovskyy was appointed its head January 1, 1916 after the First World War, when the independent Polish state revived, Ministry of Education and religions Poland 1 April 1919 P. Dombkovskomu assigned the title of Professor of course, but at Lviv University Senate elected him to head the department reorganized old Polish Private Law Faculty of Lviv University.Outlined in Lviv in the early twentieth century. faces a complicated political situation. Continued Ukrainian-Polish War for East Galicia, which began November 1, 1918 ‑ between the West Ukrainian National Republic and Poland. Classes at the University of L'viv longer actually not performed, department and faculty did not act. After the death of professor of history right Lviv University Halbana A. P. Dombkovskyy further (temporary) also headed the Department of Western European law, and the death of prof. Baltsera A. (1933) was the leading teacher full course of history of law in Poland. According to the decision of the Council of Ministers of Poland on February 26, 1920 transferred to the University of Lvov use Galician regional house of the Diet, which effectively ceased operations in 1914, and legally in 1918Deals that during the Second World War Department and the University as a whole has not acted. After the restoration in 1944 of the university, created the department of theory and history of law. Under this name department functioned until 2008 Over the years the department was headed by prof. P. Dombkovskyy (1925‑1934 рр. And 1944–1946 gg.), Prof. P. Nedbaylo (1946–1954 gg.), Assistant professor. B. Kalinovych (1954–1960 gg.), Prof. B. Sokurenko (1960–1990 gg.). Since 1990 the department is headed by B. Tischikov Distinguished Professor of Lviv National University, Honored Lawyer of Ukraine, which is one of the leading scientists of Ukraine in the history of law, a sort of «patriarch» of science, his name as reputable and experienced scientist teacher widely known in Ukraine and abroad. ; Охарактеризовано етапи становлення та розвитку історико-правової школи на юридичному факультеті Львівського університету. Значну увагу зосереджено на аналізі розвитку наукової історико-правової школи, розкрито наукову діяльність найбільш видатних істориків права і держави юридичного факультету в галузі історії держави і права.

This paper describes the stages of formation and development of the historical and law school at the Law Faculties of the University. Special attention is paid to the analysis of historical and scientific law school, reveals research activities most prominent historians of law and state law faculty in the history of law.The article shows that the Department of History of State and Law Lviv National University was founded as part of the Faculty of Law, according to the diploma Austrian Emperor Joseph II in 1784 established that during 1784‑887 the Department was entitled «Department of History of the German and Austrian law». From 1874 to 1887 the department was headed by K. Liska, who gave a history of Austrian law. In addition to his work at the Department G. Roszkowska who read the philosophy of law and international law, F. Hryzetskyy ‑ Church and state law, A. Fanahor ‑ Polish private law, F. Zrodlovskyy ‑ Roman law. Determined that in 1887 a joint decision of administration and the Senate (Academic Council) at the Faculty was established also chair of the history of Polish law. Argued that it was the second such department in the territory and province of Galicia Lodomeria. The first was established in 1877 in Krakow Jagiellonian University. Since the head of the department for prof. A. Baltsera who headed the department for more than forty years, using well-deserved authority and respect among the Lviv intelligentsia, teachers and students. While the department has intensified study of the history of Poland early-feudal, caste government in the Kingdom of Poland, the period of gentry Commonwealth (1505–1788 gg.) And more. Since 1887/1888 academic year Professor. A. Baltser launched at the Department a statement of the subject «History of Polish procedural law». Read course for two semesters, 5 hours each week. In 1894 due to changes in curriculum, the department decided to also read a course on «History of government of Austria.» For him responsible professor. A. Baltser.It is shown that the history of Polish law department was reorganized into the Department of German law. P. Dombkovskyy was appointed its head January 1, 1916 after the First World War, when the independent Polish state revived, Ministry of Education and religions Poland 1 April 1919 P. Dombkovskomu assigned the title of Professor of course, but at Lviv University Senate elected him to head the department reorganized old Polish Private Law Faculty of Lviv University.Outlined in Lviv in the early twentieth century. faces a complicated political situation. Continued Ukrainian-Polish War for East Galicia, which began November 1, 1918 ‑ between the West Ukrainian National Republic and Poland. Classes at the University of L'viv longer actually not performed, department and faculty did not act. After the death of professor of history right Lviv University Halbana A. P. Dombkovskyy further (temporary) also headed the Department of Western European law, and the death of prof. Baltsera A. (1933) was the leading teacher full course of history of law in Poland. According to the decision of the Council of Ministers of Poland on February 26, 1920 transferred to the University of Lvov use Galician regional house of the Diet, which effectively ceased operations in 1914, and legally in 1918Deals that during the Second World War Department and the University as a whole has not acted. After the restoration in 1944 of the university, created the department of theory and history of law. Under this name department functioned until 2008 Over the years the department was headed by prof. P. Dombkovskyy (1925‑1934 рр. And 1944–1946 gg.), Prof. P. Nedbaylo (1946–1954 gg.), Assistant professor. B. Kalinovych (1954–1960 gg.), Prof. B. Sokurenko (1960–1990 gg.). Since 1990 the department is headed by B. Tischikov Distinguished Professor of Lviv National University, Honored Lawyer of Ukraine, which is one of the leading scientists of Ukraine in the history of law, a sort of «patriarch» of science, his name as reputable and experienced scientist teacher widely known in Ukraine and abroad. ; Охарактеризовано етапи становлення та розвитку історико-правової школи на юридичному факультеті Львівського університету. Значну увагу зосереджено на аналізі розвитку наукової історико-правової школи, розкрито наукову діяльність найбільш видатних істориків права і держави юридичного факультету в галузі історії держави і права.

Стаття присвячена теоретичному обґрунтуванню особливостей науково-методичного забезпечення освітнього процесу у вищому юридичному навчальному закладі. Представлений авторський підхід до розуміння ключового поняття. Проаналізовані чинники, що детермінують появу методичного забезпечення нового покоління. Встановлені рівні науково-методичного забезпечення в залежності від суб'єктів творення. Автор репрезентує власну класифікацію видів науково-методичного забезпечення, що є актуальним для вищих юридичних навчальних закладів. ; The article is devoted to theoretical substantiation of the features of scientific and methodological support of educational process in higher legal education. The author gives a definition of the key concept - a set of information materials (text, graphics, media), which provide the needs of the subjects of the educational process in the data, which is the purpose and content of education, and aimed at optimal achievement of learning outcomes. This article contains a list of factors that determine the need for a new generation of methodological support. The author presents a classification of methodical support, which includes projective, regulatory, scientific and methodical planning documents as well as documents of methodological support of the educational process, and visual materials. The researcher drew attention to the increased role of individual learning, self-education, information technology, the gradual introduction of Western models of organization of educational process. The author draws attention to the fact that the texts of legislative acts acquire the ability to be information and teaching materials that are used in higher legal education. The key idea is that the scientific and methodological support should be considered at three levels: the normative, theoretical and practical. ; Статья посвящена теоретическому обоснованию особенностей научно-методического обеспечения образовательного процесса в высшем юридическом учебном заведении. Представлен авторский подход к пониманию ключевого понятия. Проанализированы факторы, детерминирующие появление методического обеспечение нового поколения. Установлены уровни научно-методического обеспечения в соответствии с субъектами создания. Автор репрезентирует собственную классификацию видов научно-методического обеспечения, актуальных для высших юридических учебных заведений.

Стаття присвячена теоретичному обґрунтуванню особливостей науково-методичного забезпечення освітнього процесу у вищому юридичному навчальному закладі. Представлений авторський підхід до розуміння ключового поняття. Проаналізовані чинники, що детермінують появу методичного забезпечення нового покоління. Встановлені рівні науково-методичного забезпечення в залежності від суб'єктів творення. Автор репрезентує власну класифікацію видів науково-методичного забезпечення, що є актуальним для вищих юридичних навчальних закладів. ; The article is devoted to theoretical substantiation of the features of scientific and methodological support of educational process in higher legal education. The author gives a definition of the key concept - a set of information materials (text, graphics, media), which provide the needs of the subjects of the educational process in the data, which is the purpose and content of education, and aimed at optimal achievement of learning outcomes. This article contains a list of factors that determine the need for a new generation of methodological support. The author presents a classification of methodical support, which includes projective, regulatory, scientific and methodical planning documents as well as documents of methodological support of the educational process, and visual materials. The researcher drew attention to the increased role of individual learning, self-education, information technology, the gradual introduction of Western models of organization of educational process. The author draws attention to the fact that the texts of legislative acts acquire the ability to be information and teaching materials that are used in higher legal education. The key idea is that the scientific and methodological support should be considered at three levels: the normative, theoretical and practical. ; Статья посвящена теоретическому обоснованию особенностей научно-методического обеспечения образовательного процесса в высшем юридическом учебном заведении. Представлен авторский подход к пониманию ключевого понятия. Проанализированы факторы, детерминирующие появление методического обеспечение нового поколения. Установлены уровни научно-методического обеспечения в соответствии с субъектами создания. Автор репрезентирует собственную классификацию видов научно-методического обеспечения, актуальных для высших юридических учебных заведений.

In the article the basic stages of formation and development of the Donetsk scientific School of economic law and its branch in Vasyl' Stus Donetsk National University are presented by the leading conceptual ideas that received the justification in scientific writings of the representatives of the scientific school. Named representatives of the first generations of the Donetsk scientific School of economic law, who stood at the origins of legal concepts. Considered the way of the formation of branch of this school in the Vasyl' Stus Donetsk National University and presented by scientists and companies that contribute to the development of such a cell. Characterized the present state of scientific achievements and the composition of the representatives of the cell specified scientific school in the Vasyl' Stus Donetsk National University. Attention was paid to the continuity of research between different generations of scientific school with regard to contemporary economic, political and legal realities. Outlined the prospect activity branch of the Donetsk scientific School of economic law in the Vasyl' Stus Donetsk National University, associated with the achievement of the goal of strengthening the system of legal remedies, designed to ensuring equal conditions, stability and efficiency of management for all participants of economic relations, satisfaction and protection of the interests of such participants to ensure the growth of business activity subjects, ensuring consistency and coordination of business entities, their interest in entrepreneurship development and on this basis to ensure the efficiency of social production, its social orientation

The place and role of Lviv history and law school in the system of Ukrainian legal education and science are analyzed. Attention is drawn to the fact that the school of history and law was established at the faculty of law of Lviv University in Austria period, when Galicia was part of the Austrian Empire. The establishment of this school began in 1784, when the diploma of the Austrian Emperor Joseph II was restored to the University of Lviv, and its law faculty. In the same 1784, the Department of Law History was established at the Law Faculty of Lviv University. From 1784 to 1887 it was called the Department of History of German and Austrian Law.Significant changes in the history of the University of Lviv and its law faculty occurred after the accession of the Western Ukrainian lands to the Ukrainian SSR in 1939. Lviv University was radically reorganized. The activity of the Lviv school of history and law was filled with new content. For the first time, Ukrainian became the language of legal education and science. During the Soviet period, the activity of the Lviv School of History and Law was continued – by professors V. Sokurenko and V. Kulchytsky, associate professors V. Kalinovich, B. Tyshchik, M. Nastyuk, and others.With the proclamation of state independence of Ukraine began the active development and activity of the Scientific History and Law School of Ivan Franko University of Lviv, headed by one of the most famous Ukrainian legal scholars at that time in the field of history of the state and law, authoritative scientist-lawyer, doctor of law, professor Volodymyr Kulchytsky (1919–2009). The Law School of History was developed in two directions: one of the history of Ukrainian statehood and law – was coordinated by Professor V. Kulchytskyy and the second from the history of statehood and law of foreign countries - was coordinated and coordinated by Professor B. Tyshchyk.Professor V. Kulchytskyy, as the coordinator of the school of history and law of the history of Ukrainian Statehood and Law after the proclamation of Ukraine as an independent state, became the author of the first objective textbooks on the history of the state and law of Ukraine, which brought up more than one generation of modern lawyers, patriots of our country. of the state. The scheme and periodization, methodological approaches of teaching the Ukrainian history of law and state, laid down by Volodymyr Kulchytsky, became the basis for teaching the course «History of the State and Law of Ukraine», which is used in all legal educational institutions of Ukraine to this day.B. Tyshchyk's scientific works as a coordinator of the school of law and history of the history of statehood and law of foreign countries are marked by a thorough, objective analysis of the complex interweaving of the various causes and consequences of political and legal phenomena and processes in the history of Ukraine and foreign countries. Extensive scientific and pedagogical experience, thorough knowledge of primary sources, which reflected the real legal and political life of their time, understanding of their relevance and detailed knowledge of socio-economic, geopolitical and other conditions of the genesis and evolution of state and legal phenomena, allow scientist to prove validity, sometimes political conjuncture of some approaches to the coverage of particular topics and issues of Ukrainian and foreign history of the state and law. We can say without exaggeration that the scientific works of Professor B. Tyshchyk continue to develop the traditions of the Ukrainian history school, laid down in the works of M. Hrushevsky, M. Arkas, D. Doroshenko, N. Polonsky-Vasylenko, I. Krypiakevych, V. Kulchitsky and others. The scientist has prepared 18 PhDs, two of them defended their doctoral theses. During his years of work at the Lviv University, two doctoral dissertations and more than 40 PhD theses were prepared at his department. Being the head of the Scientific History and Law School of the Ivan Franko University of Lviv, B. Tyshchyk makes a significant contribution to the training of highly qualified scientific and pedagogical staff for our country. Professor B. Tyshchyk's teaching and research experience is 59 years. He is a regular participant in various international and regional scientific conferences, symposia, round tables and more. Professor B. Tyshchyk is one of the leading scientists of Ukraine in the field of history of the state and law, a kind of «patriarch» of this science, his name as an authoritative scientist and experienced teacher widely known in Ukraine and abroad.During the newest period of independence of Ukraine within the framework of the scientific and law school of Lviv Ivan Franko University the concepts of stages of development of the Ukrainian state and law, origin of the Ukrainian statehood and law are developed, researches of the main branches and institutes of the Ukrainian law in their historical development are conducted, the reasons of realization and essence are analyzed codifications of Ukrainian law throughout historical development. ; Проаналізовано місце та роль Львівської історико-правової школи в системі української юридичної освіти і науки. Акцентовано увагу на тому, що історико-правова школа була створена на юридичному факультеті Львівського університету ще в австрійський період, коли Галичина входила до складу Австрійської імперії. Становлення цієї школи почалося з 1784 року, коли дипломом австрійського імператора Йосифа ІІ було відновлено Львівський університет, а у його складі – юридичний факультет. Того ж 1784 року на юридичному факультеті Львівського університету було створено кафедру історії німецького та австрійського права, яка згодом стала основою становлення історико-правової школи під керівництвом О. М. Бальцера. З певними змінами кафедра проіснувала до розпаду Австро-Угорщини у 1918 році Упродовж 1919–1939 років на юридичному факультеті Львівського університету історико-правова школа існувала при кафедрі історії держави і права Польщі та була представлена П. Б. Домбковським.Значні зміни в історії Львівського університету і його юридичного факультету відбу­лися після приєднання у 1939 році західноукраїнських земель до складу Української РСР. Львівський університет було докорінно реорганізовано. Новим змістом наповнилася діяльність Львівської історико-правової школи, яка уперше в новітній історії почала вивчати історію державно-правового розвитку на українських землях. Уперше українська мова стала мовою юридичної освіти і науки. У радянський період діяльність Львівської історико-правової школи була продовжили професори В. Г. Сокуренко та В. С. Кульчицький, доцен­ти В. І. Калинович, Б. Й. Тищик, М. І. Настюк та ін.З проголошенням державної незалежності України почався активний розвиток та діяльність наукової історико-правової школи Львівського університету імені Івана Франка, яку очолив один із найвідоміших у той час українських вчених-правників у галузі історії держави і права, авторитетний вчений-правознавець, доктор юридичних наук, професор Володимир Семенович Кульчицький (1919–2009 роки). Історико-правова школа розви­ва­лася у двох напрямах: однин з історії Української державності і права – координував про­фесор В. С. Кульчицький і другий з історії державності і права зарубіжних країн – коор­динував і координує професор Б. Й. Тищик

The article deals with theoretical approaches to the problem of formation of legal competence of future teachers of history and law. Applying different scientific methods, we have analyzed the definition of a competence in general and a law competence in particular. The definition of a law competence of future teachers of history and law has been considered as both personal and professional qualities, which can be gained by knowing the core of law and the system of legislation, and applying appropriately the knowledge of the law in the professional activity. It has been defined that in universities the competence of future teachers of history and law is considered as a profound knowledge of law and professional and personal qualities which can make the work of teachers more effective. It has been proved that the law competences of future teachers of history and law include diagnostics and prediction, management, and law knowledge.

The article analyzes and highlights the origins and preconditions of the Lviv University, emphasizes the longevity of educational and scientific academic traditions at the university, shows what were the obstacles for the Ukrainian people of the Middle Ages in the conditions of statelessness to create a national higher education institution, particularly in Lviv. The preconditions and the time of the Faculty of Law foundation are studied, as well as its place and role at the Lviv University are determined. Much attention is focused on the characteristics of two traditions on determining the date of foundation of the Lviv University: the Eastern European tradition, which is based on the royal privilege of 1661; it has a formal character, based on documentary sources; as well as the Western European tradition, which is based on the establishment of the first school of the Western European standard in Lviv, also based on the source documents and international experience. It is substantiated that the formation and development of the first educational institutions in the Western Ukrainian lands, particularly in Lviv, date back to the times of the Galicia-Volyn state, which was the heir and successor of the Kyiv-Rus' state. One of the first links in the emergence of the elements of university education in Lviv can be considered a parish school founded on November 11, 1372, and later a monastic school, which in 1451 became a cathedral school. The next link in the formation of university education in Lviv in accordance with the Western European tradition was the Lviv Stauropean Fraternal School (1586). Thereafter follow the Lviv Jesuit College (1608), the Academy (1661) as well as the University (1784). Due to the lack of historical sources, we do not have proper historical data about the parish (monastery) school in Lviv in 1372, in particular about its teachers and disciplines read by certain professors, famous graduates, as well as about their own statutes etc. However, we do possess the necessary historical data based on primary sources about the Lviv Fraternal School of 1586, from which, it seems, we can trace the origins of the Ivan Franko National University of Lviv.It is emphasized that since 1661, the Faculty of Law of «both laws» was envisaged among the four faculties («facultatis») of the Lviv University. In the first period of the Lviv University's existence, the faculties mentioned in the royal privilege began to operate in its structure, including the faculty of «both laws», which trained specialists in canon and Roman law. At that time, the faculties in their modern sense as organizational and educational-scientific units of the university, providing for the creation of departments, did not exist, as the training was conducted according to the program of Jesuit schools, developed in the late XVI century.It is also noted that in the first period of the Lviv University (1661–1773) the following legal studies (courses) were taught at the «both laws» Faculty of Law: basics of Roman law, public law, history of state system, political geography, «natural law», civil law (based on comments to the Justinian Code), the administrative system of European countries. In the process of teaching canon law and the so-called «incidents» - moral theology, certain aspects of criminal law were studied. From 1739, they began to teach the history of law. Teaching was in Latin. Within the framework of educational reforms from the beginning of the XVIII century, at the University of Lviv, a separate professor of canon law was appointed, and later – a professor of Roman law. The teaching system changed under the influence of new socio-economic and political conditions in the Commonwealth and Western Europe.After the annexation of Galicia to the Austrian Empire, a system of state bodies was formed, which required a significant number of qualified civil servants. There were few people willing to go to Lviv or other cities in Galicia and Bukovyna from Vienna or Prague. Based on the urgent need for training for the newly created province of Galicia and Lodomeria personnel of various specialties (government officials, judges, medical teachers, priests, etc.), the Austrian Emperor Joseph II on October 21, 1784 issued a diploma, which formally established and actually restored Lviv University consisting of four faculties (philosophical, law, medical and theological), as well as an academic gymnasium with the same rights for all universities of the state. The created gymnasium served as a base for staffing university students. The training of lawyers, who made up the vast majority of civil servants, as well as judges, prosecutors, lawyers, and notaries in Galicia, was entrusted to the Faculty of Law of the Lviv University. Since then, the Faculty of Law at the Lviv University had been functioning as an organizational and educational-scientific structural unit of the Lviv University, where a certain cycle of related scientific disciplines was taught and the specialists in law were trained, as well as the creation of departments and administration was provided for etc.Unlike other faculties of the Lviv University, the Faculty of Law did not cease its activities, due to the liquidation of the Faculty of Philosophy in 1924 and the Faculty of Theology in 1939, the Faculty of Law is also the oldest faculty of the Ivan Franko University of Lviv. ; У статті проаналізовано та висвітлено витоки і передумови утворення Львівського університету, наголошено на тяглості освітніх та наукових академічних традицій в Університеті, показано, які були перешкоди в українського народу періоду Середньовіччя в умовах бездержавності створити національний вищий навчальний заклад, зокрема у м. Львові, розкрито передумови і час створення юридичного факультету, визначено його місце та роль у Львівському університеті. Значна увага зосереджена на характеристиці двох традицій визначення дати заснування Львівського університету: східно-європейської традиції, яка спирається на королівський привілей 1661 р.; вона має формальний характер, опертий на документальні джерела і західноєвропейської традиції, яка спирається на час створення першої школи західноєвропейського зразка у м. Львові, також спирається на джерельні документи та на міжнародний досвід.

The article underlines the conceptual look at the role and place of constitutional law in the system of EU law and provides its complex characteristics according to formal and material conditions. The work is based on the hypothesis that the role and place of the constitutional law in the system of EU law are similar to those characterizing the similar field in any national law system, democratic state, with features stipulated by the supranational nature of this system of law. It`s substantiated an opinion that the formation of the EU law as an autonomous supranational system of law includes not only the accumulation and integration of the corresponding set of legal acts, but also its gradual differentiation with selection of individual branches and institutions. The leading role in the EUlegal system, as well as in national legal systems, is occupied by the constitutional law, owing primarily to its subject of legal regulation. Attention is payed to the fact that after the failure of the common European constitution draft, the term "constitution" in the EU legal system is used exclusively in the substantive sense, and the constitution itself is unwritten (multi-source, combined), like the British one. At the same time, the system of sources of EU constitutional law is characterized by diversity and consists of three levels (subsystems) that regulate the fundamental political and legal relations associated with European integration: primary law, secondary law, common law and case law. It is noted that the core of the subject of EU constitutional law consists of two blocks of public relations: a) relations determining the institutional and functional organization of public authority in the EU; b) relations characterizing the foundations of the legal status of an individual in the EU. These basic political and legal relations are the matrix that determines the formation and development of the relevant general institutions of the EU constitutional law. The example of the constitutional foundations of EU civil society demonstrates that the process of segregation of some institutions in the branches structure of the EU constitutional law continues. At the same time, in general, the structuring of constitutional and legal institutions in the EU repeats the genesis of national constitutional law, at least the one that took place in the states of continental Europe. Attention is payed to the fact that the training of legal professionals in Ukraine must meet the challenges that legal education in the context of European integration. One of the important steps in this direction should be the introduction into the educational process of law schools in our country of disciplines devoted to certain branches of EU law, including the EU constitutional law as the leading branch of this legal system. ; У статті висвітлюється концептуальне бачення ролі та місця конституційного права в системі права ЄС, надається його комплексна характеристика за формальними та матеріальними критеріями. В основу роботи покладено гіпотезу про те, що роль і місце конституційного права в системі права ЄС є аналогічними, тим, що характерні для відповідної галузі в будь-якій національній системі правої, демократичної держави, з особливостями, зумовленими наднаціональним характером цієї системи права. Обґрунтовується думка, що формування права ЄС як автономної наднаціональної системи права передбачає не тільки накопичення й інтеграцію відповідного нормативного масиву, але й поступову його диференціацію з виокремленням певних галузей та інститутів. Провідну роль у системі права ЄС, як і в національних правових системах, посідає конституційне право, що зумовлено передусім його предметом правового регулювання. Звертається увага на те, що після провалу проєкту загальноєвропейської конституції термін «конституція» щодо правової системи ЄС вживається тільки в матеріально-правовому сенсі, а сама конституція є неписаною (багатоджерельною, комбінованою), на зразок британської. Водночас система джерел конституційного права ЄС характеризується багатоманітністю і складається з трьох рівнів (підсистем), що регулюють основоположні політико-правові відносини, пов'язані з європейською інтеграцією: первинного права, вторинного права, звичаєвого права і прецедентного права. Зазначається, що ядро предмета конституційного права ЄС становлять два блоки суспільних відносин: а) відносини, що визначають інституційно-функціональну організацію публічної влади в ЄС; б) відносини, що характеризують основи правового статусу особи в ЄС. Ці базові політико-правові відносини виступають тією матрицею, що зумовлює формування і розвиток відповідних генеральних інститутів конституційного права ЄС. На прикладі конституційних засад громадянського суспільства ЄС демонструється, що процес виокремлення в галузевій структурі конституційного права ЄС окремих інститутів триває. Водночас загалом структурування конституційно-правових інститутів в ЄС повторює ґенезу національного конституційного права, принаймні ту, що мала місце в державах континентальної Європи. Звертається увага на те, що підготовка фахівців-правників в Україні має відповідати тим викликам, що постають перед юридичною освітою в умовах євроінтеграції. Одним із важливих кроків на цьому шляху має стати запровадження в навчальний процес юридичних вишів нашої держави навчальних дисциплін, присвячених окремим галузям права ЄС, зокрема й конституційному праву ЄС як провідній галузі цієї системи права.

Book Review: M.I. Karpenko Crimes against the established order of military service (war crimes): theoretical and applied aspects: monograph. Ed. V. K. Matviychuk. Kyiv, Ukraine: Higher School of Science, 2018. p. 420 ; Рецензія на кн.: Карпенко М.І. Злочини проти встановленого порядку несення військової служби (військові злочини): теоретичні та прикладні аспекти: монографія / М.І. Карпенко; за заг. ред. В.К. Матвійчука. К.: ВНЗ «НАУ», 2018. 420 с.

Represented article deals with the problem of teachers' preparation to implement multicultural education of students by usage of school geography course. The content of the article contains a specific kind of material: intercultural coexistence of citizens is the most important thing in a democratic society, as it affects all spheres of social, economic and political life and understanding in society. School subjects included in educational program (Geography, History, Literature, Law, Economics, Philosophy and other social sciences) means that our country is actively developing towards friendly relations with other countries and gradually integrates into the European and global environment. Therefore constantly enhanced requirements for students' multicultural education, their behavior, attitude of each young person to nature and people, personal qualities, competences are aimed at effective position. An important role in this plays teacher, especially subject teachers. Geography belongs to the school subjects, knowledge of which is essential in the development of the young person, her or his multicultural perception of the world. Teacher of Geography plays an important role in multicultural education of students, as one of the managers of educational process.The teacher must have authentic information about original cultural worlds and their connections. It is teacher's responsibility to form fair and accurate tolerance in his students from different ethnic groups and folks. Each teacher has to develop students' professional skills of interaction in the modern multicultural world. Today Geography teacher must possess cultural, multicultural and educational, psychological, regulatory, technological and creative competencies to help him in multicultural education and upbringing of their student-children. Creativity and experience of Geography teacher also plays an important role in multicultural students' education. According to the requirements of the present time, interest in multiculturalism as a pedagogical problem is growing.

The article explores the concepts, features and directions for the development of intellectual property science at the present stage. The basic scientific schools of intellectual property law are analysed, the specifics of their formation and genesis are considered. The article emphasizes that the science of intellectual property law is a system of knowledge and theoretical ideas about the laws of legal regulation of relations in the field of protection of intellectual and creative activities, interpretation of legal norms and the results of analysis and generalization of their application. As intellectual property right, the science of intellectual property law is a relatively young field in the legal system; however, it already has a long history of development, well-known representatives and scientific schools, including those pertaining to Taras Shevchenko National University of Kyiv. The development of intellectual property science in Ukraine is based on several scientific schools in Kyiv, Odessa, Lviv and Kharkiv, which are represented by powerful research centres and educational institutions. The Kyiv School of Intellectual Property is formed by two research centres: the Department of Intellectual Property and Information Law of Taras Shevchenko National University of Kyiv and the Research Institute of Intellectual Property of the National Academy of Sciences of Ukraine. The origin and development of the science of intellectual property law in Taras Shevchenko National University of Kyiv is associated with the figure of the famous domestic scientist O.A. Hills. Since 2013, the Department of Intellectual Property and Information Law has been operating at the Faculty of Law of Taras Shevchenko National University of Kyiv. At the current stage, the Department of Intellectual Property and Information Law jointly with the Scientific and Educational Centre for Intellectual Property of Taras Shevchenko National University of Kyiv make a powerful centre of the development of intellectual property law science in Ukraine. Keywords: intellectual property, science, methodology, legal category, scientific school, scientist.

У монографії проаналізовано основні аспекти впливу глобалізації на державно-правову сферу в Україні. Висвітлюються чинники, що сприяють втраті або зміцненню самобутності національної правової системи, призводять до трансформації, зміни й модернізації державно-правових інститутів, норм і відносин у рамках національного та наднаціонального права. Акцентується увага на тому, що українська правнича практика поступово відходить від нормативістського сприйняття права та імплементує положення природно-правової школи, яка ґрунтується на визнанні людської гідності та людсь-ких прав і передбачає обов'язок держави утверджувати ці права, відповідати перед людиною за свою діяльність. Здійснено філософсько-правовий аналіз «феномену» українських реформ. Надано практичні рекомендації з удосконалення вітчизняного законодавства. ; The monograph analyzes the main aspects of the impact of globalization on the state and legal sphere in Ukraine. The factors that contribute to the loss or strengthening of the identity of the national legal system, lead to the transformation, change and modernization of state legal institutions, norms and relations within the national and supranational law are highlighted. Emphasis is placed on the fact that Ukrainian legal practice is gradually moving away from the normative perception of law and implementing the provisions of the natural law school, which is based on the recognition of human dignity and human rights and provides for the obligation of the state to assert these rights. . A philosophical and legal analysis of the "phenomenon" of Ukrainian reforms has been made. Practical recommendations for improving domestic legislation are given.

У статті висвітлено комплексний історико-ретроспективний аналіз становлення й розвитку шкільної правознавчої освіти в період із початку ХХ століття – до кінця 1970-х років, розкрито спроби організації навчання дітей основам правознавства в рамках курсу "Законодавство" в дореволюційний період, зазначено провідні дидактичні методи і прийоми, які використовували вчителі правознавчих курсів до 1917 року. Описано еволюцію шкільного правознавства в радянській системі освіти, розкрито завдання та змістовне наповнення правознавчих курсів ("Конституція СРСР і УРСР", "Бесіди про наше радянське суспільство", "Радянське суспільство", "Основи радянської держави і права"), зазначено кількість годин, провідні теми цих курсів, найбільш ефективні форми, методи і прийоми формування предметних знань і вмінь у школярів того часу, підкреслено значну ідеологізацію шкільних навчальних дисциплін правознавчого змісту в період Радянського Союзу. Наголошено на певних складнощах опрацювання учнями правознавчого матеріалу, на недостатньому дидактичному забезпеченні навчальних предметів "Конституція СРСР і УРСР", "Бесіди про наше радянське суспільство", "Радянське суспільство", "Основи радянської держави і права". Зазначені спроби тогочасних науковців А. Безуглова, П. Гурєва, М. Карєвої, Е. Спіріна, В. Шевцова та інших дослідників у розробленні перших посібників до правознавчих курсів. Аналіз деяких із них свідчить про зміну концепції, нетрадиційний підхід до навчання основ правознавства школярів і дуалістичний підхід у висвітленні навчального матеріалу. Висвітлено пошуки підвищення ефективності засвоєння навчального матеріалу правознавчого змісту шляхом знайомства дітей молодшого шкільного віку із загальними ознаками держави, основними положеннями Конституції СРСР і УРСР, правами та обов'язками радянських громадян у рамках навчального предмета "Суспільствознавство" для учнів молодших класів. ; The article covers a comprehensive historical and retrospective analysis of the formation and development of school law education in the period from the early twentieth century to the end of the 1970s, reveals attempts to teach children the basics of law in the course "Legislation". This subject provided children's acquaintance with general information about the state, norms, law, property, subjects and objects of law. In addition to current legislation, students studied the theory and history of law. The educational leadership of that time had high hopes for this discipline, hoping to strengthen legal education among young students, especially after the revolutionary events of 1905–1907. The main methods of teaching law that were used in the pre-revolutionary period were: memorizing passages by children, translating texts, conversations, debates, independent work and others. It should be noted the clearness use of visibility in educational institutions of the time.Describes the evolution of school jurisprudence in the Soviet education system, reveals the tasks and content of law courses ("Constitution of the USSR", "Conversations about our Soviet society", "Soviet society", "Fundamentals of the Soviet state and law"), noted the number of hours The leading topics of these courses, the most effective forms, methods and techniques of forming subject knowledge and skills in schoolchildren of that time, are emphasized on the significant ideologizing of school subjects of legal content during the Soviet Union. The article describes the first attempts to create a textbook on jurisprudence for schoolchildren, developed by a team of authors led by P. Gurev. In this textbook, much of the educational material was devoted to the problems of constitutional law. An alternative textbook published by A. Bezuglov, V. Shevtsov and E. Spirin was also mentioned, in which an attempt was made to change the concept of the textbook. The authors used a dualistic approach in the coverage of educational material, which allowed the use of several branches of law in the coverage of one educational topic.