Suchergebnisse

The article describes the activities of public educational societies of Ukraine in the second half of the XIX – early XX century. It was found that the period of the second half of the XIX – early XX century was one of the most complex and dynamic in the history of national education. The rapid development of scientific and technological progress and market relations has significantly exacerbated the increase in requirements for general education and training. Public educational activities, which offered new, more democratic and progressive ways of educational evolution, also became significantly more active. Cultural and educational activities of the public in the second half of the XIX – early XX century became extremely relevant and intense. It is established that public educational societies played a significant role in public, social, cultural and educational life in Ukraine in the second half of the XIX – early XX century. They had a similar structure, purpose and were democratic in nature. The main activities of the societies were the support of existing and the opening of new public schools; creation of classes for classes with adults at public schools; publication of textbooks and books for public reading; awarding prizes for the best works for the education of the masses; providing public schools with textbooks at low prices and, if possible, free of charge; arrangement of bookstores at schools; It was found that the success of many societies, their evolution, was determined by the proper organization of society and the contribution of individuals to their activities. Activists of the societies tried to direct their activities in the direction of spreading knowledge among the people in various sciences, which contributed not only to increase the total literate population, but also to the diverse development of the individual. Contribution to the formation and development of public educational societies of Ukraine, public figures, teachers- educators needs further consideration. ; У статті ...

The article reveals the foreign experience of labor education of the younger generation. It has been established that for many millennia one of the main tasks of education has been to prepare young people for participation in all human activities. However, in different social formations, in different countries, this problem was solved differently. All progressive educators of the past considered work as a necessary component of comprehensive human development. The combination of work and study was first discussed by humanist educators of the Renaissance. In the works of utopian socialists T. Mora and T. Companella, in the works of humanist F. Rabelais and some other authors of this and later times expressed interesting ideas about educating young people based on the acquisition of real knowledge and active participation in work. The theory of real-practical upbringing and education was systematically presented for the first time in the works of the great Czech teacher J.A. Comenius. His merit is that he was the first to try to introduce work in school. Although he did not even raise the question of combining learning with work; a famous teacher simply puts science and work at school in one line. But the very fact of introducing labor into the school is an attempt to destroy the opposition of mental education to labor education, which has developed over the centuries. If Ya.Comenius for the first time put labor education and mental education together (having introduced the first in school), then J.J. Rousseau is well aware of and enshrines this idea in his demand to teach a new person "to work as a peasant and think like a philosopher." In the pedagogical system of J.G. Pestalozzi's idea of labor education is gaining a leading role. The teacher approached her on the basis of socio-economic, philosophical and psychological-pedagogical principles as diverse as anyone before him. In his work J.G.Pestalozzi not only develops the ideas of J.A.Comenius, J.J. Rousseau, but also raises new questions, highlights new horizons of the problem. Although not all the questions were able to justify and correctly solve J.G. Pestalozzi, but the very production of them made the followers think and seek their own solution to these issues. In the nineteenth century, schooling became widespread in Western countries, which led to the problem of vocational training in schools. Therefore, it was during this period that G. Kershensteiner created a labor school, in which, according to the teacher, it is necessary to replace verbal methods with active methods, which in his works he called labor. At the beginning of the twentieth century, Ukraine, following the path of democratic transformations in education, successfully assimilating the advanced foreign experience of labor education of children, created its own system of labor education of the younger generation. ; У статті розкрито зарубіжний досвід трудового виховання підростаючого покоління. Встановлено, що впродовж багатьох тисячоліть одним з головних завдань виховання була підготовка молоді до участі у всіх видах людської діяльності. Однак, в умовах різних суспільних формацій, в різних країнах це завдання вирішувалося по-різному. Всі прогресивні педагоги минулого розглядали працю як необхідну складову всебічного розвитку людини. Про поєднання праці й навчання вперше заговорили педагоги-гуманісти епохи Відродження. Особливо актуальними питання спеціального трудового виховання стають у буржуазному суспільстві. Висловлюються різні точки зору про місце та роль трудового навчання й виховання. Зокрема, Д.Локк необхідність трудового виховання мотивував тим, що праця на свіжому повітрі корисна для здоров'я, а знання ремесел може знадобитися діловій людині як підприємцю. Ж.Ж.Руссо вважав, що праця необхідна всім і багатим і бідним і їй треба спеціально навчати. Й.Песталоцці вбачав у дитячій праці перш за все засіб розвитку фізичних сил, розумових і моральних здібностей дітей, прагнув дати дітям не вузькі ремісничі навички, а різнобічну трудову підготовку. Педагоги-філантропісти відстоювали думку про введення уроків трудового навчання в школах. Г.Кершенштейнер вважав, що саме ручна праця розвиває мислення, уяву, фантазію дітей і виховує в учнів сильну волю. В свою чергу, Р.Штайнер зазначав, що саме ручна праця формує інтелект дитини. Безумовно, не всі поставлені проблеми були розв'язані, проте це не применшує їхньої позитивної ролі в розвитку педагогічної теорії й практики трудового виховання.

У статті розглянуто діяльність Єлисаветградського громадського комерційного училища, яка побудована на оригінальних (авторських) ідеях талановитого вченого, педагога і організатора шкільної справи Василя Івановича Харцієва і має в наявності результати, котрі визначають реальність та ефективність його функціонування. ; The article deals with the activities of commercial Elisavetgrad public schools, which is based on the original ( copyright ) ideas talented educator , scholar , teacher and organizer of the schools , who devoted his entire life i practical theoretical pedahohichniy activity Vasily Hartsiyeva and has available the results that define reality and effectiveness of its operations. The article proves that public Elisavetgrad Commercial College Vasily Hartsiyeva different from other secondary schools of the Russian Empire innovative approaches to the educational process: an individual approach to students , in close contact with the families of students, teachers free choice of teaching methods and education. The educational process is a commercial school was built on a democratic , humanistic , pedotsentrychnomu, labor ( the active ) principles , which contributed to a meaningful , comprehensive and harmonious development of students.