Search results

У статті розглядається демократичний уклад життя середньої загальноосвітньої школи США (друга половина ХХ століття) як складова змісту громадянської освіти. Підкреслюється значущість феномену інституційного контексту освіти. Акцентується увага на тому, що уклад життя американської школи, як прихований зміст громадянської освіти, відображаючи усталені й постійно підтримувані суспільно й особистісно значущі характеристики життя шкільної спільноти, визначається шкільної політикою, організаційною структурою школи, вимогами стосовно учнів, установками школярів і педагогів, нормами шкільного співтовариства та системою відносин між його членами. ; In the article the author considers that realization of children's, teachers' and parents' subject position at the school setup can be one of the ways of construction of a new humanistic system of education that is aimed at the creation of optimal conditions for the full-fledged establishment of the individual civic stand and for the forming of youth's respect for human rights and freedoms. It is noted that the USA is the country which experience in the creation of the «democratic school climate» is worthy of investigation. Positive achievements of American educational establishments in this direction can become material for improvement of the system of civic education at Ukrainian schools. The article deals with the democratic lifestyle of the US comprehensive secondary school as the constituent part of the content of civic education. The importance of phenomenon of the institutional context of education is emphasized. It is noted that the content of civic education of pupils of the US comprehensive secondary school of the twentieth century represented pedagogically adapted system. The main part of this system was a focus on forming organizational and educational complex of relationships between participants of educational process (schoolchildren, their parents, teachers, members of public organizations) that is to say a democratic style of school life. Development of collaboration of children and adults towards increasing quality of pedagogical process, motivation, self-determination in the activity of children and adults' community, structure and norms of co-administration were the main orientations of the hidden content of civic education of the US comprehensive secondary school at the period under review. Much attention is given to the fact that the lifestyle of the American school as the hidden meaning of civic education reproducing fixed and permanently supported public and personal meaningful characteristics of school community is defined by school policy, organization structure of school, demands towards pupils, schoolchildren and teachers' purposes, rules of school community and the system of relations between its members. The perspective of further research will be a detailed analysis of the forms and methods of civic education of students of the secondary schools in the USA (the second half of the twentieth century).