Suchergebnisse

The article analyzes the issues of inclusion and special education in the creative heritage of Sofia Rusova – teacher, citizen, politician, state maker, who considered them in the context of world scientific achievements of the interwar period of the XX century. Inclusion, as a process of increasing the participation of all citizens in society, including those with physical or mental disabilities, involves the development and implementation of specific solutions that will allow each person to participate equally in academic and public life. The evolution of the idea of inclusion and the birth of special education S. Rusova closely linked with the understanding and interpretation of the leading principles of pedagogy, general and social psychology, sociology, philosophy of education, historical and pedagogical searches of the late XIX - early XX century. Perhaps the most important source of new pedagogical ideas of S. Rusova, embodied in the writings of the interwar period ("New School of Social Education", "Education and Sociology of Durkheim", "Social Education: Its Importance in Public Life", "Public Issues of Education" became acquainted with the latest trends in Western European pedagogy, which allowed her to keep up with the times, psychologize pedagogy. Extensive education, fluency in the leading European languages (first and foremost, French) made it possible for S. Rusova to access the original literature - works by J. Dewey, E. Claapared, G. Kerschensteiner, V. Lai, E. Meiman, and G. Spencer with the most prominent pedagogical figures of the 1920s and 1930s, including O. Decroly and M. Montessori, and studying the experience of their practical work. Guided by the statement that " development of the child is influenced by three main factors: education, heritage, and environment", based on the experiments of foreign (German, Belgian, Czech) researches, the scientist revealed the specifics of social and educational impact of the environment, preparing the groundwork inclusion as a set of conditions, methods and means of their implementation for joint learning, education and development of the educational recipients, taking into account their needsand opportunities. At the same time, I emphasize the shaft that no child "is passively influenced by the environment: it takes from it what its individuality seeks." The issue of special education, in particular, the psychological and pedagogical principles of working with children with intellectual disabilities, is most fully revealed in S. Rusova's work, "Something about defective children in school". It clearly traces the idea that children of all walks of life are necessarily subject to process education and training. According to S. Rusova, children with deviant behavior (in particular, "child offenders"), for whom the conditions for education as a factor of their re-education should be created, and for the needs of such schools, should not be left out of the educational influence in order to organize teacher training "with a deep psychological understanding of their sick students, with a heart warmed with love for them, and with a certain understanding of their social and pedagogical task: to return these children to citizenship ...". Summarizing the above, it can be argued that the issues of inclusion, studying, education of children and young people with special educational needs, as represented by the property of Sofia Rusova are a significant contribution to Ukrainian and world pedagogical thought, an important factor in the revival of national educational systems in the teaching experiences of the past.

The formation and development of the Ukrainian school and educational affair as the basis for the professional training of Ukrainian youth in the Western countries in the second half of the XX-th century is examined in the article. The emphasis was given to the complexity and multiplicity of this process, which was caused by the socioeconomic and educational policies of the states, which became a new homeland for the Ukrainians, geography and compactness of their resettlement, employment in the different branches of the economy, the presence in the diaspora of the professional intelligentsia, its national awareness, the state religious life, etc. Accordingly, in different countries (Germany, Great Britain, Poland, Canada, USA, Australia, Argentina), this process was different, more or less intense and had results, but it still remains an object of interest as an important support of native cultural heritage, an inexhaustible source of preserving its spirituality bearers.
The institutional forms and types of obtaining of pedagogical education by Ukrainians in the Western countries of the second half of the 20th century, the peculiarity of teaching and educational activities in different types of educational establishment and the main tendencies of the development of the Ukrainian school and educational affairs are presented. Among them: an expansion of the network of pre-school establishments, primary, secondary and high schools in connection with the arrival of emigrants to countries of Western Europe, America and Australia; public uniting efforts of leading Ukrainian public associations in preserving the national identity and spirituality of Ukrainians born outside Ukraine's native land; development of scientifically grounded, adapted to the needs and conditions of Ukrainians living in the diaspora of the theory of teaching and national education of younger generations; improving the content of studying and educational process in all types of schools, bringing it to the standards of the existing state education system and the increased requirements of economic and cultural life of the countries that have become a new homeland for Ukrainians.

З'ясовано причини та підстави актуалізації професійної підготовки молоді в умовах еміграції на американському континенті кінця ХІХ – у першій третині ХХ ст. Проаналізовано становлення і розвиток української шкільно-освітньої справи як підґрунтя фахового вишколу українців у США, Канаді, Бразилії та Аргентині у 1900-х – 1930-х рр. Наголошено, що професійна підготовка була невід'ємною частиною загальнокультурного процесу в середовищі емігрантів, яке прагнуло протидіяти денаціоналізації та асиміляції підростаючих поколінь українців. Виявлено, що рушійною силою у створенні рідномовного шкільництва за межами України виступало українське духовенство та вчительство, які доклали чимало зусиль задля формування приватних елементарних (початкових) шкіл та середнього шкільництва як основи подальшого фахового становлення українців за межами рідної землі. Зусилля української спільноти спрямовувалися, насамперед, на формування приватних елементарних шкіл, покликаних дати дітям навички рідного письма й читання, прилучити їх до рідних релігійних і народних традицій, звичаїв і обрядів. Їх утримували переважно світські та релігійні організації. Школи, аналогічні до місцевих державних, як правило двомовні, поставали завдяки увазі до проблем української освіти з боку урядів країн осідку емігрантів; середнє шкільництво розвивалося переважно з ініціативи духовенства, а вищі українські школи до Другої світової війни на американському континенті практично не сформувалися. Виявлено, що актуалізація українського професійного вишколу у країнах Заходу в 1900-х – 1930-х рр. – складний і багатогранний процес, що тісно пов'язаний із соціальноекономічною та освітньою політикою держав, які стали для українців новою батьківщиною, географією та компактністю їх розселення, зайнятістю в різних галузях економіки, наявністю в середовищі діаспори фахової інтелігенції, її національним освідомленням, станом релігійного життя тощо. Підсумовано, що усвідомлення тривалості перебування й укорінення в державах у позаукраїнському просторі, творення мережі рідномовного шкільництва стало фундаментом для розбудови українських фахових інституцій чи включення українців наступних хвиль еміграції до професійних закладів у державах їх масового осідку. ; We have outlined the reasons for the actualization of young people's vocational training in the conditions of emigration on the American continent of the late XIX – early XX century. We have analyzed the formation and development of the Ukrainian school education as a basis for the vocational training of Ukrainians in the USA, Canada, Brazil and Argentina in the 1900s - 1930s. It has been emphasized that vocational training was an integral part of the cultural process in the immigrant community, which sought to resist the denationalization and assimilation of the younger generations of Ukrainians. It was found that the motive force in the creation of mothertongue schooling outside Ukraine was the Ukrainian clergy and teachers, who made considerable efforts to form private elementary (primary) schools and secondary education as a basis for further professional formation of Ukrainians outside their native land. The efforts of the Ukrainian community were directed, first of all, to the establishment of private elementary schools, aimed at giving children the skills of writing and reading in their native language and involving them in native religious and folk traditions, customs and rituals. They were maintained mainly by secular and religious organizations. There appeared schools similar to the local state ones, usually bilingual. It was due to the fact that the governments of the countries where immigrants settled took care of the problems of Ukrainian education. Secondary schooling developed mainly on the initiative of the clergy, and Ukrainian higher education institutions were not established on the American continent until the Second World War. It has been revealed that the actualization of Ukrainian vocational training in Western countries in the 1900s - 1930s was a complex and multifaceted process closely linked to the socioeconomic and educational policies of the states that became a new homeland for Ukrainians, the geography and density of their resettlement, employment in various economy sectors, the presence of professionals and intellectuals in the diaspora, its national consciousness, religious life, etc. It has been concluded that people's awareness of their length of stay outside the Ukrainian space and the creation of a network of mother-tongue schools became the foundation for the development of Ukrainian professional institutions or the inclusion of Ukrainians of the next emigration wave to professional institutions in the countries of their mass settlement

У статті розкрито маловідомі аспекти життєдіяльності Софії Федорівни Русової, з'ясовано її внесок у становлення й розвиток позашкільної освіти в Україні. Здійснено аналіз опублікованих та рукописних праць С. Русової, у яких окреслено питання просвіти, національного виховання, рідномовного навчання. Наголошено на ролі позашкільної освіти як об'єднуючого чинника діяльності національно свідомої інтелігенції й запоруки розбудови незалежної Української держави. Виявлено, що актуалізація ідей С. Русової цілком корелюються із провідними постулатами Закону України «Про позашкільну освіту». ; The article reveals little-known aspects of the life of Sofia Fyodorovna Rusova, clarifies her contribution to the formation and development of extracurricular education in Ukraine, the society "Education" in eastern and western Ukraine. The analysis of published and manuscript works of S. Rusova is carried out, in which the issues of education, national education, native language education are outlined. The role of out-of-school education as a unifying factor in the activity of the nationally conscious intelligentsia and the key to building an independent Ukrainian state is emphasized. Based on primary sources and periodicals of the early twentieth century S. Rusova's activity in the field of out-of-school education is thoroughly analyzed. It is emphasized that if in Ukraine during its independence (1917 – 1919) a teacher and public figure was able to develop and partially implement a program of organizational formation and approval of various forms of extracurricular education, in emigration it focused mainly on theoretical justification of universal education and its role in moral and social formation of the young generation, preparing it for conscious work for the future of independent Ukraine, improving the social and political conditions of its citizens, as well as covering foreign experience of adult education and its state in the Ukrainian lands of Galicia, Bukovina and Transcarpathia. It is proved that with the direct participation of S. Rusova clear guidelines for the development of the system of out-of-school education were developed, concrete steps were taken to achieve its goal: science for all through active independent learning. It is revealed that actualization of S. Rusova's ideas is completely correlated with the leading postulates of the Law of Ukraine "On Extracurricular Education", in which the latter is interpreted as a component of the system of continuing education defined by the Constitution of Ukraine, the Law of Ukraine "On Education", students and listeners, meeting their interests, spiritual needs and needs in professional determination. A review of the activities and works of Sofia Rusova in the field of extracurricular education allows us to conclude that the scientist had a deep understanding of the need to educate the people, to convey knowledge to all segments of the population.