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The paper highlights the unique Efterskole pedagogy in Denmark which generates evidence of high-quality education for young people from the ages of 14 to 18 striving to choose their future path in life after finishing lower secondary school education before continuing on to upper secondary education. The author notes that the educational process in the Efterskole is grounded on the pedagogical theories by Grundtvig and Kold which emerged in the field of the Danish education in the nineteenth century. Efterskoles are subdivided according to different profiles and target groups into special needs schools and specialized schools with specific subject profile. It is stated that these schools have a common educational focus on general education and democratic citizenship equipping young people to manage challenges of modern society. The Efterskole educational programmes are considered, comprising such aims as to enhance the students' independent critical thinking as well as to develop them as democratic and socially conscious citizens with a global outlook preparing for various life's challenges. It is outlined that the Efterskole helps high school students build lasting friendships and relationships, expand horizons, and develop perspective on life. Through dialogue and active interaction, as students and teachers staying together in an educational community around the clock, students work on defining their own individual needs, interests, values and identity. Distinctive Efterskole pedagogy promotes a sense of positive personal relationship, shared values and shared responsibility, creates favorable conditions for developing students' social and interpersonal skills as well as contributes to making them more autonomous learners and self-aware mature personalities.

The paper highlights the unique Efterskole pedagogy in Denmark which generates evidence of high-quality education for young people from the ages of 14 to 18 striving to choose their future path in life after finishing lower secondary school education before continuing on to upper secondary education. The author notes that the educational process in the Efterskole is grounded on the pedagogical theories by Grundtvig and Kold which emerged in the field of the Danish education in the nineteenth century. Efterskoles are subdivided according to different profiles and target groups into special needs schools and specialized schools with specific subject profile. It is stated that these schools have a common educational focus on general education and democratic citizenship equipping young people to manage challenges of modern society. The Efterskole educational programmes are considered, comprising such aims as to enhance the students' independent critical thinking as well as to develop them as democratic and socially conscious citizens with a global outlook preparing for various life's challenges. It is outlined that the Efterskole helps high school students build lasting friendships and relationships, expand horizons, and develop perspective on life. Through dialogue and active interaction, as students and teachers staying together in an educational community around the clock, students work on defining their own individual needs, interests, values and identity. Distinctive Efterskole pedagogy promotes a sense of positive personal relationship, shared values and shared responsibility, creates favorable conditions for developing students' social and interpersonal skills as well as contributes to making them more autonomous learners and self-aware mature personalities.

У статті висвітлено погляди європейських освітян щодо необхідності наслідування досвіду США у сфері загальної гуманітарної підготовки студентів-бакалаврів. Використання елементів американської моделі загальної гуманітарної освіти на теренах Євросоюзу орієнтовано на розвиток моральних та естетичних цінностей студентів, їхніх високих суспільних ідеалів, переконань і способів поведінки, відповідних соціокультурним умовам сьогодення. Автор ставить за мету розгляд тенденцій впровадження загальної гуманітарної підготовки європейських студентів. Перспективою подальших розвідок у цьому напрямі є вивчення особливостей побудови куррикулумів на основі американської моделі загальної гуманітарної освіти у вищих навчальних закладах різних країн Євросоюзу. ; The paper highlights the causes of reemergence of humanitarian education in up-to-date European higher school on the background of the Bologna Process and the need for enhancement of the international dimension of higher education. Despite its antiquity, humanitarian education is assumed to be unique to the USA but with the roots in European traditions. Nowadays it is something of an educational industry in the United States as nowhere else in the world. Humanitarian education is tightly correlated with the values of American democracy, with American ideas of citizenship, and with American view of a life well lived. This type of undergraduate study has worked out the ideal of humanitarian educated student of the twenty-first century who is a lifelong learner, open-minded, tolerant, intellectually curious, self-actualizing with striving for personal growth, physical and mental health and spiritual well-being. As a learner and global citizen, the humanitarian educated person is actively engaged with the world in all of its complexity, diversity and dynamism. The paper aims to analyze why humanitarian education appears to be a relevant response to the needs for higher education reform in the European Union. The analysis is based on the views of European academics as for an insufficient level of differentiation and too-early over-specialization. In particular the lack of differentiation in the massified higher educational systems of the European Union in the terms of broader approaches to bachelor education in order to overcome the disadvantages of too-early over-specialisation, by reestablishing the balance between breadth and depth of the curriculum is described. As an observation it can be stated that a problematic tendency in most countries of the European Union is that the arts are only seen as humanitarian culture and citizenship education until the secondary level of education. In the discussions about the humanitarians in the universities these issues are more or less disregarded in favour of direct labour market relevance. With the view to coping with the problems mentioned European educators are implementing the elements of US model of humanitarian education. Humanitarian education in Europe is taught in English. The perspective of further research lies in researching curricula of European version of the humanitarian model with an emphasis on its meaning in the globalized higher education context of the 21-st century.

У статті висвітлено теоретичні засади функціонування гуманістично-культурологічної освітньої парадигми, яка ґрунтується на цінностях гуманізму та культуротворчій спрямованості. Вона є методологічною основою теорії та практики виховання у вищих навчальних закладах США, що орієнтована на розвиток особистості студента як суб'єкта самопізнання й цінності власного досвіду та формування в нього гуманітарної культури. Автор зазначає, що остання, у свою чергу, забезпечує здатність особистості успішно вирішувати проблеми в усіх сферах своєї життєдіяльності, самовдосконалюватися, адекватно визначаючи перспективи й темпи власного саморозвитку, та розуміти своє місце в соціокультурному вимірі сьогодення. ; The paper presents the theoretical foundations of the humanistic-cultural educational paradigm based on the values of humanism as well as cultural and creative focus. It is a methodological basis for the theory and practice of education in the USA higher education institutions, which is aimed at developing the student's personality as the subject of self-knowledge and value of their own experience, as well as shaping their liberal culture. The author notes that the latter, in its turn, contributes to individual self-improvement, provides the ability of the individual to solve problems successfully in all areas of life, adequately identify prospects and pace of their own self-development, and to understand their place in the social and cultural dimension of the present. Today the humanistic vector of educational environment in the USA is demonstrating its culture orientation, which helps to develop students' awareness of their own values with their range of expression in all areas of his life. Humanistic reflection has now become a major target of the USA higher education, which is manifested in its humanistic-cultural paradigm based on the idea of a new humanism. In the modern era of information technology, global cultural, political and economic relations, increasing dynamism of social change, accelerated innovation processes and uncertain conditions in all spheres of human life the problem of liberal arts education, gaining unprecedented scale, requires some rethinking. Furthermore, liberal education is education in culture or toward culture. The finished product of a liberal education is a cultured human being. Therefore, there is, on the one hand, the urgent need for rapid adaptation to new realities, and on the other – the need for universal values, moral and spiritual aspects of human existence in the world, which can be achieved through humanistic approach to life in general and higher education in particular. The paper also deals with the theoretical principles of operation of humanistic-cultural educational paradigm based on the values of humanism and culture.

Мета статті є висвітлення практичного досвіду вищої школи США з виховання громадянськості студентів бакалаврату. Методи дослідження: критичний аналіз науково-педагогічної літератури США з проблеми виховання громадянськості американських студентів; елементи індукції та дедукції для характеристики стану розробленості у США досліджуваної проблеми; узагальнення американського педагогічного досвіду у сфері виховання громадянськості студентів бакалаврату. Розглянуто особливості використання проблемного й пошуково-дослідницького навчання під час вивчення курсів гуманітарного спрямування з метою виховання громадянськості студентів американських університетів і коледжів. Окреслено перспективу подальших розвідок у цьому напрямі, що передбачаю вивчення особливостей навчання студентів бакалаврату у вищій школі США суспільно корисного служіння на благо громади. ; The purpose of the article is to highlight the practical experience of the U.S. higher education institutions in fostering the citizenship of undergraduate students. Methods of research: critical analysis of the U.S. scholarly and pedagogical literature on the issue of the study, with elements of induction and deduction to characterize the state of its development in the USA; generalization of American pedagogical experience in the field of civic education at the undergraduate level. It is considered that civic education is a central concept in the U.S. educational philosophy, serving as the basis for the country's democracy as well as intellectual and democratic traditions, linking the modern era with the history of the U.S. state. Citizenship education in U.S. higher education institutions also encompasses the students' perception of the civil and political rights recognized by the national constitution of the country concerned. It is emphasized that education for citizenship promotes formation of students' independent critical thinking and responsibility in all spheres of life. The peculiarities of problem-based and experiential learning during the courses in the liberal arts with the aim of forming the citizenship of undergraduate students are considered. The use of problem-based and experiential learning in the civic education process in the U.S. higher education institutions contributes to fostering students' core values of democracy, embodied in the sense of civic responsibility and active participation in the life of society in general and community in particular. This type of education in a certain way prepares students for the challenges of modern world by enhancing their self-responsibility for the benefit of the community as well as soft skills necessary to succeed in different spheres of their life. The U.S. colleges and universities not only form the citizenship of students, but also act as leaders in democratic transformations at the level of communities and even the world at large. This process encompasses not only knowledge, skills and abilities, but also the acquired practical experience of socially significant activities, methods and techniques of effective interaction with other people. The scope of further research in this direction is outlined, envisaging the study of the peculiarities of the U.S. undergraduate students' community-based learning.