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In the article for the first time meaning, role, place and significance of «Reference books on social education of children» are revealed in the implementation of the social education system in the 20-30's of the XX century in Ukraine. It was proved that these were printed editions (1921-1928 ) in which the questions of functioning of the educational branch were revealed; the content of education, specific changes to it were provided. The «Reference books» contained as a legislative basis for the implementation of the concept of social education, as well as scientific and methodological recommendations on pedagogical provision of the educational process in all educational institutions of social life. The research has shown that the «Reference books» contributed to the reform of school education, the introduction of new principles, forms, methods and means of work into practice, and reflected socio-political, ideological events, facts, processes in Ukraine that directly influenced the quality of educational reforms , the provision of native education of peculiarities in the formation of identity; approaches to their own national self-determination. Consequently, «Reference books» in pedagogy at the beginning of the XX century were normative and scientific-methodical printed editions (manuals) containing instructions, recommendations, instructions, instructions, proposals, orders, orders, methodological letters from public education management bodies on the tasks of social education in children's educational institutions of different levels and type. Reference books had their origins, were different in time, edition, content, addressee. The analysis of the Advisers on the Social Education of Children gives an opportunity to see the position of the People's Commissariat of Education on the implementation through the school programs of the Soviet system of education and upbringing. In general, the scientific study confirmed that the «Advisers on the social upbringing of children» occupied a leading position in the organization of the educational process in schools, institutions of social services. ; У статті вперше розкрито зміст, роль, місце і значення «Порадників по соціальному вихованню дітей» у реалізації системи соціального виховання в 20-30-х рр. ХХст. в Україні. Доведено, що це були друковані видання (1921-1928 рр.), у яких розкривалися питання функціювання освітньої галузі, подавався зміст освіти, конкретні зміни до нього. У «Порадниках» викладалася як законодавча база реалізації концепції соціального виховання, так і науково-методичні рекомендації з педагогічного забезпечення навчально-виховного процесу в усіх освітніх установах соцвиху. Дослідження засвідчило, що «Порадники» сприяли як реформуванню шкільної освіти, введенню в практику роботи нових принципів, форм, методів і засобів роботи, так і віддзеркалювали суспільно-політичні, ідеологічні події, факти, процеси в Україні, що безпосередньо впливали на якість освітніх реформ, наданню вітчизняній освіті особливостей у формуванні самобутності, підходів до власної національної самовизначеності. Отже, «Порадники» в педагогіці початку ХХ ст. – це нормативно-правові та науково-методичні друковані видання (посібники), в яких розміщувалися вказівки, рекомендації, настанови, інструкції, пропозиції, накази, розпорядження, методичні листи органів управління народною освітою з питань реалізації завдань соціального виховання в дитячих навчальних закладах різного рівня і типу. Порадники мали свої витоки, були різними за часом видання, змістом, адресатом.

У статті висвітлюється проблема вивчення суспільно-історичного матеріалу розумово відсталими дітьми в Україні в перші післяреволюційні роки, розглядається питання становлення системи навчальних закладів для осіб із порушеннями інтелектуального розвитку у 20-х – на початку 30-х років ХХ століття. Досліджено засоби, методи і прийоми навчання розумово відсталих дітей суспільствознавчим дисциплінам у допоміжних школах УСРР. Проаналізовано погляди радянських учених-дефектологів на проблему викладання суспільно-історичного матеріалу розумово відсталим школярам. Здійснено аналіз змісту програмового матеріалу суспільно-історичних дисциплін допоміжної школи. ; Since 1918 the Soviet authorities organized for mentally retarded children special schools. The new government abolished history as an independent course from the list of courses of school education. History replace various school subjects such as «Knowledge about the country», «Social Science», «Knowledge about the life», «Ethnology». Under the new program children were taught the laws of socialist revolution and the Soviet system, formed an idea of the historical process as a history of the people, their hard work and struggle for a better life. At this time in a special school actively implemented elements of social and political education of mentally retarded children by involving them for a revolutionary celebrations and meetings with participants of revolution and participants of the events of the Civil War. Much attention is paid to correction schools study regional history as the basis for development of students' patriotism and love for their land and homeland. Mentally retarded children organized tours and meetings with various professions, which introduced a production process of local enterprises, equipment, terrain and its natural resources and more. Studying the problem of teaching methods of social and historical material in the special school, it should be noted that in the 20th of the last century teachers practically did not consider individual cognitive capabilities of each child. In 1925 were introduced the new comprehensive training programs. Teaching material was composed of studies about their native land and was associated with seasonal pictures of nature and work of the people at that time. There has been introdeced some historical information for a better understanding of our children. The leading methods of work in this period were: visual method, labor, sightseeing, independent work and dramatization method. During the 20 – early 30 of XX century special schools gradually become like the rest of the schools, and its specific function – to overcome the failure of children with mental retardation was partially destroyed. In 1932, special school becomes seven-year. Among the list were school courses and social sciences. According to the People's Commissariat of Education, a program of social sciences should contribute actively to the raise of the overall level of mentally retarded children, strengthen political awareness of mentally retarded children prepare children for feasible participation in the construction of a socialist society. The content of the course «Social Science» offered children to study such questions as the origin of man, primitive communism, the development of the family. Great difficulties in the assimilation of social science have been linked to the lack of textbooks. Thus, in the first years of Soviet power was not the only way the problem of teaching mentally retarded students history. Programs and textbooks that were used until 1917, were canceled, and the course of history was reorganized and integrated with other training courses.

Автором висвітлюються основні державні заходи щодо створення норм соціального захисту військовослужбовців Червоної Армії в 20-40 роки минулого століття. ; Автором освещены основные государственные мероприятия относительно создания норм социальной защиты военнослужащих Красной Армии в 20-40 годы прошлого века. ; Basic state measures light up an author on creation of norms of social defense of servicemen of Red Army in 20-40 of the last century.

The article shows the social and political activity of Polish students ofpedagogical educational institutions of Soviet Ukraine in the interwar period. It is told about the work of the organizations of the KP (B) U and LKSMU ideological circles (political economy, Marxist-Leninist). The author states that in this period, for students were conducted group discussions, were organized lectures on ideological issues. At the same time, it is stated that there have been cases when party members allowed abuses that undermined the authority of the party. Thearticle analyzes, educational institutions participated in the socialist competition of high schools and colleges in the USSR. It is noted that the socialist competition held between individual institutions. In the course of the competition were determined students- "strikers", who were financially encouraged. It is stated that the universities paid attention to the anti-religious work, in particular, anti-religious work seminars, the organization "Union of Militant Atheists", atheistic circles "Atheist." It is noted that an important place in the life of the then institutions engaged in social work: cell functioning of trade unions and social organizations. Among them the special place occupied by the cell of society "Tsoaviakhim". In particular, the functioning of the War Cabinet, military, sports and shooting clubs. Students took different standards. There were also the cell International aid workers, Ukrainian Red Cross Society, the All-Ukrainian Society for the land management of working Jews "OZET". The most popular among students were literary circles. It is noted that a particular attention was paid to the wall print press subscription. Young people gave means to the needs of industrialization. Students are attracted to the organization of elections to local councils, mentoring work in the villages, the Polish workers' clubs, including the Red Army. It is stated that the number of students openly expressed dissatisfaction with the policy of the Soviet power. Some of them were declared "enemies of the people." It is told also about the organization of "Polish military organization", the members of were a number of students. ; W artykule przedstawiono działania społeczno-polityczne studentówpolskich instytucji edukacyjnych sowieckiej Ukrainie. Obejmuje przyjęcie do pracy, grup ideologicznych, studenci uczestniczą w konkursie socjalistycznego. Należy zauważyć, że uniwersytety zwrócić uwagę na antyreligijnej, publicznym i wolontariacie we wsiach, klubów polskich pracowników, w tym Red, kręgów literackich. Młodzież przyczynił fundusze dla industrializacji. Należy zauważyć, że liczba studentów otwarcie wyraził niezadowolenie z polityki rządu radzieckiego. ; У статті показано громадсько-політичну діяльність студентівпольських педагогічних навчальних закладів радянської України.Розповідається про роботу партійних, ідеологічних гуртків, участьстудентів у соціалістичних змаганнях. Констатується, що у вишах приділяли увагу антирелігійній, громадській та шефській роботі у селах, польських робітничих клубах, серед червоноармійців, діяльності літературних гуртків. Молодь вносила кошти на потреби індустріалізації. Зазначається, що низка студентів відкрито висловлювала невдоволення політикою радянської влади.

In the article based on archives and other sources is reviewed national-cultural andeconomical development of polish national minority at Kherson region in 20-30-years XX century, in particular, creation and functioning national administrative units, work organization of educational and cultural-educational institutions in 20-years in XX century and declaration of soviet politic of national minority, transition to deportation and repression in 30-years in XX century ; В статье на основе архивных и других источников рассматривается национально-культурное и экономическое развитие польского национального меньшинства Херсонщины в 20-30-х гг. XX ст. в частности, создание и функционирование национальных административно-территориальных единиц, организация работы учебных и культурно-просветительных учреждений в 20-х гг. ХХ века и денационализация советской политики в отношении национальных меньшинств, переход к депортации и репрессиям в 30-х гг. ХХ века ; У статті на основі архівних та інших джерел розглядається національно-культурний та економічний розвиток польської національної меншини Херсонщини у 20-30-х рр. ХХ ст., зокрема, створення і функціонування національних адміністра-тивно-територіальних одиниць, організацію роботи навчальних та культурно-освітніх закладів у 20-х рр. ХХ ст. та денаціоналізація радянської політики щодо національних меншин, перехід до депортації та репресій у 30-х рр. ХХ ст.

The similarity of the social, political and economic conditions in Ukraine and America in 20-30 years of the last century has prompted local educators to refer to the new ideas of education acquired popularity in the United States. It is based on the philosophy of pragmatism. The attention of local teachers to the American educational experience was caused by the presence of new ideas that were adequate to the tasks of social education in our country. The purpose of the study is a retrospective analysis of the formation of the pragmatic ideas of social and pedagogical education of juvenile offenders in a new stage of development of national pedagogy. Research methods. Analysis of the historical literature on the chosen research topic. Results. In the stage of formation of the system of social education of juvenile offenders is beholden to the influence of John Dewey, whose views formed the alternative in the domestic pedagogical space of social education of the stage research of the 20 – 30-ies of the last century. At this time, there are attempts to analyze the theoretical provisions of the pragmatic ideas of education, the investigation of the experience of introduction into practice, in the education of juvenile offenders of a dalton plan, project system, research method, comprehensive development of educational material. This was the reason that the impact of Western pedagogy in the domestic pedagogical thought and the system of social and pedagogical education of young people weakened. Among the borrowed ideas in the pedagogy of pragmatism and social education of juvenile offenders included: strengthening the connection of specialized institutions for difficult children with accommodation and production, development of individual abilities and aptitudes of pupils, formation of skills to plan their academic work, the system of control and self-control of education, training, based on the application of research method. Regarding the concept of education of juvenile offenders in the pragmatic model, its ...

The article defines the role of the national zoning in the Soviet Ukraine in the system of administrative-territorial reform in the 1920 and 1930's, its place and degree of efficiency in the process of state building in the republic. Moreover, the experience of operation and liquidation process of national administrative and territorial units in Ukraine at a crucial period of domestic and international history actualizes the research question of efficiency of these entities for modern scholars. It is noted that numerous administrative and territorial reforms were initiated during the establishment of the Soviet power in Ukraine. It is stressed that the reforms in this sphere were aimed at the elimination of pre-revolutionary administrative-territorial division. The numerous administrative and territorial reforms were initiated during the establishment of the Soviet power in Ukraine. They were carried out on the basis of the abolition of private property and the persistent antireligious orientation, were aimed at the elimination of pre-revolutionary administrative-territorial division, which evoked dissatisfaction of the new state institutions due to, from their point of view, far too fragmentation. On the background of general unsettled land relationships and a number of taxation errors implemented measures had brought the situation in the country to crisis. The conclusion is made that administrative and territorial reform in Ukraine in 1923, carried out in a hurry, did not take into account the ethnic composition of inhabitants and historical forms of management. Therefore, deterioration of the situation due to the ignorance of the national factor in the presence of diverse ethnic composition of the country forced the Bolshevik leaders to make certain concessions in the form of the national zoning. The Soviet government began to consider the earmarking of national village and districts councils as a factor capable of simultaneously not only slightly improving the socio-economic situation and to some extent meeting national and cultural needs of the population, but speeding up the attraction of those who are averse to the socialist building. German regions became the first ones to be created in Ukraine during the national zoning. However, the potential of national areas turned out to be of a low effectiveness due to national zoning and stretched in time (from 1923 to 1939) reform of the pre-revolutionary administrative-territorial division. The peculiarity of the situation in the national areas consisted in the fact that with the inclusion of foreign village and town councils to their composition, the full range of activities associated with the introduction of indigenization was necessary to exercise with respect to them. Extremely important was the problem of linguistic personnel training, which required knowledge of the language of the majority population of the district at the district level, the Ukrainian language for the relations with the higher bodies, and language of some ethnic group with the inclusion of the foreign administrative and territorial units to the district. Chronic administrative-territorial reorganizations were carried out not so much on the basis of scientific conclusions, but on the prevailing political considerations of public institutions at various levels. A frequent lack of thought and calculations of far-reaching consequences of the administrative-territorial division as a whole and particularly of the national zoning has contributed to the confusion in the management system and has not helped, despite the authorities hopes, to reduce costs spent on the Soviet apparatus. Conducting administrative-territorial reforms in 1930 and 1932 had disorganizing consequences for the whole administrative system of Ukraine that evolved through trial and mistakes, and its imperfections had led to further territorial changes in the republic. Administrative-territorial changes of the end of the 1920s and the 1930s, under the conditions of the curtailment of the NEP, the implementation of complete collectivization and the loss of economic identity by national districts, initiated the elimination of "undesirable" for the government districts while simultaneously forming new districts with the national status. The final abolishment of indigenization policy in the late 1930s had resulted in the elimination of all national regions of Ukraine as administrative and territorial units. The national regions of Ukraine as administrative and territorial units proved to be inefficient and were abolished in the late 1930s. It is not surprising that the initial positive assessment of the practice of the national administrative and territorial units' creation by the Soviet state structures had changed into the negative attitude to the very fact of their existence, which had gradually resulted in the ultimate elimination of these entities in the end of the 1930s. ; Определяется роль национального районирования в системе административно-территориального реформирования в советской Украине 20-30 гг. ХХ в., его место и степень эффективности в процессе государственного строительства в республике. Показано, что начатые советской властью многочисленные административно-территориальные изменения в Украине, осуществляемые на базе отмены частной собственности вкупе с ярой антирелигиозностью, были направлены на ликвидацию дореволюионного административно-территориального деления и проводились не на основе научных обоснований, а вследствие преобладающих политических соображений государственных учреждений разного уровня. ; Визначається роль національного районування в системі адміністративно-територіального реформування в радянській Україні 20-30 рр. ХХ ст., його місце та ступінь ефективності в процесі державотворення в республіці. Показано, що започатковані радянською владою численні адміністративно-територіальні перетворення в Україні, здійснювані на засадах скасування приватної власності укупі із затятою антирелігійністю, були спрямовані на ліквідацію дореволюційного адміністративно-територіального поділу і провадилися не на підставі наукових обґрунтовань, а внаслідок превалюючих політичних міркувань державних установ різного рівня.

The article elucidates the activity of Lviv University at the end of 19 – the beginning of 20 century through the content determination of the educational and scientific process, scientific schools' activity and lecturers' participation in the scientific processes of Austria-Hungary. The participation of university environment in the social political life of Lviv and region is shown.Key terms: Lviv University, the organization of educational process, scientific schools, academic community, social life. ; У статті висвітлюється діяльність Львівського університету в кінці ХІХ – на початку ХХ ст. в контексті з'ясування змісту організації навчального і наукового процесу, роботи наукових шкіл і участі викладачів університету в освітніх процесах Австро-Угорщини. Показано роль університетського середовища у громадсько-політичному житті Львова і краю.Ключові слова: Львівський університет, організація навчального процесу, наукові школи, академічна спільнота, громадське життя.

Проаналізовано розвиток кооперативного шкільництва в Наддніпрянській Україні у 20-х рр. ХХ ст. у контексті суспільно-політичних процесів, що відбувалися в зазначений період у країні.Проанализировано развитие школьного кооперативного обучения в Надднепрянской Украине в 20-е годы ХХ столетия в контексте общественно-политических процессов, которые происходили в обозначенный период в стране.Development of the school co-operative teaching is analysed in Ukraine in 20th century in the context of social and political processes which took place in this period in a country.