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Natalia Petruk

References 1. Alberti, L. (1960). I libri della famiglia. Opert volgari [Thoughts on Family. The Collections of Works]. Volume 1. Laterza, 472 p. (in Italian). 2. Garin, E. (1971). Educazione umanistica in Italia [Humanistic Education on Italy], Bari, 120 p. (in Italian). 3. Kristeller, P. (1974). Humanismus und Renaissance [Humanism and Renaissance]. Munchen : Fink, 539 p. (in German). 4. Lytvynov, V. (2012). Ukraine: Seeking Its Identity. The 16th-Early 17th Centuries. Historical and

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Natalia Petruk

References 1. Домбровський, І. (1995). Дніпрові камені. Українські гуманісти епохи Відродження. Антологія [Dnipro Stones. Ukrainian humanist of Renaissance. Anthology]. K. : Наукова думка; Основи, Part 2, p. 200–221 (in Ukrainian). 2. Кленович, С. (1984). Роксоланія. Антологія української поезії [Roksolania. Anthology of Ukrainian poetry]. V. 1. K. : Дніпро, p. 62–77 (in Ukrainian). 3. Литвинов, В. (2000). Ренесансний гуманізм в Україні [Renaissance humanism in Ukraine]. K : Основи, p. 468 (in Ukrainian). 4. Литвинов, В. (2005). Католицька Русь

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Nataliia Petruk

Abstract

The article is dedicated to analysis of the content and the peculiarities of school education in Ukraine in view of disseminating the leading ideas of European humanistic pedagogy during the 16th-17th centuries. It has been noted that during the period of disseminating humanistic ideas the principles of Ukrainian education and Ukrainian school were forming in an active interaction with European culture and European education. Ukrainian school education is seen as a phenomenon that has accumulated the values of Western European humanistic culture, namely, respect for the individual, awareness of intellectual activity importance, the value of labour, understanding of the need for education and knowledge of languages. An active role in disseminating the pan-European models of education has been played by an intellectual environment, which was forming in the well known cultural and educational centers of Ukraine of the 16th-17th centuries, such as the Ostroh Culture and Education Center, the Lviv Brother School, the Kyiv Brother School, the Kyiv Collegium. Ukrainian intellectual elite, namely, university professors, teachers, students, have become the main carriers of education. The nature of the processes taking place in the educational space of Ukraine have been significantly influenced by the circumstances of religious life associated with the protection of the Orthodox Church before the onset of Catholicism. High standards of education, knowledge of the old classical and modern European languages were an important basis for the full-fledged spiritual development of the Ukrainian ethnic group. A retrospective consideration of the past reveals new meanings and imperatives in development of modern Ukrainian education, and the rich experience of Ukrainian teachers, collegium lecturers, professors of the first universities justify the necessary reasons for Ukrainian education entering into the European space.

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Roman Krul’

bases of christian humanism]. Lublin (in Polish). 10. Gudrun, Europa dla Chrystusa!, Wiedeń. (2012). Retireved 13.02.2014 from: http://www.europe4christ.net/fileadmin/media/pdf/polish/List_do_Europy_6.pdf.28012012 (in Polish). 11. Kwaśnica, R. (2004). Wprowadzenie do myślenia o nauczycielu [Introduction to the reflections about a teacher]. In: Kwieciński, Z., Śliwerski, B. (red.). Pedagogika T 2. Podręcznik akademicki [Pedagogy V.2. Academic textbook]. Warszawa, s. 291 (in Polish). 12. Kwiatkowska, H. (1997). Źródła

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Anatoliy Kuzminsky

Abstract

Problems of appearing and functioning of human study science, i.e. pedology, have been studied in the paper. Theoretical analysis of integrative approaches of native and foreign scholars to pedology in the context of views of the third millennium has been performed. Useful and positive achievements of this science as well as wrong ones determined by specific features of time and socio-political conditions, views on children upbringing have been singled out. It has been indicated that at the beginning of the 21st century authoritarian, lacking humanism, scientistic-progressivistic educational paradigm is becoming history. At the same time child-centered, personal-developmental pedagogy is being increasingly included in the teaching practice. In addition, we can clearly trace contours of humanitarian-existential approaches to upbringing problems, which is why we should understand that there is no average child and that except heredity and environment much in the development of a small person depends on upbringing efforts of parents, pedagogues, state and society. Children should not adapt to the conditions since educational-upbringing system, curricula and methods of teaching must be adapted to a child, his/her capabilities, interests and specific features. A child’s interests should be in the basis of the upbringing system. Any system of a child’s upbringing, no matter how progressive and innovative it may be, will not fulfill its mission if it is not based on deep scientific pedology. Rather perspective we consider theoretical analysis of the development of the ideas on integral study of a child in Ukrainian pedology.

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Tymofiy Desyatov

Abstract

The problem of professional training of teachers in foreign countries in terms of intercultural interaction of educational space objects has been studied in the paper. It has been stated that the current stage of human civilization development which is defined as the transition to a knowledge society, is characterized by qualitatively new requirements to the development of education. It has been noted that despite some cultural-and-historical differences in the development of Ukraine and countries of the European Union, functional similarity of national systems of teachers’professional training enables the usage of European experience in future teachers’ training. The role of teachers in the modernization of European education has been emphasized. It has been stated that in the professional training theory and practice significant experience has been accumulated which can form the basis for modernization of future teachers’ training for intercultural interaction of the educational process objects. Major trends in this area have been revealed. Scientific approaches and paradigms have been defined.

Much attention is focused on the fact that a set of methodological approaches to the problem of teachers’ professional training has allowed to distinguish personality-centered and activity approaches as main ones for solving research problems. It has been noted that the reason for scientists’ special attention to the category of educational activities is the development of problems related to organizing cross-cultural educational process that helps students to get knowledge about other cultures, to determine the common and special features in traditions, lifestyle and cultural values of peoples, to bring up youth in the spirit of respect for systems of other cultures. Much attention has been paid to the concept of educational support which is a humanistic way of interaction of a teacher with students on the basis of expansion and deepening student-centered and developmental paradigm of education which is based on internal freedom and creativity of the individual, real humanism and democracy.