EDUCATIONAL PERSONALITY AGAINST THE BACKDROP OF THE ERA
DOI:
https://doi.org/10.58407/visnik.253631Keywords:
education, history of education, pedagogical heritage, history of pedagogy, pedagogical personalities, Volodymyr Monomakh, Hrihory Skovoroda, Konstantin Ushinsky, Anton Makarenko, Vasil SukhomlinskyAbstract
The purpose of this article is to analyse the views and activities of leading Ukrainian educators in the context of socio-historical realities.
Methodology. The study that formed the basis of the article used a personalistic approach. The hermeneutic method facilitated the analysis of the works and activities of Vоlоdymyr Monomakh, H. Skovoroda, K. Ushinsky, A. Makarenko, and V. Sukhomlinsky. The narrative method ensured a comprehensive presentation of information. General scientific methods of analysis, synthesis, comparison, and generalisation were used to write the article.
Scientific novelty. The article analyses the views of leading Ukrainian educators and figures in the field of education of children and young people in the context of the ideology and important social events of the historical period in which the educator lived and worked. It shows the logical connection between the educator's ideas and the socio-historical conditions of his activity.
Conclusions. Therefore, the personality of a teacher, their ideas and activities are closely linked to the characteristics of the society in which they live and work. The symbol of an era is the image of a teacher who embodies the leading ideas, values, and educational trends of their time. Through the activities of outstanding teachers, society can see how approaches to education and the understanding of the role of education and the individual in it have changed. For example, K. Ushinsky is a symbol of scientific pedagogy of the 19th century, and V. Sukhomlinsky is the embodiment of humanistic pedagogy of the second half of the 20th century. Thus, the pedagogical figure becomes a mirror of the era, its worldview and ideals.
Promising areas of historical and pedagogical research in the context of modernising their methodology and tools include highlighting the features of applying hermeneutic, narrative and other approaches in the process of studying current issues in the history of education.
