THE TOPIC OF «NEW EDUCATION» IN THE SCIENTIFIC PUBLICATIONS OF LORENZO LUZURIAGA IN THE 1920S

Abstract

The comparative-pedagogical direction of research in the scientific publications of Lorenzo Luzuriaga in the 1920s remained the leading one. The teacher's attention was increasingly focused on the idea of ​​»new education» and studying the experience of European and North American «new schools».

The purpose of the work involves the study of the pedagogical heritage of Lorenzo Luzuriaga, his scientific publications of the 1920s; analysis of explanations and interpretations of the phenomenon of «new education» by Spanish teacher.

Methodology. During the research of the pedagogical heritage of Lorenzo Luzuriaga, both general scientific methodological approaches were used – systemic, problem-based, and specifically scientific – paradigmatic-pedagogical, comparative-pedagogical, problem-historical, biographical and hermeneutic approaches. The main research methods were the pedagogical-retrospective, comparative, hermeneutics method.

Scientific novelty. The article shows that in the scientific publications of Lorenzo Luzuriaga in the 1920s, significant questions regarding the phenomenon of «new education» were raised.

Conclusions. In the Lorenzo Luzuriaga's pedagogical works of the 1920s, the genesis of the phenomenon of «new education» was analyzed in detail, the experience of European (mainly German) and North American «new schools» was described. For Spanish teacher, the praxeological pedagogical meanings of the phenomenon of «new education» seemed to be the most significant, that is, he understood the possibility of any pedagogical change only in the conditions of the organization of «active action», human activity. In the scientific publications of Lorenzo Luzuriaga of the 1920s, his focus on reformist pedagogical ideas and the practice of «new education» was fully embodied.