THE DEVELOPMENT OF PEDAGOGICAL LOCAL HISTORY IN UKRAINIAN EDUCATION IN THE HISTORICAL CONTEXT

Abstract

The purpose of the article is to carry out a theoretical analysis of the problem of the development of pedagogical local history in Ukraine in the twentieth century in the context of current challenges of modern education.

Research methodology. We used a number of methodological approaches (biographical, narrative, problematic, chronological, systemic, paradigmatic, synergistic), which allowed for a comprehensive approach to the coverage of the problem. We used general scientific methods: analysis, synthesis, generalization, comparison, etc.

Scientific novelty. The author of article, based on the analysis of scientific sources and literature, identifies and characterizes the periods of development of pedagogical local history in the education of Ukraine in the twentieth century.

Conclusions. Thus, based on the analysis of scientific literature and sources, we have identified several periods of development of pedagogical local history in the twentieth century: I period - 1901-1916 - the formation of pedagogical local history in Ukraine during the imperial period; II period – 1917–1921 – the development of pedagogical local history in the education of Ukraine during the National Revolution; III period – 1922–1930 – intensification of the development of pedagogical local history in the education of Ukraine in the context of its reform; IV period – 1931–1956 – «radyanization» of the development of pedagogical local history in the education of Ukraine; V period – 1957–1984 – development of pedagogical local history in Ukraine in the second half of the twentieth century. VI period – 1985–1991 – national orientation of the development of pedagogical local history.

The comprehension of the problems of pedagogical local history and its further development contribute to the formation of patriotism and national self-identification of children and youth. The fundamentals of local history work in educational institutions should be reviewed to improve its effectiveness, taking into account modern approaches to the development of historical and pedagogical regionalism which is a promising area for our further research.