SCHOOL ECONOMIC EDUCATION IN UKRAINE: HISTORICAL AND PEDAGOGICAL DISCOURSE

Abstract

The purpose of the article is to characterize the development of economic education from ancient times to the beginning of the twentieth century, taking into account socio-historical conditions.

Research methodology.  The article covers the issue of the development of school economic education in Ukraine in the form of historical and pedagogical discourse. The development of pedagogical thought and practice of economic education is considered in the historical context, taking into account social conditions, determining the causes and consequences, in the unity of educational and social processes that accompanied this pedagogical phenomenon. The article uses general scientific methods of analysis, synthesis, comparison, and generalization.

Scientific novelty. The article summarizes the experience of disseminating economic knowledge among children and youth in foreign and Ukrainian education from ancient times to the beginning of the twentieth century in the form of historical and pedagogical discourse, taking into account the socio-historical context.

Conclusions. Thus, the development of economic education of schoolchildren is determined by social, economic and political features of the development of society. The need for economic knowledge and economic education arose a long time ago and grew with the development of society and the economy. This need was responded to by both the development of pedagogical thought on the economic knowledge of children and youth and its practical implementation in the activities of various educational institutions.

Studying and comprehending the theoretical heritage and practical experience of economic education helps to find further ways of its development taking into account the achievements and mistakes of the past.

Prospects for further scientific research lie in an in-depth study of various aspects of the development of school economic education in the second half of the nineteenth and early twentieth centuries, when the economy was developing rapidly and the ideas of reformist pedagogy were widespread.