CREATIVE HERITAGE OF HRYHORII SKOVORODA AS A METHODOLOGICAL BASIS OF PEDAGOGY

Abstract

The purpose of the article is to analyze the creative heritage of H. Skovoroda as a methodological basis of modern pedagogy.

Methodology. The study that formed the basis of the article used problematic, systemic, socio-cultural, historical and synergistic approaches, which allowed us to identify and characterize the pedagogical ideas of the prominent Ukrainian thinker that are relevant to modern education. The hermeneutic method contributed to the analysis of H. Skovoroda's works. The narrative method provided a holistic presentation of information. The study used general scientific methods of analysis, synthesis, comparison, and generalization.

Scientific novelty. The article identifies and characterizes the philosophical and pedagogical ideas of H. Skovoroda in the context of their influence on Ukrainian education in different periods of its development. The article also reflects on the use of the thinker's creative heritage as a methodological and conceptual basis for modern pedagogy.

Conclusions. Thus, the creative heritage of H. Skovoroda is the methodological basis of modern pedagogical science. The philosopher characterizes and partially embodies in his practical pedagogical activity the ideas that are universal values and constitute the essence of humanistic pedagogy: nature correspondence, human-centeredness, the influence of parents and family education.

1. Skovoroda's idea of «kindred labor» embodies the pedagogical principle of natural correspondence of education and upbringing and models the principle of human-centeredness in education, since only by taking into account the natural abilities and needs of the individual can a child or a person in general become the center of the educational system, its leading component.

Prospects for further research are seen, on the one hand, in an in-depth study of H. Skovoroda's ideas in terms of their impact on the concept of modern education, and, on the other hand, in the analysis of the methodological foundations of pedagogical science.