Педагогічні ідеї та культурно-освітня діяльність Остапа Макарушки (1867–1931 рр.)

Abstract

У дисертації цілісно й системно проаналізовано педагогічні ідеї та культурно-освітню діяльність О. Макарушки наприкінці ХІХ – у першій третині ХХ ст. в контексті суспільно-політичних та національно-культурних реалій Східної Галичини, розроблено періодизацію розвитку його педагогічних ідей: перший (1890–1910) – зародження і формування ідеї науково-дослідницької діяльності в галузі філології та педагогіки; другий (1910–1921) – організаційного й ідеологічного становлення концепції національної школи, її змістового наповнення; третій (1921–1931) – науково-теоретичного обґрунтування стратегічних засад українського виховання. Визначено пріоритети науково-педагогічної та культурно-освітньої діяльності. Розкрито погляди О. Макарушки на реформування шкільництва в Східній Галичині та доцільність використання зарубіжного досвіду в освітній сфері. Висвітлено концептуальні засади виховання у творчому доробку вченого. Окреслено актуальність педагогічної спадщини О. Макарушки крізь призму трансформацій освіти й виховання в Україні.

В диссертации целостно и системно проанализированы педагогические идеи и культурно-образовательная деятельность О. Макарушки в конце XIX– первой трети ХХ века в контексте общественно-политических и культурных реалий Восточной Галиции, разработана периодизация развития его педагогических идей: первый (1890–1910) – зарождение и формирование идеи научно-исследовательской деятельности в области филологии и педагогики; второй (1910–1921) – организационного и идеологического становления концепции национальной школы, ее содержательного наполнения; третий (1921–1931) – научно-теоретического обоснования стратегических основ украинского воспитания. Определены приоритеты научно-педагогической и культурно-образовательной деятельности. Раскрыты взгляды О. Макарушки по реформированию школ в Восточной Галиции и целесообразности использования зарубежного опыта в сфере образования. Освещены концептуальные основы воспитания в творчестве ученого. Обозначены актуальность педагогического наследия О. Макарушки сквозь призму трансформации образования и воспитания в Украине.

In the dissertation the pedagogical ideas and cultural and educational activity of O. Makarushka at the end of XIX – first third of XX century are analyzed in a comprehensive and systematic way. in the context of socio-political and national-cultural realities of Eastern Galicia, the periodization of the development of his pedagogical ideas was developed: the first (1890–1910) – the origin and formation of the idea of research in the field of philology and pedagogy; the second (1910–1921) – organizational and ideological formation of the idea of the national school, and its content; the third (1921–1931) – scientific and theoretical substantiation of the conceptual foundations of Ukrainian education; priorities of scientific-pedagogical and cultural-educational activity (development of mother-tongue schooling; universal and national values; character education; Ukrainian-oriented orientation of social institutes and factors of education; teacher as the main indicator of awakening of national consciousness of youth); O. Makarushka's views on the reform of schooling in Eastern Galicia and the expediency of using foreign experience in the educational sphere were revealed; the conceptual bases of education in the creative achievements of the scientist are highlighted; the relevance of O. Makarushka's pedagogical heritage in the context of education and upbringing reform in Ukraine is outlined. Theoretical and methodological approaches to the research of pedagogical staff of O. Makarushka made it possible to state that the creative heritage of the scientist is an actual problem of Ukrainian pedagogical thought, a significant source for modern Ukrainian theory and practice of education. The basic directions of cultural-educational activity are established: teaching and teaching, educational-methodical, scientific-theoretical, review, public-educational. His ideas for school reform have a clear goal: to educate young people who are capable of creative and independent work, who have an active role in social and political life. Secondary school should provide the necessary knowledge, contribute to raising the level of knowledge of young people, expanding its outlook, preparing for education in higher education institutions, the formation and crystallization of character, education of skilled personnel for various spheres of public life. O. Makarushka insisted on returning to the gymnasium the character and importance of the school, which aims to prepare students for study at the university and other types of higher education institutions. The values of national, physical and aesthetic education, character formation are revealed. The importance of holding folk holidays at school, the use of folk elements with songs and dances, the organization of walks and excursions outside the school are argued. The views of O. Makarushka on social, psychological and pedagogical aspects of the influence of war and hostilities on the formation of the younger generation, in particular discipline, compassion, justice, patriotism, national identity, religiosity, are highlighted. The negative effects of the impact of the war on the youth are revealed, the tasks of the teacher and the school in forming positive traits of the youth character are highlighted. War was given as an anti-human way to solve problems. It has been found that war causes a revaluation of values. Secondary school should be comprehensive, harmoniously develop the spiritual and physical needs of young people. A reformed high school should take gender into account. The curriculum should be designed to prepare the girls for family life, for higher education. He attached great importance to the teaching of Ukrainian language and literature, studying, analyzing, promoting the reformatory ideas of foreign teachers among Ukrainian teachers, critically reflecting on American and European experience of teaching and upbringing children and youth, learning foreign languages and their inappropriate learning. types of educational institutions in Eastern Galicia. The role of the main social institutions (family, school, church) in the education of the Ukrainian youth is determined, the forms of cooperation between the family and the school (parent councils, circles, pedagogical lectures, meetings, popularization of pedagogical literature) are revealed, the necessity of organizing pedagogical comprehensive education is substantiated, responsibility for the education of children in the pedagogical work of O. Makarushka. The relevance of O. Makarushka's pedagogical heritage in the context of education reform in Ukraine is substantiated. It is shown that the axiological ideas of the content of education and upbringing, developed by the teacher, meet the needs of Ukrainian society, updated content and goals of the educational process. It is proved that pedagogical ideas and priorities of О. Makarushka's cultural and educational activity are an expression of national, humanistic and folk pedagogy. His ideas about the content of the national school and the concept of raising a Ukrainian child are relevant today. The main content of the educational potential of the pedagogical heritage can be used in practical implementation in the educational process, as well as in writing qualification papers, scientific publications.