Правове виховання учнівської молоді в умовах родинно-шкільного простору в Україні (кінець ХХ – початок ХХІ століття)

Abstract

У дисертації на основі вивчення наукової літератури, архівних джерел, аналізу теорії та практики здійснено комплексне дослідження правового виховання учнівської молоді в умовах родинно-шкільного простору (кінець XX – початок XXІ століття). Виокремлено низку чинників: суспільно-економічні (домінування провідних ідеологій та суспільних цінностей; економічний розвиток країни), культурно-освітні (зміна парадигми правового виховання; реформування освітньої галузі), змістово-правові (нормативно-правова база, структура та організація правового виховання; зміст суспільствознавчих дисциплін). Обґрунтовано авторську періодизацію правового виховання в родинно-шкільному просторі: І період – 1984–1990 рр. – консервативно-ідеологічний; ІІ період – 1991–2002 рр. – пошуково-контроверсійний; ІІІ період – 2003–2017 рр. – компетентнісно-демократичний (І субперіод – 2003–2008 рр.; ІІ субперіод – 2009–2017 рр.). Уточнено зміст основних дефініцій дослідження, а саме: «правове виховання», «родинно-шкільний простір», «правове виховання в умовах родинно-шкільного простору». Окреслено перспективи творчого використання прогресивних ідей в сучасну освітню галузь.

В диссертации на основе изучения научной литературы, архивных источников, анализа теории и практики осуществлено комплексное исследование правового воспитания учащейся молодежи в условиях семейно-школьного пространства (конец XX – начало XXI века). Выделино ряд факторов: общественно-экономические (доминирование ведущих идеологий и общественных ценностей; экономическое развитие страны), культурно-образовательные (изменение парадигмы правового воспитания, реформирование образования), содержательно-правовые (нормативно-правовая база, структура и организация правового воспитания, содержание обществоведческих дисциплин). Обоснованно авторскую периодизацию правового воспитания в семейно-школьном пространстве: I период – 1984–1990 гг. - консервативно-идеологический; II период – 1991–2002 гг. - поисково-контроверсионный; III период – 2003–2017 гг. – компетентно-демократический (I субпериод – 2003-2008 гг.; II субпериод – 2009–2017 гг.). Уточнено содержание основных дефиниций исследования, а именно: «правовое воспитание», «семейно-школьное пространство», «правовое воспитание в условиях семейно-школьного пространства». Определены перспективы творческого использования прогрессивных идей в современную образовательную отрасль.

In the dissertation, based on the study of scientific literature, archival sources, analysis of theory and practice, a comprehensive study of the legal education of students in the family-school space (the end of the XX – the beginning of the XXI century) is carried out. The periodization of legal education in the family-school space from 1984 to 2017 is justified, the main trends of each period are determined: I period – 1984-1990 – conservative and ideological – the ideological-communist orientation of the educational process; II period – 1991-2002 – search and controversial – a crisis of moral values in society; III period - 2003-2017 – competent and democratic (I subperiod – 2003-2008; II subperiod – 2009-2017) – actualization of patriotism and democratic values in society. I period (1984-1990) – conservative and ideological, indicated by the adoption of the Decree of the Central Committee of the Communist Party of Ukraine and the Council of Ministers of the Ukrainian SSR "On further improvement of general secondary education of youth and improvement of working conditions of a comprehensive school" (1984), which led to intensive development of legal education. The work with parents was organized on the principles of cooperation. An algorithm was also introduced to work with dysfunctional families in order to control and prevent juvenile delinquency. In the cultural and educational environment, the ideas of socialist internationalism, the establishment of the Soviet way of life as the only acceptable, and the rejection of bourgeois ideology were of particular importance. In the process of analyzing the content of legal education of the specified period, qualitative and quantitative changes were found (improvement of the purpose and content, introduction of a compulsory course, propaedeutic/elective courses). The content of legal education, in particular preventive measures, was adjusted by the relevant regulatory legal acts. Analyzing the educational and methodological support of the educational process in the 80s of the ХХ th century, the main methods were identified in the study of subjects and optional courses of the social and humanitarian cycle: laboratory classes; excursions, conversation, teacher’s story; demonstration of visual aids. Work with parents was built on the principles of cooperation. Law enforcement officers conducted active preventive work (work with community, lectures, involving parents in joint activities). An algorithm has been built to work with dysfunctional families in order to control and prevent juvenile delinquency. II period (1991–2002) – search and controversial, was marked by an important event for the establishment of a democratic state - the adoption of the Act of Declaration of Independence of Ukraine (1991). Reformation processes were founded in all areas, including education. Particular attention in the study period deserves the emergence of the concept of development of legal education in Ukraine in the conditions of building a legal state, where the development of the legal competence of the family is defined as the leading goal. To achieve the goals set in the normative documents on education reform, mechanisms for improving the forms and methods of work that ensure the development of general level of legal awareness and legal culture in the conditions of the family-school space were determined. Among the effective forms were: lesson, conferences, lectures, seminars, excursions, practical classes (performing exercises, solving legal problems, passing tests, etc.), electives (author's programs and courses), meetings with representatives of government bodies and law enforcement system, round tables, creative contests, thematic meetings, extra-curricular activities and many others. Work with parents was built on the same principles as in previous years. III period (2003-2017) – competent democratic, characterized by the fact that education experienced a constant modernization of approaches to the formation of the content of legal education (the development of moral qualities, civic competence, the creation of a modern legal space, etc.). the work with parents has been expanded with additional interaction cases. A special role was assigned to the psychological service of the school. In the indicated period, the educational line “Civic education” and its educational and methodological support are being updated. In the process of historical and pedagogical research, the prospects for creative implementation of progressive ideas of legal education of students in the family-school space of a modern country are identified: joint participation of the family and the school in law-raising public projects and programs; integration of the family and the school to ensure the unity of educational ideals, approaches and principles in the formation of legal awareness of citizens of the state, the development of student self-government. An important stage in the development of legal education of students is the adoption of the Concept of National Patriotic Education (2015). The priority objectives of the development of legal education in the specified period are the formation of a high generation of patriotic consciousness among the young generation, a sense of dignity of loyalty, love for the motherland, concern for the welfare of their people, readiness to fulfill their civil and constitutional duty to protect national interests, integrity, independence of Ukraine, and the promotion of it as a legal, democratic, social state. Work with parents has been expanded with additional interaction cases.