Спадщина К. Д. Ушинського крізь призму педагогічних детермінант навчання і виховання майбутніх синологів

Abstract

У статті досліджено спадщина К. Д. Ушинського крізь призму педагогічних детермінант навчання і виховання майбутніх синологів. У роботі проаналізовано основні праці видатного педагога; розкрито історіографічні аспекти його педагогічної діяльності; детерміновано провідні теоретичні і практичні аспекти концепцій ученого, що слід використовувати в професійній підготовці майбутніх перекладачів- сходознавців і вчителів китайської мови в умовах університетської освіти України; виявлено стрижневі концепції у педагогічній парадигмі Китаю, відповідні формату дослідження. The article is devoted to the study of K. D. Ushinsky’s heritage through the prism of the pedagogical determinants of the future sinologists’ training and education. The designated problem can be theoretically stipulated due to the solution of these tasks: 1) to analyse the main works of the prominent pedagogue in the context of his pedagogical activity; 2) to determine the leading theoretical and practical aspects of the scientist’s concepts which are to be used in the professional training targeted to the future translators-orientalists and teachers of Chinese under conditions of Ukraine’s university education; 3) to identify the key concepts of China’s pedagogical paradigm within the framework of the research. The main works of the prominent pedagogue such as “Native word”, “Children’s world”, “A person as the subject of bringing up. Experience of pedagogical anthropology” and other ones have been analysed. Based on the historiography of K. D. Ushinsky’s pedagogical activity, its main vectors have been revealed: the embodiment of the idealistic and materialistic doctrines which were popular in the first half of XIX century into the formation of his personal ideas; the accent on the development of society as the driving force for the reform of the education system; focus on European achievements; synthesis of national and "non-native"; improvement of forms, methods and techniques of education, etc. The leading theoretical and practical aspects of the scientist’s concepts which are to be used while training the future translators-orientalists and teachers of Chinese under university conditions have been determined: the basic provisions of the culturological approach in education; the leading role of tolerance and patriotism; the desire for self-development, etc. The key concepts of China’s pedagogical paradigm within the framework of the research have been revealed. The Confucian tradition is considered as a set of cultural-aesthetic, cognitive and intellectual, creative and patriotic projections aimed at honouring teachers and the older generation, as well as achievements in the field of education. Tao Xingzhi’s and K. D. Ushinsky’s pedagogical activities have been considered in view of the general provisions: designation of educational goals; identification of key directions of bringing up; disclosure of the general principles of education; the role of education in social evolution; the content-oriented components of professional teacher training; introduction of the world experience into the national education system, etc. Perspectives of the research are seen in the further study of reciprocal influence of modern pedagogical achievements of China on Ukraine and vice versa.