Соціальне виховання в історії зарубіжної та вітчизняної педагогічної думки ХХ століття

Abstract

Стаття присвячена проблемі соціального виховання в історії зарубіжної та вітчизняної педагогічної думки ХХ століття. Автор на засадах історико-персоналістичного аналізу порушеної проблеми висвітлює провідні чинники розвитку педагогічної думки обраного періоду (потребу промислового виробництва у кваліфікованих робітниках і науково-технічних кадрах; розвиток наукового прогресу; накопичення соціогуманітарними дисциплінами нових педагогічних концепцій); розглядає шляхи реалізації соціального підходу до виховання молоді . The article deals with the problem of social education in the history of foreign and domestic educational thought of the twentieth century. Basing on historical and person-centered review special attention is paid to the incapacity of tra-ditional school of the early twentieth century, as well as theory and practice of preparing youth for new political facts. The author focuses on the following factors of the development of educational thought within the chosen period: the need of industrial production for skilled staff, the development of scientific and technological progress, which would provide pupils with necessary knowledge and skills; acquisition by Pedagogy and Psychology of necessary knowledge aimed at creating new concepts about childhood and cognitive processes. The following ways of implementing social approach to the education of youth are considered in the article: combining educational potential of society (P. Natorp); free education of a creative personality (K. Ventzel); education of a citizen as a socially conditioned process (J. Dewey); the integrity of the educational system as the basis of the anthroposophic teaching (R. Steiner), which has turned into a broader pedagogical movement and has got the name of Waldorf pedagogy; self-mobilization of potential forces and capabilities (J. Korczak); free development of a personality with the assistance of an organized society (C. Freinet); complementary impact of an educator and a pupil on each other as a strategic goal of education (N. Sumtsov); imple-menting democratic principles of education process organization in teaching practice (T. Lubenets); the development of child’s natural abilities (I. Franco); conceptual modelling basics of Ukrainian pedagogy (B. Hrinchenko); the ideal of the social nature of education (Ya. Chepiga) by opening the Unified Labour School; nationalization of education (S. Rusova); public education of students (V. Vernadsky) as a manifestation of a sense of comradely solidarity; cultural de-velopment of the Ukrainian nation (M. Hrushevskyi); national education as the basis of educational ideal (H. Vashchenko); public education (I. Ohienko); the role of social experience in the development of psyche (H. Kostiuk); theory and practice of social education (A. Makarenko, V. Sukhomlinskyi)