HISTORICAL ANALYSIS OF INNOVATIVE IDEAS OF UKRAINIAN EDUCATORS ON THE NEED FOR CHANGES IN THE EDUCATIONAL PROCESS IN UKRAINIAN SCHOOLS AT THE BEGINNING OF THE 20TH CENTURY

Abstract

The article provides a historical analysis of innovative ideas of Ukrainian educators regarding the need for changes in the educational process in Ukrainian schools at the beginning of the 20th century. It analyzes the ideas of one of the most famous educators of that period, Sofia Rusova, on the development of Ukraine's national education system at the beginning of its independence, the development of the education system, the establishment of labor (activity-based) schools, and the upbringing of younger generations. It has been established that the development of a new Ukrainian school in 1917 required meeting socio-economic and political challenges, reflecting new social values and relationships in the education system, and to do this, it was necessary to solve the problem of developing pedagogical science and implementing its achievements. Ukrainian educators openly recognized the ideas of experimental pedagogy, which was actively spreading throughout Europe, and its influence on the development of the education system in Ukraine. However, this was not a blind copying of its ideas; the influence of the progressive pedagogical trend was indirect, consisting in the comparison of different points of view, approaches, and scientific schools, which contributed to the creation of a unique scientific basis for pedagogy. During this period, three main trends in the development of the education system were prioritized: national development (national), the establishment of the labor aspect of education (activity-based), and upbringing. Sofia Rusova considered the following to be the main tasks: – educating students to be patriots of their country; – comprehensive development of the child's personality. The scholar's ideas for the development of Ukrainian schools included: – the creation of a national school system that would consciously develop each child as a desirable future citizen of their country and their people; – a scientific and comprehensive justification of the connection between education and physical labor; – the development of a concept of national education. Sofia Rusova saw the development of Ukrainian schools primarily in the democratization and humanization of national schools, the education of students as patriots of their country, and the comprehensive development of the child's personality, which is also relevant for the current reform of the Ukrainian education system.