2019
Updates Vasil Sukhomlinsky and a new Ukrainian School
DownloadKeywords: actualities, Vasyl Sukhomlinsky, New Ukrainian School, logical-semiotic models, "pedagogy of the beneficence", "pedagogy of the heart", "pedagogy of harmony", "pedagogy of nature", "pedagogy of child-centrism".
Shuliar, V. І. (2019). Aktualitety Vasylia Sukhomlynskoho y Nova ukrainska shkola [Updates Vasil Sukhomlinsky and a New Ukrainian School]. Veresen, 1-2 (80-81), 84-104 (ukr).
Summary
Annotation the study and analysis of documents related to the ideas of the New Ukrainian School and the heritage of the scientist, the practice of Vasyl Sukhomlynsky enabled the author to distinguish the actualities that are consistent with each other. The author focuses on five such actualities: "pedagogy of beneficence", "pedagogy of the heart", "pedagogy of harmony", "pedagogy of nature", "pedagogy of child-centrism". To implement the above, the author has distinguished components into each logic-semiotic model (LSM). "Pedagogy of beneficience" (as well as others) is agreed with the ideas of the New Ukrainian School, and can be implemented in three vectors: "environment" → "teacher" → "child". "Pedagogy of harmony" involves the formation of a Teacher and a pupil of high spiritual and moral culture, containing the following elements: "feelings and beliefs" → "thoughts and concepts" → "actions and ac ts". Naturalistic pedagogy combines the following components: “health-saving” → “environment respons of” → “ecological”; Heartʼs pedagogy takes into account the following elements: “heart → mind → hand” - “emotional → intellectual → active”. Pedagogy of child-centrism (according to the ideas of Vasyl Sukhomlinsky) involves the movement of the following components: "believe and respect" → "know and understand" → "love and demand". The first element is consistent with the understanding of the "emotional and value sphere of the child, health-saving", the next - "intellectually willful, natural", and the third - "spiritually-ecological, benevolent" and all this is multiplied by Teacherʼs "pedagogy of heartiness". The author has identified actualities and built logical-semiotic models that make it possible to be convinced that kindness and humanism are the highest in the value system. The acquisition of such a norm by nature or external influences, an important ability of every entity and education, in particular, to live and act according to the highest spiritual laws.