ETHNOPEDAGOGICAL COMPONENT OF THE CONTENT AND FORMS OF ACTIVITY OF PUBLIC ASSOCIATIONS AND MOVEMENTS IN WESTERN UKRAINE IN THE LATE XVIII – EARLY XX CENTURIES

Abstract

The article identifies the ethno pedagogical nature of the activity of public organizations and socio-religious movements in Western Ukraine in the late XVIII – early XX century, in connection with which the ethno pedagogical component of the content and forms of the activity of youth associations, student communities and parent committees. The ethno pedagogical component of the content and forms of the activity of public movements and associations of Western Ukraine, mainly in the latter half of the XIX and the first decades of the XX century, is substantiated. It is noted that the importance of the public component in the list of leading ethno pedagogical concepts is determined by the collective nature of social life of the Western Ukrainian community in the studied period. The role and significance of public organizations and movements in the Western Ukrainian region in the studied period are substantiated (these organizations implemented the content and essence of the Community as a leading ethno pedagogical concept; they developed as an institutional form of the Community; they accumulated vast practical experience of folk pedagogical activity of Western Ukrainiansin the studied period). The classification of public associations and movements in Western Ukraine is given(socio-political movements and organizations; socio-cultural and enlightenment movements, societies and unions; educational social movements and unions; scientific and enlightenmentand scientific societies, unions and movements). The ethno pedagogical component of the activity of the Prosvitaand RidnaShkolasocieties in the dynamics of their formation and development in the XIX-first decades of the XX century at the level of the set enlightenment, cultural and educational tasks in the Western Ukrainian community is described. Based on the analysis of materials of reports, meetings and congresses of public societies, it is proved that they carried out a role of coordinating structure and nationally organized pedagogical movement. The mainethnopedagogical mission of public societies is noted (at the level of Family –support of Ukrainian families with children and organization of rural public schools, shelters and orphanages; at the level of Language – organization and guardianship of Ukrainian-language educational institutions, reading rooms and libraries, creation of the system of training for Ukrainian national teachership and organization of publishing of scientific and methodical and scientific literature; at the level of Faith – constant and fruitful interaction with Christian denominations, principally the Greek Catholic Church, in terms of education, enlightenment and involvement of national pedagogical experience of the Ukrainian family in teaching and raising of children).