TRENDS IN THE DEVELOPMENT OF ETHNO PEDAGOGY OF UKRAINIANS IN WESTERN UKRAINIAN LANDS (1772–1939)

Abstract

We consider the year of 1848 to be an important historical date for outlining the socio-political influence on the development of children’s education and upbringing in the Western Ukrainian community , which earned the name “spring of nations” in the history of Europe, which led to the promulgation of the Austrian constitution, that enshrined certain democratic freedoms of citizens , and which is particularly important for our research – at that time the Main Russian Council adopted a protocol on the affiliation of the Galician Ruthenians to the great Russian people, which has its own deep historical and cultural traditions. Socio-political movements and associations were created, which professed the preservation of national traditions, native language education, raising children on folk and Christian values. We have identified three factors for the development of ethno pedagogy in Western Ukrainian lands: Ethno-demographic ones reflect the statistics of the population in Western Ukrainian lands in the studied period, made it possible to present absolutely and relatively numerical, social-status and stratification trends of the Western Ukrainian community in that period. The socio-political processes, which were observed at that time on the territory of the Western Ukrainian lands and in the ruling empires territory, reflected the specifics of the social institute organization of children’s and youth education and upbringing in the Western Ukrainian lands. Socio-cultural factors (taking into account the fact that the Ukrainian ethno-national majority functioned throughout the studied period as a territorial and social share of foreign-cultural and foreign-language societies – Austrian, Polish, Russian). We considered the ethno-pedagogical characteristics of the models and content of Western Ukrainian school education at the end of the 18th – beginning of the 20th centuries. Three models of schooling in Western Ukraine in the first half of the 20th century were constructed: the point-fragmentary model is defined by the fragmentary nature of the creation, functioning, and development of Ukrainian educational institutions in Western Ukraine during the researched period;the linear-fragmentary model is determined by the presence of one of the educational degrees (primarily, a network of primary educational institutions); degree-fragmentary model is marked by the existence of a network of educational institutions. They were of all educational levels in society at that time (preschool, primary, secondary, higher; private and state educational institutions; institutions of the social sphere, and others).