EVOLUTION OF FOREIGN PEDAGOGICAL THOUGHT IN THE RECEPTION OF UKRAINIAN SCIENTISTS

Abstract

The relevance of the article is determined by the need to comprehend the accumulated in the Ukrainian pedagogical science array of scientific works about personalities who personify the development of foreign pedagogical thought. The purpose of the article is to carry out a synthesised analysis of the research of Ukrainian comparativists on the bearers of foreign pedagogical thought in order to identify the achievements, bottlenecks and prospects for the development of the historiography of this problem. In the process of its preparation, the following methods were used: general scientific (analysis and synthesis, induction and deduction, generalisation and comparison); interdisciplinary (historical and genetic, historical and structural, retrospective); partial scientific (content analysis, discourse analysis); historiographical (monographic, analysis of the main body of sources, analysis of the knowledge system). The results of the study are to clarify the significance and influence on the historiography of the problem raised by the landmark textbooks and manuals by M. Hrytsenko (1973), V. Kravets (1996), I. Zaichenko (2010), D. Skilskyi (2011); identifying a group of methodological works intended for preparation for lectures and seminars, organisation of independent work and educational and scientific work); identifying the tendency to expand the scientific and educational content on the problem raised through interdisciplinary studies in philosophy, psychology, cultural history, etc. The article analyses the process of building up new knowledge on the problem under study, which is reflected in various types of scientific and analytical studies (monographs, dissertations, articles, conference materials). According to the approaches to the study of personalities as carriers of foreign pedagogical thought, they are divided into two groups: 1) conditionally ‘prosopographical’, which study formal and informal communities of figures as representatives of certain scientific, pedagogical, educational trends, directions, schools; 2) personalised, which focus on the study of individual figures (biographies).