IVAN FRANKO’S PEDAGOGICAL CONCEPT SPHERE: RESEARCH HISTORY AND PERCEPTION

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IVAN FRANKO’S PEDAGOGICAL CONCEPT SPHERE: RESEARCH HISTORY AND PERCEPTION

Journal Title: Scientific journal «International Journal of Philology» - Year 2016, Vol 1, Issue 248

Abstract

The article provides the analysis and systematization of historiography and the main problems of the study and perception of Ivan Franko’s pedagogical concepts over the last 130 years. A major research focus is on the topicality and enduring value of fundamental European civilisational and didactic principles postulated by Ivan Franko, which are inextricably intertwined with the national pivot of Ukrainian pedagogical science. This is the first scholarly attempt to periodize pedagogical Franko studies, outline the main controversies and difficulties involved in their development and implementation against the backdrop of the current transformation of Ukrainian educational system. The paper surveys the leading research centres as well as the reference sources and findings in the area to date. It offers a detailed account of the anachronic perception of I.Franko’s life and heritage widely held in contemporary scientific university circles. There is particular emphasis on the need for a comprehensive problem synthetic monograph about Franko as a pedagogue. Introduction. Literary education is crucial to the formation of the European identity of Ukrainians. In times of radical reforms in Ukraine’s educational system, the value of the historical heritage of the pedagogical science, particularly the one accumulated by Ivan Franko in milieu of Western civilization, cannot be emphasized enough. Ivan Franko’s works are often perceived in a rather biased way from the perspective of Soviet pedagogical science, which renders the results of the investigations arbitrary and inconclusive and, therefore, calls for the need to study the writer’s heritage at greater length. Purpose. The problem of a comprehensive synthetic monograph on Ivan Franko as a pedagogue and the periodization of Franko studies has now become only too urgent. Analysis of recent researches and publications. The first period of studying I. Franko’s heritage comprises the researches conducted by Om. Ohonovskyi, S. Yefremov, M. Vozniak, I. Yushchyshyn, H. Voitashevskyi. Some of them were commented upon by Ivan Franko. The second period comprises Franko studies of the two inter-war decades, further branching into two main research lines in the territories of Ukraine occupied by Russia and Poland, which differ in their appreciation of the didactic heritage of the scholar. The third period of the 1950-1980s witnessed a significant surge of interest in Ivan Franko’s works and a revival of scholarly attention to his heritage as the centenary of the writer’s birth approached. Around that time, two antagonistic centres were formed: in the Soviet Union and the diaspora. The investigations conducted by O. Mazurkevych, V. Smal’, O. Dzeverin, B. Stepanyshyn, I. Denysiuk, S. Huzar are the most outstanding examples of the censored methodological studies of Franko’s pedagogical heritage. The scholarly papers by S. Siropolkо, V. Doroshenko, L. Lutsiv, Y. Malaniuk, V. Yaniv represent literary criticism in the diaspora that developed within the framework of several scientific institutions functioning independently. The fourth period is related to Ukraine gaining independence and is distinguished by the formation of two leading research centres of Franko studies in L’viv and Drohobych. It is represented by the polyphonic Franko studies, I. Denysiuk’s seminal contribution to the development of literary criticism and pedagogical science, the publication of many-faceted monographs on Ivan Franko, pivotal international conferences held in L’viv and Drohobych Universities. A 50-volume collection of Franko’s writings supplemented with academic commentary, the edition of ‘Pokazhchyk kupiur’ published by the researchers at Ivan Franko Institute, the National Academy of Sciences of Ukraine, is of fundamental importance for the systematic investigation of the pedagogical heritage of the writer. Results. However, despite the considerable number of philological and pedagogical empirical studies and an extensive range of analytical researches on the pedagogical dimension of Franko’s heritage in the diaspora, there has been no synthetic study generalizing of Franko’s pedagogical concepts so far. The perception of I. Franko’s literary and scientific writings largely remains open to debate in school and university scholarly circles, which still hold deep-seated prejudices and stereotypes as regards the writer’s heritage. Discussion. Ivan Franko’s pedagogical postulates continue to exert a profound influence on the development of the theory and methodology of teaching literature, which is why the issue of a synthetic study intended to consolidate theoretical insights into the problem under investigation and expand the scope of research has become more compelling than ever. Equally worthy of mention is the overwhelming impact of Franko’s Western European pedagogical beliefs, often postulated by the scholar far ahead of his time. The writer put forward the novel ideas whose implementation can only be feasible in a fully-fledged highly developed civil society.

Authors and Affiliations

V Mykytiuk

Keywords

EP ID EP386880
DOI -
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