MYKOLA MAKKAVEYSKY’S PEDAGOGICAL REFLECTION IN HIS HISTORICAL AND PEDAGOGICAL NARRATIVE (THE END OF THE ХІХ AND THE BEGINNING OF THE ХХ CENTURY)
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 119, Issue 6
Abstract
The content of the scientific works of the famous Ukrainian scientist, teacher, historian Mykola Makkaveysky (1864 – 1919) is analyzed in this article. The urgency of the article is stipulated by the increasing attention of modern scientists to the study of theoretical and methodological, epistemological principles of the scientific narrative. Scientists prove that significant influence on the author's historical and pedagogical narrative has out-sourced knowledge. An essential component of out-sourced knowledge is the pedagogical views of the author of the narrative. Mykola Makkaveysky was an assistant professor and then a professor of Pedagogy at Kiev Theological Academy in the late nineteenth and early twentieth centuries. During that time he wrote almost two dozen historical and pedagogical works. The education principles of ancient people (in particular, the ancient Jews), the pedagogical ideas of patristics, the views of V. Ratchet, J. Lock, Ya. A. Comenius, I. Bezsky, K. Ushinsky, L. Tolstoy, G. Spencer were the object of his attention. It is shown that in studies devoted to the history of pedagogical thought he expressed his own pedagogical reflections on the aspects, as follows: methodological foundations of Pedagogy (principles of Ethics, Psychology, orientation of pedagogical knowledge in benefit of pedagogical theory and practice), factors of personality formation (family, Church, school), purpose, content, methods of education, teachers’ training, etc. It is established that these reflections were embedded in the text unsystematically, but as a response to certain statements of famous teachers of the past or due to historical circumstances of the development of education and ancient people’s education who were object of scientific attention of scientist. It was found out that, according to the viewpoints of scientists, the defining task of pedagogical theory was seen in the formulation of educational goals. When doing so, he relied on the principles of Christian ethics and religion and defended the goal of educating a moral person. Among the factors of personality formation, he assigned the main role to families, schools, and the church. M. Makkaveysky’s understanding of the Church as a factor in the formation of personality naturally follows from the following aspects: the Christian values of the scientist; his work at the theological school; his conservative ideas about the exceptional significance of religion in the life of society. It was investigated that M. Makkaveysky advocated the study of the Law of God as a discipline in schools of various levels, as well as the preservation of classical languages in the curriculum of gymnasiums. Among the defining means of education, the professor considered appropriate educational environment. However, the scientist’s views on the optimal components of this factor can not be traced in his historical and pedagogical texts. The prospect of further research is seen in the study of other components of non-original knowledge within M. Makkaveysky’s historical and pedagogical narratives.
Authors and Affiliations
Mykola Haliv
Keywords
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