Педагогические науки / 3.Методические основы воспитательного процесса

Klym M. I.

Ph.D.,

Drohobych Ivan Franko State Pedagogical University, Ukraine.

PECULIARITIES OF THE REFORMIST MOVEMENT PERIOD

IN THE LIGHT OF EDUCATION TENDENCIES.

The article deals with the analysis of methodological renewal of German pedagogy during non-Herbart period and reformist’s movement prosperity of the twentieth century. Complex reassessment of educational tendencies gave the impetus to the implementation of educational formulae “vom Kinde aus”, “führen oder wachsenlassen”. Particular attention is paid to the need of childhood’s understanding as one of the socio-cultural phenomena, which is connected with adult’s space.

Key-words: synchronic collaboration, educational setting, social direction in the family education, the idea of cultural and historic recapitulation, personal culturalization.

Nowadays intercultural cooperation allows comprehending the adaptive conditions for borrowings of useful foreign experience in the Ukrainian educational field. In this context, the history of pedagogy has an interesting example to study – the reformist movement during the early twentieth century, which imposed a noticeable imprint on the Ukrainian educational theory. It means the construction of adequate educational method with relevance to child’s uniqueness), without using a pattern approach. Its development falls on the stage of socio-economic changes in times of strengthening of educational contacts on national and international scale. The problem of thoughtful and tolerant approach to improve educational influences on young person has been arisen before the educational practice. L. Tolstoy in the article “Education and upbringing” marked out some reasons of the educational process, first of all – “the parental desire of to form their children as they are themselves, or such that they might be”.

O.  Muzychenko defined, that Germany has been always the cradle of all main pedagogical movements and the most productive creative laboratory. Germanic pedagogy was able to reach a new level, “was deprived of scholastic approach, which gave ground for the development of all spheres of public life” [4]. Being united with he concept of humanism, every child was provided an opportunity to become a full “identity” [9;5;1] and symbolically these years are called “the century of child” or “non-violence education”. Its semantic content is determined by many scientists as a pluralistic phenomenon with such dominant components – the principle of democracy, anthropological point of view and socialization. A wide range of alternative educational institutions – schools of social education, forest schools, rural communities, schools of reduced day and others, which have been arisen in the course of pedotcentric ideas in promotion of “cognitive stimulation of students”. They were reminiscent of a family environment in its internal organizational structure.

Science pedology, as the newly created educational sector, relatively independent in conjunction with related sciences – pedagogical testology, history of childhood, teaching pathology was recognized by the direct dependence on biological and social factors, influence of which was considered to be unavoidable and unchangeable and was intended to solve all the “painful questions of education” [2; 4], having defined the features of development and impact limits on a child. Having comprehended this area of research, the German pedologist E. Meiman suggested three interrelated branches: anthropology and anthropometry – give a comparative analysis of physical and spiritual development in different conditions of life; a variety of medical research – describtion of the functions of the child and the difference of these organs in adulthood; psychiatry and psychopathology.

Therefore it should be emphasized that comparative material, found by systematic investigation provided the target impartiality in trying to find ways to implement the proper educational objectives. Scientific and practical interest in reformist educational theory weas conditioned by a numerous national studies in comparative education, which demonstrated commitment to the outstanding problems of the aforementioned study and understanding of holistic education category in the context of foreign experience – O. Kotsyubynsky, N. Abashkina, T. Tokareyva, N. Osmuk, S.Stelmach. I. Rudkovska, K. Tkachova, I. Stashevska analyze thoroughly the ideas about civic, artistic and musical education. Various aspects of this paradigm were studied in foreign psycho-pedagogical science: analysis of the “new education” in terms of civilizational approach (H. Kornetov, M. Boguslavsky), nature of innovation processes in the Germanic education of reformist period (M. Pevzner, I. Batchayeva, L. Nesterova, N. Yudin, S. Kulikov, V. Veykshman, O. Piskunov, Z. Ravkina).

V. Lukov explained the existence and rapid rejection of different educational systems by society, he proves that this occurs primarily when the paradigm drops in shadow and “can reappear as lead one again or be of these, which will continue to be guided” [3, 139]. That's what happened with authoritarian paradigm of education, which at one time served as the official state doctrine in Germany. According to the scholar, the reason for its long existance was traditional paternalism – “strong and strict father teaches the son to live right, and son will be ready to take on life”[3, 140], it was justified – suppression of liberty and child corporal punishment, but did not give proper effect. In an atmosphere of discussion on this problem the main aim was developed by axiological foundations of humane education but not authoritarian” [9].

The apparent discrepancy of the traditional school practices and educational demands of the times nominated as the leading determinants – the rate of self-education. First of all, contradictions in the structure of the traditional Herbart’s system did not prepare young people for "cooperation" with society, and most importantly – didn’t ensure complete dichotomy between teachers and students, parents and children. It means that the reorientation of the education of established norms stipulated the reorganization and formation of relations in these small social groups. At the beginning of a new theory of education its common characteristics are: idealization of childhood, belief in absolute perfect child nature, beauty and harmony of the children's souls; conviction that the basis of full development is – child’s own experience, based on any number of properties of individual; leveling any pressure and child abuse rate on internal children activity [1, 155].

“We should educate and teach children not under duress, but on encouragement and promotion of their interests in the family circle and outside”, said G. Litts. He stressed that the child should develop a “healthy self-confidence for others” [9]. He pointed also to structuring daily schedule. Landererziehungsheim, as the German teacher said, was a prototype for the family. Coordination of developing educational activities for children in these institutions held as follows: “teacher with children (10 – 15 persons) formed the family. The day began with a joint breakfast, before which read passages from the Bible or sang songs” [4].

Further routine covered classes, with brief interruptions, work in the garden or in the field, visiting the church, then - the conversation near the river, sports, art. Classes are considered by young people not just as entertainment but as the desire for beauty, clean, perfectness. Usually located away from cities, they kept away the children from the negative impact of civilization. In O. Chercasova works we can find contemporary description of the Hamburg schools. Their specificity was the direct consequence of any activity with an emotional experience [5, 36].

The existence of such “home buildings” provided “a simple, healthy, effective life and social idealism”. In this respect E. Yatsenko is of the opinion that the atmosphere of intra-school life was humane in calculating the provision of conditions of “strong character, will, willingness to help one another” [6, 9]. We can say with confidence that the life of inmates in such institutions was as close to the family as possible. The intensive development of social pedagogy falls in this period of change. It is important to note that its appearance has caused a lot of new heterogeneous views. Scientists stressed that the reformist principle of socialization was dualistic in nature and foresaw the development of child’s individuality (individual socialization) and the formation of values and norms of living together (joining the “collective representations”).

An interesting way of the parent’s teaching (“pädagogische Führung”) suggested the founder of cultural education – Theodor Litt. It could be seen there the distinction between “to manage and to grow”. “Managing children is completely mechanical and thus can be compared to driving. Tutor has set the goal and realizes the path to it” [8]. Thus, such lead is only pressure on the inmate, because obsessive parents impressionable penetrate into the potential opportunities. The opposite view – “raise” is the organization. Th. Litt said that the child should develop himself according to immanent law. Tutor is like a gardener. During the reformist pedagogy scholars more and more inclined to believe that education should “proceed from the interests of the child”.

Considering the need to provide impetus to form their own initiative and will each rising personality this phenomenon had different controversial views. It is important to note that representatives of all the new trends of education united vision on the child – as a source of educational standard. In this context, educational theory – reformism regarded as a cultural construct of childhood, the analysis of structures “vom Kinde aus” and “führen oder wachsenlassen” proves it.

List of literature

1. Valyeev A. Free education: Variety of concept practical realisation / A. Valyeev. – Journal of Bashkyrsk University, 2007, vol.2. – № 4. – P. 155-158.

2. Dorokhova T. The development of socio-pedagogical theory and practice in the period of the end of XIX-th century to 20-th of XX century / T. Dorokhova. – Journal TSPU, 2009. – Issue 6 (84). – S. 40 – 44.

3. Lukov V. Paradigms of education / V. Lukov. – Humanitarian Sciences: Theory and Methodology. – 2005. –№ 3. – S. 139 – 151.

4. Osmuk N. Ukrainian education of 20-th of the twentieth century: the experience of the ideas of global reformist movement / N. Osmuk // Innovative development of society under the conditions of cross-cultural interaction. –Sumy: RVV SOIPPO, 2008. – Part 4. – C. 67 – 70.

5. Cherkasova O. Humanizm – Strategy of development of modern education / O. Cherkasov. – Journal SamSU, 2005. – № 1 (35). – C. 36.

6. Yatsenko A. Contents and form of training and educational work in schools of Weimar republic: autoref. for obtaining of degree of candidate of ped. Sciences: specialty 13.00.01 “General pedagogy, history of pedagogy and education” / A. Yatsenko. – Pyatyhorsk, 2007. – 17 p.

7. Erziehung vom Kinde aus. [Electronic resource]. Mode of access to the document: www.zfr.at/ theorie / pädagogik vom Kinde aus.

8. Pädagogische Führung. Kategorie: Allgemeine Pädagogik / [Electronic resource]. – Mode of access to the document: http://de.wikipedia.org/wiki/P% C3% A4dagogische_F% C3% BChrung.

9. Wehner U. "Pädagogik vom Kinde aus" - Versuch einer kinderphilosophischen Reinterpretation einer padagogischen Formel / Ulrich Wehner. – [Electronic resource]. Mode of access to the document: www.wiederstreit-sachunterricht.de/Ausgabe Nr. 12/Marz 2009.