(2017) Science and education, 2, 25-32. Odessa.

Serhii Cherniak,
PhD (Candidate of Pedagogical Sciences), associate professor, senior researcher,
Department of Innovations and Strategies of Educational Development,
Institute of Education of NAES of Ukraine,
52-D, Sichovykh Striltsiv Str., Kyiv, Ukraine

DOMESTIC AND FOREIGN CONCEPTS OF PERSONAL EDUCATION: THEORETICAL REVIEW

The article deals with leading foreign and domestic concepts of personal education. The conceptual base of the modern foreign pedagogy is represented by the following concepts: dialectical materialist (Marxist), technocratic, authoritarian rationalism, psychoanalytical, pragmatic, neohumanistic, the concept of neothomism. The Marxist pedagogy is based on dialectical materialism. The basis of the technocratic concepts of identity formation is the idea of the possibility of a free external determination of human behavior. The essence of modern technocratic pedagogical theories involves highlighting the issues of external regulation of human behavior by means of developing his/her socially acceptable responses based on carefully developed pedagogical techniques. The defining feature of the formation of a personality according to the theoretical foundations of the concept of personal education of authoritarian rationalism is the formation of ritual behavior model in youth as an indicator of social adaptation. The psychoanalytic concept of education created by the Austrian psychologist Z. Freud was reviewed in the paper as well. Besides, the pragmatic concept of personal education was also considered. The methodological basis of modern neohumanistic concepts of education includes the existentialism, humanistic school of psychology, socio-critical Frankfurt School. Modern philosophical and pedagogical concept of Catholicism, represented by J. Maritain, J. Cunningham, was also described in details. Besides, the leading concepts of personal education in contemporary Ukrainian pedagogy were discussed in the paper as well. They are represented by the system concept, the concept of democratization, system-role concept, the concept of national education, cultural concept, the concept of civic education, self-education, and personality-oriented education concept. The carried out review of the domestic and foreign concepts of personal education proves the plural character of the modern conceptual basis of education. It can be explained by the reconsideration of educational aims with regard to the social factor, which involves the complex dialectical unity of individual and social components of education.

pedagogical concepts, personal education, concepts of education, self-education, scientific review.

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(2017) Science and education, 2, 32-37. Odessa.

Nataliia Ababilova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Translation,
Mykolaiv V. O. Sukhomlynskyi National University,
24, Nikolska Str., Mykolaiv, Ukraine

FUTURE TRANSLATORS’ TRAINING FOR PROFESSIONAL CAREER IN THE MULTICULTURAL SOCIETY

The article deals with the issue of future translators’ training for successful fulfilment of professional tasks in the multicultural society as well as with the core components of such training. It has been stated that the ability for multicultural communication and tolerance should be developed during future translators’ professional training. The author suggests the ways of improving the process of translators’ training aiming at their effective functioning in a multicultural society.

translators’ training, professional career, multicultural communication, tolerance.

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(2017) Science and education, 2, 37-41. Odessa.

Oresta Karpenko,
Doctor of Pedagogy, associate professor,
Department of General Education and Early Childhood Education,
Drohobych Ivan Franko State Pedagogical University,
24, Ivan Franko Str. Drohobych, Ukraine

ORGANIZATIONAL AND PEDAGOGICAL PRINCIPLES OF CHILD CARE IN HALYCHYNA (1900-1939)

The article deals with the evolution of organizational forms of child care in Ukrainian Halychyna. Child care in Ukraine has always been one of the major social issues and found its expression in pedagogical theory and practice. Its theoretical principles were elaborated in Halychyna by I. Bartoshevskyi, M. Halushchynskyi, Yu. Dzerovych, I. Kalynovych, M. Konrad, A. Sheptytskyi, I. Yushchyshyn. The study aims to analyze theoretical principles of child care and their practical implementation in Halychyna in the first third of the 20th century. In the early 20th century orphan foundations were important means of supporting children and youth. Social assistance to orphans and socially unprotected children was associated with compassion and charity. The article provides an overview of activities of Orphan Council (a public parochial institution), ―Shkilna Pomich‖ Association (1910) (School Aid), Ukrainian Regional Association for Children and Youth Protection (1917) whose task was to look after infants, preschool and school-age orphans, provide moral and religious education, satisfaction of vital needs, material support. The teachers demonstrated a high level of social responsibility, self-sacrifice and national consciousness. M. Halushchynskyi suggested dividing children under supervision into three age groups (4-7, 8-13 and 14-18 years old). The last two groups were further subdivided by gender (boys and girls). Playing was regarded as one of the specific forms of child-rearing capable of representing the community and national life in miniature. It is timely to retrieve Ukrainian traditions of child care in order to perfect current theories and practices.

care, Orphan Council, ―Shkilna Pomich‖, orphans, homeless children, Halychyna

 1. Halushchynskyi, M. (1920). Narodnia osvita i vykhovannia: statti i zamitky [Education and training: articles and notes]. Lviv: Prosvita [in Ukrainian].
2. Halushchynskyi, M. (1920). Narodnia osvita i vykhovannia: metody i tsily [Education and training: methods and goals]. Lviv: Prosvita [in Ukrainian].
3. Halushchynskyi, M. (1921). Tyzhden ukrainskoi dytyny u Lvovi [Ukrainian child’s week in Lviv]. Svitlo – Light, 1, 7 [in Ukrainian].
4. Halushchynskyi, M. (1920). Ukrainske Kraiove Tovarystvo okhorony ditei i opiky nad moloddiu [Ukrainian Marginal Society of childprotection and youthcare]. Ukrainskii dytyni – To Ukrainian child, 23 [in Ukrainian].
5. Halushchynskyi, M. (1914). Shkilni hromady [School communities]. Nasha shkola – Our school, 1, 6- 23 [in Ukrainian].
6. Kalynovych, I. (1926). Shcho robyty po chytalniakh “Prosvity”: Prohrama, podil i kaliendar osvitnoi pratsi [What to do according to “Prosvita” reading: program, division and educational work’s calendar]. Lviv : Nakladom avtora. [in Ukrainian].
7. Karpenko, O. (2016). Opika nad ditmy yak naukova problema: mizhdystsyplinarnyi pidkhid [Childcare as a scientific problem: interdisciplinary approach]. Liudynoznavchi studii – Human studies, 3/35, 138-144 [in Ukrainian].
8. Yushchyshyn, I. (1911). Syrotynski fondy ta bidna shkilna molodizh [Orphans’ funds and poor school youth]. Uchytel – Teacher, 1, 118; 2, 150; 3, 151 [in Ukrainian].