Періодизація розвитку вищої освіти в Україні
Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У розвідці здійснено періодизацію процесу зародження, становлення та розвитку вищої освіти на території України, виокремлено протоуніверситетський, докласичний, класичний, модернізаційний, радянський, сучасний (постмодерний) періоди - від афінської системи в полісах Північного Причорномор'я, шкіл підвищеного типу в Київській Русі для підготовки представників державної та духовної еліти, братських шкіл, Острозької та Києво-Могилянської академій до функціонування мережі університетів, спеціальних вищих навчальних закладів, народних університетів. Визначено історичні, суспільно-політичні, економічні, соціокультурні, ментальні, освітні, наукові чинники, що детермінували динаміку кількісних та якісних змін і нововведень у вищій школі.
In the article the periodization of higher education development in the territory of Ukraine has been carried out and the following main periods have been distinguished: proto¬university (V century BC - XV century), which involves origination of schools of the higher level, oriented towards the Greek-Byzantine models of scholarship; pre-classical (XVI - late XVIII century), marked by the activity of brotherhood schools, Ostroh and Kyiv-Mohyla Academies, based on the synthesis of the national tradition with the European humanistic paradigm; classic (late XVIII - late XIX century) was marked by orientation of the higher school to the German university supporting the freedom of scientific creativity, in combination with the elements of the French model, which envisaged unification and centralization. At the beginning of the XX century the modernization period was initiated, aimed at the implementation of the idea of a free higher school, a combination of universal human values and national values, academic autonomy, freedom of teaching and learning, self-realization of the personality of a student and a teacher. Nevertheless, in the Soviet period (1921-1990), a radical reorganization of the higher school took place on the basis of class values and Marxist-Leninist methodology, the elimination of academic autonomy, unification, and centralization. The modern postmodern development of higher education in Ukraine is based on a innovative paradigm in the conditions of globalization. Among the number of factors that influenced development of higher education in Ukraine, the author has distinguished: historical (deep traditions of functioning of the institutions of higher level, openness of the Ukrainian educational space to the extrapolation of positive foreign experience, indigenous peoples' desire for higher education, practice of "educational tourism"); socio-political (external and internal policy of the state; democratization and formation of civil society institutions; growth of national consciousness and civil culture of the population), economic (scientific-technological progress, modernization of the economy, industrialization, urbanization, growing need for qualified specialists), socio-cultural (deepening of social differentiation, activization of private initiative and public-pedagogical movement, practice of charity and philanthropy; desire of the Ukrainian intelligentsia to develop a national culture; strict censorship and prohibition of Ukrainian language, literature, schools in the Russian Empire); educational (genesis of values, educational ideal and goal of education, transformation of mission of the university, conceptual maturity of different models of higher education, ideas of reformatory pedagogy and free higher education); scientific (structuring of the science, establishment of new methodological approaches, expansion of the nomenclature of specialties, institutionalization of pedagogy as a separate branch of scientific knowledge, integration into the world research space).
In the article the periodization of higher education development in the territory of Ukraine has been carried out and the following main periods have been distinguished: proto¬university (V century BC - XV century), which involves origination of schools of the higher level, oriented towards the Greek-Byzantine models of scholarship; pre-classical (XVI - late XVIII century), marked by the activity of brotherhood schools, Ostroh and Kyiv-Mohyla Academies, based on the synthesis of the national tradition with the European humanistic paradigm; classic (late XVIII - late XIX century) was marked by orientation of the higher school to the German university supporting the freedom of scientific creativity, in combination with the elements of the French model, which envisaged unification and centralization. At the beginning of the XX century the modernization period was initiated, aimed at the implementation of the idea of a free higher school, a combination of universal human values and national values, academic autonomy, freedom of teaching and learning, self-realization of the personality of a student and a teacher. Nevertheless, in the Soviet period (1921-1990), a radical reorganization of the higher school took place on the basis of class values and Marxist-Leninist methodology, the elimination of academic autonomy, unification, and centralization. The modern postmodern development of higher education in Ukraine is based on a innovative paradigm in the conditions of globalization. Among the number of factors that influenced development of higher education in Ukraine, the author has distinguished: historical (deep traditions of functioning of the institutions of higher level, openness of the Ukrainian educational space to the extrapolation of positive foreign experience, indigenous peoples' desire for higher education, practice of "educational tourism"); socio-political (external and internal policy of the state; democratization and formation of civil society institutions; growth of national consciousness and civil culture of the population), economic (scientific-technological progress, modernization of the economy, industrialization, urbanization, growing need for qualified specialists), socio-cultural (deepening of social differentiation, activization of private initiative and public-pedagogical movement, practice of charity and philanthropy; desire of the Ukrainian intelligentsia to develop a national culture; strict censorship and prohibition of Ukrainian language, literature, schools in the Russian Empire); educational (genesis of values, educational ideal and goal of education, transformation of mission of the university, conceptual maturity of different models of higher education, ideas of reformatory pedagogy and free higher education); scientific (structuring of the science, establishment of new methodological approaches, expansion of the nomenclature of specialties, institutionalization of pedagogy as a separate branch of scientific knowledge, integration into the world research space).
Опис
Ключові слова
періодизація, розвиток вищої освіти, тип вищої школи, академічна автономія, освітній ідеал, модель університету, академія, докласичний університет, класичний університет, вільна вища школа