MODELS AND CONTENT OF SCHOOL EDUCATION OF UKRAINIANS IN THE WESTERN UKRAINIAN LANDS IN THE LATE 18th - EARLY 20th CENTURY

Abstract

In this article, the author reveals the state of development of Ukrainian education in the Western Ukrainian lands in the late 18th - early 20th century. The main markers/indicators that determine the type of education model of Ukrainians in the Western Ukrainian lands (demographic, socio-economic, ethno-cultural, socio-psychological) are presented. Based on the identified markers/indicators of the formation of the main educational models in the western Ukrainian lands, we have identified point-fragmentary, linear-fragmentary, step-fragmentary.
In this article, we have examined the ethno-pedagogical characteristics of the models and content of school education of Ukrainians in the Western Ukrainian lands in the late 18th - early 20th century, and identified four main ethno-pedagogical indicators of the development of schooling and its content in the study period (demographic, socio-economic, ethno-cultural, socio-psychological), and built three models of Ukrainian schooling in the Western Ukraine in the first half of the twentieth century: point-fragmentary (determined by the fragmentary nature of the creation, functioning and development of Ukrainian educational institutions in Western Ukraine during the studied period; the point nature of the functioning of cultural and educational institutions and institutions that contributed to the development of education of Ukrainians), linear-fragmentary (determined by the presence of one of the educational degrees (primarily the network of primary schools) in a more or less complete representation throughout the region, and at the same time – the functioning of individual educational institutions and establishments (first of all, gymnasiums) belonging to other educational degrees) and degree-fragmentary (marked by the existence of a network of educational institutions and establishments of all levels of education available in the society at that time (pre-school, primary, secondary, higher; private and public educational institutions; institutions of the social sphere, such as shelters for Ukrainian children), on the one hand, and, again, the fragmentary nature of the functioning of the Ukrainian language within each of the educational levels, which was determined by the socio-political, economic and socio-cultural conditions in the region).