HISTORY OF EDUCATION: CRISIS AND DEVELOPMENT

Abstract

The article is devoted to the problems of development of Ukrainian history of education in the late XX – the beginning of the XXI century. Researchers’ achievements were covered in the key areas of research of historical and pedagogical cognition in terms of establishing a new paradigm. Introducing different approaches to covering the historical and pedagogical process was represented. Some attention was focused on the manifestations of the crisis that became increasingly apparent in exploration over the last decade. Analysis of the causes of the crisis gives reason to believe that it is not of objective nature but of subjective one. The main gaps in the lay-outs of researchers who study history of pedagogy are the following: lack of fundamental works on the methodology, distortions in the development of various areas in studying this academic area and a weak link between historical and pedagogical studies and practical needs of modern education. Many historians who research education embarked on simplicity in tasks fulfillment, which often led to the digression of education researches towards sociologization. Declared methodological approaches were not applied, and actually they were decorative. It was emphasized that under current conditions, the history of pedagogy may be the only area where the problems of formation of competences were not considered. Accordingly, training new specialists is carried out chaotically, without meeting the needs for their quantity and understanding the subject and interdisciplinary components of historical and pedagogical competence. The ways to overcome the negative trends in researches were suggested due to the found weaknesses and changes in the function of history of education as a humanitarian science in terms of establishing a new paradigm.