PROBLEM OF ECONOMIC EDUCATION OF CHILDREN AND ADULTS IN WESTERN UKRAINIAN LANDS IN PEDAGOGICAL THEORY (XIX - THE FIRST HALF XX CENTURY

• Main Author: Zinaida Hipters
• Format: Article
• Language: English
• Published: Consilium LLC 2018-08-01
• Series: European Cooperation
• Subjects: західноукраїнські землі; педагогічна теорія; економічна освіта; діти; дорослі; освіта дорослих
• Online Access: http://we.clmconsulting.pl/index.php/we/article/view/416

The historical-pedagogical aspect of definition and content load of concepts "children", "adults", "economic education", "western Ukrainian lands" is considered. The pedagogical ideas and views of domestic and foreign scholars on the problem of economic education of children and adults are analyzed. Scientific and archival sources show that Ukrainian scholars of the nineteenth and first half of the twentieth centuries in defining the concepts of "education", "adult education", "economic edution" predominantly adhered to European tradition, as well as maintaining and developing national approaches and traditions in education and upbringing. The idea of creation of real conditions for the use of its rights and freedoms was based on the philosophical view of Western Ukrainian thinkers as a holistic, higher and unique value. the realization that man is not a means, but a goal of social and personal development. Scientists substantiated not only theoretical issues: content, tasks, forms and methods of economic education, but also made practical steps for its distribution among children and adults. For older children special professional courses of economic orientation (agricultural, industrial and commercial education) were created. For adults, "People's Universities" were organized as higher education courses. Particular attention was paid to the economic training of future teachers. On the basis of the above we can conclude that the issues of economic education of children and adults in the western lands of the XIX - early XX centuries were topical, which was adequately reflected in the pedagogical theory of scientists of this period. The opportunity to use historical experience is updated in modern conditions.