Kyrda Alla, PhD in Education
National Aviation University (Ukraine)
Spiritual component
of educational goals in Ukraine
The
second half of the 20th and the beginning of the 21st
centuries are characterized by global social, economic and political moves. Great
changes in Ukraine mostly affected the spheres of politics, economy as well as
priorities of educational policy.
In our
academic study we analyzed numerous acts, development plans, concepts which can
be examples of a statement of national goals in education of Ukraine. After
investigating educational purpose evolution in the above-mentioned period we
came to a conclusion that it is possible to define variable and invariable
components in the educational goal content.
Invariable
core of educational purpose always includes all-round harmonious growth of a
human, his/her spiritual, moral, intellectual integrity and physical fitness.
Each
level of education has its own constant goals. At nursery educators take care
of children’s health, provide life experience, prepare them for further
learning. Secondary school lets children have all-round development of their
abilities, gifts and talents, acquire knowledge about nature, human, society,
occupational alternatives. Similar goals are set out for extra-curricular education. Vocational
school provides professional training, retraining and improving
professional knowledge and skills of the workforce. Higher education brings appropriate learning and qualification, makes
emphasis on research, prepares scientific and pedagogical staff, updates knowledge
and skills for those in employment and promotes educational and cultural growth
of citizens.
Variable
component of educational goals can be revised and modified. It is determined by
the development of pedagogical thought and society, influence of political,
ideological, cultural and other factors which cause educational purpose
transformation. This component differs considerably at every stage of
educational purpose progressing.
For
example, at the first stage of investigated period (1958-1985) in Ukraine it
was education according to communistic ideology, formation of Marxist-Leninist
materialistic world-outlook,
class self-consciousness, atheism, soviet patriotism, socialist internationalism,
creation and development of prosperous social and cultural links between
Ukraine and other republics of the USSR.
At the
second stage (1985-1991) they stress on forming profound civic awareness,
national self-consciousness,
introducing national, humanistic and democratic ideas in education.
At the
third stage (since 1991) educational targets describe a citizen of Ukraine
which respects its Constitution, national symbols, Ukrainian and other peoples’
values, civic rights and freedoms, has self-respect, legal responsibility,
aspires to Ukrainian people’s consolidation and integration into European and
world community.
Actually
they search a new moral paradigm in philosophy and pedagogy. Among numerous
documents on national upbringing offered by Ukrainian educators since 1991
(beginning of the country’s independence) one paper deserves special attention.
In the
Concept of Modern Ukrainian Education developed by Lviv regional organization
of the Vaschenko All-Ukrainian Pedagogical Association the purpose of education
is considered in a different way. It grounds 3 possible approaches to the
construction of educational system:
·
the traditional-Christian approach,
·
the antichristian-idealistic approach,
·
the anthropocentric (pragmatic) approach.
Each of
them has its own goals. But among the three above mentioned ways to the
educational strategy the authors of the Concept distinguish the first one, as
far as it comes to an agreement with Ukrainian educational tradition, the type
of culture, Ukrainian mentality and national-democratic pedagogical heritage
(G.Skovoroda, K.Ushinsky, G.Vaschenko, I.Oguienko, S.Rusova, A.Voloshin,
educators of Galichina region in the 1930s, etc.)
The
traditional-Christian approach is based on the recognition of the existence of
Supreme Authority and the belief in the ideals of Good that originate from Him.
The person educated on such ideas is ready to defend it in him/herself and in
surrounding. As the human is always on the way to Him and always before a
choice between Good and Evil.
The
traditional-Christian approach to education excludes evil as a method of goal
achieving. But it does not except the cultivation of independence, practicality,
initiative, enterprise – features which are necessary for the youth in the
process of state-building.
Thus,
during the second half of the 20th and the beginning of the 21st
centuries new and different demands were modifying educational goals. There was
a change in philosophy of education: the task of forming young generation in a
framework of one ideology versus a challenge to deliver instruction in a
pluralistic society; class-consciousness and socialist internationalism vs.
national self-identification and humanism; strengthening contacts with other
soviet republics and socialist countries vs. joining various international
organizations (e.g. the European Union) and global society; objection of any
religion vs. the freedom of conscience and belief.
In
recent years many educational establishments of Ukraine introduce Christian Ethics
in learning process and their curriculum aspiring to educate spiritual,
cultural, moral, creative, open-minded, tolerant personalities within the
school or university walls.
Literature:
1. Закон про зміцнення зв’язку школи з життям і про подальший
розвиток системи народної освіти в Українській РСР. – К.: Радянська школа,
1959. – 26 с.
2. Закон Української РСР “Про освіту” (1991) // Радянська школа.
– 1991.– № 9. – С. 3-19.
3. Законодавство України про освіту. Збірник законів. – К.: Парламентське
видавництво, 2002. – 159 с.
4.
Концепція сучасного українського
виховання / Львівська обласна організація
Всеукраїнського педагогічного товариства ім. Г.Ващенка // Освіта. – 1996. – № 50. – С.4-5.