Pokhylko O. Pedagogical activity and creative heritage of Yurii Petrovych Stupak (1911-1979)

The thesis is the first in the national historical-pedagogical science comprehensive study of the pedagogical activity and the creative heritage of Yu. Stupak. The degree of scientific elaboration of the problem is determined and the base of the primary sources of research is systematized. Previously unknown and little-known archival materials were introduced into scientific circulation. The bibliography of works of the scientist is ordered, the catalog is published. The external and internal factors of scientific-pedagogical outlook of Yu. Stupak (social-political, socio-economic, cultural-educational, personal) are revealed. The stages of the life path of Yu. Stupak (I stage - 1911-1934 - personal formation and formation of the world outlook bases; II stage - 1934-1953 - professional self-affirmation as a teacher and scientist; III stage - 1953-1979 - improvement of pedagogical skill and intensive researches) and the types of pedagogical activity of Yu. Stupak (teaching, organizational, research, methodological, enlightening, artistic-translation) are outlined. The main directions of Yu. Stupak's creative legacy have been clarified: literary criticism (elucidation of the historical aspects of the development of Russian children's literature, oral folk art for children, literary and cultural mutual influences of Ukrainian and other people, the appeal to the work of undeservedly forgotten writers); art criticism (analysis of creativity of the bright representatives of national art, disclosure of connections of outstanding cultural figures with Ukraine); local lore (study of life, creative and scientific heritage of outstanding countrymen, identification of the opportunities for studying local lore in the school, the disclosure of creative relationships between Ukrainian and foreign artists with the Sumy region; historical-pedagogical (generalization of pedagogical views and social activities of Ukrainian teachers, outstanding cultural and educational figures of the XVIII-XIX centuries); ethno-pedagogical (introduction of the concept of "popular pedagogy" into the scientific revolution, provision of priority attention to education and upbringing in the native language, systematization and disclosure of the educational potential of ethno-pedagogy). The ways and perspectives of realization of pedagogical ideas and experience of Yu. Stupak's educational activity in the practice of the native education institutions in the process of his own pedagogical activity, in the modern system of the national school system) are revealed.