Mavrin V. Development of Ukrainian life-creation pedagogy theory and practice in the second half of the 20th and early 21th centuries

The philosophical, sociological, psychological and pedagogical interpretations of the essence of life-creation as a multidisciplinary humanitarian problem are analyzed. Within a systemic approach the matrix model of life-creation pedagogy educational concept was developed and proved. In this model the column vectors are the structural elements of the concept (the leading problem, ideas, notions, principles of education, judgments about the necessary content, technologies, forms and methods of educational work). The row vectors are education components (training, upbringing and development). There were defined the research approaches and principles for the correct interpretation of life-creation pedagogy conceptual ideas in historical and pedagogical context. It is realized the retrospective analysis of socio-political, cultural and educational prerequisites for the development of Ukrainian life-creation pedagogy from the Cossack times. The native life-creation pedagogy theory and practice development periodization in the second half of the 20th and early 21th centuries was developed and proved. The content of this historical and pedagogical process stages was revealed. At the instrumental and methodical stage (from 1950 to 1985) new forms and methods of teaching and educational work were developed. At the transformational stage (from 1985 to 1990) democratization of public life and educational practice caused the opportunities for conceptual articulation and real implementation the phenomenon of personal life-creation. At the integrational stage (the 1990s) the structural elements of life-creation pedagogy were integrated around the methodological core, personal life-creation concept. At the stage of conceptual formation (from 2000) the life-creation pedagogy is formed as educational concept which corresponds to the requirements of systematic, complexity, verification and approbation. It is revealed the process of conceptualization of life-creation pedagogy in the educational discourse in Ukraine. It is analyzed the content of scientific publications that reflect life-creation pedagogy consistent development process: from the justification of the central idea of life as creativity to the holistic educational concept formation. There were defined special features of introducing life-creation pedagogy ideas into the general educational institutions of various types: general secondary schools, specialized schools and sanatorium schools. The life-creation pedagogy further innovative development perspective directions in the Ukrainian educational system are proved. These include providing a new quality of designing and realizing by students of their life projects in conditions of specialized education; improving children’s education with special needs on the ideas of life-creation pedagogy; diversification of programmatic and technological approaches to the organization of life designing by students; expansion of social and life practices of schoolchildren, their involvement in socio-cultural life as active subjects, etc.