The object of the research is the scientific and cultural-educational activity of Ukrainian teachers in the second half of the 19th – the first third of the 20th century.
The subject of the research is Ostap Makarushka’s pedagogical ideas and directions of cultural and educational activity (1867–1931).
The purpose of the research is to carry out a comprehensive analysis of Ostap Makarushka’s pedagogical ideas and cultural and educational heritage and to determine the possibilities of their implementation in the context of current problems of Ukrainian education.
The pedagogical ideas and cultural and educational activity of O. Makarushka at the end of XIX – first third of XX century are analyzed in a comprehensive and systematic way in the context of socio-political and national-cultural realities of Eastern Galicia. In the dissertation the periodization of the development of his pedagogical ideas has been developed: the first (1890–1910) – the origin and formation of the idea of research in the field of philology and pedagogy; the second (1910–1921) – organizational and ideological formation of the concept of the national school and its content; the third (1921–1931) – scientific and theoretical substantiation of the strategic principles of Ukrainian education; priorities of scientific-pedagogical and cultural-educational activity (development of mother-tongue schooling; universal and national values; character education; Ukrainian-oriented orientation of social institutions and factors of education; teacher as the main indicator of awakening of national consciousness of youth;); the views of O. Makarushka on the reformation of schooling in Eastern Galicia and the expediency of using foreign experience in the educational sphere are highlighted; the conceptual bases of national education developed by the scientist have been explored; relevance of O. Makarushka's pedagogical heritage through the prism of transformation of education and upbringing in Ukraine is outlined;
The practical value of the study lies in the fact that the formulated basic provisions and conclusions enrich the historical and pedagogical science, theory of education and methods of educational work, contribute to the transfer of pedagogical experience of past generations. The materials of the research were used in the teaching of separate subjects of the disciplines "History of pedagogy", "Historiography of educational processes", "Pedagogy", "Pedagogical technologies". The dissertation contains a textbook for teachers "Ostap Makarushka on Conceptual Foundations of Ukrainian Youth Education" which will enhance the formation of nationally conscious citizens of the Ukrainian state, as well as a list of works by O. Makarushka.
The materials of the dissertation can be used in the preparation of reference publications, educational and methodical literature; in reforming the content of school education and upbringing; in extracurricular and extracurricular educational work.
The basic directions of cultural-educational activity have been established: pedagogical, scientific-methodical, social-educational.
His teaching activities are marked by the following milestones: a teacher of Ukrainian high schools in Lviv (1894–1905) and Kolomyia (since 1895), the director of the Lviv Teacher's Seminary of the Ukrainian Pedagogical Society (1911–1921), an inspector of secondary schools of the Native School Society (1921–1931), Professor, Head of the Department of Pedagogy and Lecturer in Classical Philology at the Ukrainian Secret University in Lviv (1921–1925). His scientific and methodological activity is characterized by substantiation of the idea of development of mother-tongue schooling, the role of the teacher as the main indicator of awakening of the national consciousness with young people, theoretical and methodological principles of education and training; preparation of textbooks on Ukrainian language and literature, Greek language, theory of education, development of methodological recommendations for the study of language and literary works, reading books. He wrote a number of works in pedagogy, theory of education, didactics, linguistics, history.
His ideas for school reform have a clear goal: to educate young people who are capable of creative and independent work, who have an active role in social and political life. Secondary school should provide the necessary knowledge; contribute to raising the level of knowledge of young people, expanding their outlook, preparing for education in higher education institutions, the formation and crystallization of character, education of skilled personnel for various spheres of public life.
