Sadova N. The Development of Comparative Pedagogy as a science in the USA (the second half of the twentieth century)

The dissertation provides a holistic analysis of the development of comparative pedagogy as a science in the United States in the second half of the twentieth century; the degree of elaboration of the researched problem is analyzed; the essence and structure of basic concepts of research are defined; the origins and scientifically substantiated stages of development of comparative pedagogy as a science in the USA in the studied period - 1950-1970 - the stage of recognition of comparative pedagogy as a science are characterized; 1971 - 1999 - the stage of enriching the content of comparative pedagogy as a science; The contribution of American specialists (F. Altbach), A. Anderson, B. Barber, J. Bereday, W. Brickman, W. Douglas, R. Edwards, M. Eckstein, E. Epstein, A. Kazamias, I. Kendel . Kandel), B. Cook (B. Cook), F. Coombs (Ph. Coombs), R. Moore (R. Moore), G. Noah (H. Noah), R. Ulich (R. Ulich), C Height (S. Height), J. Holt (G. Holt), etc.) in the development of leading categories of comparative pedagogy as a field of scientific knowledge, determining its methodological foundations, elucidating the links between comparative studies and other human sciences; the leading tendencies of development of comparative pedagogy as a science in the USA in the second half of the XX century are revealed; the prospects of creative use of American ideas and experience in the field of comparative studies in the conditions of formation of the national educational strategy in Ukraine are determined.