Philip Melanchthon’s educational, religious, social and political praxis are in the focus of this doctoral thesis. Firstly, we have examined how religious, political, ideological, social and cultural shifts had affected the Melanchthon’s image in European, American and Ukrainian historiography. Secondly, we addressed main sources for the theme, including as the Sixteenth century first editions, so the recent ones. This research was conceived as an interdisciplinary one, involving methods of history, sociology, anthropology, psychology, religion studies, and art history, based on historical theoretical grounds. Based on Melanchthon’s early works we follow his position in the freedom of will controversy. In “Loci communes” Melanchthon reworked Luther’s idea within the framework of the new theology and Humanism. He accepted in general the predestination thesis and the dominance of affects in humans. Nevertheless, Melanchthon was sure, that one has a right to choose. Based on such complex union of religion and Humanism, Melanchthon tried to prove his own idea about possible perfection of every person, which partly eliminated harshness of predestination. According to Melanchthon, each person can improve itself by education. Therefore, reformer combined Luther’s thesis with a new pedagogical paradigm and the humanistic idea of education’s omnipotence (“Omnipotenz”). We have paid attention to the pre-Reformation schools to understand better changes, brought by Melanchthon in the school system. Based on school statutes and regulations, we analysed Melanchthon’s idea of the three-grade school system. Combination of the pietas and erudition in the new school system was in the focus of this part as they have ensured balanced upbringing and education for pupils. We would like to highlight that these school regulations took in account the new pedagogic and envisaged the need for a new, enjoyable education space, which, in its turn, ensured balanced religious studies with students’ individual step-bystep progress.
