The study substantiates the theoretical and methodological principles of patriotic education of students in Ukrainian schools (1945–2019), which means a set of basic scientific principles that define conceptual theories, basic approaches, principles, consideration of patriotic education as a complex contradictory process which in 1945–1991 was under the influence of manipulative technologies of the totalitarian state; in 1991–2019 it was with a focus on the revival of national values, the introduction of forms and methods of forming a nationally conscious personality, capable of strengthening statehood and ensuring the territorial integrity of the country.
The study identifies positive retrospective experience of patriotic education of youth in the domestic pedagogy of the Soviet period (patriotism as a factor of unification and development of society based on state ideology, mass, the formation of unity of views on patriotism; prognostic assessment of avoiding social conflicts in Soviet society; comprehensive support of patriotic youth organizations; encouragement of author's schools) and the era of independence (study and rethinking of cultural heritage; application of socio-cultural approach to the theoretical and practical formation of the culture of patriotism; taking into account the specific ethnic, regional characteristics, establishment of national values; compliance of the regulatory framework with the challenges of modern society; optimization of youth policy), the prospects of its implementation in conditions of modernization of the national education system.
The author's periodization of the patriotic education development in the schools of Ukraine in 1945–2019 is developed, on the basis of historical-political and socio-pedagogical features of the development of state formations on Ukrainian lands two opposite historical periods of patriotic education are determined , the boundary between them was the formation of an independent Ukrainian state in 1991. In the context of the Soviet historical period (1945–1991) the following periods are distinguished: the first period (1945–1964) – ideological and organizational – the formation of the scientific theory of patriotic education in the party-state management of the educational process, leveling of national and personal peculiarities, centralized unification of the content of educational programs, realization of the practice of patriotic education in accordance with the Soviet interpretation of the Marxist-Leninist methodology and the concept of communist education within the period the subperiods are defined: (1945–1953) – leveling of panhuman, moral and patriotic values, their subordination to the idea of personality formation in accordance with the needs of the totalitarian regime; (1954–1964) – the formation of elements of democratization of the educational process; the development of patriotic beliefs in accordance with communist ideology; introduction of elements of authoritarianism in pedagogical practice); second period (1965–1991) – social propaganda – the dominance of the ideas of internationalism and socialist patriotism within the period the subperiods were defined: (1965–1983) – tendencies to unification of public life, developing of devotion to the ideas of the Communist Party and the Soviet government; leveling of personality; strengthening of pedagogical moral and patriotic influence on students; (1984–1991) – adoption of the document «The main directions of the reform of secondary and vocational schools» (1984), which was contradictory, testified to the inconsistency of educational policy and the crisis of Soviet education and science, their subordination to ideological interests).
After the proclamation of independence, a nationally oriented period of patriotic education began (1991–2019), within which subperiods were defined: (1991–2013) – taking into account the achievements of national Ukrainian culture, humanistic pedagogy; increasing the number of schools with Ukrainian as the language of studying; returning of historical memory, publication of historical works, publication of works that reflect the realities of life and the historical past of the Ukrainian people; popularization of the truth about the national liberation struggle of the Ukrainian people; democratization of education and upbringing; individualization of the educational process; (2014–2019) – intensification of the processes of patriotic education, associated with domestic and foreign policy events, the need for consolidation in the face of growing external threats and events in eastern Ukraine; the transition from regional programs of a national education system to state-level reforms, including a new Ukrainian school.
