In the dissertation work the role and place of the scientific and pedagogical intelligentsia of the Ukrainian SSR in the conditions of socio-humanitarian changes of 1985-1891 are clarified based on the analysis of a wide source base and taking into account the achievements of Ukrainian historiography.
The object of research – scientific and pedagogical workers of all parts in the Soviet system of public education, who provided the socio-humanitarian direction of the educational process.
The subject of the study is educational, research work of educators in the direction of forming the democratic, nationally-oriented education, strengthening its socio-humanitarian component in the reform course of “perestroika”, the influence of the state, ideological, national factors on the educational process and scientific and pedagogical staff.
The methodological basis of the work were the principles of historicism, scientificity, comprehensiveness, systematics, objectivity, and social approach, which studied the position and activities of the scientific and pedagogical intelligentsia in the context of socio-humanitarian changes in 1985-1991.
The dissertation is based on a set of general and special historical methods (descriptive, analytical, synthesis, generalization, problem-chronological, classification, critical, periodization, statistical, historical-situational, etc.), which made it possible to analyze the socio-humanitarian component of scientific and pedagogical intelligence in the conditions of “Perestroika” 1985-1991.
The scientific novelty of the obtained results lies, first of all, in the formulation and scientific development of the problem, which has not found a systematic analysis in the scientific literature today. In the dissertation research the complex analysis of a socio-humanitarian component of activity of scientific and pedagogical intelligentsia in the conditions of social and political and socio-cultural changes of " Perestroika" is carried out.
The own scientific and methodological analysis of the concept “intelligentsia” as a special socio-cultural and professional group of society, given its quantitative and qualitative characteristics.
The activity of scientists and teachers in the conditions of a growing systemic crisis of state ideology is characterized; the negative consequences of involving scientific and pedagogical workers in the spread of communist propaganda through education and science are shown. It is proved that democratic changes in the scientific and pedagogical environment have led to the processes of depoliticization of education, made changes in the training system.
The key role of pedagogical staff in the processes of modernizing the educational space through the prism of its informatization and strengthening of the socio-humanitarian component in teaching, search for new forms and methods of teaching the cycle of social sciences and humanities; characterized the cooperation of scientific, academic and pedagogical circles of Ukraine in line with updating the content and teaching methods.
The active civil position of teachers and research and pedagogical staff of higher education in the preparation and implementation of the Law on Languages in Ukraine is shown; it is proved that the implementation of language legislation in 1989 on the one hand, took place under the influence of nationally conscious intelligentsia, including teachers of humanities, on the other hand, - laid the foundations for the training of scientific and technical, humanitarian personnel in the national language, which played a key role in the processes of state-building of independent Ukraine.
The place and role of the scientific and pedagogical intelligentsia in the processes of national revival, the formation of historical memory, affirmation of national identity using education, formation of the nationally oriented scientific and technical potential of Ukraine are analyzed. The results of the interaction of scientific and pedagogical staff in the process of realization of Ukrainian studies and their introduction into the educational process are shown; the contribution of the cohort of scientific and pedagogical workers in the revival of ethnography and the formation of the ideology of Ukraine's independence is highlighted.
