Loboda D. Education of «the ideal ruler» in the philosophical and pedagogical heritage of thinkers of the European Renaissance in XIV – XVI centuries

The dissertation is a historical and pedagogical research. It is made the scientific analysis of the ideas of education of «the ideal ruler» in the philosophical and pedagogical heritage of thinkers of the European Renaissance in XIV - XVI centuries in the dissertation. To achieve the objectivity of scientific research, eight groups of primary sources were processed and identified such as various genres of works of humanists of the European Renaissance, feminine works about the education of «ideal ruler», epistolary sources, secondary historical sources (testimonies of contemporaries), works of predecessors and successors of the Renaissance thinkers, stenographic historical sources, social and utopian works, homiletical and intellectual works. It is found out that the ideological and theoretical content of the education of «the ideal ruler» had its own historical and geographical, social and cultural, ethical and reflective, social and economic determinants that led to regional differences in teaching (Florence, Ferrara, Milan, Venice, Naples, France, England, Germany, Spain, Poland and Ukraine). It has been reported the degree of combination (syncretism) of the principles of the Renaissance anthroposophy with the Christian moral and ethical tools of humanism. It is characterized the ideological and theoretical principles of training of «the ideal ruler». The principles are based on the analysis of the philosophical and pedagogical heritage of thinkers. The structural elements of the content of education, such as ancient virtues. ». Humanism, social orientation, naturalness, democracy, a combination of educational traditions of Classical antiquity and the Renaissance, the syncretism of secularism and Christian spirituality are the principles of training of powerful figures of the Renaissance. It is proved that the pedagogical ideas of the representatives of the philosophical and pedagogical thought of the European Renaissance in the XIV - XVI centuries had not only theoretical development, but also practical implementation.