Yermolenko O. Pedagogical Ideas and Scientific Activity of V. Ye. Loburets (1930–2006)

The dissertation is dedicated to the study, generalization, and application of the pedagogical ideas of V. Ye. Loburets in contemporary pedagogical science and practice. The research investigates the following sources related to Loburets' pedagogical ideas and scientific activities: archival documents (state and educational institution records containing information about Loburets' life and pedagogical work); scientific works (Loburets' publications in historical, general pedagogical, historical-pedagogical, methodological, regional studies, and biographical research); scientific-pedagogical studies (research examining the theoretical-methodological foundations, socio-historical, and educational-scientific context of the study); regulatory and normative sources (materials related to state education regulation during the examined period); mass sources (materials clarifying Loburets' role in the scientific-educational sphere and socio-cultural life of Poltava and the Poltava region); oral history sources (interviews, conversations, and recollections of Loburets' colleagues and students); illustrative materials (photographs and other materials reflecting Loburets' life, pedagogical, and scientific activities). The historiography of the issue has been examined, and it has been established that the scientific and pedagogical legacy of V. Ye. Loburets has not been the subject of a separate historical-pedagogical study. The theoretical and methodological foundations for studying the scholar's creative legacy have been substantiated, including scientific approaches such as the civilizational, biographical, cultural, synergetic, phenomenological, hermeneutic, criterion-complex, and paradigmatic approaches. fundamental factors shaping the scholar’s scientific and pedagogical worldview have been revealed, including socio-political, socio-economic, cultural-educational, and personal factors. The main periods of V. Ye. Loburets's scientific and pedagogical activity have been identified: I (1956–1967) – personal, scientific, and professional formation of the scholar; II (1968–1980) – acquisition of scientific experience and refinement of the scholar's scientific-pedagogical mastery; III (1981–2002) – professional growth as a teacher, scholar, and organizer of scientific activities. The scholar's scientific-pedagogical activity is characterized as a historical-pedagogical phenomenon. Its key directions have been highlighted: teaching, research, and organizational work. The pedagogical ideas of V. Loburets have been identified, including: methodology of scientific and educational cognition (the priority of developing critical thinking in individuals; the necessity of integrating science with all spheres of human activity; the comprehensive combination of theoretical and practical aspects of cognition and education; the importance of ensuring student and pupil activity and independence, etc.); general didactic and value-based principles of the educational process (the significance of preserving historical memory and fostering national consciousness for nation-building processes, defining the national and civic orientation of education; establishing an optimal balance between scientific achievements and the content of education, enhancing its educational mission; the importance of forming a system of moral, spiritual, aesthetic, and national values; the individualization of the educational process, etc.); management aspects in education and science (the priority of implementing new pedagogical technologies and methodologies, supporting experimental approaches and innovative programs; democratic, collegial, and balanced decision-making; humanistic attitudes, respect for teachers and students; the focus on encouraging colleagues towards professional development; adherence to academic integrity and professional ethics, etc.); selection and professional training of future teachers (a critical stance on early student specialization; the unity of the processes of developing pedagogical skills and continuous self-improvement; a harmonious combination of educational traditions and progressive pedagogical experience; the recognition of the key role of practice in the professional training of future teachers, etc.). Prospective directions for utilizing the scholar's pedagogical ideas in the modern educational space of Ukraine have been substantiated.