Lepekh M. Scientific and pedagogical views of Ivan Bartoshevskyi (1852–1920).

Dissertation for obtaining the degree of Doctor of Philosophy in the specialty 011 Educational, pedagogical sciences (01 Education/Pedagogy). – Ivan Franko National University of Lviv, Lviv, 2025. In the first chapter “Ivan Bartoshevsky as a teacher, theologian, scientist and writer” based on unpublished and published sources, first implemented a detailed and comprehensive study of the biography of Fr. Ivan Bartoshevskyi. The key chronological stages of his biography are determined through the prism of the synergy of his pastoral, pedagogical, scientific, creative and public activity. Information about Professor Bartoshevsky’s teaching activity at Lviv University and its combination with other areas of professional rank occupies a prominent place in the corresponding paragraph of the section. The stages of formation of his personal and scientific-pedagogical outlook, which was synthesized at the intersection of the leading intellectual environments of Galician society in the 19th century, are traced. One of the most authoritative centers of theological pedagogical education in Galicia was Lviv University, where the vast majority of theology students were Ukrainians. It has been found that the pedagogical training of Ukrainian theology students at the turn of the 19th and 20th centuries was led by Professor Fr. Ivan Bartoshevsky. The role and place of Ivan Bartoshevskyi among pedagogy teachers of Lviv University and authors of educational books on pedagogy for Galician students is clarified. It has been established that Professor Bartoshevskyi became the first Ukrainian teacher, in particular at Lviv University, to compile and publish textbooks on pedagogy. In 1891 a textbook entitled “Ruthenian Pedagogy or the Science of Education” was published, and in 1909 “Christian-Catholic Pedagogy or the Science of Education”. These books contained a systematic and structured presentation of the scientific and pedagogical views of Ivan Bartoshevsky with an emphasis on educational issues. The second chapter is entitled “Theoretical and methodological foundations of Christian education in the scientific and pedagogical views of Ivan Bartoshevsky” and is devoted to a conceptual, consistent and logical presentation of the scientific and pedagogical ideas and views of Fr. Ivan Bartoshevsky, which were formed on the basis of classical European pedagogical science, Christian educational paradigm and traditional foundations of Ukrainian folk pedagogy. While working on the dissertation, the contribution of Ivan Bartoshevsky to the development of Ukrainian scientific and pedagogical thought of his time was clarified and the facts of the reception of his educational ideas in the intellectual heritage of Ukrainian educators of the first half of the 20th century were substantiated. Among the masters of pedagogical thought who developed and creatively interpreted Bartoshevsky’s educational ideas, we should first mention Father Julian Dzerovich and Professor of the Secret Ukrainian University in Lviv Ostap Makarushka. Such methodological continuity leads us to modern realities, when Christian education continues to retain its relevance for determining the goals, objectives, principles, forms, methods and means of the current pedagogical paradigm. The results of our study give reason to assert that the value orientations of Christian education in the system of pedagogical views of Fr. Ivan Bartoshevsky retain their weight and significance for the development of modern Ukrainian pedagogical theory and practice.