This dissertation presents a comprehensive analysis of Lubomyr Husar’s civic and educational activity and pedagogical views and identifies possibilities for applying his ideas in the current stage of Ukrainian education and pedagogical thought.
The study confirms that exploring Lubomyr Husar’s pedagogical views and enlightenment activity is vital for contemporary Ukrainian pedagogy. Understanding his spiritual and moral legacy enriches pedagogical science with new ideas and approaches that address modern societal challenges.
The research base includes Husar’s scholarly works (historical, theological), sermons, popular texts, interviews that provide deep insights into his views on ecclesiastical, social, and political issues, as well as Husar’s own memoirs and reflections of contemporaries about his pastoral and public activities. Analysis of these sources revealed a lack of systematic studies of his educational ideas and public engagement.
A retrospective analysis of Husar’s life path clarified the influence of various factors (political, cultural, and social) on his personal formation and pedagogical vision. Key influences include his family environment, which fostered moral growth based on Christian values; educational institutions where he studied; and his professional experience, which broadened his worldview and shaped his unique educational approach.
The study highlights the main directions of Husar’s civic and educational activity: religious-enlightenment, socio-political, social, and educational. It emphasizes that as a church leader and public figure, Husar actively promoted Christian values, engaged with political and business circles for societal progress, supported educational initiatives, and strengthened national identity. He inspired society toward spiritual and civic development through sermons, addresses, publications, and motivational meetings. His work confirmed his role as a moral and spiritual leader and laid a foundation for Ukraine’s cultural progress, especially through youth engagement in civic life.
Husar’s pedagogical ideas are shown to be grounded in moral-ethical principles and Christian morality. His educational ideal — “to be human” — underscores personal development, dignity, love, and responsibility.
Special emphasis is given to Husar’s commitment to national-patriotic education. He interpreted patriotism as a deeply spiritual Christian virtue rooted in love for God, homeland, and neighbor. He stressed the need for rethinking patriotism as daily service and societal devotion, involving civic participation and contributing to social development. Genuine patriotism, he argued, must include a commitment to peace and a citizen’s responsibility to work for the good of the nation while honoring its culture and history.
The study confirms that among Husar’s pedagogical ideas, a central concept is education based on love, dignity, and freedom. He highlighted the essential role of social institutions, especially the family, in shaping youth values, while also emphasizing the responsibility of the state and educational institutions in creating proper conditions and resources for effective education. He believed the Church should continue its mission of moral guidance by assisting families in nurturing youth with Christian love and patriotism.
The dissertation identifies educational ideas of Husar that remain relevant to contemporary pedagogical theory and practice, including the need for a holistic approach to education, the development of curricula that address spiritual development alongside academic needs, preserving Ukrainian national identity amid globalization, and engaging youth in solving social issues to foster moral and intellectual growth.
Keywords: Lubomyr Husar, educational activity, pedagogical ideas, personality development, youth, education, national-patriotic education, moral upbringing, educational ideal, human dignity, family education, values, educational institutions.
