13.00.01 – загальна педагогіка та історія педагогіки

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    Релігійна освіта в середніх загальноосвітніх закладах нових федеральних земель Німеччини
    (Лукашевич О. М., 2013-05-20) Ревінкель, Оксана Олександрівна; Revinkel, Oksana Oleksandrivna
    У дисертаційному дослідженні здійснено системний аналіз становлення та розвитку релігійної освіти в середніх загальноосвітніх закладах нових федеральних земель Німеччини в 1989-2012 роках; у контексті суспільно-політичних та організаційно-педагогічних чинників виокремлено й обґрунтовано основні етапи релігійної освіти в середніх загальноосвітніх закладах нових федеральних земель Німеччини в означений період; визначено концептуальну основу та розкрито принципи, зміст, форми й методи релігійної освіти у Східній Німеччині, розроблено рекомендації щодо використання позитивних елементів досвіду здійснення релігійної освіти українською школою. Результати дисертаційного дослідження можуть бути використані при підготовці навчальних посібників із історії педагогіки, порівняльної педагогіки, християнської етики, історії релігійної освіти, історії культури Німеччини, країнознавства, філософії освіти тощо. The thesis is devoted to the analysis of the formation and development of religious education (RE) in the secondary schools of the new federal states of Germany in years 1981- 2012, which takes into account socio-political, organizational and pedagogical assumptions. The research is carried out due to the systematic analysis of the scientific-pedagogical literature, archival materials, periodicals and other German sourcesfor the purpose of investigation of the main stages of formation and development of the Evangelical and Catholic RE in all types of the secondary and high schools in the new federal states of Germany in years 1989-2012. The subject of Religious education (RE) in the German secondary schools drew attention of home researches still in the soviet times: the scientists analyzed the purpose, tasks, and forms of religious education in ideological interpretation and drew the conclusions about RE as a negative phenomenon of the bourgeois pedagogy. After the Reunification of the GDR and FRG in 1991 German experience of religious education mainly drew attention of Russian and Ukrainian scientists on its practical issues- what to teach (content) and methods of teaching (how to teach). Although ever since there was no attempt made in carrying out a complex systematic research of the problem of RE in the Eastern Germany – the former pro-communist territory, where during forty years of the XX century Marxism-Leninism was taught at schools and 19 traditional Christian norms and values were forbidden. Religion, after K. Marks was opium for people. In our investigation we singled out three periods of development of RE in the new federal states of Germany apart from the time of discussion this issue in the eastern German society in 1989-1990 up to the Reunification of both Germanys: 1-st period of the preparation of the theoretical and material foundation for the introduction of the RE in the state secondary schools started immediately after the Agreement about the Unification was signed, e. i.e. October 1991 and lasted till the first year of the experimental introduction of RE in 1993; 2-nd period of experimental teaching RE on the denominational principle – Evangelic RE and Catholic RE – started in August 1993 and lasted till the Federal Conference of Education in 2002, where the first criteria for the evaluation of the students’ results in RE were presented; 3-rd period of the standardization of the RE – the highlight point of which is the religious competence – began in August 2002 and goes on till now. The separate sub-chapter deals with the social-political conditions in the GDR, the last Congress of the teachers in Berlin in summer 1989 on the dawn of the collapse of the Berlin wall and the first debates among the progressive teachers and politicians and the rest of the population about the sharp need of the educational reform in GDR. In Chapter III the content, aims, methods and form of RE in private and state secondary schools of the eastern Germany are analyzed. Besides, one of the sub-chapters is dedicated to the recommendation to the Ukrainian Educational system, based on the positive elements of the RE in the new federal states of Germany.