Педагогічні ідеї і наукова спадщина Дмитра Олександровича Тхоржевського (1930 – 2002 рр.)

Abstract

У дисертаційному дослідженні здійснено комплексний аналіз наукової, педагогічної, організаційної, управлінської діяльності академіка Д. Тхоржевського та обґрунтовано його наукову спадщину в галузі методики трудової підготовки учнівської молоді. Охарактеризовано й уточнено комплекс чинників, які зумовили становлення його науково-педагогічного світогляду. Проаналізовано освітню, наукову, громадську діяльність ученого й розроблено періодизацію його педагогічної та науково-організаційної діяльності. Виокремлено і обґрунтовано основні напрями освітньої діяльності Д. Тхоржевського: викладацький, науковий, виховний, методичний, просвітницький, науково-організаційний, управлінський, координуючий. Зібрано, систематизовано, узагальнено науково-педагогічну спадщину вченого та класифіковано її за напрямами та проблемами досліджень, обґрунтовано теоретико-методологічні основи науково-педагогічної спадщини Д. Тхоржевського. Проаналізовано виховну спрямованість трудового навчання як науковий пріоритет досліджень вченого. На основі узагальнення результатів дослідження визначено актуальні наукові положення та педагогічні ідеї Д. Тхоржевського на сучасному етапі. This thesis shows comprehensive analysis of scientific, educational, organizational, administrative activity of D. Thorzhevskyi and substantiates his scientific heritage in the field of students` labor training. The first analyze to be done in historiography researches on activities and scientific achievements of D. Thorzhevskyi. Two historiographical periods of his studies are theoretically substantiated: 1) lifetime period – from the 70's of XX century till the beginning of the XXI century; 2) modern period – from 2002 till the present days. On the grounds of analysis of archival sources and scientific literature on outlined issues this dissertation investigates the process of forming the scientific outlook of D. Thorzhevskyi as a methodologist of labor training. Furthermore, complex of factors that led to the formation of his scientific and pedagogical outlook is characterized and specified. Various scientific, educational and social activities of D. Thorzhevskyi were analyzed and revealed new aspects of education and science history within Ukraine and beyond its borders during the second half of XX – beginning of XXI century. They also present new facts of the history of the National Pedagogical Dragomanov University where D. Thorzhevskyi successfully worked from 1959 till 2002. As a result of using personally-biographical and chronologically-systematic methods of research for first time were outlined periods of teaching, research and organizational activities of the scientist. Three stages of his pedagogical and scientific-organizational activity are defined and characterized; the characteristics of each stage are established: Stage I (1948 – 1954) – obtaining specialized secondary and higher polytechnic, engineering education and beginning of educational activities. Stage II (1955 – 1958) – teaching, methodical, organizational activity in the Kramatorsk Engineering College. Stage III (1958 – 2002) – teaching, public, research and scientific activity in the methodology of labor training while working at Gorkyi University – nowadays National Pedagogical Dragomanov University. Unknown and less-known archival documents were introduced to scientific use; they deepen understanding of D. Thorzhevskyi personality and activity in science, teaching, pedagogics, leadership, and show him as a well-known figure in education and public fields. Were figured and grounded main directions of educational activity of D. Thorzhevskyi: teaching, scientific, educational, methodical, enlightening, organizational, administrative and coordinating. The main directions of D. Thorzhevskyi educational activity are separated and substantiated: teaching, scientific, educational, methodical, educational, organizational, administrative and coordinating. For the first time the scientific and pedagogical heritage of the scientist was collected, systematized, summarized and classified according to the directions and problems of research. Consequently, there were distinguished 4 main directions of his researches: the first one is the study of scientific methods of labor training; the second one is the study of the methodology of labor training in secondary schools; third one is research of theoretical and methodological aspects of workers training in the field of labor education; the fourth direction is a study of theoretical and methodological aspects of the training of Arts and Crafts teachers in the system of higher pedagogical education. On the basis of theoretical analysis of scientific literature, works of the scientist, new archival sources, materials of academician`s private archive this research substantiates theoretical and methodological foundations of D. Thorzhevskyi scientific and pedagogical heritage. The holistic methodical system of students` labor training of D. Thorzhevsky is substantiated; this system includes theoretical, didactic, target, motivational, substantive, methodological and effective components. A comprehensive scientific analysis and theoretical summarizing of scientist`s pedagogical ideas regarding various aspects of the methodology of labor training in secondary schools as well as methodological system of labor training of D. Thorzhevskyi's students is substantiated. Educational orientation of labor training as a scientific priority of scientist`s researches is analyzed. Actual scientific principles and pedagogical ideas of D. Thorzhevskyi at the present stage were determined on the basis of generalization of the research results.