Специфіка американської педагогічної думки кінця ХІХ–початку ХХ ст.

Abstract

Статтю присвячено висвітленню особливостей американської педагогічної думки кінця ХІХ – початку ХХ ст. на прикладі ідей представників педагогіки прагматизму В. Джеймза, Ф. Паркера, Е. Торндайка, Ф. МакМаррі, П. Монро. У дослідженні використано такі теоретичні методи: аналіз, синтез, узагальнення, систематизація, інтерпретація історико-педагогічних джерел для з’ясування стану розробленості проблеми та її зв’язку з важливими науковими розвідками сучасності. Автор зазначає, що в США кінець ХІХ ст. ознаменував появу прагматичної педагогіки, принципи якої відрізнялися від традиційної освітньої парадигми. The article deals with the peculiarities of the American pedagogical ideas at the end of the ХІХth – the beginning of the ХХth centuries, considering ideas of pragmatic pedagogy by such representatives as W. James, F. Parker, E. Thorndike, F. McMurry, P. Monroe. There are the following theoretical methods that are used in the article: analysis, synthesis, generalization, classification, interpretation of historical and pedagogical sources with the purpose to decide the status of the problem and its correlation with important scientific researches of our time. The author points out that the end of the XIXth century in the US has marked a turning point for the pragmatic pedagogy, which principles differ from the traditional educational paradigm. Besides, the article proposes the number of the brightest pragmatic pedagogy representatives. Among them there are W. James (the main aims of the new pedagogy are: to provoke interest – to foresee – to prepare – to impart knowledge – to fix a result – to promote further development; the best method of teaching is a comprehensive information review with the help of multiple repetition that, as a result, turns into a habit; the interest is a continuation of unconditioned instincts); E. Thorndike (education is an organization of stimulus and response; three laws of learning: the law of readiness, the law of exercise and the law of effect); F. McMurry (the factors that influence the educational process: achievement of certain goals, extrapolation of ideas, formulation and usage of ideas, evaluation of the statement correctness and importance, memorizing, providing with a positive attitude to knowledge, stimulation of personality development); P. Monroe (modification of the school curriculum according to the social development needs) and others. As for the prospects for further research, they are connected with the comparison of the American pragmatic pedagogy and Ukrainian pedagogy at the end of the ХІХth – the beginning of the ХХth centuries. We could distinguish similarities and differences, trace the implementation of the American educational ideas into the educational process of the Ukrainian schools during the named period.