Становлення системи естетичного виховання в контексті нової освітньої політики в Україні (1919 – 1924)

Abstract

У запропонованій статті зроблено спробу здійснити неупереджений аналіз проблеми становлення системи естетичного виховання в контексті нової освітньої політики, що почала здійснюватися після остаточного утвердження радянської влади в Україні на початку 20-х років ХХ століття. Проаналізовано складну суспільно-політичну, економічну, соціальну ситуацію, на тлі якої здійснювалася чергова освітня реформа. Проаналізовано запропоновані до впровадження навчальні плани шкіл, показано місце предметів естетичного, мистецького спрямування у цих планах. Ключові слова: естетичне виховання, учні, освітня політика, школа, виховання, предмети естетичного, мистецького спрямування, малювання, спів, музика.In the proposed article, an attempt is made to carry out an unbiased analysis of the problem of the formation of the aesthetic education system in the context of the new educational policy, which began to be implemented after the final establishment of Soviet power in Ukraine in the early 20s of the 20th century. The complex socio-political, economic, social situation against which another educational reform was carried out was analyzed. The author researches and introduces into scientific circulation little-known works, state documents, orders, codes, tries to compare the ideas and views of Ukrainian and Russian scientists, educationists of the specified period on the problem of aesthetic education of children and school youth in the newly created state. It is proved that the formation of the system of aesthetic education took place in the context of the implementation of general educational reforms carried out in Ukraine in the initial period of the establishment of Bolshevik power and efforts to bring Ukrainian school education, which already had its own developments in the form of theories and methods of progressive Ukrainian scientists, practicing teachers, to contemporary Russian samples. The educational plans of schools proposed for implementation are analyzed, the place of aesthetic and artistic subjects in these plans is shown. It has been proven that in the initial period of the reforms, the new government was quite lenient towards the principle of local studies, the study of the history of Ukraine, the introduction of the process of teaching in the native language using local, understandable material for students, etc. This made it possible to involve the best Ukrainian teachers and public figures in the development of new projects, regulations, and curricula in order to quickly adapt the idea of a labor school and social education to the conditions and realities of life existing at that time in Ukraine. But, starting from the end of 1919, despite the efforts to maintain the position of preserving teaching in the Ukrainian language in the school, supporting local traditions and culture, which was mostly carried out at the expense of subjects of the aesthetic cycle, the very phrase "national school" ceased to be used, and later acquired a negative connotation value. The course to support the idea of national, patriotic education, which should have been carried out by introducing aesthetic and artistic subjects into school plans, is gradually losing popularity, becoming impossible and unacceptable under the new conditions. Many Ukrainian scientists and teachers emigrated abroad, most paid with their lives for "wrong", ideologically unsustainable beliefs, some renounced their views and tried to adapt to the new political regime and the conditions it proposed.