CC BY
8CHARACTERISTICS OF SECONDARY SCHOOLS CURRICULA IN UKRAINE IN THE 2ND HALF OF THE 19TH - THE BEGINNING OF THE 20TH CENTURIES
Vykhrushch N.
Dept. of Psychology and Social Work, Ternopil National Economic University, Ukraine
Abstract
The article deals with characteristics of secondary schools curricula in Ukraine in the 2nd half of the 19th -the beginning of the 20th centuries. In this period Ukrainian territory was under the rule of two empires. The peculiarities of secondary schools curricula on the territories that were subject to both the Austrian Empire and Russia have been singled out and compared.
Keywords: curriculum, gymnasium, regulation.
Introduction
Nowadays secondary schools curricula in Ukraine are subject to constant changes. However, effective secondary schools curricula changes are impossible without taking into account positive experience of previous generations. The educational processes of the past centuries had direct influence on the development of schooling in Ukraine in the second half of the 19th -the beginning of the 20th centuries. During this period Ukrainian territory was under the rule of two empires. East Halychyna, North Bukovyna and Zakarpattia were subject to the Austrian empire, other territories of Ukraine stepped back to Russia.
Materials and Methods
The concept of secondary schools curricula has been a matter of considerable attention in research communities of Ukraine. Evolution of secondary schools curricula in different regions of Ukraine for different periods has been extensively studied. Nevertheless, a comparative analysis of secondary schools curricula in different regions of Ukraine has not been carried out.
In the process of research the following methods of data collection have been used:
✓ Bibliographic search (the study of archive and library catalogues, library stocks, descriptions of bibliographic editions; reviewing, special purpose analysis of Ukrainian historical, pedagogical literature and press of the investigated period);
✓ Chronological, comparative and statistical analyses (curricula, programs, textbooks, school legislation data treatment);
✓ Systematization and theoretical generalization (formulation and substantiation of conclusions as a result of conducted research).
Results and Discussion
Beginning from 1849, the system of schooling in Austria and the territories under its control was regulated by the Draft Organization for Austrian Gymnasiums and Real Schools (Entwurf der Organization of the Gymnasien und Realschulen in Oesterreich). According to I. Kopach, this document focused on one subject and other subjects had to be attached to it (Kopach, 1909:14). The researcher identified the following shortcomings of this document: the limits of the
human mind, people have different abilities for everything, any knowledge should be for life, the school cannot teach everything that is necessary, the emphasis should be placed on how to study, not what to study (Kopach, 1909: 23-30).
In Austrian gymnasiums the course of study lasted 8 years. The number of one-week classes was 25 hours in the first grade, 28 hours in the second, 30 hours in the third, fourth, eighth and in the fifth, sixth and seventh - 29 hours respectively.
According to the Draft Organization for Austrian Gymnasiums and Real Schools of 1849, new languages, drawing, chants, and calligraphy were introduced according to the needs and capabilities of the separate gymnasiums. (Entwurf der Organisation der Gymnasien und Realschulen in Oesterreich, 1849: 20).
In 1909 a new Austrian curriculum for gymnasiums (Normallehrplan des Gymnasiums) came to replace the "Draft Organization for Austrian Gymnasiums and Real Schools". The new plan did not contain drastic changes, so as not to disturb the integrity of general education. However, it was meant to "keep up with the times", focusing more on real-world subjects, leaving students with ample time for new languages and conversations, important non-compulsory subjects, physical exercises and for self-formation of their abilities and inclinations (not regulated and controlled by school) (Kopach, 1909:14). The curricula time allocation on the territories that were subject to Austrian Empire in 1849-1910 is presented in Table 1.
Referring to the abstract of Professor of St. Petersburg University F. Zelinsky (1900) the researcher I. Kopach noted that all subjects can be divided into three groups: subjects for study at school (ancient languages, mathematics), subjects for study both at school and out of school (new languages, geography, history, physics), subjects of private interest of the student (science of nature, the latest works of native literature) (Kopach, 1909: 20). I. Kopach also pointed out that secondary school should have remembered that the best it could give was to encourage and direct students to major scientific work, and the rest should be left to the students' abilities and preferences (Kopach, 1909: 14).
Table 1.
The Curricula Time Allocation on the Territories That Were Subject to Austrian Empire in 1849-1910
Subjects Draft Organization for Austrian Gymnasiums and Real Schools (1849) Curriculum for Gymnasiums (1909) Curriculum for Real Schools (1910)
Gymnasiums (8 grades) Real Schools (7 grades)
Religion 16 14 16 16
Language of Teaching 24* 32 26 26
Latin 48 - 46 45
Greek 26 - 28 -
German 24* - 33 33
French or English - - - 15
History 25 19 21 21
Geography 10 11
Maths 22 28 23 23
Descriptive Geometry - - 4
Natural Sciences 20 19 9 12
Physics and Chemistry - - 12 12+4
Propedeutics of Philosophy 2 - 3 3
Drawing - 43 8 10
Calligraphy - 6+(4) 1 1
Gymnastics - - 16 16
Second territory language (relatively required) - 29 (15) (15)
Technology - 5 - -
Commodity Science - 1 - -
TOTAL 207 196 252 252
* Language of teaching and other live language together accounted for 6 hours weekly (Entwurf der Organisation der Gymnasien und Realschulen in Oesterreich, 1849: 30)
Source: Compiled by the author on the basis of Draft Organization for Austrian Gymnasiums and Real Schools (1849: 19-38), Plan Nauki dla Gimnazjow Galicyjskich (1909: 38), Plan Nauki dla Galicyjskich Gimnazyow Re-alnych (1910: 31)
In the secondary schools on the Ukrainian territories that were subject to Russia schoolchildren were taught in Russian according to the curricula that were active throughout Russia. From the second half of the 19th century, Russian government pursued a policy of continuous Russification of Ukrainian culture and education. The Valuyev Decree (1863) and the Emsky Decree (1876) prohibited the publication of Ukrainian scientific, artistic and pedagogical publications, the production of Ukrainian theatrical performances, and teaching in primary schools in the Ukrainian language (Babina, 2000: 5).
In 1849-52 the dominant importance of ancient languages in gymnasiums was struck because of their political dangers. Since gymnasiums had a dual purpose - to prepare for admission to universities and the civil service, in 1849 starting from the fourth grade bifurcation was carried out: classical languages remained only for university entrants, and those who went to public service took additional courses in Russian, mathematics and law (Stepanov, 1890: 39).
According to the Charter of gymnasiums and progymnasiums (1864) the number of one-hour classes was as follows: in the first class - 24 hours, in the second and third - 24 hours, for those who learned two new languages, the number of hours in the second and third classes was greater by 2 hours, in the rest of classes -
for 3 hours. In 1865 the duration of lessons was reduced from one hour 15 minutes to one hour. This led to the hasty passing of all subjects, increased homework, and prevented the acquisition of thorough knowledge.
This Charter also reduced the requirements for entry to the first class of gymnasiums, which in turn required an increase in the number of hours for elementary education. The pedagogical councils of all gymnasiums formed programs, often of considerable size, which contributed to the burdening of the schoolchildren. Introduction of natural history in the elementary school and law in senior one further complicated the gymnasium course. At the same time, the number of daily classes in basic subjects was insufficient for university preparation. The curriculum of real gymnasiums consisted of the following subjects: mathematics, natural history with the addition of chemistry, physics and cosmography, German and French, drawing (Gri-goryev, 1900: 469). In the course of real gymnasiums some subjects were missing that were of great importance for practical activity, which made it impossible to clearly distinguish their special purpose and gave them the character of general educational institutions (Grigoryev, 1900: 425-26). In all gymnasiums, students of the senior class before graduation were given by the director or inspector, or one of the teachers a brief overview of the state system, the basic civil and criminal
laws of the empire (Stepanov, 1890: 421). Minister of Education D. Tolstoy believed that the curricula of 1864 were not sufficiently focused on the main subjects: ancient languages and mathematics. In his opinion, the Charter incorrectly associated the concept of "general education" with real gymnasiums and brought them closer to classical gymnasiums, since only classical gymnasiums could provide general education (Ste-panov, 1890: 42-43).
The distribution of teaching time in the three types of gymnasiums is presented in Table 2. Religious education, the Russian language with literature, history and geography were taught equally. For mathematics, physics, cosmography, natural history, drawing in real gymnasiums much more hours were allocated than in classical and semiclassical ones. Regarding new languages, only one was compulsory in a gymnasiums with two ancient languages, and 19 classes were allocated to it, while 58 classes were allocated to both ancient languages. Two new languages were required at the Latin-language gymnasium with 38 classes, while 39 classes were allocated to Latin. In real gymnasiums 46 classes were allocated to French and German.
The charter of 1871 was created on the basis of the charter of 1864 and was intended to correct the deficiencies of the latter. This charter applied only to classical gymnasiums and progymnasiums and defined the purpose of gymnasiums as preparation of advanced young people to the university. Everything connected
with real gymnasiums was eliminated. The requirements for those who entered the first class increased again: retelling of easy-to-read stories by questions, ability to write in Russian under dictation, reading in Church-Slavonic, knowledge of four arithmetic actions over integers.
The 7th grade course lasted 2 years. In the lower two classes schoolchildren stopped studying natural history and short course in law. Cosmography was replaced with mathematical geography. One hour of logic was introduced. The number of classes in calligraphy, drawing was reduced from 13 to 5, in history - from 14 to 10, in religious education - from 14 to 12, since there were 4 classes in the preparatory class. The total number of Russian classes did not change. Gymnasiums with no Greek added 8 classes in French and 5 classes in German. The teaching of mathematics and ancient languages was greatly enhanced: Latin - 43 classes, Greek - 30 classes, mathematics with physics, mathematical geography and a short natural science course -31 classes a week (Grigoryev, 1900: 427).
According to the first charter of real colleges in 1872 the number of one-week classes was 24 hours in the first and second grades, 29 hours in the third, fourth and seventh classes, and 33 hours in the fifth and sixth grades respectively. In the amended charter of the real colleges of 1888 in all seven grades there were 30 classes a week (5 classes per 6 days) (Vessel, 1890: 80).
Table 2
Curricula in force on the Ukrainian territories controlled by the Russian Empire in 1864-1871
Curriculum 1864
Subjects Classical gymnasiums with two an- Classical gymnasiums with one ancient Real gymnasiums without ancient Curriculum 1871
cient languages language (Latin) language
Religious Education 14 14 14 13
Russian with Church- Sla- 24 24 25 24
vonic and Verbal folklore
Logic - - - 1
History 14 14 14 12
Geography 8 8 8 10
Latin 34 39 - 49
Greek 24 - - 36
French and German 19 38 46 22
Mathematics with Physics,
Mathematical geography and a short natural science 34 34 57 37
course
Calligraphy and Drawing 13 13 20 13
TOTAL 184 184 184 217
Source: Compiled by the author on the basis of Vessel (1890: 83), Grigoryev (1900: 423 -424).
From 1872 to 1893 the curricula in Russia were twice changed. The first took place in 1877, when the main changes concerned history (a separate lecturer of a systematic course of World and Russian history and an extension of the course of history by introducing facts from Slavonic and Byzantine history), the Russian language (independent teaching of literature, theory of literature, not in the study of model literature works, as it was before) and logic (in 7th grade). For the second
time, in 1890, the main changes touched upon: the ancient languages (reduction of the number of classes by 11 hours, reduction of the grammatical material, reduction in senior classes of the value of translations from Russian into ancient languages, focusing on reading authors, explaining the content); geography (cancellation of its repetition in VII and VIII classes); gymnastics ( became an obligatory subject for all classes) and the Russian language ( the number of lessons were increased in the lower classes).
According to Circular No. 17326 of 1889, the duration of the class was shortened to 50 minutes (Ste-panov, 1890: 46).
Conclusions
Comparative analysis of the curricula on the territories controlled by the Austro-Hungarian and Russian empires shows that they were formed under the influence of cultural, political and socio-economic factors, were subject to special educational legislative acts of the Austro-Hungarian and Russian Empires, having many subjects and being rather overloaded. In the course of evolution they underwent certain changes: the number of teaching hours was reduced, expanded list of subjects, more attention was paid to the study of real-world subjects.
The Charter of 1864 allocated the least number of daily classes. Since one class lasted 1 hour 15 minutes, then 184 such classes were equivalent to 230 hours. When, in 1865, the length of one class was reduced to 1 hour without a corresponding reduction in curriculum, 46 hours of study time or a half of the school year were lost. With the shorter duration of the training course, teachers had to explain the material in a hurry and set larger homework to complete the course in a timely manner.
References
1. Babina O.I. Stanovlennia ta rozvytok himnaziynoyi osvity v Ukraini (v kintsi XIX- na pochatku XX stolittia) [Formation and Development of Gymnasium Education in Ukraine (in the end of 19th -
the beginning of 20th centuries] : avtoref. dys. ... kand. ped. nauk: 13.00.01 Kyiv. 2000, 19 p.
2. Entwurf der Organisation der Gymnasien und Realschulen in Oesterreich [Draft Organization for Austrian Gymnasiums and Real Schools], 1849, 258 s.
3. Grigoryev V. Istoricheskiy ocherk russkoy shkoly [Historical sketch of the Russian school]. Moscow, 1900, 587 s.
4. Kopach I. Novyy avstriyskiy "Normalnyy plan nauki dlia gimnaziy" [New Austrian "Normal Curriculum for Gymnasiums"], Nasha Shkola, 1909 (I-II), S. 14-32.
5. Plan Nauki dla Gimnazj ów Galicyj skich [Curriculum for Halytskych Gimnasiums], We Lwowie: Nakladem Funduszu Szkolnego Krajowego, 1909. 38 s.
6. Plan nauki dla Galicyj skich Gimnazyów Real-nych [Curriculum for Halytskych Real Gimnasiums], We Lwowie: Nakladem Funduszu Szkolnego Krajowego, 1910. 31 s.
7. Stepanov S. Obozrieniye proektov reformy sredney shkoly v Rossii Preimushchestvenno v posliedneye shestiletiye (1899-1905) [Review of secondary school reform projects in Russia. Mostly in (1899 - 1905)], Zhurnal Ministerstva Narodnago Prosvieshcheniya, 1890(5), S. 34-50.
8. Vessel N.K razyasneniyu voprosa ob obleg-chenii uchebnykh zaniatiy gimnazistov [To Clarify the Issue of the Facilitation of classes for gymnasists], Russkaya shkola, 1890(3), S. 79-86.
ОРГАНИЗАЦИОННО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ БУДУЩИХ МОРСКИХ СПЕЦИАЛИСТОВ СРЕДСТВАМИ ИНФОРМАЦИОННО-ТЕХНОЛОГИЧЕСКОЙ СРЕДЫ
Волошинов С.А.
кандидат педагогических наук, доцент кафедры инновационных технологий и технических средств судовождения
Херсонской государственной морской академии
ORGANIZATIONAL-PEDAGOGICAL CONDITIONS OF FUTURE MARITIME SPECIALISTS' PROFESSIONAL TRAINING BY INFORMATION-TECHNOLOGICAL ENVIRONMENT
Voloshynov S.
Candidate of pedagogic sciences associate professor of the department of innovative technologies and navigation aids of
Kherson State Maritime Academy
Аннотация
В статье рассмотрена структура информационно-технологической образовательной среды, методологические основы формирования профессиональной компетентности будущих морских специалистов. Автором предложены необходимые организационно-педагогические условия профессиональной подготовки будущих морских специалистов в информационно-технологической образовательной среде.
Abstract
The article discusses the structure of the information technology educational environment, the methodological foundations of the formation of professional competence of future maritime specialists. The author proposed the necessary organizational and pedagogical conditions for the training of future maritime specialists in the information technology educational environment.
Ключевые слова: профессиональная подготовка, организационно-педагогические условия, морские специалисты, информационно-технологическая среда
Keywords: vocational training, organizational and pedagogical conditions, maritime specialists, information and technological environment
