Ключевые слова: морально-этическое воспитание, история морально-этического воспитания, американская школа, этапы морально-этического воспитания, содержание морально-этического воспитания, моральные ценности, формы и методы морально-этического воспитания, средства морально-этического воспитания, моральный идеал, концепции морально-этического воспитания.

Zhukovsky V.M. Moral and Ethic Education in American School (1830s-1990s). - Manuscript.

Dissertation on the Doctor of Pedagogical Sciences degree in specialty 13.00.01. - General Pedagogics and History of Pedagogics. - The Institute of Pedagogy of the Academy of Pedagogical Sciences of Ukraine, Kyiv, 2004.

After the analyses of moral and ethic education in the history of American school (1830s-1990s), we came to the following conclusions: moral and ethic education in American school was used to meet the requirements of social, political, economic, religious, and ethical factors and largely depended on the level of development of philosophic, psychological and pedagogical sciences.

The general character and purposes of moral and ethic education in American school was determined first of all by economic factors. Their contradictional character caused two tendencies in the attitude to students' moral education in American society. The first led to reducing the educational role of the school and the second one required its development. The conflict between these tendencies determined all the collisions of the development of moral and ethic education in American school during its entire history. The peculiarities of conflict between the two-forementioned tendencies determined the main historical periods of moral education in American school in 1830s-1990s.

The first period (1830s-1890s) was characterized by the foundation of the state common school and moral education was the primary goal of it. The moral character of the students was shaped using Christian moral values common for different protestant denominations. The moral education at school was influenced by the ideology of classical liberalism and classical philosophical systems (idealism, realism, and thomism) and foresaw inculcation of traditional Christian values. Teachers were supposed to be models of behavior for their students.

During the second period (1890s-1940s) moral education largely depended on the ideology of progressivism. In American school, a pluralistic approach to moral education based on humanistic morality was formed which led it to gradual weakening. The most important became a new liberalism (progressivism), pragmatism, and the experimental philosophy of John Dewey, and conception of "Character education" based on moral codes. The teacher was considered to be an assistant and facilitator of the moral education of students.

The third period of moral education (1940s-end of 1970s) saw the refusal of moral values education in state schools. During this period of time the dominant position in American philosophy of education occupied neopragmatism, personalism, and existentialism. The programs of "Values Clarification Approach" and "Moral Development" refused to use moral values in moral education process. They allowed teachers to organize discussions on moral problems using the students experience and were strongly against any kind of imposition of their moral values.

The fourth period of moral education in American school (end of 1970s - 1990s) was characterized by a gradual return of moral education to American schools due to a wave of immorality that spread throughout American society and school. Americans of this period were ready to work out a common complex of moral values for state schools. This period is characterized by a tendency of using traditional moral values based on the ideology of conservatism and conception of "Character Education" using the previous positive experience of ideological, philosophical and pedagogical conceptions and systems.

The most important tendencies of moral and ethic education in American school in the 19th-20th centuries are: the tendency of weakening of educational functions of the family and other educational institutions (church, community), the tendency of strengthening of multicultural education, the tendency of combining different approaches, conceptions and programs of moral education using the most rational elements of each of them, the tendency of "reasonable conservatism" in the choice of the basic moral and social values for moral education at school and combining common values with those that express the mentality of the nation on the definite stage of its historic development.

The importance of historic experience of American school for other countries, in particular, for the Ukrainian school is that American school was a kind of the natural pedagogical laboratory where real problems appeared and resolved that other countries met with in different periods of their history. It does not mean that the American experience can be mechanically taken and used for resolving of the similar problems of the Ukrainian school.

Key words: moral and ethic education, the history of moral and ethic education, the American school, the stages of moral education, contents of moral education, moral values, forms and methods of moral and ethic education, means of moral education, a moral ideal, conceptions of moral and ethic education.

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