I. Fylypchak’s creative output in the modern educational system

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Marie Curie-Sklodowska University in Lublin

I. Fylypchak's creative output in the modern educational system

Chepil Mariya - Doctor of science, professor,

Head of History Education and

Comparative Pedagogy Department

Lublin, Poland

Introduction

Formulation of the problem. Ukrainian state building is impossible without the establishment and development of the Ukrainian school. The radical reform of the education system is stipulated by the national revival, formation of statehood and the democratization of society, the reproduction of the people's spiritual potential.

This requires a rethinking and objective coverage of the historical-pedagogical process in Ukraine; creative use of the experience of previous generations as one of the important conditions for the advancement of pedagogical science in order to develop scientific foundations of the modern system of education and upbringing.

Among the cohort of unknown figures is Ivan Pilipovich Filipchak (1871 - 1945) - a cultural, educational and public figure, researcher of the history of Ukrainian schooling.

His life and creative path is linked with different parts of Ukraine - Lviv, Ivano-Frankivsk and Vinnytsia regions. However, his most fruitful and versatile activity was in Sambir district.

From 1898 to 1914 and from 1919 to 1927 he worked as a teacher at the Sambir Teaching Seminary. He took an active part in the organization of Ukrainian public societies (head of the library at the Ruska Besida Society (since 1902), a member of Prosvita (since 1900), co-founder of the «Boykivshchyna Association» (1927), initiator of the «Farmers' Society», chairman of the «Silk» cooperative (1933). It was during this particular period that the public consciousness of Ukrainians was reinforced in the need to build a national school for the construction of an independent Ukrainian state.

Analysis of recent studies and publications. A number of publications have appeared in recent years, which covered some aspects of I. Filipchak's pedagogical activity and heritage. These are: literary works (P. Soroka, B. Denisyuk), historical area studies (K. Kubyak, I. Lozynsky, B. Semchyshyn, V. Semchyshyn, V. Yaroshevich, R. Fedak), ethnographic search (S. Oksenenko, V. Semchyshyn). A return from oblivion of the name of Ivan Filipchak in the history of Ukrainian culture, in the life of the city and the region was due to a significant contribution made by the teams of local newspapers, radio and television of the Sambir district - O. Leskiv, M. Raskiewich, V. Gornytkiewich, P. Osiurak, L. Zubritska, B. Vihansky, M. Shpak, R. Danchin.

The analysis of I. Filipchak's awareness-raising and literary works, the content of his works, is partially disclosed in the works of I. Dibko-Filipchak, R. Koritko, Y. Radevich-Vinnitsky, G. Savchyn (2010, 2009), M. Chepil (Chepil & Savchyn, 2012) and others. The monograph of M. Chepil and G. Savchin (2013) is devoted to the interpretation of I. Filipchak's pedagogical views and cultural and educational activities. The multifaceted nature of his scientific heritage, its importance for the modern theory and practice of national education requires a more detailed analysis.

The purpose of the article is to highlight the value of I. Filipchak's creative works and to actualize its use in the educational process of the modern school.

Presenting main material

The study of archival documents and materials, scientific and journalistic works gave grounds for a generalization of the affinity of modern problems in the field of education and upbringing with those ones that I. Filipchak and the Ukrainian educational community were solving in the first half of the twentieth century. The appeal of scholars to the history of pedagogy, the reappraisal of the facts of the life of the pedagogue, cultural and educational figure of the region, the return to the historical and pedagogical context of his educational and didactic ideas help in a newer way to appreciate the achievements of domestic pedagogy and to utilize them in the process of modern social transformations in Ukraine. Undoubtedly, all the ideas of that time can not be mechanically transferred to new historical conditions; they need to be creatively comprehended.

The selfless mission of I. Filipchak as an educator, a scholar, a teacher who supported the Ukrainian children in their intention to get knowledge in difficult socio-political and material conditions of the society, can not be overestimated. Actively continuing to work on the problems of education, I. Filipchak focused on the universal and national aspects of education, which can be considered as one of the most significant content of his pedagogical work. In this case, the teacher was mostly interested in the social function of education, which was capable, in his opinion, to improve the people's well-being, to become one of the factors of their national self-determination.

The works of I. Filipchak, his pedagogical ideas have not lost their relevance in modern conditions. The special value of his educational contribution is also that, despite the extremely unfavorable conditions, when the official circles held a line to deprive people from organic communication with schooling, the principle of the folk spirit of education serves as a dominant feature. I. Filipchak's views on the content of education remain topical, in particular, he considered that it was necessary to systematize and generalize knowledge; combine theory with practice and thereby produce knowledge, abilities and skills, and the gained knowledge ought to help in the realization of personality. The majority of the conceptual provisions, founded by I. Filipchak, are the source of ideas for the upbringing of children and young people, are of theoretical and practical interest for contemporary researchers.

The significance of his pedagogical ideas about the tasks to be implemented by the school has not lost its significance today: creation of favourable conditions for the intellectual, moral, emotional and physical development of the student's personality; develop pupils' ability to learn; the process of education and upbringing of pupils must correspond to age-specific features; adherence to the principles of consistency and continuity in the study of new material; identification and development of children's creative abilities. Today, education is primarily based on the best traditions of the spiritual and cultural heritage of the past to form a national idea in the youth in the interests of the Ukrainian state, to promote the upbringing of patriots capable of defending its independence. Realization of this task will promote creative usage of I. Filipchak's heritage in modern conditions.

The analysis of his pedagogical work confirms that he had his own requirements for the educational process: the content of the new material had to be of the scientific character, to be related to the time space; integrate training and education, consolidate the acquired knowledge in practice. The purpose of the school, in his opinion, was the national patriotic education of students (Chepil & Savchyn, 2012). In order to achieve this, the study of the history of Ukraine was very important. The teacher wrote a number of historical essays, but in the 1930's they understandably could not have been published. The manuscripts of those essays are stored in the Lviv regional archives, and became available to general readers only in the 1980's thanks to the publishing house of Julian Seryediak, who is in Buenos Aires (Chepil, 2016).

Further research is needed on the studies of the educational orientation of works devoted to Kievan Rus, the development of schooling in Lemkivshchyna and Boykivshchyna. However, today, I. Filipchak's works on the history of Ukraine are not included in the curriculum, athough in our opinion, they can be used as additional literature in the preparation of a teacher to the lessons of the history of Ukraine in 7 - 8 classes. Essays on historical content correspond to real historical events, although they are written in a peculiar belletristic style, to create a desire to read not only for adults but also children. The peculiarity of these works is local patriotism, in particular, such as «Dmitro Detko», «Constructor of the State», «Ivanko Berladnyk», written in the country of Lemkivshchyna, the native land of the teacher.

As evidenced by the pedagogical experience of Lviv's teachers, the ideas of I. Filipchak, his works on the history of Ukraine are partially used in schools, although they are not included in the curriculum. They are used as additional literature in preparing teachers for Ukrainian history lessons in grades 7 - 8. Historical essays are an important source for thematic events, for use as additional literature for extracurricular reading.

G. Savchyn, a teacher of history of secondary school № 3 Truskavets Lviv region, introduces I. Filipchak ideas during the teaching of History of Ukraine in the 7th form. This enables her to implement regional component into the content of the subject provided by the current curriculum, enrich the content of the lessons and intersperse the content of educational activities with local material. She has developed notes of lessons, educational events used by teachers of Lviv region. During the study of the topic «Galician- Volyn State» (Grade 7) she uses historical essays by I. Filipchak, revealing the political and socio-economic development of the Galician and Volyn principalities, the rise of the Galician principality of the times of Volodymyrko and Yaroslav Osmomysl. It develops the spatial and logical thinking of schoolchildren; forms a love for their homeland, respect for the historical past of this state. She has developed and tested creative and exploratory tasks, based on the historical heritage of I. Filipchak. Students can do them at the lessons and at home (Chepil & Savchyn, 2013, pp. 173-177).

Teachers of local studies can use the article «Where have Lemkis gone in 100 years», a series of local history articles on Sambirshchyna, about Pros- vita and Ruska Besida, published in the local press in different years. This material for educators, supervisors, class teachers can help to form students' national consciousness, focus their attention to the issues that may form the basis of their regional studies. creativity pedagogical consciousness filipchak

Axiological ideas permeate I. Filipchak's works. In the education of a young person, the development of its abilities education and schooling are of particular importance. Patriotism runs through the knowledge of the native language, the desire to «speak well in Ukrainian, to mind the stresses» (Fylypchak, 1985, p. 68). For him, the problems of patriotic upbringing in the Galician family, the values of family education, and the relationship between father and son are also important. The teacher justifies the ideals of the family, the love of the child and its perception. Parents' guides are remembered for a long time, and in the future they grow into the concept of life. The religious outlook, as the author believes, enriches the human soul, and this is confirmed by the words of Ofka, the wife of Prince Yuri II: «in the church, my pleasure, joy, my soul rejoices, as I go to church for worship» (Fylypchak, 1985, p. 99).

The importance of I. Filipchak's ideas about the role and significance of the teacher, whose main function he saw in the education of the youth, the formation of a person prepared for a full-fledged life in society based on the principles and norms of humanism, the recognition of the priority of universal values, have not lost its significance today. The personality of I. Filipchak, his profound theoretical knowledge, professional skills (analytical, organizational, predictive), spiritual and moral features (humanity, kindness, modesty, justice, empathy, tact, responsibility, etc.) were and remain the exemplary qualities for a teacher, an educator, mentor of young people.

Teaching children was a great deal for I. Filipchak. His pedagogical skills brought a lot of success and satisfaction in the educational process. And he understood that devotion and perseverance should be given to each student. And today there are urgent demands made to a modern teacher: good knowledge of the material; orientation in social events; self-education, information awareness; creative approach to teaching material at each stage of the lesson. Valuable are ideas about studying the social conditions of the student's life, the attitude of parents to the school, establishing interpersonal relationships, solving family problems.

A professional teacher, like nobody else, ought to know the characteristic physiological and psychological features of schoolchildren, the possibility of their versatile development at different age stages (Livingston, 2014). Therefore, a teacher is capable to competently express thoughts in public about the education of young people, to create public opinion on the burning problems of the theory and practice of education (Maxwell, 2015). By educating young people in the concept of universal values, the teacher should teach them to regulate their behavior in accordance with these values, to live according to the principles of kindness and mercy, tolerance, respect and humanity in relation to others.

Essay «For Teacher's Bread» (Fylypchak, 1932), in which the teacher argued that only a teacher with high level of authority could influence the education of young people, be a standard of behavior, a style of communication, and even imitation for students. For example, «The Faces of Teachers in a Modern School» - a pedagogical and psychological seminar organized by G. Savchyn (Chepil & Savchyn, 2013, pp. 178-179) focused its activity on the teachers who understand their pupils and can morally support them.

I. Filipchak left a rich scientific heritage, devoted to the study of school history. In our opinion, it is advisable to introduce in the pedagogical institutions the contents of the educational subject «History of Pedagogy» to study the theme «I. Philipchak as a historian of pedagogy «and/or» Pedagogical views and cultural and educational activities of I. Filipchak». This will enable future teachers to familiarize future sociologists with the socio-cultural preconditions and factors shaping the outlook of Ivan Pilipovich Filipchak, a teacher and public figure (1871 - 1945), his pedagogical ideas, directions of cultural and educational activities, and also to assess the contribution of I. Filipchak to the educational activities of Ukrainian public organizations and the formation and development of schooling in Ukraine. This will be facilitated by his historical and pedagogical works «To the Question of the People's School in Galicia» (Fylypchak, 1915) and «Church Parish School in Galicia», written and published by I. Filipchak in St. Petersburg; the monograph «From the history of schooling in the western Boykivshchyna (from 1772 to 1930)», «Ts. K. the district main school in Lavrov 1788/89 - 1910/11», «School in the Shooting» (1936), «The Teaching Seminary in Sambir» (1938) (Fylypchak, 1938), «The School at the Gordini» (1938), the article «Sambir school- gymnasium». They are based on archival documents, own reflections on the activities of different types of schools in Ukraine.

The following priority directions for introduction of pedagogical ideas of creative heritage and cultural and educational activities into the modern educational practice can be considered as the following: the development and updating of pedagogical ideas in modern scientific research of the scholars and the experience of pedagogues-practitioners; the formation of national consciousness in children and youth, the introduction of universal and national values in the content of the educational process; studying I. Filipchak's creative heritage in general education and higher educational establishments; study of little-known facts of his life and activities as a teacher, public figure, editor, publisher.

Conclusions

The study of I. Filipchak's pedagogical heritage became possible with the achievement of independence by Ukraine. His contribution is an important source of enrichment in the theory and practice of Ukrainian education. One of the most significant features of his pedagogical work is the combination of universal and national values. Actual are the requirements to the educational process: the content of the new material should be scientific, related to the time space; integrate training and education, consolidate the acquired knowledge in practice. By educating young people in the concept of universal values, the teacher should teach them to regulate their behavior in accordance with these values, to live according to the principles of kindness and mercy, tolerance, respect and humanity in relation to others. The implementation of the creative work of I. Filipchak in the educational practice of the school allows the regional component to be implemented in the contents of educational subjects, filling it with rich local material during lessons and in extracurricular activities. The use of creative work of a teacher in the educational process of secondary and higher schools and out-of-school education facilities is a task of modern theory and methodology of education.

Further studies require little-known facts of the life and activity of the teacher, the dissemination of the educational potential of I. Filippchak's works in pedagogical professional special editions.

References

1. Savchyn, H. (2010). Ivan Fylypchak ta opikunsko-vykhovna funktsiia shkoly na Sambirshchyni (1939 - 1941 rr.) [Educational function of schools in Sambir area (1939 - 1941) in Ivan Fylypchak's creative legacy]. Opika i vykhovannia ditei. Istoriia i suchasnist: zb. nauk. prats - Child care and education. History and modernity: collection of research papers (pp. 260-266) [in Ukrainian]. Savchyn, H. (2009). Stanovlennia Ivana Fylypchaka yak pedahoha i hromadskoho diia- cha [Ivan Fylypchak, a teacher and a public figure]. Liudynoznavchi studii. Seriia «Pedahohika» - Human studies. Series of Pedagogy, 19, 264-275 [in Ukrainian]. Fylypchak, I. (1915). Vopros o narodnoy shkole v Halitsii [Public school in Ukrainian Halychyna]. Zhurnal Ministerstva Narodnogo Prosveshcheniya - Journal of the Ministry of the National Enlightenment (pp. 216-266) [in Russian]. Fylypchak, I. (1938). Vchytelska seminariia v Sambori [Teacher's seminary at Sambir]. ShVN, 1, 24-36; 3, 141-160 [in Ukrainian].

2. Fylypchak, I. (1985). Dmytro Detko [Dmytro Detko]. Buenos-Aires [in Ukrainian]. Fylypchak, I. (1932). Za vchytelskym khlibom [Teacher's bread and butter]. Sambir [in Ukrainian].

3. Chepil, M., & Savchyn, H. (2012). Ideia natsionalno-patriotychnoho vykhovannia u tvorchii spadshchyni Ivana Fylypchaka [The concept of patriotic education in Ivan Fylypchak's creative legacy]. Pedahohichna osvita: teoriia i praktyka - Pedagogy: theory and practice, 10, 103-108 [in Ukrainian].

4. Chepil, M. (2016). Osvitnia diialnist Ivana Fylypchaka: istoriohrafiia problemy [Ivan Fylypchak's educational activities: historiography of the problem]. Liu- dynoznavchi studii. Seriia «Pedahohika» - Human studies. Series of «Pedagogy», 2/34, 255-265 [in Ukrainian].

5. Chepil, M., & Savchyn, H. (2013). Pedahohichni pohliady ta kulturno-osvitnia diialnist Ivana Fylypchaka [Ivan Fylypchak's pedagogical ideas and cultural- educational activities]. Drohobych [in Ukrainian].

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Література

1. Савчин, Г. (2010). Іван Филипчак та опікунсько-виховна функція школи на Самбірщині (1939 - 1941 рр.). Опіка і виховання дітей. Історія і сучасність: зб. наук. праць (c. 260-266). Дрогобич: Ред.-вид. відділ ДДПУ ім. І. Франка.

2. Савчин, Г. (2009). Становлення Івана Филипчака як педагога і громадського діяча. Людинознавчі студії: зб. наук. праць ДДПУ імені Івана Франка. Серія «Педагогіка», 19, 264-275.

3. Филипчак, І. (1915). Вопрос о народной школе в Галиции. Журнал Минис- тертва Народного Просвещения (c. 216-266).

4. Филипчак, І. (1938). Вчит. семінарія в Самборі. ШВН, 1, 24-36; 3, 141-160.

5. Филипчак, І. (1985). Дм.Детько. Буенос-Айрес: Вид. Ю. Середяка, 124 с.

6. Филипчак, І. (1932). За вчительським хлібом. Самбір, 221 с.

7. Чепіль, М., & Савчин, Г. (2012). Ідея національно-патріотичного виховання у творчій спадщині Івана Филипчака. Педагогічна освіта: теорія і практика, 10, 103-108.

8. Чепіль, М. (2016). Освітня діяльність І. Филипчака: історіографія пробл.

9. Людинознавчі студії: зб. наук. праць ДДПУ імені Івана Франка. Серія «Педагогіка», 2/34, 255-265.

10. Чепіль, М., & Савчин, Г. (2013). Педагогічні погляди та культурно-освітня діяльність Івана Филипчака. Дрогобич: Ред.-вид. відділ ДДПУ імені Івана Франка, 284 с.

11. Livingston, K. (2014). Teacher Educators: hidden professionals? European Journal of Education, 49, 218-232. doi: 10.1111/ejed. 12074.

12. Maxwell, B. (2015). `Teacher as Professional' as Metaphor: What it Highlights and What it Hides. Journal of Philosophy of Education, 49,

86-106. doi: 10.1111/ 1467-9752.12106.

Abstract

I. Fylypchak's creative output in the modern educational system. Chepil Mariya - Doctor of science, professor, Head of History Education and Comparative Pedagogy Department, Marie Curie-Sklodowska University in Lublin, Narotowicha str., 12, Lublin, 20040, Poland