The Museology in Ukraine: Institutionalization, Personalities, Educational Dimension (Based on the materials of the Encyclopaedic Biographical Dictionary "Pedagogues of Ukraine (the second half of the 19th – early 21st century)")

Abstract

The article examines the contribution of educators to the formation and development of the museology in Ukraine, focusing on the institutional transformations of museums, their educational function, and the role of pedagogical figures in shaping the museum space. Drawing on materials from the Encyclopaedic Biographical Dictionary “Pedagogues of Ukraine (the second half of the 19th – early 21st century)” and other sources, the article reconstructs the activities of over 20 educators who played a key role in initiating the creation of museum institutions, developing museum-pedagogical practices, and integrating museums into the educational process. It also emphasizes the connection between pedagogical initiatives, the institutionalization of museums, and their evolution from repositories of artifacts to centers of educational communication. Special attention is given to educators who made significant contributions to the development of the museum sector, such as Pavlo Tutkovskyi, Oleksandr Yanata, Mykola Sumtsov, and others, who laid the methodological foundations for museum activities and the interaction between museums and educational institutions. The role of Borys and Mariia Hrinchenko in the systematization of museum collections and cataloging, which became an important stage in the professionalization of museum work, has been examined. The phenomenon of school museums, which appeared in Ukraine in the second half of the nineteenth and early twentieth centuries and became effective means of active learning, development of research skills, and, with the restoration of Ukraine’s independence in 1991, the formation of students’ national identity, is considered separately. The role of school museums in the educational process is analyzed, particularly through the work of Mykhailo Bykovets, Pavlo Sapukhin, Vasyl Kaiukov, and others, who developed methodologies for local history work, the integration of museum exhibits into educational curricula, and the interaction of museums with local communities. It is demonstrated that the ideas of Sofiia Rusova, Ivan Fylypchak, Panas Lunov, and others laid the foundation for modern museum pedagogy. The research methodology, based on the biographical approach, made it possible to systematize information about Ukrainian educators-museum professionals, analyze their museum-pedagogical ideas, and assess their contribution to the development of museology. The scientific novelty of the research lies in the comprehensive analysis of the connection between the progress of education and museum work, which allowed for the first time to evaluate the role of pedagogical figures in the creation of Ukraine’s museum infrastructure. The practical value of the research lies in its application for improving museum-educational programs, developing methodological recommendations regarding the activities of museums in educational institutions, as well as forming national strategies for integrating museums into the educational process. The conclusions emphasize that the museology in Ukraine, based on the experience of past educators, is not only a means of preserving historical memory but also a powerful educational resource that contributes to addressing current challenges: the consolidation of Ukrainian society in the face of Russian aggression, digitalization, and competition with new forms of information content.