Ideas of civic competence in emigrant pedagogical periodics and their implementation in modern museum and educational practice

Abstract

The authors of the publication consider the ideas of civic competence, presented in emigrant pedagogical periodicals, as an important source of understanding the educational practices of the Ukrainian diaspora and their use in the modern educational and museum space. Based on the analysis of Ukrainian-language periodicals, approaches to the formation of civic consciousness, national identity, and historical memory in the minds of Ukrainians in the diaspora are traced. It is shown that the pedagogical thought of the diaspora combined national-patriotic education with democratic values and an orientation towards an active civic position. The possibilities of using these ideas in modern museum and educational practice are clarified, in particular through interactive methods, work with historical sources, and involving visitors in understanding the complex pages of the past. The potential of museums as centers of informal education in the formation of civic competence and the actualization of national memory is emphasized. The purpose of the study is to comprehensively analyze the ideas of civic competence, represented in the émigré pedagogical periodicals of the 20th century, to clarify their content, value and methodological foundations, as well as to identify opportunities and ways of their actualization and effective implementation in modern museum and educational practice in order to form civic consciousness, historical memory and critical thinking in students. The research methodology is based on a combination of general scientific and special historical and pedagogical approaches. Methods of analysis and synthesis were used to process the content of publications, problem-thematic and content analysis to identify leading ideas and concepts, and a historical and comparative method to compare the approaches of émigré and modern pedagogical thought. It is concluded that the ideas of civic competence, formulated in the émigré pedagogical periodicals of the 20th century, have significant scientific and educational potential and can be effectively integrated into modern museum and educational practice to form civic consciousness, historical memory and critical thinking of students.