Genesis of communicative ideas in the pedagogical thought of ukraine (50s – 80s of the XX century)

Abstract

The article identifies communicative ideas in the pedagogical thought of Ukraine
(50s – 80s of the 20th century), which influenced the formation of the communicative approach in education, and investigates their genesis (definition, socio-historical conditions of emergence, formation, development, mutual influence).

It has been proven that the determining factor in the formation of the communicative approach in the 1950s and 1960s was was the communicative and pedagogical work of V. O. Sukhomlynskyi. Despite the fact that the scientific and practical activity of the scientist was carried out within the limits of the Soviet system of educational and pedagogical communication, which was characterized by authoritarianism and monologicity, he, consciously or unconsciously, overcame its limits and reached the level of humanistic and dialogical communication - communicativeness.

In the studied period, simultaneously with the communicative and pedagogical work of V. Sukhomlynskyi, other teachers also actively worked in the direction of actualizing the relevant communicative factors (ideas). In particular, this is a study of the problem of «elationship» (M. Veit, V. Vlasenko, M. Krasovytskyi, S. Maksimenko, D. Nikolenko, I. Sinytsia, etc.), «tact» (V. Boyko, S. Maksimenko, D. I. Solomadin, V. Yampolsky, S. Kurganov, etc.), «collaborations» (Y. Hilbukh, S. Guzik, O. Zakharenko etc.).

It was determined that the process of the genesis of communicative ideas in the pedagogical thought of Ukraine (50s – 80s of the 20th century) unfolded from the definition of communicative factors of education as interpersonal (psychological) forms of the educational process, in the «teacher-student» system (relationships, tact, communication, dialogue) to the definition of communicative factors of education as system-forming phenomena and concepts of the educational process and education in general (communication, dialogue, cooperation), which significantly brought pedagogical science closer to the development of a communicative approach in education.

The study of the genesis of communicative ideas testifies to the gradual awareness by teachers of the role of communicativeness as an ontological, teleological and axiological basis of personality development and an important methodological principle of the development of pedagogy and education in general.