THE EDUCATIONAL BEGINNINGS OF THE PEDAGOGICAL ELITE IN THE CONDITIONS OF EMIGRATION CAMPS (20-ies of the XX century)

Abstract

The article analyzes the problem of development of education in the conditions of emigration. It is emphasized that the overwhelming significance of the development of education with the total efforts of Ukrainian emigrants was actualized to a greater extent by its own policy-centred primary cause.

It is noted that the regional entrenchment of Soviet power and the suppression of the Ukrainian revolution hurt the socio-cultural development of the country, simultaneously affecting: the unfinished construction of a national school; interrupted Ukrainization; intensified the politicized ideologization at all levels of a graduate education system. In the conditions of military and political instability, the arrangement of the domestic-emigrant life of Ukrainians took place under the conditions of the camp system. Certainly, this system was rather depressing for the newly arrived Ukrainian, but, through the efforts of educational initiatives of the conscious intelligentsia, it was possible to somewhat mitigate the "sharply continental" climate of the host party. 

It is argued that the development of education in emigration conditions took place taking into account the interests of different-year-old pupils. Taking into account the fact that the number of young people without higher education in the conditions of emigration was quite significant (in particular, in Czechoslovakia, the percentage of potential applicants exceeded 95%), energetic representatives of the pro-Ukrainian faculty took on their shoulders the burden of developing the education of various educational-qualification levels. It should be noted that such an approach to the case was sufficiently justified, since Ukrainian youth in foreign conditions needed qualified support to "open" new horizons for their further employment. In a difficult and fast-moving time, the domestic faculty did not have the time to reflect on the variability of the content development of academic disciplines, since the formation of lecture notes on Ukrainian-centeredness required a fairly flexible operational level.

It was emphasized that general education activities in the camps (in particular, preparation in the form of courses - preparatory and general literacy) were not spontaneous, but reminiscent of a highly organized and highly productive educational process. Such generalization was made due to the content diversity of the working curriculum, which provided for the teaching of disciplines in the humanities, natural sciences, physics and mathematics