013. Видання НаУКМА

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Browsing 013. Видання НаУКМА by Author "Avdieieva, Svitlana"

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    Kyiv Academic Philosophers of the 19th Century: Dialog with Kant about Education
    (2024) Kuzmina, Svitlana; Avdieieva, Svitlana
    This article attempts to present the dialogue between 19th-century Kyiv academic philosophers and Kant regarding the issues related to the "pedagogical paradox" formulated in his Lectures on Pedagogy. The main finding is the specific contributions made by Kyiv academics to Kant’s reasoning about education. Such a peculiarity was defined by the educational paradigm based on the requirements of the Charters of the Russian theological academies, which mandated that all philosophical doctrines be considered from the perspective of Orthodox Christian dogma. This approach led to the recognition of the child’s full right to humanity, thereby reinforcing Kant’s postulate on the universal significance of education. Simultaneously, it expanded the possibilities for overcoming the contradiction of the pedagogical paradox, allowing Kyiv academic philosophers to pose a fundamental question about how to create a space of freedom in education. By acknowledging the capacity for moral freedom as inherent in the child’s nature, the strategic logic of pedagogical interaction in the reasoning of Kyiv academics shifted from Kant’s "active expectation" – where the child intellectually matures to understand moral ideas – to a logic of "interactive support," where educators assist the child in realizing their personhood through accessible forms of moral activity. Consequently, within the context of these discussions, the theme of pedagogical creativity emerged prominently in the Kyiv philosophical and pedagogical discourse of the 19th century, underscoring the impossibility of standard solutions in a field where freedom and necessity are constantly negotiated.
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    Professors of the Kyiv Theological Academy on educational reform: dreams and the reality of authoritarian modernization
    (2025) Kuzmina, Svitlana; Avdieieva, Svitlana
    This article reconstructs the views of professors from the Kyiv Theological Academy on educational reform within the broader context of the Russian Empire during the late nineteenth and early twentieth centuries. The study aims to identify the value foundations of the educational reform models proposed by professors from the Kyiv Theological Academy and to analyze their historical and ideological determinants. The article demonstrates that, on the one hand, the professors based their projects on the fundamental principles and values of modernity, while, on the other hand, they were unanimous in opposing total bureaucratic control over educational institutions and the restriction of academic freedoms. This paradox, that the state must create and develop the educational system as a tool for its own self-preservation and development, while at the same time restricting its control over it, was addressed by the professors of the Kyiv Theological Academy through the concept of religious education or the Christianization of the school based on conservative values. It is emphasized that this conflict of values was conditioned by dependence on the official ideological doctrine, which contained internal contradictions characteristic of all projects of authoritarian modernization. The conclusion notes that, despite a certain degree of archaism, the ideas of the professors of the Kyiv Theological Academy may be useful in seeking a balance between conservative and liberal values for building an adaptive and inclusive educational system in Ukraine that takes into account national traditions and contemporary challenges.