USING MEMOIRS IN THE STUDY OF PEDAGOGICAL DISCIPLINES IN EDUCATIONAL INSTITUTIONS

Abstract

The purpose of this article is to highlight ways to use memoirs as a source in the study of pedagogical disciplines in educational institutions. The relevance of using memoirs in the educational process is explained by their belonging to ego-sources, which allows them to reflect the personal vision of their authors regarding pedagogical ideas and realities. This, in turn, aids contemporary students in better perceiving and understanding these concepts. Working with memoir literature develops informative, research, and social competencies in future teachers, enhancing critical and pedagogical thinking. When characterizing memoirs, the lecturer draws attention to the rules of working with them. This involves clarifying the author’s personality, their political views, social and professional statuses, level of education, purpose and circumstances of writing, the topics raised, and chronological and local boundaries. It is emphasized that it is necessary to consider the author’s biases and possible inaccuracies related to the peculiarities of their memory. The scientific novelty of the study lies in justifying ways to incorporate memoirs from the history of education and pedagogy into the educational process, particularly those related to the history of the Vinnytsia Gymnasium in the first half of the 19th century, the Sharhorod Theological College of the 1870s–1880s, and the pedagogical activities of M. Kotsyubynsky, M. Dragomanov, S. Rusova and others. Conclusions. The use of memoirs in studying pedagogical disciplines has scientific, cognitive, educational, and professional significance. Memoirs actualize historical and pedagogical information, reflecting the spirit of the era, its pedagogical culture, and the value attitudes of various social strata towards education. They contribute to the personification of pedagogy and the awareness of the connection between the personal and the general. The use of memoirs helps avoid formalism, dogmatism, and abstract teaching. The methodology for working with memoir sources involves reading and commenting on them, comparing and contrasting them with other sources, and conducting critical evaluations, among other activities.