secondary and higher schools in the USA and
Great Britain in retrospect (early XIX – early
XXI centuries) is clarified.
In particular, classical education is briefly
described, which had a reproductive character
and considered the student as a passive object of
learning, which must be filled with knowledge in
accordance with certain programs and methods.
Classical education was represented by the
following approaches: secular, theological,
biographical, introspectionist, logical and
methodological. These approaches, mainly
mechanistic and theoretical, were scientific and
rationalistic in nature, and they were dominated
by ideas of linearity and consistency of world
history. Learning goes from the past to the
present.
Non-classical education (the period from the
middle of the XX century), in which the
movement takes place mainly from the future to
the present and in which a significant role is
played by the subjectivity of the student, the
teacher's personality, creative attitude to the
material being studied. Individual approach to
students is characterized by the formation of new
approaches in the development of historical and
pedagogical knowledge, which depends on
socio-economic conditions in the United States
and Great Britain: gender, legitimate, elitist,
historical and political, critical, childhood
history. The development of these approaches is
determined by the socialization of the history of
pedagogy. American Scientists also distinguish
approaches to the development of teacher
training trends related to students' pedagogical
practice (academic, research, evolutionary,
critical), elective, informational, etc.
It should be noted that traditional types of
Education (classical education and non-classical
education) are based on the causal mechanism of
the development of thought, the basis of their
thinking is considered either the object of
learning (classical education) or the subject of
learning (non-classical education).
Postnonclassical Education combines the
positive aspects of traditional education in a
single syzygy process of educational activity,
which means constant interchangeability, on the
one hand, of those who study and on the other –
of those who teach. The post-non-classical
methodology takes into account that it is not the
world and not man that exist by themselves, but
their integrity, which is now becoming the main
object of attention, taking into account the
current realities (environmental disasters,
conflicts, etc.). The implementation of post-non-
classical education is characterized by the
following modern approaches: competence-
based, continuous professional improvement of
teachers, situational, cultural, systematic,
interdisciplinary, axiological, and synergetic.
Many approaches influence the construction of
professional training courses for future American
teachers. This is because the education system in
the United States and Great Britain is based on
pluralism. These are the following approaches:
behaviorism, cognitivism, humanism,
constructivism, etc.
Many of the teachers of American higher
education institutions believe that it is advisable
for students to present a variety of approaches. In
addition, students, after being acquainted with
them, develop their own teaching philosophy,
and only then is it considered that future teachers
could enter pedagogical practices.
The integration of the presented approaches
brings education to a new level, in the center of
which is a person, his development and self-
realization, which allows us to determine the
human-centrist orientation of pedagogical
education.
We see prospects for further research in
substantiating trends in the development of
priorities in education.
Bibliographic references
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