The problem of intellectual education of the individual in Ukrainian pedagogical thought (1980–2000)

Abstract

The article provides a comprehensive historico-theoretical analysis of the transformation of intellectual education within Ukrainian pedagogical discourse during the period of 1980-2000. It elucidates the gradual transition from an ideologically driven, knowledge-reproductive model of instruction toward a humanistic, learner-centered paradigm focused on the cultivation of intellectual potential, as well as critical and creative thinking. The study explicates the contributions of prominent domestic scholars – namely V. Sukhomlynskyi, V. Kremen, I. Ziaziun, S. Honcharenko, and O. Savchenko – to the theoretical conceptualization of the constructs of «intellectual education», «mental development», and «intellectual development», as well as to the formulation of innovative approaches to the organization of the educational process. It is established that the period under review was characterized by an intensified focus on cognitive engagement, cognitive autonomy, reflectivity, and the intellectual culture of the individual. Key trends in the educational reforms of the late 20th century are identified, specifically humanization, humanitarianization, individualization, and the integration of psycho-pedagogical knowledge. Substantiates that intellectual education began to be viewed as a strategic resource for individual and societal advancement, serving as the conceptual foundation for the emergence of the contemporary competency-based approach in education.

Key words: intellectual education; pedagogical ideas of Ukraine; education concepts of the late 20th century.