Methodical aspects of teaching agricultural history (in the late 18th – early 19th century) in general secondary education institutions

Abstract

Abstract. Purpose. The purpose of the research involves the optimization of modern methods of teaching the agricultural
history of Ukraine (in the late 18th – early 19th century) in the ninth grade of the institutions of general secondary education.
Scientific novelty. The author proposes and substantiates the working hypothesis that relatively more filling of educational
programs with agrarian topics (content), in particular in relation to the end of the 18th – the first half of the 19th centuries,
is demanded by science and social needs. Concretely, this expediency is motivated by at least several factors. First of all, the
originality of the history of Ukraine precisely in the context of the dominance of the agrarian (agricultural) way of life of the
majority of the population in it, as well as a rather long period of preservation of the foundations of traditional society in the
conditions of its «too slow» modernization (primarily in the mental aspect). Secondly, the challenges facing the Ukrainian
public in understanding its future historical «depeasantization». Thirdly, the relevance of the research tasks of the «peasant
nation» problem, as it is formulated by modern European historiography.
Conclusion. The teaching of various aspects of the agrarian history of Ukraine at the end of the late 18th – early 19th century
in general secondary education institutions was analyzed. The author substantiates the position on preserving the relevance
and significance of teaching the agricultural past at the stage of transition of secondary schools to the New Ukrainian School,
based on current legislation, guided by their own long-term professional practice and, moreover, generalized experience of
fellow teachers. The general result of the study is that in recent decades, interest in the agricultural history of Ukraine has
declined markedly, which is not entirely justified, especially given the didactic and educational challenges facing Ukrainian
society today.
The author proposes and substantiates the hypothesis that the state of historical science and modern Ukrainian society is in
demand for a «return» to a greater «replenishment» of the curriculum of general secondary education institutions, in particular
the end of the late 18th – early 19th century. This expediency is motivated by several factors. First, the originality of the history
of Ukraine, precisely in the context of the dominance of the agrarian (agricultural) way of life of the majority of the population,
a long period of preserving the foundations of traditional society in its «too slow» modernization (especially in the mental
aspect). Secondly, the challenges facing the Ukrainian public in understanding its future historical «resettlement». Third, the
relevance of the study of the problem of «peasant nation», as it was formulated in modern European historiography. The author
sees further prospects for methodological improvement in the idea of students acquiring the necessary competencies based on
the creation of interdisciplinary knowledge.
The proposed theoretical and practical perspectives of the study give reason to believe that teaching the history of Ukraine
in general secondary education, especially in the context of its agricultural component, needs significant correction. The author
considers it expedient to significantly transform the content of this discipline, paying attention to the new methodological
support of this process.