ДЕТЕРМІНАНТИ РОЗВИТКУ РЕФОРМАЦІЙНОЇ ПЕДАГОГІКИ КІНЦЯ XIX– ПОЧАТКУ XXСТОЛІТЬ: ДОСВІД СИСТЕМНОГО АНАЛІЗУ

Under the conditions of entry of Ukraine into the European educational space the need for educational change that allows rapid adaptation to new social demands significantly increases. In view of this, considerable importance is attached to learning about the patterns and trends in education reform in individual countries and regions in the period of industrial and post-industrial societies. The objects of historical and pedagogical analysis of the proposed paper is a process of formation and development of the components of reform pedagogy at the end of the XIX-th and the first third of the XX-th centuries as an educational phenomenon that illustrates one of the possible forms of educational and research initiatives to bring the school into compliance with the requirements of life. The analysis on the origin and development of the components of reformatory pedagogy at the end of the XIX-th and the first third of the XX-th centuries in the context of the modern theory of educational change allows to present the reformatory pedagogy as a cultural and scientific component of educational reform for its treatment in a broad sense, which was initiated by the «bottom» of individual teachers reformers, scholars, groups of educators. Unwillingness of political power to support the innovative process that increased «bottom up» and caused, in our opinion, limited reformation changes at the level of experimental schools, proprietary methods and schools, individual cases of regional implementation, without giving opportunity to escalate the process of national reform public school. Consequently, historical and pedagogical reflection origin and development of the reformatory-pedagogical movement of the late XIX-th and early XX-th centuries shows that the impact of reforms in education, at least, is possible only if the aspirations and efforts of those who initiate change both «top» and «bottom».