USE OF IVAN FRANKO'S CREATIVE HERITAGE IN THE EDUCATIONAL PROCESS OF THE HIGHER EDUCATION INSTITUTION

Abstract

Ivan Franko creative heritage attracts more and more attention of the scientific, pedagogical and public community both in our country and abroad. The humanistic pedagogical system, developed by a prominent figure in national education, is characterized by innovative ideas and provisions that still multiply the theory and practice of education and upbringing. The fundamentality of Franko's legacy inspires more than one generation of both scholars and educators, but many questions remain about the implementation of his progressive ideas in the practice of modern higher education institutions.
The expediency of the concept of lifelong learning and the very idea of lifelong learning, which has always been present in the mass consciousness - these are steps towards the growing assertion of this idea in society made by educators-innovators of their time during the long history of education. Ivan Franko pedagogical ideas and creative heritage do not lose their relevance today, remaining surprisingly modern and timely. The ideas of an outstanding scientist on the organization of the educational process in its various parts in accordance with the principle of continuity, are especially important in the context of reforming the education system in Ukraine. Undoubtedly, they are in special demand in the modern information and communication space, integrated into the concept of lifelong learning.
Franko's work at a pedagogical encyclopedia for a modern teacher will open new pages of understanding modern educational problems. Theoretical generalizations of the writer are laid today in the foundation of a person-centered approach to teaching and education at all levels of education. Organizational and pedagogical conditions for successful work with children of different ages, formulated by a talented teacher, are still relevant today. Note that it would be an omission to leave the experience of an outstanding teacher, scientist, practice without using today the key concepts of his system and without considering the essence and foundations of ethics of education and training, defining them as relevant and timely only for the educational system of the last century.