HUMOR IN THE HISTORY OF EDUCATION AND PEDAGOGY: THE USE OF IDEAS IN THE CONTEXT OF MODERN SOCIAL CHALLENGES

Abstract

The article presents a retrospective analysis of the problem of reflecting humor in pedagogy and its use in the educational sphere. The relevance of the topic is explained by the numerous functions of humor: health-preserving, preventive, integrative, cognitive, educational, entertaining, emotional, etc. Humor has not yet been sufficiently appreciated by teachers, but its role is growing in today's conditions, in particular in times of war.
Historical and pedagogical aspects of the use of humor by prominent pedagogues are studied by P. Р. Grzybowski, N. Dudnyk, O. Kretova, I. Kuzma, A. Libura, V. Chaika, V. Sitkar, and others. There is a need for a comprehensive retrospective scientific investigation to determine the prospects for the creative use of scientists’ achievements in education.
Views on the use of laughter and humor of world-famous pedagogues and philosophers (Erasmus of Rotterdam, R. Mulcaster, J. A. Comenius, J. Locke, J.-J. Rousseau, H. Skovoroda, J. Korczak, V. Sukhomlynskyi, P. P. Grzybowski.) have been reflected.
Ideas that should be implemented in the modern educational space have been identified: development of methodological recommendations for the use of humor in education, taking into account wartime conditions and other social challenges; introduction of an elective course "Humor and laughter in preschool and general secondary education" into the curriculum of higher educational institutions; the use of learning tools that evoke positive emotions, laughter, while paving the way for big and serious things; observance of the culture of using humor in order to prevent the use of humor for aggressive purposes; popularization of the theory and practice of using humor as a subject of scientific research by students, as well as scientific and pedagogical workers of higher educational institutions.