INDEPENDENT ACTIVITY AND SELF-ACTIVITY OF A PUPIL AS A DISPLAY OF HIS SUBJECTIVITY (HISTORICAL ASPECT)

Introduction. The article is dedicated to revealing the content of pupils' agency through their independent activity and self-activity. The relevance of the research on the display form of the agency of personality in the historical perspective derives from the following need of our time: the organization of the educational impact on postnonclassical schoolchildren requires identification of differential features of their agency in comparison with others (historical) personality types. Purpose. The purpose of the article is to analyze the independent activity and self-activity of pupils as a display form of their agency and substantiation historical and pedagogical study of this phenomenon in the twentieth century. Results. The independent activity in pedagogy in the twentieth century encompassed a large semantic field. This is a pedagogical principle, an educational tool, and a socio-psychological phenomenon. Their analysis made it possible to distinguish the criteria of independent activity. They are: self-analysis, self-criticism, self-cognition, self-cleaning (can be replaced by self-punishment), self-upbringing, self-learning, self-education, self-possession, self-restraint, self-control, self-stimulation, self-stopping. Pedagogical analysis of independent activity describes nearly full compliance of its methods with self-activity methods. The author has discovered that it is formally inappropriate to separate the phenomena of independent activity and self-activity in the context of the research on the display form of the pupils' agency. Originality. By means of content analysis there have been identified the core areas in the presentation of the agency of the Ukrainian pupil of the twentieth century in the content-criterion aspect, their uneven representation has been pointed out. It has been noted that the educational elite paid greatest attention to the issues of pupils's self-learning, self-upbringing and self-education in the attributes of independence, initiative and creativity. Conclusion. The criteria such as self-cognition and self-analysis were not reflected in the views on their agency. At the same time it is emphasized that independent activity and self-activity as a display form of the pupil's agency reflect, on the one hand, their determination by the social and educational context, and on the other hand, by the scientific, educational and personal contexts. Progressiveness of the views on the nature of the agent essence of pupils can be observed throughout the twentieth century, although its semantic context varies.