Pedagogical reflections in historic and pedagogical narrative (on the example of scientific works of Mykola Lavrovskyi)

The article aims at analysing the historical and pedagogical work of the famous Ukrainian scientist, educator, historian and philologist Nikolai Alekseevich Lavrovsky (1825 – 1899) and at explicating and systematizing pedagogical reflection of the scientist. The concept that outsources knowledge (including educational reflection) prevails in scientific narrative is the theoretical basis of this study. The scientific works about Nicholai Lavrovsky's life are researched by the author. Methods of scientists research are: analysis, synthesis, deduction, induction, logical and semantic, cognitive analysis of text. The study proves that Nicholai Lavrovsky's scientific studies are dedicated to the history of educational thought, particularly in the book “About the pedagogical value of works of Catherine the Great”. He expressed his own pedagogical ideas concerning the purpose, content and methods of education and training of preschool and primary school-age children. It was established that these pedagogical views were a reaction to the scientist pedagogical ideas of XVI – XVIII centuries, but formed the basis on the study by Nicholai Lavrovsky achievements of educational thought of the XIX century (works of German teachers Kirsch, Raumer, Latman, Shreybert, Deynhardt, Roth et al.). Nicholai Lavrovsky saw the purpose of education in moral virtues, which should be based on “moral autonomy of man”. Among the methods of education he teach highly of the method accustom (J. Locke method), but condemned the abuse of children, their intimidation and physical punishment. N. Lavrovsky consider the tales as important means of educating the children. N. Lavrovsky considered education as a path to moral integrity, great importance to the study of native and classical languages, history native country, opposed the system of lessons in primary school.