Ukrainian academic rhetoric school

Abstract

The article deals with the formation and development of an academic rhetoric school in Ukraine that transformed the best achievements of teaching humanitarian disciplines from fraternal schools and colleges. The first Ukrainian universities developed an authentic paradigm of transfer of knowledge, which was different not only in the sound knowledge of lecturers, but also based on the traditional principles of our educational system: nationality, accessibility, natural conformity, etc. The article proves that academic rhetoricians used their own experience in constructing training courses, aimed to introduce dialogical teaching methods, actively analyzed foreign experience, but transferred knowledge based on the mentality of Ukrainian students. It is noted that university education made a significant contribution to the development of rhetoric as a subject of study. Famous teachers, public figures, linguists, and rhetoric-practitioners developed theoretical and practical principles of rhetoric. Development of the courses of the theory of literature was based on scientific researches of M. Dragomanov, M. Kostomarov, K. Zelenetsky, O. Potebni, I. Ryzhsky, I. Sreznevsky and others. The textbooks of O. Halych, M. Koshansky, O. Merzlyakov, I. Ryzhsky were the important methodological materials for providing rhetoric courses. The positive phenomenon of the nineteenth century is a broad public debate about the outdated purpose and content of the rhetoric, which caused criticism from the pedagogical press and well-known educators and critics. Such tendencies led to a decline in the development of the theory of methodology and the extraction of rhetoric as a discipline from the programs of gymnasiums and universities, but laid the foundations for the further development of the Ukrainian academic rhetoric school. The study of the history of the formation of academic eloquence proves that Ukrainian lecturers created an unequivocal teacher-student interaction system that involves a parity of constructive relationships in the educational process.