“Radical Reorganization…”: M. I. Pyrohov as Trustee (1858–1861) and Measures in Improving Professionalism of Teachers of Kyiv Educational District

Reformation of the educational system of independent Ukraine encourages the study of concrete experience of implementing radical changes in the field of education. The purpose of the article is to study the innovations of the trustee of the Kyiv Educational District M. I. Pyrohov in teacher training in the state. The methodological basis of the study is the socio-cultural approach in combination with psychohistory. As a result of the study it is proved that the authoritative doctor and scientist M. I. Pyrohov in Kyiv Educational District continued the mission of “serving the truth and the Motherland”. Progressive pedagogy, sincere humanism and democracy in the educational process became the core of the trustee’s administrative activity. The personality of a teacher was in the focus of change. The trustee implemented measures to improve the professionalism of the teaching staff in the District: projects of the Pedagogical Seminary and a special Pedagogical Gymnasium were prepared; training of university students in didactics was improved and their practical classes were organized on the basis of the Kyiv gymnasiums; the concept of pedagogical courses at provincial gymnasiums for training of teachers of the county and parish schools was offered; competitive procedure for appointing teachers; educational and methodical meetings of pedagogical councils were initiated. The strategy of innovations was to increase the pedagogical authority and personal dignity of teachers.We believe that under Pyrohov as the trustee there was an irreversible turn towards true democratization of the management system, relations between the subjects of the educational process, modernization of didactic and pedagogical technologies in the Kyiv Educational District. The success of innovations was due to the high public authority of Pirogov, his exceptional professionalism and integrity as an administrator, a sincere desire for the progress of education in the state.

Clérigos: a produção da subjetividade eclesiástica no seminário católico

Realizamos uma ampla investigação sobre a produção da subjetividade eclesiástica, tal como ela se processa na instituição seminário católico. Utilizando o instrumental teórico da análise institucional, mapeamos os operadores institucionais subjetivadores do dispositivo pedagógico seminário, enfocando tanto suas relações de poder quanto seus aspectos místicos, atentos às dimensões instituintes e instituídas. Os dados foram obtidos através da observação do cotidiano institucional e de entrevistas semidirigidas com os diversos atores institucionais, tanto no seminário filosófico quanto no teológico. Os resultados obtidos indicam que a formação do clero pode ser considerada como um domínio ainda flutuante, constituindo um campo de noções conexas que reconhecemos como sendo pertinentes aos saberes pedagógicos, psicológicos e teológicos. Há o desconhecimento e a denegação da dimensão totalitária e disciplinar do seminário. O modo de funcionamento hegemônico do seminário seria o asilar ou conventual, baseado no enclausuramento, na tutela completa da existência do candidato ao sacerdócio, na vivência grupal e no panoptismo, atraído pela força gravitacional do paradigma tridentino.Abstract: We carried out a broad investigation about the production of ecclesiastical subjectivity as it occurs in the Catholic Seminary institution. Using the theoretical instrument of institutional analysis, we made a chart of the institutional operators that subjectify the pedagogical seminary device focusing both on its power relations and on its mystical aspects, carefully examining its instituting and instituted dimensions. The data was obtained through observation of the everyday institutional life and from semi-structured interviews with the various institutional actors, both in the philosophical and in the theological seminary. The results obtained indicate that the training of the clergy may be regarded as a still uncertain domain, constituting a field of related notions that we recognize as being pertinent to the pedagogical, psychological and theological forms of knowledge. There is a lack of knowledge and a denial of the totalitarian and disciplinary dimensions of the seminary. Its hegemonic way of functioning would be similar to that of an institution or a convent, based on seclusion, on the full control of the life of the candidate to priesthood, on collective living, on panoptism (full time surveillance), all attracted by the gravitational force of the Tridentine paradigm.