THE ROLE OF OLEKSANDR TYSOVSKYI’S PEDAGOGICAL LEGACY IN THE FORMATION OF THE YOUTH MOVEMENT AND NATIONAL CONSCIOUSNESS

Abstract

The article is devoted to the analysis of the role of Oleksandr Tysovskyi’s pedagogical legacy in the formation of the youth movement and the national consciousness of Ukrainian youth in the first half of the twentieth century. The focus of the study is on the pedagogical ideas and educational principles of the founder of the Ukrainian scouting movement Plast, which became an important factor in the national and patriotic upbringing of the younger generation. The article examines the worldview foundations of O. Tysovskyi’s pedagogical concept, in particular the integration of moral, physical, intellectual, and civic education aimed at shaping an active, responsible, and nationally conscious personality. The article analyzes the main areas of O. Tysovskyi’s activity as a pedagogue, organizer, and ideologist of the youth movement, as well as his contribution to the development of educational methods based on the principles of self-education, discipline, service to society, and love for the homeland. Particular attention is paid to the role of Plast as an institution of civil society that contributed to the consolidation of Ukrainian youth and the preservation of national identity under conditions of statelessness and political oppression. Based on historical and pedagogical analysis, it is demonstrated that O. Tysovskyi’s pedagogical legacy had a systemic character and went beyond purely educational activity, influencing the formation of the national elite and the development of the youth movement as a sociocultural phenomenon. The relevance of O. Tysovskyi’s ideas for contemporary Ukrainian education and educational practice is emphasized, particularly in the context of national and patriotic education, youth civic engagement, and the affirmation of statehood values. The materials of the article may be used in scholarly research on the history of pedagogy and the theory of education, as well as in the practice of modern educational and youth policy