ATHEISTIC EDUCATION OF SCHOOLCHILDREN OF THE UKRAINIAN SSR IN THE SECOND HALF OF THE 1940S – 1980S

Abstract

The article describes one of the directions of educating schoolchildren, which was inherent in the Ukrainian SSR in the second half of the 1940s - 1980s. It was important for the Soviet government, since it was designed to form the worldview and appropriate behavior of a “Soviet person” who would renounce his own beliefs and follow party guidelines. It was found that atheistic education was carried out in various forms and methods. It took place within the school and outside it. As for the first, the emphasis was placed on the process of studying various subjects. Each had its own goal and educational direction. Therefore, it was necessary to use its potential to dispel religious dogmas and form the “correct” worldview of children. Experiments and observations were conducted in the lessons of the natural science cycle, and the power of words and emotions was used in the humanitarian cycle. The influence of extracurricular and extracurricular activities was analyzed. Students joined in the activities of circles, clubs, excursions. Lectures, conversations, evenings of questions and answers were held, meetings with famous personalities were held: leaders of production, scientists, artists, people who were believers, but later, under the influence of the reality and events of the republic, abandoned their previous beliefs and who, by their own examples, had to demonstrate the advantages of the Soviet way of life and worldview. It is proven that the state made considerable efforts to achieve its own goal. Almost all schoolchildren were involved in atheistic education. Demonstrating the charms of society, trips were organized for them not only within the Ukrainian SSR, but also to other republics of the USSR, where children were not only introduced to the history, natural resources of a particular city or interesting corner, but also shown the greatness of the country and the need to serve it. Some children remained on the sidelines of these processes, especially from families of believers. Their behavior was different. On the one hand, they and their parents understood the need to participate in such events and were passive, on the other hand, they were forced to demonstrate their own activity in order to preserve not only their inner peace, but also to stay in their parents' family. Such children often refused to participate in clubs and subbotniks, which contradicted their views. The instrument of influence on them was their parents, who could be accused not only of failing to fulfill their own duties, but also of criminal activity. This entailed imprisonment. State authorities constantly put pressure on students, teachers, and parents. The leading figure in this remained the teacher.