ETHICAL AND AESTHETIC PRINCIPLES OF PERSONALITY DEVELOPMENT OF FUTURE TEACHERS OF UKRAINE IN THE EARLY MODERN PERIOD (XVI - XVII CENTURIES)

The article is devoted to the historical and pedagogical analysis of the essence and specifics of the ethical and aesthetic principles of the development of the personality of future teachers of Ukraine in the early modern times (XVI-XVII centuries). Based on the historiographical analysis of literature and old prints, the author proves the thesis that due to the urgent need for self-preservation and self-development of the Ukrainian nation, the need to combat Catholic expansion, Ukrainian educational institutions trained highly educated, moral, ethical, and aesthetically perfect mentors-teachers. Significant progress in the problems of ethical and aesthetic principles of the development of the mentor-teacher's personality was made by Ukrainian brotherhoods that opened schools of an advanced type in the cities of Ostroh, Lviv, Lutsk, Kyiv, and others. As shown in the text of the article, the fraternal schools were distinguished not only by their democracy, but also sought to instill in their graduates, future figures of church and secular education, the traditions of the Ukrainian people, moral and ethical traits that distinguished the Ukrainian ethnic group from other ethnic groups, based on the best European traditions of education and upbringing. The article analyzes a number of documents that allow us to state unequivocally the importance of the ethical and aesthetic component in the system of professional training of future mentors-teachers of that time. In particular, the Statute of the Lviv Brotherhood School (1586), the Statute of the Kyiv Brotherhood School (1620), as well as the written monuments “Spiritual Alphabet” and “School Decency” characterize the significant progress of the fraternal schools of the early modern era in Ukraine in terms of aesthetic skills of graduates, their moral and ethical perfection in interaction with students, parents, residents of cities and villages of Ukraine of that time. The author of the article advocates the idea of extrapolating the creative achievements and historical experience of ethical and aesthetic training of future teachers of the sixteenth and seventeenth centuries into the modern practice of reforming the educational sector of Ukraine, in particular the need to introduce elements of music and performing arts, recitation, and mastery of the aesthetics of the living word into the system of vocational education to form a high level of pedagogical skills, improve the ethical and aesthetic experience of the modern teacher.