V. SUKHOMLYNSKYI ON SCHOOL-FAMILY EDUCATION (CHALLENGES OF THE PRESENT DAY)

The article is dedicated to current issues of interaction between important components of modern society, such as school and family, and their interrelationship in the context of accelerated transformations and erosion caused not only by internal factors, such as the dynamic circumstances of contemporary life but also by the Russian-Ukrainian war. This issue poses both scientific and practical challenges for educators, which, on the one hand, require adjustments to scientific approaches for their resolution, and on the other hand, necessitate demonstrating their genesis, that is, mechanisms of implementation already tested over time. In the context of the issues currently under discussion, it seems important to identify and trace the origins and principles of the interconnection between family and school education through the analysis of the pedagogical and, to some extent, the epistolary legacy of Vasyl Sukhomlynskyi. It has been revealed that the educator characterized the state of family upbringing at the time as unsatisfactory due to its isolation and detachment from the educational process in schools. He emphasized the undesirability and harmfulness of certain parenting styles found in some families, such as indulgent love, despotic love, and transactional love. The article clarifies that Sukhomlynskyi created and implemented a school-family education system in the school he managed, which included: psychological seminars that examine the daily lives of individual students: a parental school where lectures were held to provide parents with basic pedagogical knowledge about children and upbringing: individual conversations with parents, their active participation in school/class events, and the importance of family upbringing. It has been established that the school-family education system developed by Sukhomlynskyi, along with its specific components (mutual respect, spiritual values, cooperation, attention to the child’s needs, emotional communication, and dialogue), served – and continues to serve – a s both a source and foundation for the modern construction of school-family interaction in the process of child upbringing.