MAIN STAGES AND DIRECTIONS OF A. P. KARYSHYN'S ORGANIZATIONAL AND MANAGERIAL ACTIVITIES

The pedagogical legacy and organizational-managerial activities of A.P. Karyshyn—a distinguished scholar and educator who led the Natural Sciences Faculty of the Poltava Pedagogical Institute for forty years—represent an invaluable resource for researchers and all individuals invested in youth education. Karyshyn's pedagogical contributions, specifically within the context of educational development requirements in Ukraine, have not yet been the subject of dedicated study. Consequently, they warrant comprehensive investigation and appropriate evaluation. Based on an analysis of historical-pedagogical, scholarly, and archival sources pertaining to A.P. Karyshyn's biography and body of work, it has been established that the theoretical substantiation of the key stages and directions of his organizational-managerial activities remains unexplored at present. We attempted to systematize and generalize data from archival, scientific, and literary sources concerning his life, scholarly, pedagogical, and managerial activities, thereby identifying the main stages and directions of his personal formation and growth as an educator. Considering the author's criteria (including family and social environment; organizational, managerial, scientific, and pedagogical levels of activity; scientific authority; and professional growth), four conditional stages have been identified in the formation and development of his worldview, pedagogical, and scientific perspectives, all closely intertwined with his personal life. Regarding the stages of A.P. Karyshyn's life and organizational-managerial activities, it is pertinent to consider the historical peculiarities of the 20th century, during which the educator and scholar lived, as well as his personal efforts in seeking his own path in science, teaching, organizational-managerial work, and active public engagement. Based on, firstly, the historical peculiarities of the 20th century, secondly, the systematization and generalization of A.P. Karyshyn's scholarly works, and thirdly, archival and scientific materials, the following stages in the formation and development of his organizational-managerial activities have been identified (Stage I (1912–1932): Search-Professional – This foundational stage encompasses childhood and youth, characterized by the formation of personal character traits, the laying of worldview interests, and the initial development of social maturity and professional aspirations; Stage II (1932–1945): Scientific-Didactic – This stage represents a period of intensive exploration: studies at the chemistry department of the Natural Sciences Faculty of the Poltava Teachers' Institute, the commencement of his teaching career at the institute, his initial scientific discoveries, and life challenges during World War II; Stage III (1946–1969): Organizational-Managerial – This stage marks the flourishing of his scientific and pedagogical activities, the acquisition of managerial skills, the unfolding of organizational abilities, and active participation in public work; Stage IV (1970–1987): Research-Generalizing – This stage is defined by his dedicated work in strengthening the faculty's material and educational base for student field practice in the village of Luchky, the deepening of scientific research in chemistry, and the integration of theoretical developments with their practical application in production processes). The conducted research suggests that each identified stage reveals significant milestones in A.P. Karyshyn's life, culminating in the full bloom of his talent as a scholar, educator, manager, and public figure, all dedicated to the affirmation of humanism, democracy, goodness, and love. A promising direction for future scientific inquiry involves illuminating the practical outcomes and scientific achievements embedded within A.P. Karyshyn's pedagogical legacy.