INFLUENCE OF REFORMIST PEDAGOGY ON THE DEVELOPMENT OF EUROPEAN EDUCATION IN THE LATE 19th – EARLY 20th CENTURY

The article highlights the impact of reformist pedagogy on the development of European education in the end of the 19th – early 20th century. The trends, directions, and works of different pedagogues-creators of their own author’s schools, which belonged to the reformist pedagogy, were analyzed. It has been established that the problem of labour training aroused from the epoch of the Renaissance. Representatives of democratic direction, such humanists-educators as F. Rable and M. Montaigne developed the ideas of labour training. An English educator, philosopher J. Locke put up the need for manual labour. As a result of analysis of different pedagogues-reformists’ activity it has been revealed that labour schools functioning was the prerequisite for the emergence of ideas of “pedagogy of action”, proposed by W. A. Lay. Keywords: European reformist pedagogy; labour school; school of action; pedagogy of pragmatism; psychological and physiological features; organic curriculum; productive work; developmental training; school reform; formal education.