Doctor of Historical Sciences, Professor at Ukraine History department at V. N. Karazin Kharkov National University. Main focus of her research is history of education and culture of Ukraine (late 17th – early 19th centuries).
Main publications on education history:
- Харківський колегіум (XVIII – перша половина ХІХ ст.). – Х.: Бизнес-Информ, 1999. – 167 с.
- Трансформация образовательной традиции в Восточной Европе ХVII–ХVIII вв. // «Быть русским по духу и европейцем по образованию»: Университеты Российской империи в образовательном пространстве Центральной и Восточной Европы ХVIII – начала ХХ в.: [сб. тр. Германского исторического инстиута в Москве]. – М., 2009. – С. 32–51. – (Россия и Европа. Век за веком).
- Православные коллегиумы Российской империи (вторая половина XVIII – начало XIX вв.): между традициями и новациями // Ab Imperio. – 2010. – № 3. – С. 85–112.
- На перехресті культур, традицій, епох: православні колегіуми України наприкінці XVII – на початку ХІХ ст. – Х.: ХНУ імені В.Н. Каразіна, 2011. – 400 с.
- Православные коллегиумы Российской империи (вторая половина XVIII – начало XIX вв.): между традициями и новациями // Конфессия, империя, нация: религия и проблема разнообразия в истории постсоветского пространства. М.: Новое издательство, 2012. – C. 122–152.
Ennoblement of Cossack Starshina in the Hetmanate and Sloboda Ukraine and Evolution of Education Strategies in its Environment in the 18th Century
This study is aimed at reconstructing education ‘strategies’ and ‘programs’ for children of regiment and sotnia starshinas (higher ranks) in the Hetmanate and Sloboda Ukraine in the 18th century. Cossack elite developed as result of Khmelnytchyna events in mid-17th century and in subsequently in the 18th century were ennobled in Russian Empire whereby its rights became identical to those of Russian nobility. The question of educational ideals of Ukrainian Cossack starshina that became middle nobility and gentry is still open. The author of the paper presents the result of educational ‘programs’ and ‘strategies’ reconstruction based on multiple sketchy records in ego-documents of starshina family members. Consolidation of fragmentary arguments by authors of these texts helped to reconstruct the mode of children education common in many starshina families that included institutional aspect and education goal statement.
The result of the research is identifying main vectors of ‘strategies’ and reference points of starshina children education ‘programs’ reflected above all in ego-documents. Ideas expressed by intellectuals being part of Cossack starshina community also play an important role for understanding these processes. Available data allow us to assert that from mid-18th century not only the beginning of institutional crisis in forms of education and training of Cossack starshina children (Orthdox collegia and academies) established by that time but also notable shifts in defining goals of educational process can be observed. In view of new starshina demands Kyiv-Mohyla Academy, Charkiv, Chernigiv and Pereyaslav collegia with a model resulting from transfer and adaptation of European educational forms and instruction was based on traditions of humanist Europe’s schools (in the first place Jesuit collegia of Polish-Lithuanian Commonwealth) from 1760s were searching for ways of modernization directed at creation of Collegium Nobilium. It was stipulated by both new representations of ‘dignity’ and ‘distinction’ and ideological influences related to Enlightenment era. New ideas subsequently took roots in university establishment projects developed by gentry (szlachta) of Little Russia and Sloboda Ukraine Governorates and submitted to Legislative Commission of Catherine II to draft new Code of Law in 1767.