External factors as a prerequisite for the phenomenological formation of students' scientific outlook in the universities of the Nadniprianshchyna region

Abstract

The study is devoted to the problem of forming students’ scientific outlook through the prism of different scientific fields. The historical and pedagogical context of this problem underlines the relevance of its study. The use of systemic structural analysis allows the systematisation of subject aspects on the basis of the principles of unity and integrity.
The purpose of the article is to analyse the external factors of the formation of students’ scientific outlook in the context of the pedagogical and historiosophical aspects of the formation of national education.
The stated problem was considered from the point of view of a complex system of external and internal interactions crystallised at the level of external deterministic influence, which became a prerequisite for phenomenological formation: historical interactions, socio-cultural (cosmopolitan) interactions, sectoral and normative interactions, general institutional aspects of interactions and the pedagogical aspect of interactions. The academic community reflects its worldview positions in relation to the socio-political system. From the historical and pedagogical point of view, the principle of building the educational system on the basis of the principle of continuity contributed to the formation of an integral network of educational institutions, where education should turn a pupil into a student. With such a structure of the educational system, the university was considered the top of the educational and scientific hierarchy, so phenomenological education at the personal level took place in the atmosphere of academic conditions. The article examines the period of the first and second half of the nineteenth century, when universities were established and operated in Naddniprianshchyna, as well as the impact of the industrial revolution on education and the development of productive forces. Studying at universities triggered active cooperation, which led to structural changes in faculties and the development of student-centred research projects.
The long history of the development of national education became a starting point for the formation of a conscious intelligentsia that contributed to the educational movement in different regions.
Thanks to the effective cooperation of teachers and students, a unified structure of academic progress was formed, which impressed the broad masses of society with the enlightened spirit. Scientific societies played a key role in shaping students’ worldviews, and cooperation between academic centres strengthened scientific ties and extended their influence beyond their home territories.