The problems in pre-profile training of secondary school students in Ukrainian teachers’ innovational activities during totalitarian lawlessnes

The manuscript deals with the problems of pre-profile education at the beginning of the Soviet Union. It shows the system of education in labor schools, their curriculum, subjects and the main principles of professional education. In the article it is considered the great experience of a scientist and a teacher S. Siropolko. Also it gives the main principles of pre-profile education in Ukraine during 1920-1940 and uncovers the shortage of the system of students’ preparation. Based on the archive materials and scientific works the article shows that nowadays it is impossible to involve school to political and economical affairs not taking into account the traditions of Ukrainian people. Since curricula and textbooks are becoming distorted students cannot apprehend the sense of given information for their personal development and future vital functioning. The authors make a conclusion that the process of pre-profile education of secondary school students should be based on educational principles and be directed to students’ educational achievements, their harmonious development and be adapted to their individual capabilities and skills. The following conclusions about the system of pre-profile education are widely discovered

Cultural Roots: An EcoJustice Analysis of Scholarly Articles on Ontario’s K–12 Environmental Education, 2009–2018

Environmental education has experienced both challenges and opportunities in the Ontario K–12 context. Drawing upon a culturally focused ethical approach—EcoJustice—this major research paper attempts to interpret the relationships between environmental crises and cultural assumptions by discussing root metaphors, discourses, and ideologies that may inform environmental education from cultural perspectives. This paper includes a qualitative document analysis of 21 peer-reviewed articles over the past decade (2009–2018), aiming to explore the relevant philosophical foundations of Ontario K–12 environmental education through an EcoJustice lens. The analysis and discussion of the examined literature reveals that different philosophical notions existed in Ontario K–12 environmental education during this time, such as individual autonomy, change as linear progress, and constructivism, with an anthropocentric view towards the human/Nature relationship. This paper closes with comments on how an EcoJustice framework provides reconsideration for Ontario’s K–12 schools in that environmental education is not only about teaching environmental sustainability and wellness but also about revitalizing cultural commons