Journal articles on the topic 'Ostroh (Ukraine)'

On June 5-7, 1998, in the city of Ostroh, Rivne Oblast, on the basis of the Ostroh Academy, the IV International Scientific and Practical Conference "Educating the Younger Generation on the Principles of Christian Morality in the Process of the Spiritual Revival of Ukraine" was held. This year she was devoted to the topic "The Bible on the Territory of Ukraine". About 400 philosophers, psychologists and educators from many Ukrainian cities, as well as philosophers and educators from Belarus, Canada, Poland, Russia, the USA, Turkey and Sweden participated in her work. The conference was attended by theologians and priests of all Christian denominations of Ukraine.

The international scientific-practical conference under this name took place on May 19-21, 1995 in Ostroz, Rivne oblast, on the basis of the Ostroh High College. The conference summed up the domestic and foreign experience of educating the younger generation on the basis of Christian morals, developed theoretical and practical recommendations for the establishment of Christian morals in everyday life of man. Professors Vyacheslav Briukhovetsky, Helen Barker (England), Vilen Gorsky, Victor Malakhov, Peter Yarotsky, Nikolay Kovalsky, Ihor Pasichnyk, teachers, employees of educational institutions and scientific institutions of 18 cities of Ukraine took part in the conference. The conference was attended by representatives of five Christian denominations. As a result of the work of the conference, a collection of abstracts of reports delivered therein was published.

The author presents reasons in support of Ukrainian (Volhynian) origin of the translation of the Quran into Polish, written in Arabic script in the Tafsir created by Lithuanian Tatars and known in extant manuscript copies of the 17th-20th centuries, written in the Belarusian lands of the former Grand Duchy of Lithuania. The translation was made into the local regional variant of the Polish written language (polszczyzna kresowa), which is full of East Slavic linguistic features. This makes it possible to use the textually most stable (lexical and derivational) linguistic markers of the translation to determine the place of its origin: the adverb č i m a l o (‘quite a lot’) can be considered a Ukrainian-Belarusian common feature (originated in Ukraine), while the adjective r a n’ u s e n’ k y i (‘very early’) and the noun v i r š o v n y k (‘poet’) are actually Ukrainian. This indicates the emergence of the handwritten Polish translation of the Quran within the Tatar communities of Ukraine, from where it spread further north to Belarusian lands. The historical context allows us to link this Muslim translation with Ostroh as the oldest and largest Tatar centre of Volhynia and approximately date it to the turn of the 16th/17th centuries: between the publication of the Old Church Slavonic Ostroh Bible (1581) and the end of the active phase of the local Ostroh Academy (1608).

It seems that the choice for the subject "Christian Ethics in Ukrainian Culture" was made by everyone: the so-called "traditional Churches" and the authorities. The move, however, leaves much room for thought. First, who will teach this subject in educational institutions? We propose to use the experience not only of the western regions of Ukraine, including Lviv, Ivano-Frankivsk, etc., but also of the Ostroh Academy National University. When on March 24, 2000, the Rivne Regional Council decided to introduce the subject of Christian ethics in Rivne schools, the National University "Ostroh Academy" became one of the basic training centers for teachers of Christian ethics. The creation of a faculty for the training of teachers of Christian ethics caused, accordingly, the recruitment of students.

The article describes the formation of Western European educational models in the educational space of Ukraine in the 16th-17th centuries on the examples of Ostroh Cultural and Educational Center and Lviv Fraternal School. This period is marked by the establishment of rationalist tendencies in all spheres of social life and, as a result, the strengthened role of scientific knowledge. It is shown that the demand for the school as a social institution grew significantly during the specified period. Traditionally, Ukrainian education was based on the school model borrowed from Byzantium (11th –12th centuries), but at the intersection of the 16th – 17th centuries it became obvious that the knowledge provided by the traditional Ukrainian school was not enough to meet the demands for advanced scientific knowledge that were in need of the society at that time. Ukrainian education was challenged to organize a national school that would compete with European educational institutions of the period and at the same time rely on its own cultural and educational tradition. The compromise was found after establishing the Ostroh Academy, or Ostroh Cultural and Educational Center (1576), where for the first time in the history of national education and pedagogy an attempt was made to organize an educational institution by synthesizing Western European and Eastern Slavic (Greco-Byzantine) traditions. The Ostroh School was the first to introduce the "seven liberal arts" and the Latin language of teaching into educational practice. The reluctance of the Ukrainian society to accept Western educational standards in the late 16th century resulted in the decline of the Ostroh Cultural and Educational Center. A few decades later, Western European educational models were integrated into the practice of fraternal Orthodox schools, Greek Catholic educational institutions and were most fully expressed in the educational practice of the Kyiv-Mohyla Academy (1632). The study analyzes the Statute of the Lviv Fraternal School, the practice of the subjects taught and the content of the library from the standpoint of humanistic pedagogy. It is concluded that the reorientation and development of national education in the next historic periods was determined by the implantation of Western European educational models in the Ukrainian educational space. Keywords: Ukrainian cultural and educational space, Western European educational model, educational institution, school, implementation, transfer, adaptation, dialogue.

Special attention in this article is paid to the analysis of art collection of the Ukrainian artist from abroad Mirtala Pylypenko at the Museum of Ostroh Academy. In 1997 the Museum of history of the Ostroh Academy was founded. A great contribution to its development process was made by Ukrainians from abroad. They supported the museum, sent interesting exhibits, and joined in museum projects. Nowadays the museum has valuable art collections, among which sculptures of the well-known Ukrainian artist Mirtala Pylypenko. Mirtala Pylypenko was born in Ukraine. During World War II she emigrated, and since 1947 she has been living and working in the USA. She graduated from the Boston Museum’s Art School and Tufts University in Boston. Mirtala’s sculptures are not just artworks, but a profound philosophical and original vision of the world. She showed her talent not only in sculpture and art photography, but also in poetry – her poetic collections “Verses”, “Rainbow Bridge”, “Road to Oneself” have been published in various languages. Mirtala received acclaim in the US and Europe in the 1970s – 1980s. Since the early 1990s her works have been known in Ukraine, where the artist held a series of solo exhibits and presentations. Mirtala presented one collection of her works to the National University of Ostroh Academy. Now it is one of the most valuable collections in the university museum. As a sculptor with a long exhibiting career, Mirtala has combined images of her sculptures with her poems, creating a single whole, which is greater than its parts. Mirtala’s collection of sculptures is monumental, philosophic and gracious. However, at the same time, it is sunny and brings back the life-asserting symbols of eternal space and time. The artist has spent most of her life across the ocean (in the USA), but her soul remains tied to Ukraine. Mirtala Pylypenko is an extraordinary figure in the Ukrainian art. And now, many generations of university students have an opportunity to get acquainted with her unique talent. It is important that sooner or later, Ukraine reveals its artists. Therefore, the museum tries to return and represent the Ukrainian diaspora art and history in museum collections in order to create a single Ukrainian cultural space.

The article traces the development of philosophical and theological knowledge in the Ostroh cultural and educational center in the late 16th and early 17th centuries. Philosophical and theological knowledge was formed within the framework of Renaissance and Reformation ideas, which were dominant in the educational and cultural space of Ukraine in the specified period and, in turn, had an impact on the formation of conceptual worldview orientations at that time and later on. The main attention is paid to the philosophical and theological teachings developed by representatives of the Reformation movement: Vasyl Surazkyi, Gerasym Smotrytskyi, Kliryk Ostrozkyi, etc. In their works, the mentioned figures focused their attention on the issues of essence and role of philosophical knowledge in the education system of that time, developed human-oriented worldview questions along the lines of a Human being–God–the Universe as a response to the difficult socio-historical conditions of ethnic Ukrainian lands being part of foreign states and submission to foreign ideologies. In the spirit of ancient Rus traditions, Ostroh reformers considered philosophy to be wisdom, the task of which was to decipher and interpret the content of the Bible, the instructions of patristic literature and its adepts in order to uphold and protect the truths expressed in the Orthodox creed. It is concluded that, despite the fact that the line represented by the Reformation wing of Ostroh cultural and educational center is characterized from the point of view of historical retrospect as traditionalist and conservative, the complex of ideas and conceptual principles regarding a human being, his/her place in life, and worldview landmarks orientations constitute an important page in the history of this educational institution in particular and Ukrainian education and culture in general. Keywords: Ostroh cultural and educational center, reformation ideas, philosophical and theological education, human being, world, national identity.

Under this name, on May 17-19, 1996, the II International Scientific and Practical Conference took place in the Ostroh Academy (Ostray) and in Netishin. Its purpose was to analyze and generalize domestic and foreign experience on the issues of upbringing the younger generation on the principles of Christian morality, to consolidate the efforts of the church, family and school in educating the younger generation in the spirit of Christian morality.

The article reflects main study directions of scientists from the National University of Ostroh Academy on the issues in history of western Ukraine lands in interwar period. Areas of focus are thematic direction of studies and key results achieved by scientists. Article elaborated the most representative materials of studied developments by history scientists in this institution. Most of the publications are related to the stay of the Volhynia lands as part of interwar Poland, in particular, issues related to socio-economic history: crafts and handicraft production, activities of workshops, trade, banking, smuggling and countering it. A number of publications are devoted to the demographic problems of interwar Volhynia, in particular to issues of the ethnic composition of the population and emigration from overseas. One of the leading topics researched by scientists of the department is focused on issues of the political history of Ukraine in the interwar and pre-war period - Carpathian Ukraine of 1938–1939. A special place in the creative work of the scientists of the Department of History is occupied by the activities of public and political figure Stepan Skrypnyk in the interwar period. His active participation in the national-church movement for the de-Russification of the Orthodox Church in Poland is revealed.

Scholars, including music historians, have long been interested in the cultural centers of early modern Ukraine-Rus’. One of these centers located in Ostroh (Volhynian palatinate of the Polish-Lithuanian Commonwealth) existed in the last third of the sixteenth and first half of the seventeenth centuries. Ostroh was famous not only for its mighty fortress, a printing house, the intellectuals circle, and the Slavic-Greek-Latin Academy but also for its “singing school,” which introduced a co-called “Ostroh tune.” It is not known for certain when the school was founded and by whom, and in general, very little information has been preserved about the musicians and singers who lived in the city during this “classical period.” This article aims to fill in some gaps and introduce new biographical material related to Vasyl Hermanovych († 1626), who was a court singer of the voivode of Kyiv Prince Vasyl-Kostiantyn Ostrozkyi (1526–1608) and served to several generations of his descendants. Until now, information about Vasyl Hermanovych was limited to mentioning him as Vasyl Spivak in a document of 1621. Thanks to the discovery of other manuscripts, including his will, it has become possible to significantly expand our knowledge about the singer. The article considers the origin of Vasyl Hermanovych and reconstructs his family ties, the conditions of his service, and material support. A particular focus is on the last wishes of the singer, who asked to be buried in the Derman Holy Trinity Monastery and bequeathed all his property to his wife and a close relative, whom he specified as a “grandson” in his will. Vasyl Hermanovych’s will is published in the appendix to the article.

The article aims to study the history of the Crimean Tatars of the XV–XVII centuries within historical cultural heritage materials. The territorial is limited to the Volyn region, namely the cities of Ostroh and Dubno. The study methodology is based on the principles of historicism and objectivity. Besides these principles, we use the principle of systematicity to study the documents. The factor analysis was effective in examining the social and political processes that took place in the late medieval and early modern periods. We also use the typological method considering material culture objects. Analytical and synthesizing methods were used to generalize the information obtained. The scientific novelty of the article lies in the fact that it studies the historical, cultural, and material heritage of one of the indigenous peoples of Ukraine - the Crimean Tatars in the late Middle Ages and early modern times. During the Ukrainian independence historians and archaeologists prepared some publications on the subject, but the generalized monographic study is absent. In addition, a significant part of material artifacts are kept in the collections of various museums and are not available in exhibition halls. Conclusions. The study of the Crimean Tatars’ material heritage on the territory of mainland Ukraine is important. Despite the rather complicated relations during the XV–XVII centuries, there are many examples of cooperation against common enemies, such as the Moscow state or the Polish-Lithuanian Commonwealth. Communities of immigrants from Crimea lived in many Ukrainian cities, towns, and villages, and together with the locals, they contributed to the common welfare and prosperity. All this has left a significant mark on the history, culture, and historical memory of different peoples. The presented artifacts of the Crimean Tatars from the collections of the museums of Ostroh and Dubno will contribute to the study and popularization of the cultural heritage of one of the indigenous peoples of Ukraine. We are firmly convinced that other Ukrainian museums (especially in their collections) hold many items related to the Crimean Tatars. Therefore, our research will continue.

The article examines the impact of the concept of Magdeburglawontheeconomic, political and cultural development of Ostrohin the 16th-17th centuries. The author establishes that today there are many issues which require through research and resolution, inparticular, the introduction of a clear division of administrative functions between state authorities and local self-government bodies, improvement of the system and structure of local self-government bodies, and creation of an appropriate legislative framework. It is believed that it is impossible to solve these problems without a clear and systematic analysis of the mainstages of formation of local self-government in the contex to historical data on Magdeburg law. The author establishes that Magdeburg law is a medieval type of law under which cities were partially exempted from the power of the central royal administration or the power of a feudal lord and, as a result, were able to self-governon a corporate basis. Thanks to the privileges of Magdeburg law, cities for the first time received self-government, their own mayor, mayor, councilors, shopkeepers, their own courts, and the right to create their own craftsmen’s shops. The article confirms the idea that Magdeburg law is perhaps the clearest evidence that Ukrainian cities form any centuries were in a single political, cultural and economic space on a par with the leading cities of Europe. This thesis is confirmed by the history of the Magdeburg in many centers of our country, including the largest educational center of sixteenth-century Volhynia, the legendary city of Ostroh. Despite the outstanding importance of Ostroh in the socio-political and cultural life of Ukraine at the turn of the Middle Agesand the Modernera, the formation of the Magdeburg in this city has long been misinterpreted due to the lack of historical sources. The adoption of the concept of Magdeburg law provided Ostroh with a unique opportunity to develop local trade and, most importantly, the educational sphere. A characteristic feature of Magdeburg law in Ukrainian cities at the end of the sixteenth century was the transformation of its norms due to the influence of current factors of socio-economic development, as well as ancient Russian traditions of urban organization and law. Thus, the Magdeburg law did not initiate a new process of establishing local government in Ukraine, but only modified to a certain extent the existing norms of life and management of local affairs.

In the article the author tries to analyze the representation of religious and anthropological ideas in the works of figures of religious and philosophical thought in Ukraine in the late XVI - early XVII centuries. Their views were due to the expansion of Catholicism and the peculiarities of interfaith confrontation. It is noted that in order to protect Orthodox Byzantine and Old Rus’ traditions, representatives of the Reformation ideology in their works presented positions on protecting the faith of their ancestors from the influences of other cultures, preserving national and cultural values, referring to the basic principles of Holy Scripture, the original structure of Christian teaching and Orthodox Kyivan spiritual traditions and values. They were especially pronounced in the theological teachings of the religious and philosophical school of the “Ostroh traditionalists” (Ostroh and Derman cultural and religious centers). The author notes that the most famous representatives of this trend in Ukraine were Vasyl Surazky, Ivan Vyshensky, Yov Pochaivsky, Yov Knyagynytsky, Vitaliy from Dubno. They believed that the attainment of divine truth was possible only through the study and practical application of the works of Eastern patristic and through the active inner search for the spiritual mind, which should be guided by biblical knowledge. It is noteworthy that the polemicists, representatives of the early modern Ukrainian religious-philosophical and political-cultural elite, emphasized the inner philosophy of the wise mind, which combines the divine and the human. They sought to be an example of righteous living for their contemporaries, embodying its principles in their lives and associating it with monastic asceticism. The author concludes that the philosophical and anthropological views of the representatives of traditionalism developed in the context of the paradigm of Christian Neoplatonism, which was expressed in the ideas of hesychasm.

On the occasion of the anniversary celebrations in Ukraine, the Cabinet of Ministers established a special Organizing Committee, which was commissioned to head the Vice-Premier for Humanitarian Affairs. The work plan of the Organizing Committee is divided into six sections, in particular: "Public and religious events, charity and charity activities", "Informative and educational clarification, publishing and publishing work", "Scientific-organizational measures", etc. Ukrainian scholars-religious scholars will take part in organizing and conducting the cycle of conferences "Christianity: History and Present" on the basis of the Department of Religious Studies. It includes the conferences "Christianity and Ukraine" (November 1997), "Christianity and spirituality" (May 1998), "Christianity in the context of world history and culture" (May 1999) and "Christianity and modern social processes "(January 2000). On the basis of the Ostroh Academy an international conference on the education of youth on the principles of Christian morality will be held. The consequences of the work of the conferences will be reflected in the two-volume monograph "Christianity: History and Modernity". It is planned to complete the publication of the tenth volume "History of Religion in Ukraine", to publish the first volume of the three-volume "Ukrainian Religious Encyclopedia", the monograph "Christianity in the context of history and culture of Ukraine".

The content and main issues of the collective monograph “Philosophy of Roman Ingarden and Modernity” edited by Dmytro Shevchuk, issued on materials of the International Conference, which took place in Lutsk at the National University “Ostroh Academy”. In this monograph covered the views and fundamental problems of the famous Polish philosopher in the field of ontology, epistemology, anthropology, axiology, philosophy of literature. We can assume that the authors of the monograph managed to achieve the goal: outlined the significance of R. Ingarden’s achievement for modern philosophy, compared with the views of representatives of the Lviv-Warsaw School, phenomenology, semiotics, philosophy of dialogue and others. The relevance and prospects of the study of R. Ingarden’s works in Ukraine are noted.

Ключові слова: освіта, вища освіта, педагогічні заклади вищої освіти, Уманський педагогічний університет. Анотація У статті висвітлено історичні та історіографічні дослідження, які стосуються розвитку та реформування вищої педагогічної освіти загалом та Уманського державного педагогічного університету зокрема. Показано узагальнювальні праці вчених з історії вищої педагогічної освіти, про особливості становлення і розвитку педагогічних інститутів та діяльність їх структурних підрозділів і науково-педагогічних кадрів в Україні, зокрема на Черкащині. Проаналізовано праці, присвячені історії Уманського державного педагогічного університету імені Павла Тичини, де розглянуто окремі періоди діяльності інституту, його підрозділів та окремих викладачів. Посилання 70 rokiv Drohobytskomu universytetu, 2010 – 70 rokiv Drohobytskomu pedahohichnomu universytetu imeni Ivana Franka. Molod i rynok [70 years of Drohobych Pedagogical University named after Ivan Franko]. 2010. № 9. S 5-7. [in Ukrainian]. 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[in Ukrainian]. Yashchuk, 2013 – Yashchuk I.P. Vykhovannia maibutnikh pedahohiv u vyshchomu pedahohichnomu navchalnomu zakladi (1920-1991 rr.) yak predmet istoryko-pedahohichnoho doslidzhennia [Education of future teachers in higher pedagogical educational institution (1920-1991) as a subject of historical and pedagogical research]. Pedahohichnyi dyskurs. 2013. Vyp. 15. S. 794. URL: http://nbuv.gov.ua/UJRN/peddysk_2013_15_162 (data zvernennia (01.12.2021 ). [in Ukrainian].

The article analyzes the online and offline education of students of the Faculty of Romance and Germanic Languages of the National University of Ostroh Academy during the Covid-19 pandemic and Russian military aggression against Ukraine through the prism of the development of emotional intelligence. The article provides an analysis of the influence of the emotional state, and feelings of the participants in the education process on the perception of the material, learning a foreign language and learning outcomes. The paper emphasizes that in the process of language learning, thinking and reproduction of the learned material are as important as the conditions of learning material that involve taking into account the feelings and emotions of students. In addition, the authors point out that since emotions and thinking are interdependent, teachers of foreign languages can get better results when they pay attention to the peculiarities of the development of students’ emotional intelligence during the formation of their reading, listening, and writing and speaking skills. The influence of the development of emotional intelligence on the process of learning a foreign language has become of particular importance in connection with the mass transfer to online education, which was caused by the Covide-19 quarantine back in 2020 and intensified with the start of the war of Russia against Ukraine. Moreover, online learning in institutions of higher education during this period has changed not only in terms of methods and approaches to teaching a foreign language but also prompted teachers to take the emotional state of students into account more seriously. Positive learning outcomes are often directly related to the general emotional states of students, which depends on factors such as recognition of their achievements, encouragement, motivation and engagement in learning. This article presents the results of a survey on motivation to learn and the general mood of students during online and offline learning. The survey was conducted among first-year and fourth-year students of the Faculty of Romance and Germanic Languages of the National University of Ostroh Academy. The survey showed that students are more motivated to learn when they learn offline. So, there is an urgent need to study the impact of students’ emotional intelligence on the process of teaching a foreign language.

Based on the study of new documentary sources, the Soviet practice of teacher training in the Ostroh pedagogical school from the time of its creation and until the reorganization of the institution has been comprehensively considered. The functioning of a vocational school during the two periods of the Soviet regime, separated by the German-Soviet war and the establishment of the Nazi occupation power on Ukrainian territories, has been analyzed. In the first, against the background of socio-political transformations since the accession of Western Ukrainian lands to the USSR, the reorganization of the educational sector on the Soviet model has been noted and the emphasis has been made on directives and tasks of the party leadership concerning the establishing of pedagogical schools to train teachers from the local population. The peculiarities of the system of teaching and introduction of communist education in the pedagogical school at the initial stage of Sovietization of the region have been clarified. The second, longer period of activity of the Ostroh Pedagogical School is characterized by the resumption of the educational process in the postwar years, the rise of the Soviet government after the victorious end of World War II and the continuation of the course of socialist transformation in Western Ukraine. The analysis of statistical information helped to reproduce the dynamics of the number of teachers and students, as well as to determine their national and social composition. The organizational principles and content of professional and educational training of teachers in the postwar years have been highlighted. The attention is paid to the methods and forms of ideological treatment of student youth, among which the atheism, the activities of the Komsomol organization, conducting various events on communist propaganda work have been distinguished. These factors in Soviet practice determined the basic principles of the educational process in professional training of primary school teachers.

The article analyzes the development of music and choral education during the Slavic Renaissance and Ukrainian Baroque. The special significance of the ideas of spirituality and the revival of Ukrainian-Slavic values of religious and folk singing is revealed in view of the absence of statehood, the decline of Orthodox musical traditions. The significance of the reformist ideas of «purification of the church» and the culture of the Enlightenment is highlighted. Positive results of the development of music and choral education on the basis of Renaissance-Baroque (Cossack) Ukrainian culture were revealed. The value of Cossack-kobzar music and choral education, regional music and choral schools, the phenomenon of Kyiv-Mohyla Academy is emphasized. The analysis of scientific sources testifies to the intensive development of music and choral education in Ukraine during the sixteenth and eighteenth centuries, which took place in difficult conditions of the liberation struggle of Ukrainians for national culture, spirituality and consciousness. The achievements of the national music and choral education of the Slavic Renaissance include the preservation of ideas and traditions of the post-Byzantine Balkan-Slavic culture of Orthodox singing (monasteries, parish schools); appeal to Roman Catholic music and choral education (Jesuit, Latin, Protestant, Uniate secondary and higher institutions); a bright revival of humanistic and educational slogans, traditions of national music and choral education, which took place taking into account European achievements (Ostroh Academy, fraternal schools). Musical and choral education of the Hetmanate (Ukrainian Baroque), despite the gradual destruction of statehood, was marked by the revival of Ukrainian culture of the Renaissance-Baroque (Cossack) type. Centers of kobzar-Cossack music and choral education and culture, regional singing schools, spiritual and singing Orthodox culture flourished (Kyiv-Mohyla Academy, monastic, hierarchical, secular city centers) flourished. Ukrainian music and choral education was glorified by the geniuses of the Ukrainian people M. Diletsky, D. Rostovsky, D. Bortnyansky, M. Berezovsky, A. Wedel, G. Skovoroda. The prospects for further research include a systematic analysis of trends in music and choral education in Ukraine in the populist period.

The church history of the Russian-Ukrainian border is a significant area for research, in particular in the issue of the meeting of the Moscow Orthodox Church, which was intensively reformed, and the church structure of numerous immigrants to Slobodа Ukraine from the Kyiv Metropolis («Cherkasy» (Ukrainians)). The main ecclesiastical administrative formation in Sloboda Ukraine was the Bilgorod diocese, ruled by metropolitans in 1667–1721. In this case, the important features of the border are the presence of non-Moscow printing books and the emergence of schools.Already the first Bilgorod Metropolitan Theodosius brought 150 liturgical books to the center of the diocese from Moscow. But according to later data, Moscow books did not dominate in this space: a significant part of the books was from Kyiv, Lviv, and even Ostroh printing houses. The register of books of the Kuryazh monastery, published before the beginning of the 18th century, and other available registers testify to the coexistence of books of various printings in monastery book collections and churches.The «school tradition» of the establishment of schools at churches, similar to the Kyiv Metropolitanate, was also characteristic. The Bilgorod metropolitans did not bring their teachers from Moscow and apparently did not control the «cherkasy schools». These examples once again emphasize the heterogeneity of the borderline and the multiplicity of identities.

Aim. The paper’s aim is to present some current specific online studying instructional measures at the International Relations Department of the National University of Ostroh Academy in Ukraine.Methods. The study is devoted to the observation of some theoretical and methodological aspects of the peculiarities of online studying measures at the International Relations Department. The theoretical and comparative methods of analysing the peculiarities of online studying have been taken into account. In order to summarise the currentonline studying experiences at the International Relations Department, some specific instructional measures for both students and teachers are presented, for example: how to handle the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers.. The necessity of studying the above-mentionedaspects has been caused by their impact on students’ learning activity, especially in the times of COVID-19 pandemic.Results and conclusions. The focal point of this research is to provide an insight into the background of online studying peculiarities through the prism of Ukrainian teachers and students. The analysis is focused on online studying of foreign languages, as well as the possible online teaching methods of professional disciplines (History of International Relations; Foreign Policy of the Countries of Asia, Africa, and Latin America; International Conflicts; Current Problems of International Relations in the Middle East) at the International Relations Department. What is more, the authors outline how to help students deal with the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers. The authors also highlight possible challenges for the faculty and suggest ways to overcome those difficulties. Moreover, some major prerequisites of students’ self-regulatory online learning are described. Contribution. The results of the study are instrumental in mastering the peculiarities of online studying through the prism of learning at the International Relations Department of the National University of Ostroh Academy (Ukraine). The findings of this study may be considered important and contribute to future research.

The article reveals the history of the restoration activity formation on the example of the castle ruins restoration in Ukraine and Europe during the 19th-20th centuries. Castles have been constantly transforming since their foundation. Each subsequent owner of the castle strengthened it, restored it after its destruction, made changes to the building architecture. And in the 19th century, an understanding of the value of such architectural objects was developed, and various methods for their preservation began to be proposed. Stylistic restorations are considered on the example of Trakai Island Castle (Lithuania) and Pierrefonds castle (France). Archaeological restorations aimed at conserving objects reflect the Upper Castle in Vilnius (Lithuania) and Heidelberg Castle (Germany). Scientifically based, the restoration is presented at facilities in Olesko Castle (Ukraine) and in Warsaw, Inovlodz (Poland). Woodstock Palace (England) is an example of the architectural monument destruction, and Tatar Tower of Ostroh Castle (Ukraine) is a symbol of a good future which is revealed in front of the castles in a state of long ruin. Positions on the restoration of architectural monuments have been analyzed by a number of scientists such as Eugène Emmanuel Viollet-le-Duc, Alois Riegl, Camillo Boito, Yan Zakhvatovich. It was the restoration of the castle ruins that sparked a discourse on how to preserve architectural monuments. After all, a castle is one of the most complex types of structures, including its structure, location, and function. Since the beginning of their founding, castles have been the subject to constant interference with their material structure, which in the 19th century became more important than their utilitarian purpose. The conservation method comes out on top, but it is often paired with fragmentary restoration. In any case, the object must function and be visited, regardless of whether it is compositionally complete or fragmentarily preserved, because the interest in it ensures its further existence.

Abstract The article is dedicated to analysis of the content and the peculiarities of school education in Ukraine in view of disseminating the leading ideas of European humanistic pedagogy during the 16th-17th centuries. It has been noted that during the period of disseminating humanistic ideas the principles of Ukrainian education and Ukrainian school were forming in an active interaction with European culture and European education. Ukrainian school education is seen as a phenomenon that has accumulated the values of Western European humanistic culture, namely, respect for the individual, awareness of intellectual activity importance, the value of labour, understanding of the need for education and knowledge of languages. An active role in disseminating the pan-European models of education has been played by an intellectual environment, which was forming in the well known cultural and educational centers of Ukraine of the 16th-17th centuries, such as the Ostroh Culture and Education Center, the Lviv Brother School, the Kyiv Brother School, the Kyiv Collegium. Ukrainian intellectual elite, namely, university professors, teachers, students, have become the main carriers of education. The nature of the processes taking place in the educational space of Ukraine have been significantly influenced by the circumstances of religious life associated with the protection of the Orthodox Church before the onset of Catholicism. High standards of education, knowledge of the old classical and modern European languages were an important basis for the full-fledged spiritual development of the Ukrainian ethnic group. A retrospective consideration of the past reveals new meanings and imperatives in development of modern Ukrainian education, and the rich experience of Ukrainian teachers, collegium lecturers, professors of the first universities justify the necessary reasons for Ukrainian education entering into the European space.

The article is devoted to the transformation of the education system in the western Ukrainian lands after the fall of Polish statehood in 1939 and their annexation to Soviet Ukraine. On the example of one of the six new administrative-territorial entities – the Rivne region, the Sovietization of education: the creation of a network of secondary and vocational schools, Ukrainization, the elimination of illiteracy, and the development of communist ideology was studied.Unification of the educational process in the western regions of Ukraine following the current in the USSR and the quantitative growth of schools required the training of teachers with established Marxist-Leninist worldviews. To provide educational institutions with skilled workers, the Soviet leadership has created three pedagogical schools in the Rivne region – in Ostroh, Dubrovytsia, Derman; the first higher educational institution – Rovno State Teachers’ Institute; Rovno Institute for Teacher Training for retraining local staff, as well as has organized the arrival of teachers from the central and eastern regions of Soviet Ukraine.The atmosphere of Soviet everyday life, the working conditions of teachers during the years of the totalitarian regime are highlighted, the specific examples of punitive and repressive actions against teachers and students are shown. Educational work was an important component of the educational process in educational institutions, which was based on political and ideological principles, the core of which was the formation of communist beliefs, internationalism, atheism, and militarism in students.During the first period of Sovietization, education was reorganized, the number of schools and students in the cities and villages of the Rivne region increased. The structure of the general educational institutions of Rivne, which took into account the national composition of student youth, was analyzed, and therefore most subjects were taught in the native language. Attention is drawn to the assimilation policy of the Soviet government, which instilled the Russian language in urban schools, while the declared Ukrainization concerned more rural schools in Ukraine.

The publication describes various cases of attributing fragments of editions from the Vernadsky National Library of Ukraine. The attribution included the identification of extracts from the text, authentication of sheets used as flyleaves, and waste paper sheets. It is shown in the examples that the binding shops at the printing houses of Ostroh, Lviv, Kyiv, and Chernihiv actively used waste paper. The article describes cases when the attribution of editions assembled from fragments, the Vilnius Gospel in particular, became the reason for a scientific study and catalogue of the Gospels of 1575–1644 in the library collection. The attribution of fragments of several different editions allowed us to identify unknown printing variants, and to form the complete Gospel text. Printed engravings inserted into books also provide interesting material for further research. The practice of studying them has shown that sometimes they are previously unknown artistic monuments by famous engravers, for example, Hryhorii Levytskyi and Ivan Myhura. The usage of various methods of work, such as the study of the history of engravings, a comprehensive analysis of their state of preservation, the establishment of the history of the copies’ use, and the study of paper filigrees, prove that book engravings were also printed for independent distribution. In particular, we are referring to images of evangelists associated with the names of Petro Mstyslavets and Pamva Berinda. The study of printed inserts of engravings, illustrations, and texts into manuscript codices is an interesting and promising area of research

Statement of the problem. Modern Ukrainian theatre studies, based on the theatre practice of the 20th – 21st centuries, pay considerable attention to the issues of evolution of the directing and acting art, theatre pedagogy, synthesis of traditional and innovative forms of education for creative youth. These explorations acquire special importance in the context of today’s theatre art, marked by the creative and pedagogical searches of Ukrainian theatre masters. The article is about the artistic and cultural situation in modern theatre education in Ukraine, the search for education models for actors and directors, about the role of the theatre school and teachers – heads of creative workshops – in this process. This topic, expressing the unique picture of Ukrainian theatre pedagogy at the beginning of the 21st century, has not yet become the subject of special consideration in theatre studies. At the moment, there are no fundamental studies that would highlight the pedagogical activity of masters of modern Ukrainian theatre, but there are theoretical works of directors and actors that touch on the problems of modern theatre art and the theatre school of Ukraine. The purpose of the proposed study is to summarises the pedagogical experience of theatre artists of Ukraine, directors, and actors who, in the process of forming the professional skills and spiritual culture of theatre students, actively include in the educational cycle of the special disciplines as playing musical instruments, plastic arts, history and theory of music, jazz improvisations, vocal ensemble, etc. Methodology. The basis for the search of expanding the methods for the education of modern theatre students for the article’s author became, first of all, theoretical, practical, and pedagogical achievements of outstanding masters of modern Ukrainian theatre, which are for us the embodiment of professional, aesthetic and methodological searches in the realm of acting and directing art, as well as the author’s own long-term creative experience acquired during acting, directing and teaching work. Working out the mechanisms of universalization of the methodological base of academic art education in the theatre school, the author of the article notes the trends and directions of innovative approaches, which determine the ways of forming a creative personality in the process of reforming theatre education in Ukraine. The scientific novelty of the research is conditioned by the study of the peculiarities of pedagogical ideas, methods and techniques of modern theatrical personalities, actors, directors, and theatre teachers. From the theatre schools and areas of training of Ukrainian artists, those whose searches are aimed at creating conditions for the manifestation and development of versatile talents of the personality of the future master of the stage have been selected. The latter means the development of the future theatrical specialist’s acting, directing, musical, plastic, and intellectual properties under the guidance of theatre teachers giving special disciplines, such as “Directing”, “Acting skills”, “Choreography”, “Vocal”, “Stage movement”, “Plastic education of directors”, “Work of a director with a composer”, “History and Theory of Music”, which are taught with the involvement of the latest pedagogical technologies and demonstrate originality of the teachers’ artistic thinking. Results and conclusions. The tendency to experiment and innovation has always distinguished the best representatives of the Ukrainian theatre school, the creative achievements of many of which are related to the use in pedagogical practice, in addition to professional subjects (directing, acting), a cycle of special disciplines. At the same time, special attention is paid to music (vocals, playing musical instruments, history and theory of music), plastic (choreography, pantomime) and physical education. The multifaceted creative and pedagogical activity of the masters of modern Ukrainian theatre, which unfolded in the 20th and early 21st centuries, became the forerunner of the searches of the last decade and witnessed innovative explorations of Ukrainian theatre pedagogy. Today, the experience of the National University “Ostroh Academy” is of significant importance for improving the learning process, in the methodology of which the principle of organic combination of K. Stanislavsky’s system, a metaphorical approach to creating a stage image according to the “transformation method” of L. Kurbas, with the pedagogical technologies of “play theatre” is laid down. In our opinion, it is the personal method of professional training of Ukrainian actors and directors under the author’s master’s program “Metatheatre” of the director and theatre teacher of the Ostroh Academy O. Liptsyn that gives reasons to assert that various facets of the artistic traditions of the Ukrainian avant-garde theatre, whose leader in Ukraine was Les Kurbas, are clearly manifested in the innovative ideas and searches of his followers, influence the formation of innovative technologies of the modern theatre school, which significantly expands the creative possibilities of acting and directing art, and becomes an integral component of the stage pedagogy in Ukraine.

The article considers the functioning of higher education in Ukraine, from fraternal schools to the emergence of the first universities (Ostroh Academy, Kyiv-Mohyla Academy, Universities of Lviv, Chernivtsi, Kharkiv, etc.). In particular, attention is focused on the historiography of the Kyiv-Mohyla Academy, the traditions of which are reproduced in the documentary illustrative source of I. Nechuy-Levytsky – the story “Khmary”. The functioning of the Kyiv Academy and its usual teaching methods (in particular, conducting exams) are studied on the example of this novella. The author, focusing on his own learning experience, realistically conveys the life at that time and learning conditions of students of Kyiv. Two antipodes of the intelligentsia of the older generation (Stepan Vozdvyzhensky and Vasyl Dashkovych) are analyzed, the actions of which clearly demonstrate the academic life of Kyiv in all its manifestations. The maturation of these characters as teachers and their attitude to their work are demonstrated. In contrast to the parental experience, the younger generation of Ukrainian students is represented by the story “Khmary” (Pavlo Radyuk, Olga Dashkovych). The specifics of Ukrainian women’s higher education (institutes and higher women’s courses) are revealed. In an ironic perspective, drawing on the character of Olga Dashkovych, the detrimental effects of such education through the inculcation of vain ideas, quasi-science, false ideas and ideals that led to life’s helplessness are depicted. Focusing on the story “Khmary”, the methodology of the exam is studied. Thus, on the example of Stepan Vozdvyzhensky and the Metropolitan, subjectivity is demonstrated in the assessment, the intellectual level of the examiner himself through his perception of the new European philosophy. It is found that for any generation the exam remains a test, an incentive to learn and a ground for the necessary knowledge. Keywords: I. Nechuy-Levytsky; “Khmary”; Stepan Vozdvyzhensky; Vasyl Dashkovych; Pavlo Radyuk; Olga Dashkovych; University; higher education in Ukraine; women’s education; exam methods.

The article deals with the problems of social interaction of Ukrainian parish clergy of Volhynia with the representatives of the nobility in the late 16th – the first half of the 17th century. The status of parish priests in the social realities of Ukrainian society of the Polish-Lithuanian period is considered. The author concludes that the clergy of the parish level can be considered in two models. The first is a social group consisting of representatives of hereditary elders. The second is a professional corporation, which unites not only hereditary priests but also people from other social groups, including burghers and nobles, who accepted the spiritual rank and became secular priests for various reasons. It is concluded that there could be two motivations for the nobility to make such a decision. The first was the material support that a priest received when he became the rector of a church with a rich foundation. The second involved a desire to dedicate one’s life to pastoral ministry, education, and research without career advancement. For example, the author analyzed the way of life and activity of two prominent representatives of the parish clergy of noble origin from Volhynia – Stefan Smotrytskyi and Fedor Meleshko. The connection of Stefan Smotrytskyi’s activity with the traditions of the scientific and educational center in Ostroh and the merits of Volodymyr deacon Fedor Meleshko in the development of schooling in Volhynia are emphasized. It is concluded that role of social interaction of the parish clergy with the nobility in cultural and national movement in Ukraine in the second half of the 16th – mid-17th century was important.

The article attempts to analyze the place of higher educational establishments(HEE) in general and its museums in particular playing in the city life. Thethe empirical basis of the article is the information collected as a result of researchvisits to HEE in seven regions of Western Ukraine: Lviv, Ivano-Frankivsk,Ternopil, Volyn, Rivne, Chernivtsi, and Zakarpattia, organized for 2013-2017.The main used method is interviews with personnel of HEE museums.The author points out these «temples of muses» gradually moved awayfrom its traditional educational and research mission in the 1980’s. Such reassessmentof priorities had been caused by the crisis of the museum. For thelast 30 years it has become clear reduction of using the collections for teachingand research in many universities; some HEE plan to dispose of collectionsand to close museums; many universities are working out alternative organizationalmodels for managing collections in the one newly created museum.The crisis in the museum environment has imposed on the crisis, which theparent universities as institutions are encountering today - «crisis of identity» and «a crisis of resources», caused by the increasing often contradictoryrequirements to the high schools. On this background, the museums as individualunits also began to increase requirements. It led to their gradual transformationinto a museum of « the third generation». One of their defining missionis promoting the HEE, cooperation with the public in order to disseminateinformation about the university, vocational guidance, involvement of patronsand organization of other works implementing this direction. In particular,the article highlights atypical for the Ukrainian context the role of HEE museums- «shop-windows» and «show-cases», through which representatives ofoutside university environment can acquaint themselves with the achievementsof high school and feel its special atmosphere. The author outlines a numberof touristic potential of some HEE in Western Ukraine, where physical objectsare interesting from an architectural and cultural point of view. Amongthe most striking examples is the main building of Yuriy Fedkovych ChernivtsiNational University., Ivan Franko National University of Lviv, campus of Lviv Polytechnic National University, campus of The National Universityof Ostroh Academy, Lviv State University of Life Safety, Kremenets ForestryCollege. Among the researched 74 HEE are roughly a quarter which can beclassified as «visually attractive». However, less than 10 % of them use thisadvantage for brand developing. The relevant policy concerning museumsand academic space in general will allow high school to become a separatepoint on the tourist map, to establish relationships with the surrounding communityand to participate actively in local cultural life.

The article traces the origins of the formation of Ukrainian «lexicon of humility» in Old Ukrainian biblical monuments of the 16th century. It explores the use of Church Slavonic смиренїє / смѣренїє «humility» and смирен(н)ыи / смѣренъ «humble» vis-à-vis покора «meekness» and покорныи «meek» of the «prosta mova» for the denotion of humility in the Peresopnytsia Gospel (1556–1561) and the Krekhiv Apostle (second half of the 16th century) as compared to the vocabulary use in the Ostroh Bible (1581), the Lviv Apostle (1574) and modern Ukrainian Bible translations. Bible translations of the early modern Ukraine, written in the Old Ukrainian «prosta mova», demonstrate two concurrent tendencies in the rendition of the «lexicon of humility»: following the Church Slavonic tradition (the Peresopnytsia Gospel) and employing Old Ukrainian words of «prosta mova» (the Krekhiv Apostle). While modern Bible translations tend to take into consideration the contextual meanings of the Greek words for humility and to render them with various lexical means of the Ukrainian language, this is not typical of the Church Slavonic biblical monuments of the 16th century, but is partially traceable in the Krekhiv Apostle. Obviously, the use of derivatives from смиренний and покірний in modern Ukrainian language is rooted in the religious monuments of the 16th and 17th centuries, written in «prosta mova», which signifies their considerable influence upon the formation of modern Ukrainian ethical lexicon. Modern Bible translations mostly render the positive meaning of ταπεινοφροσύνη / ταπείνωσις and ταπεινός with the words покора / покірливість «meekness» and покірний / покірливий «meek», replacing the words of Church Slavonic origin смирення «humility» and смиренний «humble». The same tendency can be observed in the Krekhiv Apostle and the 17th century Didactic Gospels, which consistently use покора and покорныи. Modern Bible translations usually render the negatively connotated words for humility (conveying humiliation, oppression, destitution, etc.) with the derivatives from принижувати «humiliate», понижувати «lower», зневажати «despise», впокорювати «submit», quite similarly to the Krekhiv Apostle and Didactic Gospels, which employ the verbs унижити «humiliate», понижати «lower»and упокорити / упокоритися «submit / be submitted» in this function.

The question of the appearance, distribution and active use in the Ukrainian liturgical practice of the XVIIth – XVIIIth centuries of sheet music, handwritten and printed song books is relevant because of its connection with the historical process of development and flourishing of monosinging, a cappella and church singing in Ukraine. Due to the deep and fundamental analysis of archives, historical, pedagogical and musicological resources, the use of the problematical, purposeful and comparative methods of investigation was proved that sheet music song books accumulate countries-old theoretical and practical experience of performing of everyday and holiday psalms. Complex and integral approach to the object of investigation helps to testify to the fact that at the end of the XVIIth and the beginning of the XVIIIth centuries the process of gradual unification of song books took place. They began to get used to psalms which were popular and widely-accepted in church vocal and choir singing. It is grounded that the main centres of developing of such Ukrainian music art as hymn singing were leading cultural and educational state establishments – Kyiv, Lviv, Ostroh, Starodub, Chernihiv. It is stressed that music books were the first note printed books appeared on the lands of the east Slavs and foreseen the eight-voiced vocal construction that means systematization of singing using eight voices according to the church calendar. Their active popularization and utilization greatly quickened the process of reformation of note linear notation, coming into being and development of professionalization of musical education. In the middle of the XVIIIth century note vocal music books made considerable part of so-called ''Kiev'' linear writing in which ''hard style'' of notation is replaced by the ''light style'' that is more contemporary. They naturally became the main educational, methodological and musical guides. These initial investigations are sure to help in further clarifying this problem in periodicals as well as enrich the content of art training of specialists in this field with new and valuable information.

The article examines the historiography of the problem of education and upbringing children and youth living in the Volyn province and the Volyn region in the XIXth – the first half of XXth century. The purpose of the article is to analyse the publications and scientific works about the children and youth education and upbringing at the territory of Volyn in the XIXth- the first half of the XXth century and to make recommendations about their using in the educational institutions of today. Three groups of the scientific works were distinguished: a) the publications of the late XIXth – the early XXth centuries; b) the scientific works of the mid-XXth century; c) the scientific books written at the period of the independent Ukraine. It is noted that scientists of the late XIXth – the early XXth centuries analysed the education and upbringing of children and young people, they emphasized the need for the formation of the children’s scientific worldview, bringing them up in the Christian spirit. The scientific works of the early XXth century were nationally oriented so the researchers highlighted the issues of the children national mentality fostering. The monographs written in the mid-XXth century are politically influenced but they provide the information about the number of the educational institutions, students in schools and analyse the patterns of the educational process. In the dissertations of the late XXth – the early XXIth centuries the scientists have objectively explored the various aspects of the education and upbringing of Volyn youth in the XIXth – the first half of the XXth century. The article provides the recommendations of these research using in modern educational institutions. The author analysed the scientific works of M. Barsov about public schools, schools in the Volyn and Podilia. The article describes in detail the scientific books by M. Teodorovich, which described the schools of the Volyn province and church-parish schools, their numbers and students. The researcher described the activities of Prince K. Ostrozky and gave the positive assessment of the work of A. Bludova, who founded schools in Ostroh in the mid-XXth century. The analysis of scientific explorations of different historical epochs has led to the following conclusions: a) the process of the children’s and youth’s education and upbringing in Volyn of the XIX th - at the beginning of the XXth century was the object of scientific searches since the middle of the XIXth century to the present day; b) education and up-bringing were covered in light of educational policy and socio-cultural status; c) the researchers of different historical epochs provided information about the number of schools, their types, the material and technical base of schools. It is explained that teachers must study scientific works about the education and upbringing of children in the territory of Volyn. The author of the article believes that the proper studying of scientific research about education in different regions of Ukraine contributes the deeper understanding of the studying process and provides the opportunities for better using of pedagogical achievements in the context of reforming the modern education system.

A funeral complex of the eastern group of the Globular Amphora culture was excavated in an Eneolithic cemetery at the Ostrog-Zeman site, Volhynia, Ukraine, in 2006. The complex consisted of a human tomb and an animal burial located nearby. The tomb, built of small stone slabs and oriented with its long sides along the east-west axis, was divided into two almost identical parts (chambers) – eastern and western. А pot and an amphora were deposited in the eastern chamber, near the transverse wall. At least four people were buried in the western part, destroyed in modern times. The furnishings of this part comprised four amphorae and one bowl. Two meters to the northwest of the tomb, an animal burial without any artefacts was found; it included three skeletons of cattle (bulls) and one of a young pig. Analysis of pottery showed that it belonged to the period around 2950 BC and was synchronous with the early graves of the Volhynian subgroup, e.g. in Tovpyzhyn and Mykolaiv. At the same site, relics of a Globular Amphora culture settlement were also discovered, represented by pottery clusters. To some extent, they confirmed the relative chronology established for the tomb. In the context of these new discoveries, materials from the tomb recovered in 1900 in Mezhyrich-Filvarka (actually – Mezhyrich-Pidvarka), located in the vicinity of Ostrog, are re-analysed and re-published. The relevance of the re-publication stems from the need to clarify the technical details of the description of items from the tomb and their proper graphic documentation.

The article analyses the lexical substitutions in Apocrysys polemic tractate by Krystofor Filalet, printed in the year 1598 or 1599, in the Ostrog printing house owned by Great Prince of Ostrog. It is the translation of the Polish version of Apocrysys printed in 1597 in O. Rodeckyi’s printing house. The copies of this old printed work in the ”ruska mova” („the Ruthenian language”), kept at the V.I. Vernadsky National Library of Ukraine and at the Vilnius University Library, were compared. In the old printed texts, translation of words was proposed with the help of notes on the page margins. Lexical substitutions are analyzed in the context, their fi xation in the contemporary dictionaries and historical lexicographical papers is indicated. Notably, the substitutions of Latinisms and, occasionally, Polonisms prevail. Church Slavonic and bookish Ukrainian elements appear instead. It was concluded that text substitutions in the Apocrysys may have other translation and explanation in dictionaries of that time, or are not recorded in them at all.

The residential real estate market is one of the most important elements of any economy, based on housing objects that can be owned by different households on certain rights. Identifying all forms and rights of ownership in the housing market of Poland and Ukraine in accordance with the theses of institutional economics and comparing them was the main goal of the study. In our analysis, we want to confirm the hypothesis that the structure of property rights that exists in the residential real estate market and is described in various literature provides only a general description of the real situation. Therefore, the result of our research was the determination that the property rights operating on the housing market in Poland and Ukraine are much more diverse and complex than the five main forms described in the Ostrom model, which is the main basis for defining property rights. This made it possible to identify the existing forms of property rights, in particular for apartments that exist in the analyzed markets, and to establish the distribution of these rights among possible co-owners of these objects.

This article was written in the memory of Roman Ivanovych Ostash, a prominent Ukrainian onomastic researcher, dialectologist and lexicographer, a man with a great heart and moral authority. This article presents the story of his life, scientifi c activity and his contribution to the development of the Ukrainian linguistics. Very rich scientifi c achievements of Roman Ivanovych Ostash have been shown in the context of his cooperation with a number of researchers and academic institutions in Ukraine and abroad. The article has been included in full bibliography of his scientific papers.

The copy of the Ostrog Bible from the collections of Vernadsky National library of Ukraine (Kyr.4476p) contains a significant number of handwritten marginalia, representing an attempt of one of its readers to comment and translate biblical concepts from the Old Church Slavonic into the prosta mova. Especially interesting are his notes on the so-called Laws from the Book of Exodus with interpretations of legal formulas.Its owner was Ioanykii Seniutovych, abbot of St. Michael’s Golden-Domed Monastery (mentioned in 1710, 1713) and Archimandrite of Kyiv-Pechersk Lavra (1715–1729). Though the intellectual heritage of this Kyiv hierarch has not attracted the attention of scholars so far, a collection of books he left behind, most of which are commentaries on the Holy Scriptures, is known. Lesser known is the fact that Seniutovych himself or someone from the persons close to him elaborated his copy of Ostrog Bible so that each page contained various traces of his (their) thoughtful reading. Systematic comparison of Cyrillic and much more rare Latin notes on the margins with the 16th century Catholic and Protestant editions of the Bible have brought an unexpected find. While on the whole the parallels have revealed the heavy impact of the Polish biblical translations, the main source for Ostrog Bible reader and commentator came to be the Krakow 1599 year edition of Jakub Wujek, which demonstrates literal coincidences of the texts. It seems that our reader has undertaken the difficult task of juxtaposing the Old Church Slavonic translation from the Greek Septuagint with the Polish translation from the Latin Vulgate. On the way of analyzing the texts he made both mistakes and correct conclusions regarding biblical semantics. Thus, the case study of just one fragment of this extremely interesting copy involves a lot of issues concerning the understanding of the Holy Scripture in Kyiv in the late 17th-18th centuries.

Abstract. The article presents an overview of three documentary films made in the creative cooperation of director Stanislav Lytvynov and Ambassador Extraordinary and Plenipotentiary Ihor Ostash, the films’ respective author and presenter. The documentary Bondi, or the Return of Bohdan Wesolowsky (2014) explores the life and contributions of the father of Ukrainian dance music. Through its unique footage, recollections of friends and relatives, and interviews with researchers, the film fosters cultural ties between Ukraine and Canada. Ukrainian Lebanon (2019) is hailed as a ground-breaking cultural diplomacy phenomenon, narrating a story of common cultural history spanning almost two thousand years and drawing parallels between Ukraine and Lebanon. Hryhorii Skovoroda. World, I’m Coming to You! is the first film about the Ukrainian philosopher for an Arabic-speaking audience, offering a glimpse into the philosopher’s life and work. Despite the consequences of the full-scale russian invasion of Ukraine, the film presents the realities of contemporary Ukrainian art. This article introduces the role of documentary cinema in cultural diplomacy, demonstrating its practical effectiveness in shaping a positive image of Ukraine. The author displays how documentary filmmaking enhances Ukraine’s public diplomacy endeavours through collaborative efforts with Ukrainian Ambassador to Canada (2006–11) and the Republic of Lebanon (2016–22). This collective experience effectively portrays Ukraine’s rich culture, facilitates closer interactions, and conveys important messages by employing audiovisual techniques to produce high-quality artistic creations, establishing a precedent of art-diplomacy collaboration, which serves as a reference for diplomats and generates creative and scholarly value for researchers and scholars across diverse fields. Keywords: documentary film, Ukrainian cinema, cultural diplomacy, public diplomacy, Bohdan Wesolowsky, Ukrainian Lebanon, Hryhorii Skovoroda, Ihor Ostash, Stanislav Lytvynov, Embassy of Ukraine in Lebanon.

Problem setting. Since gaining independence, Ukraine has been steadily moving towards integration into European and Euro-Atlantic structures. However, the process of acquiring membership of our state in the European Union is quite long and involves a number of criteria, in particular, in addition to the general ones specified in Art. 49 of the Treaty on European Union of 1993, and additional Copenhagen criteria to be met by the applicant state. European integration processes have a positive impact on the development of Ukraine as a democratic, social, legal state, strengthen its position in the international arena, contribute to economic reforms. Which, in turn, should be demonstrated in practice by bringing Ukraine closer to the requirements set by the EU for states that have expressed a desire to join the union. Recent research on the topic. Various aspects of the issue of European integration were developed primarily by European lawyers and political scientists, among whom the works of K. Baimi, A. Bogdandi, J. Buchanan, M. Burgess, W. Della Sala, A. Dashwood, G. De Burke are of special interest. J. Zimmerman, L. Cartou, N. Catalano, P. King, P. Craig, D. Lassok, S. Leikoff, W. Ostrom, D. Sidzhansky, R. Watts and many other authors. The list of scientific researches is not limited to the works of Western authors, as the integration process is quite dynamic, and therefore scientists are no less interested in the scientific developments of their colleagues from countries seeking to gain EU membership, including Ukrainian lawyers, including I. Bratsuk, O. Golovko-Gavrisheva, V. Kopiyka, T. Komarova, K. Smirnova, L. Luts, M. Mikievich, Z. Makarukha, V. Muravyov, V. Poselsky, R. Petrov, O. Tragnyuk, I. Yakovyuk and others. The purpose of this research is to analyze the current state of the legislative, legal and economic base of Ukraine for compliance with the Copenhagen criteria for accession to the European Union. Article’s main body. The article is devoted to the issue of Ukraine's compliance with each of the Copenhagen criteria. First of all, the authors note that the main purpose of the Copenhagen criteria is to select the most "worthy" applicants for membership in the Union. And compliance with these criteria must indicate the ability of the state to perform the duties of a member state of the Union. In addition, specific examples are given of the requirements that Ukraine has met as of 2021 and that it must meet in the near future. It indicates in which direction Ukraine should move in order to acquire the full status of a member state of the European Union. In conclusion, the opinions of scientists on the prospects of Ukraine's further accession to the European Union are presented. Conclusions and prospects for development. The research shows that Ukraine does not yet fully meet the Copenhagen criteria for accession to the EU, as for a number of objective and subjective reasons there is a lack of stable economic development and a well-established understanding of the direction of the political movement. Despite significant advances, national legislation also needs to be improved. After the entry into force of the Association Agreement between Ukraine and the EU, the development of integration processes has significantly intensified. The implementation of the planned reforms is undoubtedly able to bring our country's accession to the EU closer, which should add optimism and encourage daily work in this direction.

The article deals with the historical prerequisites for the penetration of Islam into the territory of Ukraine and the formation of Islamic architecture. It was revealed that the geographical position of Ukraine contributed to the emergence of Muslims in Ukrainian lands, especially in the south, on the border of two great civilizations – Christian and Muslim. At the same time, Islam in Ukraine played a significant ethno-forming role in the life of the Turkic peoples. Evidence of the permanent presence of Muslims in Kievan Rus dates back to the 11th century, when the Pecheneg Muslim cavalry was in the service of the Kievan prince. The second period is defined as a military-colonization period, which refers to the settlement in a permanent place of the peoples who professed Islam, as well as the colonial policy of the Ottoman Empire in the Northern Black Sea region and Transnistria. The Crimean peninsula became the main area for the spread of Islam in the lands that became part of independent Ukraine, where a unique Muslim civilization was born and strengthened. With the development of migration processes, the need arose for the construction of Muslim mosques on the territory of Ukraine. And if in the XVI-XVII century. mosques were built of wood, then starting from the 19th century. - stone and brick. The first mosque in Ukraine appeared in the XVI-XVII centuries. in the city of Ostrog in Volhynia in the Tatar suburb, built by Prince K. Ostrozhsky, which has not survived. From the beginning of the nineteenth century Mosques were built in the cities of Ukraine (Kyiv, Kharkiv), and the modern history of Islam and Muslims of Ukraine begins with the acquisition of Independence. So, in 1998-2000 the prayer-Muslim complex was built in Kyiv and the Arab cultural center in Odessa (2000). In addition, Muslim mosques have been built and are being designed in Donetsk, Luhansk, Zaporizhye, Mykolaiv, Kherson regions, as well as in the cities of Kyiv, Odessa, Donetsk, etc. In order to perceive a renewed direction in the architecture of public buildings, lost in Soviet times - sacred architecture, including Muslim architecture, Muslim architecture is being formed. It is determined that the modern architecture of mosques is created on the basis of the synthesis of traditionalism and the modern creative nature of the architectural method of designing a three-dimensional image of an Islamic shrine.

Ostriches tolerate extreme environmental conditions well. The reserve of their adaptive abilities is very high. These birds retain heat well in cold weather, covering their large legs with their large feathers, as well as in the heat, fluttering them to create coolness. As the experience of keeping ostriches on farms in Europe and Ukraine shows, they can withstand temperature to -15 °C, and in the African deserts- temperatures up to +56 °C. Therefore, given the climatic conditions in Ukraine, this branch of poultry, in fact, has the right to be realized and profitable. Due to the growth and development of ostrich farms in Ukraine and the significant lack of literature about the diseases of these birds, which are kept in private farms, zoos, the result of this study will be useful to get a general idea of the digestive system of ostriches and possible pathology, which is related to anatomical features of the digestive system of these birds. The ostrich autopsy was performed in the section hall of the Department of Anatomy and Histology of Polissya National University. Morphological data were analyzed and discussed to establish the etiology of the disease, postmortem diagnosis and cause of the animal’s death. Analyzing the results, it can be argued that the animal died as a result of hypothermia (as much of its body was deprived of feathers) and feeding it large, hard pieces of food, including fodder beets. The autopsy revealed a significant overflow of the stomach with feed masses, a large number of stones, leaves, grass and large pieces ofundigested beets, blockage of the pyloric orifice, which led to acute gastric enlargement, resulting in acute venous stasis in the lungs and liver, developed pulmonary and brain edema. The animal death occurred as a result of asphyxia. The results of the research can be used for comparative pathology of diseases of this species of birds. Key words: ostrich, stomach, pyloric orifice, intestine, lungs, liver, kidneys, venous stasis.

Abstract. Ukraine’s public diplomacy during the war, especially in the past year, has become an unprecedentedly effective tool for conveying what American researcher Joseph Nye defined as a state’s ‘soft power’. Through various tools and focus areas of public diplomacy, Ukraine has successfully raised foreign audiences’ awareness of its attractive aspects: its rich culture, cultural heritage, and traditions with deep historical roots and world-spanning connections to different peoples and countries. These public diplomacy efforts made it possible to demonstrate such bright and strong characteristics of Ukrainian society as heroism, courage, and resilience. For the first time in many years, Ukraine’s political values and ideals became clear and visible to foreign audiences and the leadership of foreign countries. Ukraine began to be identified and acknowledged as a country of freedom and democratic values. The article analyses several successful public diplomacy projects implemented by the Embassy of Ukraine in the Republic of Lebanon under Ihor Ostash, the Ambassador Extraordinary and Plenipotentiary of Ukraine to Lebanon (2016–22), during russia’s full-scale invasion of Ukraine in 2022. The author details the content of specific unique cultural diplomacy projects that served as a critical element of public diplomacy, highlighting their impact on the Arab and, particularly, the Lebanese audience. Thus, the author emphasizes the methodical nature and valuable outcomes of the Embassy’s work amidst the full-scale russian invasion of Ukraine. The conclusions identify several key aspects that must be considered for the sake of high-quality implementation of public diplomacy. Keywords: public diplomacy, cultural diplomacy, soft power, Republic of Lebanon, Middle East, Arab world, Embassy of Ukraine in Lebanon, Ukrainian-Lebanese relations.

The authors of the article consider the problem of including ethnic cultures in the processes of sustainable development and the maximum use of the creative economy in Ukraine. Documents of international organizations, the results of research by famous scientists in the humanities, architecture and urban planning confirm the relevance of the topic of the article. The confrontation between global civilization and regional cultures, which manifests itself in the confrontation between progress and traditions, has intensified in the rivalry between postmodernism and modernism. The principle of postmodern inclusiveness, in contrast to the exclusivity of modernism, opens up new prospects for the preservation and renewal of traditions in many countries, including Ukraine, where twelve ethnic regions have developed historically. The authors of the article traced the historical stages of the development of ethnic cultures in these regions based on the original synergistic method of polarized cycles. This method focuses on the stable order of cyclical changes in the ups and downs of regional cultures, which makes it possible to diagnose and predict their development. The forecast indicates the leading role of small settlements in the sustainable development of regional cultures. In Volyn these are Volodymyr-Volynskyi and Zymne, Olyka and Gubkiv, Dubno and Klevan, Mezhyrich, Ostrog and Plyasheva. There are many more such centers in Galicia. Among them: Brody and Drohobych, Zhovkva and Zolochiv, Krekhiv and Olesko, Pidhirtsi and Pidkamin, Univ and Halych, Kolomyia and Kosiv, Manyava and Rohatyn, Berezhany and Buchach, Zbarazh and Kremenets, Skala-Podilska and Chortkiv. The centers of ethnic culture in the Sivers'kyi region are formed around Baturyn and Gustyn, Kachanivka and Kozelets, Lyubech and Nizhyn, Novhorod-Siverskyi and Ostra, Pryluky and Sokyryntsi, Akhtyrka and Hlukhiv, Putivl and Romny. In Podillya, these centers include Bar and Brailiv, Voronovitsa and Lyadova, Mohyliv-Podilskyi, Letychiv and Medzhibizh. There are no less centers of ethnic culture in Bukovyna and Zakarpattia, in Polissya and Prydniprovya, in Slobozhanshchyna, in Tavria and in Crimea. Monastic complexes, handicrafts, museums, fairs, monuments of architecture and urban planning are concentrated there. Their rational use and functioning determine the inclusion of ethnic regions and Ukraine as a whole in the processes of sustainable development.

For more than a century, the Slavonic manuscript and printed book collections have attracted attention of numerous Romanian and foreign specialists in the field of philology, history and other adjacent disciplines. The article presents some key points in the history of research of the old Slavonic book from the Bessarabian public collections. In introduction to this study we considered it appropriate to highlight the efforts of the specialists oriented towards common activity of putting various Slavonic manuscript and printed book collections of our country in the scientific circuit and description. The study is based on the collection of Slavonic books published in Lviv, Ostrog, Vilno, Grodno, Kyiv, kept by the National Library of the Republic of Moldova. In this research, the history and provenance of this collection is traced and some aspects related to their circulation in Bessarabia are explained. The presence in the Bessarabian space of the Slavonic books printed in Ukraine, Russia or Belarus confesses cross-cultural relations that existed between our country and those countries from which they came. Today this treasure is interesting to international Slavists and Byzantinologists, since some of these books are based on the translation of the Greek originals.

Analyzed and studied the structure and content of the curriculum of the course “Ecology” for the school. In the course curriculum is “Ecology” divided by academic level to 11th grade profile and 10-11. Details were discussed program for 11th grade. This course is designed for 17 hours (0.5 hours weekly load of 11 class) and includes 8 related topics. Researched work of many scientists concerned with school mapping, such as: Ostrouh V. I, Radchenko V. V, Datsenko L. M, Shevchenko V. A, Peresalko V.A, Kapustenko S. V. The basic principles of school education cartographic works: their specificity, outlined the main differences from other basic requirements and criteria, including such as the card should not be overloaded, the map is a source of information highlights school course, all data must be current, card must meet sanitation m pronunciation. Cartographic work for the school included lists of typical training-visual aids and educational equipment for schools. There are a number of atlases that can be used for educational purposes in schools, both at regional level and at the state. Considered and studied major environmental atlases Ukraine, including eco-Geografical Atlas (published in “Varta”), Atlas of the Environment (“Ranok”) and certain regions: Environmental Atlas of Lviv, Kharkiv region, Dnipropetrovsk region, Luhansk, Poltava and the basin of the Southern Bug).

The paper investigates the correlation of a small homeland, or more broadly, a landscape, with the work of many Belarusian writers, artists, scientists. This correlation can be very significant, and even becomes for many of them the main component of the creative process in life. The article analyzes the work of Belarusian writers who have become classics, for whom the theme of the homeland takes a central place: Ivan Naumenka (the novel «The pine-tree at the rode», Mikhas Streltsov (the short story «Hay on the Afalts»), Boris Sachenka (the trilogy «Vyaliki Les»), Larisa Geniyush (memories «Confession»). In addition to the homeland, another place where there is a correlation, is Kiev and other places in Ukraine, where many Belarusian distinguished people lived and worked. These are the princes of Ostrog – Fedor, Konstantin and Vasilii. In this work, we draw attention to the indissoluble connection between the Belarusian and Ukrainian life and activities of the Ostrozhski family. A native of Belarus, the famous Ukrainian hetman, creator of the first Ukrainian constitution Philip Orlik (1672–1741) studied at the Kiev-Mohyla Academy. Saint George of Konisskyi, was born in 1717 in the city of Nizhyn (Chernigov region), was a church and public figure of the Commonwealth and the Russian Empire. Graduated from the Kiev-Mohyla Academy (1743). In 1755 he was ordained Bishop of Mogilev (Belarus). In 1993, Archbishop George was canonized. The prominent historian Mitrofan Viktorovich Dovnar-Zapolsky was born in 1867 in Rechitsa (Belarus). In 1893 M. Dovnar-Zapolsky graduated from the historical and philological faculty of Kiev University. Author of over 150 works on the history of Lithuania and Belarus. Writer Vladimir Korotkevich (1930–1984) is a significant figure for many generations of Belarusians. It is a national symbol of the second half of the 20th century. He graduated from the philological faculty of the Taras Shevchenko Kiev State University in 1954.

The article is devoted to the perception of the heritage of Byzantium in the socio-political thought of the Grand Duchy of Lithuania and the Polish-Lithuanian Commonwealth in the period from 1453 to the middle of the 17th century. Already in the second half of the 17th century, the Left-Bank Ukraine left the Polish-Lithuanian Commonwealth, and the Metropolitanate of Kyiv withdrew from the jurisdiction of the Patriarchate of Constantinople. The process of influence of the Byzantine civilization on the East Slavic culture after the fall of the Byzantine Empire is investigated. According to the findings, in the process of discussing the Union of Brest in the written tradition of the GDL and the Polish-Lithuanian Commonwealth, Orthodox, Uniate, Catholic and Reformation narratives developed, in which the image of Byzantium had different shades: from positive to extremely negative, respectively. However, these narratives, which well complement the rather meager information about Byzantium in local letopis sources, are similar in one thing: they tend to see in it not the imperial past, but the current church heritage of the Greek people, which had a significant impact on the historical fate of the lands of Rus’. For the Polish-Lithuanian szlachta as an estate, the heritage of Byzantium was not a source of their own identity. Attempts to update the political idea of the liberation of Constantinople from the rule of the Turks came from the environment of the Greek diaspora of the Polish-Lithuanian Commonwealth. However, such projects were not approved here and were cut off from life. And even a major Orthodox magnate, Prince Wasyl-Konstanty Ostrogski, did not support, albeit difficult to implement, but a more realistic project to transfer the residence of the Patriarch of Constantinople to the city of Ostrog. He also did not claim political succession from the Byzantine emperors, but did not interfere with the idea of his spiritual succession. The article pays more attention to the writings of Orthodox polemicists, because the heritage of Byzantium is very important and deserves special attention.

The Communicative Value of the Polish Language Among Students in Northwestern UkraineThe dynamic development of teaching Polish as a foreign language, together with the official certification of this language knowledge, leads to the necessity in examination of communication needs and language preferences of young Ukrainians. In the article, we highlighted the usefulness of the Polish language among Polish philology students and language courses in north-western Ukraine. The study involved students of two universities, namely the Lesya Ukrainka Volyn National University and the National University of Ostroh Academy. An analysis of the motivational factors for learning Polish among the respondents from Lesya Ukrainka Volyn National University and the National University of Ostroh Academy shows that young people understand the importance and significance of foreign languages, including Slavic ones, in the modern world.Wartość komunikacyjna języka polskiego wśród studentów północno-zachodniej UkrainyDynamiczny rozwój nauczania języka polskiego jako obcego wraz z urzędowym poświadczaniem znajomości tego języka powoduje konieczność badań potrzeb komunikacyjnych i preferencji językowych młodych Ukraińców. W artykule zwróciliśmy uwagę na przydatność języka polskiego wśród studentów filologii polskiej i lektoratów językowych w północno-zachodniej Ukrainie. W badaniu wzięli udział studenci dwóch uczelni, mianowicie Wołyńskiego Uniwersytetu Narodowego im. Łesi Ukrainki oraz Uniwersytetu Narodowego „Akademia Ostrogska”. Analiza czynników motywujących do nauki języka polskiego wśród respondentów z Wołyńskiego Uniwersytetu Narodowego im. Łesi Ukrainki oraz Uniwersytetu Narodowego „Akademia Ostrogska” pokazuje, że młodzi ludzie rozumieją wagę i znaczenie języków obcych, w tym słowiańskich, we współczesnym świecie.

The article focuses on the study of Taras Shevchenko’s linguistic identity through the free word association test results. The psycholinguistic experiment, “Author Neologisms of Taras Shevchenko,” held in 2019 involved four hundred forty-eight participants aged 14 to 61 y.o. Among them were professors, graduate students, and students from Rivne State Humanitarian University, Lesya Ukrainka Volyn National University, Sarny Pedagogical College, National University of “Ostroh Academy”, Rivne Economic Technological College, National University of Water and Environmental Engineering, Borys Grinchenko Kyiv University, and M. Ocheret Zhytomyr City Humanitarian Gymnasium #23 (Ukraine). The responses of the recipients to the word-stimulus снігоквіт/snihokvit (“snow blossom”), Shevchenko’s neologism, have been characterized based on grammatical (paradigmatic, syntagmatic, word-building), meaningful (thematic, reminiscent, reactions-personalities), and formal connections. The following semantic spheres to which the verbal responses belong have been defined: “Names of Flora”, “Natural Phenomena”, “Names of Actions”, “Colour Features”, “Haptic Features”, “Temporal Features”, “Abstract Notions”, as well as types of responses within the boundaries of associative fields. The specificity of a modern Ukrainian speaker’s perception of the meaning of a neologism taken out of the literary context has also been discovered. The authors have come to the conclusion that the poet created a highly artistic lexical neologism with the help of which he tried to communicate to the reader not only the primary meaning of the word лілея/lileya “white lily” (a flower) but also to provoke aesthetic feelings, and actualize the imagination about this special flower that is empowered with magic properties in the national linguistic map of the world. All the responses of the considered semantic spheres that belong to the associative fields of the author’s neologism снігоквіт/snihokvit give a better understanding of the lexicon of modern Ukrainian, the psycholinguistic peculiarities of the perception of Shevchenko’s figurative word. They also make it possible to trace specific changes in the conceptual map of the world and its perception.