THE DEVELOPMENT OF HIGHER EDUCATION IN THE UKRAINIAN SSR IN THE 1940S–1950s OF THE 20TH CENTURY AS A MANIFESTATION OF STATE POLICY IN THE CULTURAL AND SPIRITUAL SPHERE: A HISTORIOGRAPHICAL DISCOURSE T. V.
DOI:
https://doi.org/10.26661/zhv-2025-11-63-11Keywords:
historical education, Ukrainian SSR, pedagogical institutes, scholarly objectivity, historiography, postwar period, higher educationAbstract
The article «The Development of Higher Education in the Ukrainian SSR in the 1940s–1950s of the 20th Century as a Manifestation of State Policy in the Cultural and Spiritual Sphere: A Historiographical Discourse» provides a comprehensive review and critical analysis of the scientific literature dedicated to the restoration of the higher education system in Ukraine during the post‑war period (with a focus on 1943–1950). The study’s primary objective is to identify and characterize the main stages of the historiographical development of this issue, drawing a clear line between Soviet-era works and the contemporary Ukrainian scholarly discourse. The research is methodologically grounded in the principles of scientific objectivity, problem‑chronological analysis, and worldview pluralism, which together allow for the examination of various interpretations free from ideological bias.
The analysis reveals a fundamental dichotomy in the historiography of the subject. The Soviet period is characterized by a predominantly descriptive and statistical approach, heavily influenced by the ideological dictate of the Communist Party, which often led to the distortion of historical facts and the creation of a mythologized narrative of «successful reconstruction». In contrast, modern Ukrainian historiography (from the 1990s to the present) demonstrates a clear trend toward rethinking the past. Researchers have shifted their focus towards deconstructing Soviet myths, critically analyzing archival documents, and exploring previously taboo subjects, such as political repressions against the intelligentsia, the policy of Russification, and the everyday challenges of academic life.
In conclusion, the author argues that the current state of Ukrainian historiography on post‑war higher education, while showing progressive development, remains fragmented. The absence of holistic, synthesizing research that would integrate institutional, social, and everyday history perspectives creates a vast field for further scientific inquiry. This study underscores the urgent need for new academic works that would not only fill these thematic lacunae but also strengthen the methodological foundation of historical scholarship on education in Ukraine, contributing to a more nuanced and objective understanding of this crucial formative period.
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