Ukrainian Ethnopedagogy Past Paper PDF

Topic 1: Ethnopedagogy in the system of pedagogical sciences. Етнопедагогіка в системі педагогічних наук. Plan 1. Definition of the terms "folk pedagogy", "ethnopedagogy", "Ukrainian ethnopedagogy", their relationship. 2. Histo...

Topic 1: Ethnopedagogy in the system of pedagogical sciences. Етнопедагогіка в системі педагогічних наук. Plan 1. Definition of the terms "folk pedagogy", "ethnopedagogy", "Ukrainian ethnopedagogy", their relationship. 2. History of formation and development of Ukrainian ethnopedagogy. 3. The structure of Ukrainian ethnopedagogy 4. Basic principles and means of Ukrainian ethnopedagogy. Literature. 1. Babii I. Folk pedagogy on education of the younger generation (historical aspect) / I. Babii // Native school. — 2008. — N 11. — P. 74-76. 2. Budnyk O. Peculiarities of Ukrainian ethnopedagogy. / O. Budnyk //School library. - 2005. - No. 6. - P. 52-54. 3. Buteyko O. Family - the leading educational institution: historical aspect / O. Buteyko // Ridna shk. — 2009. — No. 1. — P. 73-75 4. State national program "Education" ("Ukraine of the 21st century"). - K, 1994. 5. Yevtukh V.B. Ethnopedagogy.: science. manual. / V.B. Yevtukh, A.A. Marushkevich, N.M. Demyanenko, V.V. Chepak - K., 2003 6. Izmailov A. People's pedagogy. / A. Izmailov M., 1991 7. Keith H. G. Ukrainian folk pedagogy: a course of lectures / H. G. Keith, G. S. Tarasenko; Vinnytsia state ped. University named after M. Kotsyubynskyi. - Vinnytsia: Edelweiss and K, 2008. - 301 p. 8. Kuz V. Basics of national education: conceptual provisions. / V. Kuz, Yu. Rudenko, Z. Sergiychuk Uman, 1993 9. Lykov V.N. Ethnopedagogy: study guide for students. of higher education education institutions / V.N. Lykov; Kirovohrad State. Pedagogical University named after Volodymyr Vinnichenko. - Kirovohrad: RVC KDPU named after Volodymyr Vinnichenko, 2003. - 208 p. 10. Mashthaler O. V. Pedagogical and educational activities of O. V. Dukhnovych. / O. V. Mashthaler - K., 1966. 11. O. V. Myshanych Hryhoriy Skovoroda and oral folk art. / O. V. Myshanych - K., 1970. 12. Mosiyashenko V. A. Ukrainian ethnopedagogy. / V. A. Mosiyashenko – Sumy, 2005. 1 13. Potapchyk T. Educational possibilities of folk pedagogy / T. Potapchyk // Pedagogy and psychology. — 2007. — N 3. — P. 73-80 14. Stelmakhovich M. G. Folk child science. / M. G. Stelmakhovich – K., 1991. 15. Stelmakhovich M. Ukrainian folk pedagogy. / M. G. Stelmakhovich – K., 1997. 16. Syavavko E. I. Ukrainian ethnopedagogy. / E. I. Syavavko – Lviv, 2002. 17. Syavavko E.I. Ukrainian ethnopedagogy in its historical development. / E. I. Syavavko– K., 1974 18. Traditions of Ukrainian ethnopedagogy and their use in educational work at school.- Kyiv, 1993 19. Filipchuk, V. S. Folk pedagogy in children's education: teaching. manual / V.S. Filipchuk, N.O. Shvab ; Chernivtsi National University named after Yu. Fedkovicha. - Chernivtsi: Ruta, 2002. - 43 p. 20. Ukrainian folk pedagogy at school: Methodical recommendations. - K., 1990 I. Definition of the terms "folk pedagogy", "ethnopedagogy", "Ukrainian ethnopedagogy". Pedagogy is a science that studies the processes of education, training and personality development. The term "folk pedagogy" was introduced into scientific circulation by O. V. Dukhnovich and K. D. Ushinskyi. Dukhnovych Oleksandr Vasyliovych is one of the most prominent representatives of the cultural and educational movement of Ukrainians of Transcarpathia in the middle of the 19th century. The idea of nationality was reflected in the textbooks created by O. Dukhnovych for the national school. In 1857, the teacher wrote the first pedagogical and methodical manual for teachers of folk schools "Folk pedagogy for the benefit of rural schools and teachers". Ushinsky Kostyantyn Dmytrovych – was one of the first to formulate the idea of nationalism in pedagogy, presented it as the main component of the educational system. The teacher advocated the idea that every people has the right to have a school in their native language, condemned the tsarism for banning the study of the Ukrainian language in schools on Ukrainian lands. The ideas of ethnic education are highlighted in his textbooks for primary school: "Children's World and Textbook" (1861) 2  "Native Word" (1864) and other works: "On nationality in civic education". Folk pedagogy is a branch of the people's pedagogical experience that reveals their (the people's) views on the purpose, tasks, forms, methods and means of education and upbringing. That is, it is a set of knowledge, abilities and skills related to upbringing, which were formed historically and are passed down from generation to generation. Ukrainian folk pedagogy has its roots in ancient times, in the life, lifestyle, customs, and beliefs of Ukrainian tribes even before the foundation of the Kyiv state. The main provisions of folk pedagogy are recorded in: folk educational traditions artistic folk creativity (fairy tales, legends, tales, stories, proverbs, fairy tales, thoughts, poems, folk dramas, riddles, anecdotes, songs, works of visual and choreographic art), customs, rites, rituals, holidays, folk symbols, experience of family and civic education, folk games and toys. As a separate branch of pedagogical science, "Ukrainian folk pedagogy" was identified by the Ukrainian teacher Myroslav Hnatovych Stelmakhovich in the mid-70s of the 20th century. The value of folk pedagogy in its organic unity with the way of life of the people, its history, cultural and household traditions. The concept of "Ethnopedagogy" was introduced into scientific and pedagogical world circulation by the Chuvash pedagogue, Academician Hryhoriy Mykolayovych Volkov in the work "Ethnopedagogy of the Chuvash People" (1967).. The teacher defined "Ethnopedagogy" as the science of folk pedagogy, folk school, people's experience in raising the younger generation, people's pedagogical views, in raising children. 3  Ethnopedagogy is a system of goals, tasks, principles, methods, forms of organization of the process of forming a young member of society and preparing him for life in the structure of national-ethnic views, norms and customs of a particular people, ethnos. Ethnos (Greek: ethnos - people, tribe) is a people, a permanent, historically defined group of people who have common features and peculiarities of culture and mental composition, consciously understand their unity. In the middle of the 19th century the existence of the Ukrainian ethnos as a separate entity was first recognized by the Ukrainian historian, ethnographer, novelist, romantic poet, thinker, public figure, ethnopsychologist - Mykola Ivanovich Kostomarov.Він вважав, що український етнос існував вже у IX ст., а російський сформувався лише у XII ст. It can be assumed that Kyivan Rus is a state formation of the Ukrainian ethnic group. Researchers of folk pedagogy are engaged in ethnopedagogy. Ethnopedagogy defines:  possibilities and ways of implementing the progressive ideas of the people in modern practice,  explores ways of establishing contacts of folk pedagogical wisdom with pedagogical science,  analyzes the pedagogical significance of certain phenomena of national life and finds out their relevance to modern tasks of education. The terms "ethnopedagogy" and "folk pedagogy" have different meanings. "Ethnopedagogy" is a generalized concept that means a comparative analysis of the educational traditions of different peoples. "Folk pedagogy" is the educational traditions of a specific ethnic group. "Ukrainian ethnopedagogy" explains and offers:  ways of using folk pedagogy in modern conditions,  collects and traces the experience of ethnic groups, which is based on centuries-old traditions of the Ukrainian people. "People's pedagogy" is part of the study of Ukrainian ethnopedagogy. Ukrainian ethnopedagogy is a special view on the education of children and adolescents using folk methods. The main subject and category of ethnopedagogy is the educational process. Ukrainian ethnopedagogy has some regional differences on the Left Bank, in the Central, Podil, Polish, Carpathian, Slobozhan, and Southern regions of Ukraine. They are caused by differences in geography, history, ethnography, ethnopsychology, economic activities of residents, local dialects, features of material and spiritual culture, folk art, local customs and traditions. 4  Ethnopedagogy as a branch of pedagogical science investigates the following problems: uniqueness of the purpose, tasks, methods, methods and means of education, which are characteristic of a specific ethnic group; comparative (comparative) study of the specifics of education and upbringing among representatives of different nationalities; peculiarities of the influence of national psychology and mentality on the process of education of certain ethnic groups; taking into account the regularities of the process of education of representatives of certain ethnic groups and the peculiarities of their development.Зв'язок етнопедагогіки з іншими науками Connection of ethnopedagogy with other sciences With ethnography (Greek ethnos — people, tribe and grapho — to write, describe) — the science of the peoples of the world (ethnos), their origin, settlement, processes of cultural and domestic relations between people. In many foreign countries, the term "ethnology" is also used. The subject of ethnographic research is:  study of the ethnic composition of the population of individual countries;  description of the ethnic history of the peoples of the world; the state of cultural and household traditions of certain ethnic groups;  description of elements of everyday culture (customs, ceremonies, folk art, oral folk art, etc.). Ethnopsychology - studies the peculiarities of the psyche of people of a certain ethnic group (peculiarities of character, mentality, formation of self-awareness, etc.). Ethno-sociology - studies the national aspects of the activity of people of a separate ethnic group in the conditions of a certain social environment. Determines:  manifestations of moral factors;  peculiarities of customs; value orientations of society;  psychological relationships in the family;  consciousness, peculiarities of behavior of a specific nation;  the specifics of the ethnoculture of the people;  technology of personality socialization; peculiarities of manifestation of mentality, etc. Tasks to be solved by ethnopedagogy: comprehensively study the experience of the Ukrainian people in order to educate the younger generation; 5  actualize the assets of the people in the field of education, taking into account the features of the social development of the society; determine the ways and means of effective use of the achievements of Ukrainian folk pedagogy in the system of national education; to determine the conformity of the ideas of folk pedagogy with the modern task of educating a comprehensively developed personality. 6  2. History of formation and development of Ukrainian ethnopedagogy The historical path of the formation and development of Ukrainian folk pedagogy begins in the era of the primitive society, the communal and clan system. The older generations made great efforts for the youth to learn:  ancestral and tribal customs,  belief,  legends,  transfers  farming and hunting skills. The most important means of transferring the experience of older generations is joint work and defense against enemies. Establishment and development of Ukrainian ethnopedagogy The first period (IX-XVI centuries..) - the development of ethnopedagogical ideas. In the schools that were established at churches and monasteries during the reign of Volodymyr and Yaroslav the Wise, children's education was subordinated to their formation:  folk worldview,  mastering the basics of agricultural culture,  education of values necessary for successful management of the economy. In the "Collection of Prince Svyatoslav" (1073 and 1076) and in "Teaching Children" (1096) of Prince Volodymyr Monomakh of Kyiv, the idea is revealed:  about management of the economy and labor activity,  about the role of work in human life,  about a positive example of adults in raising children. Thus, the pedagogical instructions in "Teaching Children" by Volodymyr Monomakh are entirely based on folk pedagogy: "Honor the elders as fathers, and the younger ones as brothers; beware of lies, drunkenness, deception. Do not allow evildoers to do evil, so that people do not curse you. Wherever you live, drink and feed the needy... Visit the sick, see the deceased on his last journey, because we are all mortal. Always say hello and say kind words to her." 7  The following were considered the most important for each person during the princely period:  civil qualities of a person,  love for the Motherland,  national self-awareness, etc. The Mongol-Tatar invasion (until the 15th century) led to the decline of the economic, political and cultural life of Ukraine, and education suffered significant losses. But the ideas of children's education of the period of the princely era found their continuation in the Galicia-Volyn state as the heiress of Kyivan Rus. During this period, there was a significant rapprochement with Western pedagogical culture. In the Galicia-Volyn state reigned:  special respect for the school,  books,  the teacher In a Ukrainian family:  the cult of work reigned,  studied the folk calendar,  children were involved in harvesting.  the children helped herd the cattle. The academic year began on December 1 (Saint Naum's Day according to the Ukrainian church calendar). After the completion of all agricultural work and the cessation of livestock grazing. II Period (1569 - middle of the 17th century) - Renaissance. The main task of Ukrainian education in this period was to focus on Ukrainian national spirituality. In "Instructions for children and rules for their education" by Vasyl Zahorovsky (1577) it is stated:  on the decree on the establishment of churches, hospitals and schools,  instructions on raising children "in education, children should not be coddled, but taught to science"  children should not forget customs, faith and traditions;  advice on education and marriage. In Cossack times, didactic literature based on Christian teaching and folk pedagogy appeared in Ukraine. 8  Its most prominent monument of this time is "Teacher's Gospel" (Kyrylo Tranquliona-Stavrovetskyi) The educational systems of Bratsky and Sich schools of the 16th-17th centuries were based on Ukrainian ethnopedagogy. The charter of the Lviv Fraternal School (1586) specifies high requirements for the teacher, his moral record, sense of justice, humane attitude towards children The rise of Ukrainian folk pedagogy is Cossack pedagogy, which aimed to educate a new generation of Ukrainians, found a professional and ethno-pedagogical understanding and application in the activities of traveling dyaks, in Ukrainian schooling. III Period (the second half of the XVIII - XVIII centuries..) - the development of Ukrainian pedagogy in the context of the Baroque. Prominent figures of Ukrainian folk thought and culture made a significant contribution to the process of formation of Ukrainian ethnopedagogy. Skovoroda Hryhorii Savych (1722-1794) - all of his work as a philosopher, writer, poet, humanist educator, and pedagogue was based on the ideas of folklore. He believed that education based on the principle of naturalness was an indispensable means of educating the people. IV Period (XIX century.. - 1905) - the period of pedagogical enlightenment. A significant contribution to the development of Ukrainian ethnopedagogy was made by outstanding figures of Ukrainian folk thought and culture:  Oleksandr Dukhnovych (1803-1865),  Taras Shevchenko (1814-1861),  Konstantin Ushinskyi (1822-1871),  Ivan Franko (1856-1946),  Borys Grinchenko (1863-1910),  Mykhailo Hrushevskyi (1866-1934),  Lesya Ukrainka (1871-1913),  Khrystyna Alchevska (1882-1931), etc. They set a goal:  the formation of a national idea,  development and preservation of national culture as a specific phenomenon.  Pedagogical research had an ethnographic, ethnological direction. The term "People's pedagogy" was first used in the Ukrainian pedagogical literature by the Ukrainian cultural and educational figure Oleksandr Vasyliovych Dukhnovych. In 9 1857, he published a pedagogy textbook entitled "Folk pedagogy for the benefit of schools and rural teachers." The work was based on folk pedagogical principles. V Period (1905-1917) – the introduction of a national component into the structure of pedagogical science. A significant part of the provisions on folk pedagogy is laid out in works of art for children and about children:  Sofia Rusova (1856-1940),  Yakov Chepigy (1875-1938),  Hryhoriya Vashchenko (1878-1967),  Ivan Ohienko (1882-1972) The VI Period (1917-1920) is the period of Ukrainian statehood. He established the potential of ethno-pedagogical research carried out in the context of Ukrainization. In Ukraine, an ethnopedagogy experimental station was opened in the village of Starosilli, Oster district, Chernihiv region. In 1926, Herman Vynogradov's book "People's Pedagogy" appeared. In 1929, Nina Zaglada's monograph "The Life of a Peasant Child". In 1939, "Ukrainian general encyclopedia" was published in Lviv under the editorship of Ivan Rakovsky, in 3 volumes. Instructive ethnopedagogy provisions are also presented in textbooks and manuals on pedagogy of the end of the 19th century. beginning of the 20th century. in particular: Ivan Bartoshevsky "Russian Pedagogy, or the Science of Education" (1898), Ostap Makarushka "Science of education" (1922), Augustina Voloshyna "Pedagogy and Didactics" (1920), "A Brief History of Pedagogy for Teachers' Seminaries" (1921), Stepan Siropolko "History of Education in Ukraine" monograph (1937), Julian Dzerovich "Pedagogy" (1937). VII Period (1918-1991) - the era of Soviet power. Ethnopedagogy in Ukraine is subjected to all kinds of oppression, but the thought of ethnopedagogy has not died out. It found its expression among the Ukrainian emigration. During this period, labor statistics are printed outside the borders of our country. Among which should be noted: 10   the ten-volume "Encyclopedia of Ukrainian Studies" (published in New York in 1954-1989) edited by Volodymyr Kubiyovych;  Stepan Kilymnyk's five-volume monograph "Ukrainian race in folk customs in historical light" (Toronto, 1963);  the two-volume book by Oleksa Voropay "Customs of our people" (Munich, 1966) and others. During the years of Stalin's regime, Ukrainian ethnopedagogy was not studied, and the attempts of individual scientists to act in this direction were inhibited in every way by the authorities. However, the best pedagogues of the 20th century widely used the arsenal of Ukrainian ethnopedagogy in their activities. The pedagogical system of Anton Makarenko and Vasyl Sukhomlynsky was built on the ethno-pedagogical basis Since the 1960s of the XX century (the "thaw" period), the number of scientific works on ethnopedagogy has been increasing. The following works were published:  Yuriy Stupak "Educational value of Ukrainian folklore" (1960)  Vasyl Horlenko "Essays on the History of Ukrainian Ethnography" (1964),  Olena Kravets "Family life and customs of the Ukrainian people" (1966). The rise of ethnopedagogical research dates back to the 70s and 80s of the 20th century:  Myroslav Stelmakhovich "Wisdom of folk pedagogy" (1971).  Evgeniya Syavavko "Ukrainian ethnopedagogy in its historical development" (1974).  Halyna Dovzhenok "Ukrainian Children's Folklore" (1984).  Zoya Vasyltsova "The Wise Precepts of People's Pedagogy" (1983  Myroslav Stelmakhovich "People's pedagogy" (1985) Evgeniya Syavavko substantiates the main principles, means and ideals of Ukrainian pedagogy, highlighting the peculiarities of labor, moral, intellectual, aesthetic and physical education at different historical stages of development, raises the issue of the use of the traditions of folk pedagogy by prominent Ukrainian teachers. VIII Period (1991 - now) is a new period of ethnopedagogical research The circle of researchers and popularizers of Ukrainian ethnopedagogy is expanding  V. Kuz, Yu. Rudenko, Z. Serhiychuk "Basics of national education" (1993),  P. Shcherban "National education in the family" (2000),  Marushevich, V. Postovy, T. Alekseenko "Family pedagogy" (2002) and others. Today, a movement for the introduction of ethno-pedagogical ideas has been launched in Ukraine. This and: 11   studying Ukrainian studies,  establishment of departments of folk pedagogy, Ukrainian ethnopedagogy,  the opening of the ethnopedagogy laboratory,  creation of ethnopedagogy programs,  popularization of ethnopedagogy in the press, through Ukrainian magazines: "Beregynya", "Narodoznavstvo", "Zhiva Voda", "Zagrava", etc. In order to coordinate scientific research topics, in 1994, the Council on the Problems of Ethnopedagogy and Ethnology was created at the National Academy of Sciences of Ukraine. The Center "Ukrainian Pedagogy and Folklore" of the National Academy of Sciences of Ukraine and a number of educational institutions are fruitfully operating in Ukraine. The intensive use of ethnopedagogy is a reliable barrier to apathy, nationalism, and historical forgetfulness. Youth should be brought up as inheritors of national values, national traditions, customs, and native culture. 3. The structure of Ukrainian ethnopedagogy Ukrainian familistics (family studies) is a collection of knowledge and folk experience about the creation, preservation and development of a strong, healthy, happy family, about lineage and family and their importance in the destiny of a person, nation, and state. Ukrainian family studies examines the following issues:  about the family as the embodiment of spirituality and the national spirit,  about the types and forms of the Ukrainian family, its composition, structure, main functions;  with marriage and family as an educational organization,  folk ideal of the family,  Ukrainian family customary law,  status of family members,  its authority,  the most common defects and troubles of the modern family,  about the revival of the traditionally high status of the Ukrainian family. The task of Ukrainian family studies is to serve as a reliable basis for the revival of the traditional status of the Ukrainian family with its marital fidelity, devotion to the sacred duty of birth and upbringing of children, Christian morality, respect for parents and their inviolable authority. Ukrainian folk pediatrics  it is a system of psychological and pedagogical knowledge about children, 12   these are the views of Ukrainians on children as the future of the people, the nation, the affirmation of their eternity In the center of attention of Ukrainian pediatric studies:   the issue of childhood in the Ukrainian family (family size in terms of the number of children born and raised);   traditional customs and rites of the family are related to the child;   concise analysis of children's speech;   folk characteristics of the child;   age periodization of life;   education and upbringing of the child;   meaning of lullabies, children's folklore;   the place and status of children in the Ukrainian family,   relationships of children in the family,   responsibilities of children. Family pedagogy (parental pedagogy) is part of Ukrainian educational wisdom. Its central questions are:  the main principles of family life and education (humanity, morality, multifaceted spirituality);  relationships in the family, the authority and example of parents, their responsibilities in relation to children, the essence and peculiarities of the educational influence of family members, the status of father, mother, grandfather, grandmother;  raising children's sense of family, people, nation;  traditions, customs of upbringing in the family, preparation of children for marriage and family life, attitude towards orphans, condemnation of parents who do not raise children. The traditional division of parental educational roles is as follows: the father is demanding, shows an example of physical hardening, professional skill, public duty; a mother is sensitive, compassionate, she understands the subtlest movements of a child's soul, protects, comforts and protects children; grandparents are traditionally highly authoritative family members, they teach life wisdom, pass on their professional skills and knowledge. Ukrainian deontology (deontology from the Greek "deontos" - necessary, obligatory) is the ethical norms developed by the people about the educational duties of parents to children, as well as a list of those traits that should be brought up in the younger generation. Deontology factors: 13  to know and follow the wills of ancestors; observe the laws of life; respect your lineage; study the history and culture of one's people; love and know the native language; respect parents, relatives, other people; cherish the native national environment; be faithful to national traditions, customs, and ceremonies; respect national symbols; show humanism, decency, mercy, conscientiousness, responsibility, obligation, tolerance; show diligence. Ukrainian folk didactics. M. Stelmakhovich defined that "folk didactics is that part of folk pedagogy that reflects the achievements of the people in the field of education and training, which are expressed in views on the principles, content, methods of teaching and the implementation in folk practice of the forms and methods of arming the younger generations with knowledge, skills and abilities, development of their cognitive powers and abilities". Principles of folk didactics:  individual approach to the child,  humanism,  systematic,  sequence,  sequence,  accessibility,  connection with practice,  unity of education and upbringing. Factors of ethnopedagogy (that is, sources of knowledge acquisition:  nature (observation of nature, the surrounding world),  language (communication with educated people),  work (studying at school, reading a book), play, etc. Cossack pedagogy is aimed at forming such moral and spiritual qualities in the young generation as:  nobility,  chivalry,  heroism,  patriotism,  humanity, 14   mercy,  courage,  harmony of body and spirit. Cossack pedagogy is the embodiment of the ideas of Ukrainian national pedagogy within the framework of a specific historical period of the specific activity of Ukrainian Cossacks. 4. Basic principles and means of Ukrainian ethnopedagogy. Ethnopedagogy has its own principles of education. The leading principles of ethnopedagogy are:  conformity to nature  cultural compatibility;  ethnicity of upbringing;  taking into account the age and individual characteristics of the personality (educational influence should correspond to a person's age, life experience, and capabilities);  education in work (involvement in the experience of industrial activity based on knowledge of the most common and necessary professions of the given region);  unity of education and upbringing;  connection with the life of the native people (taking into account the features of the socio-political, economic, traditional way of life in the region);  humanism (polite attitude towards the individual, use of the most appropriate means of influence in the process of his education), So, the main thing in ethnopedagogy is  taking into account the age of the child,  education from early years,  humane treatment of the child,  affirmation of love  respect and affection for children,  taking care of the child in the family,  an atmosphere of reasonable demands on the child,  child's respect for parents,  the authority of a mother woman,  sequence and continuity of educational actions,  individual approach to children,  knowledge of child psychology,  clarity and example in education,  preparation for life and work,  self-education and self-activity. 15  Means of Ukrainian ethnopedagogy:  native language,  oral folk art,  national mythology  symbolics,  folk art  national traditions,  manners  rites  folk games  toys,  rituals  celebration,  direct personal work  nature,  lull  tongue twisters,  fairy tales  songs  consolation  toys  invitations  the atmosphere of a native home  the example of elders  children's hobby  folk aphorisms,  proverb  sayings Classification of means of Ukrainian ethnopedagogy (according to V. Strumanskyi): I. On the basis of socio-psychological criteria: - cultural (customs, traditions, holidays, symbols, attributes); - spiritual (language, folklore, folk morality, rules of etiquette); - practical and operational (work, games, folk production calendar); - corrective (punishment, intimidation, physical action). II. Based on the psychological criterion (predominant influence on consciousness, will, feelings): - folklore and ethics; - figurative and symbolic. 16