EDUCATIONAL IDEAL OF YOUNG UKRAINIAN IN THE FACE OF EMIGRATION CHALLENGES: IDEAS OF LEADING OLAST FIGURES IN THE SECOND HALF OF 1940S
Bibliographic record
Abstract
The growing outflow of talented and able-bodied people, particularly young people, is one of the challenges for the development of modern Ukraine. This threatens to rapidly denationalize this group of the population. This situation makes it important to study the experience of foreign Ukrainians in forming a special system of national-patriotic education that could minimize the negative consequences of this process. The purpose of the article is to study the ideas of Plast leaders in shaping the educational ideal of a young Ukrainian abroad. The subject of the study is the ideas of Volodymyr Yaniv, Yuriy Starosolsky, and Yevhen Kulchytsky-Khat. The study is based on the analysis of publications from a number of strata publications; some sources were first introduced into scientific circulation. The chronological framework covers the years 1945-1948. This is determined by the intensification of intellectual research in this area in view of the beginning of the mass resettlement of Ukrainians from the DP camps to the United States, Canada, Australia, and other countries. The author identifies the main threats to Ukrainians in the places of new settlement. The reasons for the increased attention to the development of the educational ideal of a young Ukrainian are clarified. The definition of the educational ideal of a young Ukrainian abroad is proposed. It is concluded that in the late 1940s, Plast leaders considered the following character traits to be social, moral and national, love of beauty, moral and physical harmony important for inclusion in such an ideal. Equally important was overcoming the inferiority complex, fostering pride in Ukraine, its history and culture, and positioning younger generations not as “poor emigrants” but as emissaries of Ukraine abroad. Prospects for further research are suggested. This is the further development of educational concepts and the ideal of a young Ukrainian woman in the diaspora in the 1950s-1970s. Recommendations for Ukraine are offered.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".