The «life cycle» of teaching archaeology and the history of primitive society at Kharkiv University: on the issues of chronology and phaseology

Abstract

The article is devoted to the study of the history of teaching archaeology and the history of primitive society at Kharkiv University through the lens of the problems of chronology and phaseology. The aim of the study is to substantiate the expediency of applying a phaseological approach in combination with the analysis of long-term processes in order to identify patterns in the transformation of teaching disciplines in the context of changes in scientific, institutional, and cultural conditions. The research is aimed at overcoming the limitations of traditional chronological models, which do not make it possible to fully reflect the internal dynamics of the development of university teaching.

The methodological basis of the study is the combination of chronological analysis with a phaseological approach within the framework of the concept of long-term processes. The use of analytical methods of the history of science and education made it possible to consider the teaching of archaeology and the history of primitive society not as a sequence of isolated stages, but as a continuous process of changes in phases and constellations of elements.

The study found that the development of teaching archaeology and the history of primitive society at Kharkiv University took place through gradual phase transitions rather than through abrupt chronological breaks. It is shown that elements of earlier phases were preserved and continued to function in a transformed form within subsequent stages, forming complex constellations of teaching practices and methodological approaches. An asynchrony between institutional changes and the actual transformations of the educational process was identified, which confirms the limitations of rigid periodization schemes.

The scientific novelty of the study lies in the application of the phaseological approach to the analysis of the history of university teaching, which made it possible to propose a conceptual model for studying long-term processes in the system of higher education. The obtained results confirm the achievement of the stated aim and demonstrate the productivity of the chosen methodology for research in the history of science and education, as well as open perspectives for further comparative studies and the analysis of other educational institutions.