Fundamentals of comparative pedagogy through the prism of new social dimensions: the N. A. Hans vision

The article is devoted to the influence of the ideas of representatives of the Russian abroad of the beginning and middle of the twentieth century on the formation and development of pedagogical thought and the theory of pedagogy. The concept of comparative pedagogy proposed by N. A. Hans was considered.

In the Introduction, on the example of the analysis of the concept of comparative pedagogy proposed by N. A. Hans it is shown that the range of approaches to the consideration of traditional comparative issues can be expanded due to its analysis through the prism of teachers belonging to certain, including secret, social associations. The novelty lies in the consideration of the problem of pedagogical comparative studies in assessing the belonging of teachers to Freemasonry, in the logic of the N. A. Hans approach.

Methods include selection as an empirical source of N.A. Hans's programmatic work on comparative pedagogy. Research methods include content analysis, comparative analysis, cluster analysis, interpretation, and generalization.

The "Results" section presents data from content-analytical studies, reflecting the frequency of N. A. Hans to the theoretical heritage of the persons he ranks among the authors devoted to Freemasonry.

In the "Discussion" section, an analysis is given of the contribution of persons whose pedagogical activity is connected with the ideas of fraternal associations, the ideology of cosmopolitanism, and global citizenship. One of the clusters uniting teachers of various typological groups is analyzed in detail, which includes Comenius and Fichte. The arguments and position of N. A. Hans regarding the influence of their pedagogical concepts on the theory and practice of education and upbringing are presented and evaluated. The analysis of the pedagogical heritage of Comenius and Fichte showed that there are two ways of influencing Masonic ideas on their adherents. The first way makes it possible to transform the system of pedagogical views from the idea of ​raising national identity to the ideas of its loss and popularization of the ideal of a citizen of the world (Comenius). The second option shows the way from the ideas of cosmopolitanism to the idea of national superiority (Fichte).

The "Conclusion" section reflects the most important results of the study.

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