GENESIS AND PERIODIZATION OF THE DEVELOPMENT OF ALTERNATIVE EDUCATION IN THE USA

The article is devoted to the development of alternative education in the USA. The article's purpose: to reveal the peculiarities of the formation of alternative education in the USA and its periodization. Research methods applied: theoretical (study of scientific literature, analysis, systematization, comparison, generalization of the obtained information). Alternative methods of providing education and theoretical prerequisites, which are used today by alternative teachers within the framework of public education, have existed for more than 200 years and are developing, based on the contribution of many representatives of different countries. The inspiration for the development of alternative programs and schools is primarily dictated by the needs of individuals, the emphasis in their development has always been on the maximum disclosure of abilities and self-development. At the end of the 20th ‒ beginning of the 21st century, attention to alternative pedagogy in the philosophy of education became a significant factor in the development of foreign pedagogy, since in the context of this educational paradigm there was an opportunity to find ways to solve such problems as ensuring childrenʼs self-activity, educating them in social instincts, organization of real childrenʼs self-government, involvement of children in work. Interest in alternative schools became, in fact, a certain impetus for reforms in the field of education and training and, first of all, their democratization. In other words, a revision of pedagogic attitudes and, naturally, a restructuring of education itself began. The analysis of American scientific literature shows that alternative education in the USA has gone through a number of stages in its development: 1st stage (XVI - 30s of the XIX century) – fragmentary; 2nd stage (30s - 90s of the XIX century) – unified; The 3rd stage (90s of the 19th century ‒ 50s of the 20th century) is progressive and experimental; 4th stage (70s of XX century) – search; 5th stage (90s of the 20th century) – innovative and reformatory; The 6th stage (the end of the 20th century ‒ the beginning of the 21st century) is variable. Ukrainian scientists investigate various aspects of the problem of alternative education: comparative analysis of alternative education, combined system of school education, alternative education as a subject of scientific discourse, history of the formation of alternative education in Ukraine, alternative schools, etc. However, alternative education in Ukraine is still not too widespread, and far from all aspects of the problem have been sufficiently studied. It is expedient to study and implement the achievements of foreign experience in the educational environment of Ukraine.