From Philosophical Heritage to National Pedagogy: The Transmission of 'Self-Knowledge' in Contemporary Ukrainian Education

Abstract

Amid profound societal change and ongoing conflict, the Ukrainian education system plays a pivotal role in shaping national identity. This study examines how long-standing Ukrainian philosophical ideas of self-knowledge (samopiznannia) and self-identification (samoidentyfikatsiia) are translated into practical pedagogical tools in contemporary secondary-school curricula. Using qualitative thematic analysis of state curriculum documents for Ukrainian Literature and History of Ukraine (grades 9–11) issued after 2014, the study identifies three recurring patterns: (1) the presentation of key thinkers as national archetypes embodying civic virtue; (2) the framing of self-knowledge as a path to inner freedom and moral responsibility aligned with national ideals; and (3) the positioning of self-identification as a civic duty linking personal growth to collective sovereignty. The analysis shows how complex philosophical concepts are simplified into accessible, morally prescriptive lessons intended to cultivate patriotism, resilience, and a shared historical consciousness. The study also notes a persistent tension between promoting personalist values and advancing collective national imperatives. Overall, the findings demonstrate how philosophical heritage is mobilized within curriculum design to foster a resilient and cohesive national identity in the face of contemporary challenges.