Keyword: «socio-pedagogical category»

The evolution of societal dynamics is marked by a reevaluation of the ideological and philosophical underpinnings of our society, which urgently necessitates a return to the historical past to comprehend its influence on the development of individuals and communities. A sharp increase in attention to commemorative issues has led to the active introduction of the concept of "historical memory" into the scientific and practical use within the education system, considered as a powerful resource for upbringing worthy citizens of their country. Modern developing society is interested in fostering the culture of historical memory of the younger generation, which determines the shift of focus in the discourse of this problem in the field of elaboration of pedagogical mechanisms for its solution. The objective of this research is to explore the process of developing historical memory in the context of the growing importance of this topic in public discourse and governmental institutions. Additionally, we aim to examine the pedagogical aspects of this phenomenon and its methodological interpretation within the framework of educational theory. To achieve the research goal, we used a variety of methods, including conceptual analysis, general logical methods of cognition (such as analysis, synthesis, abstraction, comparison, induction, and generalization), and a content analysis of scientific literature related to the issues under investigation. In the study, the authors make a scientific and theoretical analysis of the concept of "historical memory" as a socio-educational category. They consider the importance of addressing the issue of preserving and developing historical memory in educational settings, and they propose basic methodological approaches for fostering a culture of historical awareness within the pedagogical process. The theoretical importance of this article lies in the fact that it has conducted a phenomenological examination of the concept of «historical memory», explored diverse perspectives on this concept, and provided a methodological rationale for the process of establishing the foundations of historical memory in the educational context. The practical significance of the research is determined by the applied nature of the proposed methodological approaches to the development of students' historical memory within the framework of the pedagogical process.