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Ethnic tolerance is one of key issues of global and national order and is considered to be one of the necessary conditions for effective professional training. The aim of our research was to determine the background factors of students' ethnic tolerance, its components and levels. Using two methods -- Tolerance Index by Soldatova and our own questionnaire -- allowed us to determine tolerance level in students of pedagogical specialties of Lviv region universities in Ukraine. We identified some fundamental factors of the effective formation of tolerance: the acceptance of cultural and national features of an individual, the ability to constructive cooperation and dialogue regardless of ethnicity, the ability and desire to listen to the interlocutor and understand his point of view. In the process of learning, students acquire the initial skills of professional and social communication and master the foundations of tolerant behaviour. The formation of ethnic tolerance is facilitated by the following factors: family upbringing, positive communication with representatives of other nationalities, knowledge of cross-cultural differences, travelling to other countries, studying at a higher education institution.

The main purpose of the article is to highlight the anthropological principles of human research in the creative legacy of Mykola Shlemkevych, a philosopher, teacher, publicist, editor, public figure, and to outline their relevance for the present. In his concept, the man is represented in two aspects -- a spiritual being and a social being. He reveals the spiritual manifestation of the man through his ability to reflect on life (Logos), to organize it (Ethos), to distinguish between beautiful and ugly (Eros) in life. The philosophical-reflexive interpretation by Mykola Shlemkevych's of the man as a social being is presented in different models. The purpose of anthropology is to harmonize the spiritual and material aspects of a person's life in the society. Accordingly, the purpose of education is to improve the human nature. Achieving this goal is possible by studying the cultural origins of educational phenomena, knowledge and perception of the man as a unique spiritual, physical and socio-mental phenomenon. This can be related to any modern trend in the philosophy of education that seeks to truly reform the education. We believe that the importance of Mykola Shlemkevych's conclusions goes far beyond those systems contemporary to him, because they are relevant today.

This article considers the theoretical principles of children and students' national awareness formation in the Ukrainian pedagogy of Galicia in the period 1848-1918. It defines two stages in this process: ethno-linguistic (1848-1904) and ethno-national (1905-1918). The later nineteenth century was marked by an emphasis on patriotism, the national ideal and the national character. Educators viewed patriotism as fostering love for the native people and the 'mother tongue'. In the period 1905-1918 the Ukrainian national idea as an aspiration for national independence became the basis of education: the purpose of education was to instil national awareness among young people, which would be manifested in command of the language and acceptance of the entire ethnic community; a knowledge of its material and spiritual culture in the past and the present; an awareness of oneself; and an understanding of the role of the national community in global historical processes.

The reflections presented in this article include the process of incorporating women teachers into schools during the post-revolutionary period in Mexico. From one standpoint, women teachers lived in a state of ambiguity throughout this period because they were seen as symbols of national reconstruction following a war that left more than one million people dead. From another standpoint, they were victims of political and gender violence in a country that had not yet been pacified and was experiencing deep divisions between the armed Catholic groups that fought against the government. The process of the feminisation of Mexican teaching is approached through an analysis of the socio-professional conditions of rural teachers around the period of 1924 to 1945. There are a range of sources that were used for this research, including oral and documental. The collection of records of rural teachers from the Archivo Historico de la Secretaria de Educacion Publica are important in terms of a regional study that was done in the Valle del Mezquital as well as in a current national study. After reviewing over three thousand teacher files, I have been able to verify that many of these women were empowered and conscious of their significance in the national identity. They took advantage of the situation to obtain gender work benefits, which included equal wages to men, pregnancy leave regardless of marital status or age and uninterrupted contracts. This mobilisation by women teachers throughout the entire country was unprecedented in the professional history of Mexican women workers. These teachers fought many daily battles, both individually and collectively, to maintain their jobs, by writing letters to the head of the Rural School Department, sharing their stories and the injustices they experienced in their daily lives. Nonetheless, it is notable that for the first time, a collection of female voices can be found in the teacher files; these women did not want to keep quiet and they reflect a desire to participate in social change for themselves and their communities. (Contains 2 tables, 2 figures and 19 footnotes.)