The 20th-Century Revolution in Military Training

Author(s):  
Ralph E. Chatham
2020 ◽  
Vol 65 (3) ◽  
pp. 771-789
Author(s):  
Teimur E. Zul’fugarzade ◽  
◽  
Artyom Yu. Peretyatko ◽  

The issue of the development of military traditions in the Cossack milieu on the eve of the 20th century is a matter of debate in contemporary Russian historiography. A number of scholars (e. g., A.V.Iarovoi and N.V.Ryzhkova) have argued that the Cossacks’ system of historical military traditions remained viable until 1917. Other researchers (e. g., O.V.Matveev) have claimed that the system of Cossack military traditions had actually experienced a crisis and collapsed by then. This paper seeks to establish the truth. To accomplish this, the authors draws upon a set of newly discovered responses from Russian generals to the report of the Maslakovets Commission. The paper shows that the Cossacks’ historical traditions of military training in the stanitsas were forgotten not by the beginning of the 20th century, but by the 1860s. During this time, declining combat capability of the Don units, with 50% of the young Cossacks entering military service by the beginning of the 20th century “poorly” and “unsatisfactorily” prepared, drew the attention of Alexander II. The War Ministry endeavored to revive the Cossacks’ martial games and military training in the stanitsas. However, according to certain Cossack generals, its actions, at the same time, had violated the historical Cossack traditions of military training, causing, by certain testimonies, their total ruin by the beginning of the 20th century. The main conclusion drawn in this paper is that the image of the Cossack as a “dashing equestrian warrior” going back to official pre-revolutionary historiography is highly idealized.


2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.


1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  

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