scholarly journals Social-Pedagogical Conditions of Cadet Girls Training in the Russian Education System

2017 ◽  
Vol 6 (2) ◽  
pp. 22-27
Author(s):  
Берман ◽  
L. Berman ◽  
Олешко ◽  
S. Oleshko ◽  
Ермак ◽  
...  
Keyword(s):  
Soviet Union ◽  
Education System ◽  
Effective Means ◽  
Sports Organizations ◽  
The Soviet Union ◽  
Patriotic Education ◽  
Soviet Education ◽  
Education Of Students ◽  
The Military ◽  
Russian Education

The article is devoted to the analysis of social-pedagogical preconditions for establishing military education and the emergence of cadet girls in the Russian education system. The reforms of Soviet education and the features of social education in the post-revolutionary period are considered. The experience of military-patriotic education of youth and the creation of social and educational environment of universal military-patriotic and physical education of the younger generation in the pre-war period in the Soviet Union are presented on the example of the military-sports organizations. The role of the military and paramilitary sports and games as an effective means of military-patriotic education of students is noted. Social-pedagogical conditions of training of cadet girls in the Russian education system are formulated.

scholarly journals PATRIOTIC EDUCATION OF S.AMANZOLOV OV DURING THE GREAT PATRIOTIC WAR

2021 ◽  
Vol 68 (1) ◽  
Author(s):  
А.А. Oskembay ◽  
◽  
F.K. Kabdrakhmanova ◽  
Keyword(s):  
Soviet Union ◽  
Military Service ◽  
Soviet Society ◽  
Political Leader ◽  
Educational Work ◽  
The Soviet Union ◽  
Great Patriotic War ◽  
Red Army ◽  
Patriotic Education ◽  
The Military

The article provides an assessment of the patriotic education of S. Amanzholov's soldiers during the Great Patriotic War. A comprehensive analysis of S. Amanzholov's activities as a political leader is presented. The article provides new data on the use of heroic deeds of Kazakh batyrs by scientists to raise the military spirit of soldiers. During the Great Patriotic War, patriotism became the most important value in Soviet society. Selfless devotion to their Motherland manifested itself among millions of Soviet citizens and became a source of unprecedented mass heroism. From February 1942 to June 1946 S. Amanzholov was on active military service in the ranks of the Soviet Army. He conducted political and educational work among soldiers of non-Russian nationality, published in the Kazakh language the "Notebook of the Red Army Agitator" and leaflets about the heroes of the Soviet Union.

Russian military patriotic education: a control tool against the arbitrariness of veterans

2010 ◽  
Vol 38 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Elisabeth Sieca-Kozlowski
Keyword(s):  
Soviet Union ◽  
Military Service ◽  
Armed Forces ◽  
Education Programme ◽  
Government Control ◽  
Civilian Life ◽  
The Soviet Union ◽  
Patriotic Education ◽  
Russian Military ◽  
The Military

The military had been concerned about military patriotic education for a long time when Putin's Patriotic Education Programme was published. As soon as the collapse of the Soviet Union occurred, followed a few years later by the creation of the Russian armed forces, they had already been developing patriotic education programmes aimed primarily at youth, aided by veterans of local wars, both volunteers and recruits. The aim of this article is to show that the military version of patriotic education aims openly to encourage military service, and that the Russian state will try to enlist veterans of the Afghanistan and Chechen wars in activities linked to military patriotic education and its spread in military and civilian spheres. Our hypothesis is that the determination to bring veterans together around a common project has two aims: (1) to federate veterans around the authorities and (2) to channel a population that escapes government control and some of whose excesses on their return to civilian life (violence towards the population in the context of their function, for veterans of the Interior Ministry in particular) have darkened the image of the ministries known as the “power” ministries.

Military Technology Races

1999 ◽  
Vol 53 (3) ◽  
pp. 537-565 ◽  
Author(s):  
Vally Koubi
Keyword(s):  
United States ◽  
World War Ii ◽  
Soviet Union ◽  
The United States ◽  
Military Technology ◽  
The Soviet Union ◽  
International Distribution ◽  
Strategic Defense ◽  
Distribution Of Power ◽  
The Military

Because of the nature of modern weapons, significant innovations in arms technology have the potential to induce dramatic changes in the international distribution of power. Consider, for example, the “strategic defense initiative” (SDI), a program initiated by the United States in the early 1980s. Had the program been successfully completed, it might have led to a substantial devaluation of Soviet nuclear capabilities and put the United States in a very dominant position. It should not then come as a surprise that interstate rivalry, especially among super powers, often takes the form of a race for technological superiority. Mary Acland-Hood claims that although the United States and the Soviet Union together accounted for roughly half of the world's military expenditures in the early 1980s, their share of world military research and development (R&D) expenditures was about 80 percent. As further proof of the perceived importance of R&D, note that whereas the overall U.S. defense budget increased by 38 percent (from $225.1 billion to $311.6 billion in real terms) from 1981 to 1987, military R&D spending increased by 100 percent (from $20.97 billion to $41.96 billion). Moreover, before World War II military R&D absorbed on average less than 1 percent of the military expenditure of major powers, but since then it has grown to 11–13 percent. The emphasis on military technology is bound to become more pronounced in the future as R&D becomes the main arena for interstate competition.

Genesis, essence and structure of pedagogical technology “Cooperative learning”

2021 ◽  
pp. 38-46
Author(s):  
Nikita I. Khmarenko
Keyword(s):  
Soviet Union ◽  
Cooperative Learning ◽  
Education System ◽  
Social Order ◽  
Thinking Skills ◽  
Traditional Education ◽  
Learning Goals ◽  
Successful Implementation ◽  
The Soviet Union ◽  
The 1960S

The emergence of pedagogical technologies and their mass introduction dates back to the 1960s. Reformation of the American and European schools was provoked by reinterpretation of the learning goals. However, the historical roots of some pedagogical technologies are much older than studies of J. Carroll and D. Bruner – renowned authorities in this area of research. One of these technologies is cooperative learning. Initially recognized as a key component of humanistic pedagogy of J. Dewey, this technology has been further developed in works of many Soviet and foreign scholars. In the 1920s, the works by J. Dewey had a serious impact on the reformation of the Soviet education system, which aimed to educate the entire population of the Soviet Union. However, for some reasons, the gradual introduction of cooperative learning into learning process took a break in the 1930s. Since the late 1990s, a serious pedagogical crisis has emerged in the Russian Federation, which cannot be mended by traditional education system; it encourages many teachers to look at the well-studied pedagogical technologies from a different perspective. Today the social order sets new requirements concerning a major breakthrough in training a person. Teamwork and analytical thinking skills, the ability to lifelong self-education and self-develop-ment require fundamental changes in the traditional education system. At the same time, for the successful implementation of pedagogical technology, it is necessary to resolve a number of issues related to the essence of the concept of cooperative learning and the definition of components. Research relevance is indicated, the historical roots and essence of the concept of pedagogical technology of cooperative learning are determined, examples of the practical application of models of this pedagogical technology are exemplified.

Afghanistan: Martial Society Without Military Rule

2021 ◽  
Author(s):  
Amin Tarzi
Keyword(s):  
World War Ii ◽  
Soviet Union ◽  
19Th Century ◽  
Democratic Party ◽  
Central Government ◽  
The United States ◽  
The Soviet Union ◽  
Military Campaigns ◽  
The 19Th Century ◽  
The Military

Since its inception as a separate political entity in 1747, Afghanistan has been embroiled in almost perpetual warfare, but it has never been ruled directly by the military. From initial expansionist military campaigns to involvement in defensive, civil, and internal consolidation campaigns, the Afghan military until the mid-19th century remained mainly a combination of tribal forces and smaller organized units. The central government, however, could only gain tenuous monopoly over the use of violence throughout the country by the end of the 19th century. The military as well as Afghan society remained largely illiterate and generally isolated from the prevailing global political and ideological trends until the middle of the 20th century. Politicization of Afghanistan’s military began in very small numbers after World War II with Soviet-inspired communism gaining the largest foothold. Officers associated with the People’s Democratic Party of Afghanistan were instrumental in two successful coup d’états in the country. In 1979, the Soviet Union invaded Afghanistan, ending the country’s sovereignty and ushering a period of conflict that continues to the second decade of the 21st century in varying degrees. In 2001, the United States led an international invasion of the country, catalyzing efforts at reorganization of the smaller professional Afghan national defense forces that have remained largely apolitical and also the country’s most effective and trusted governmental institution.

8. War

2019 ◽  
pp. 100-113
Author(s):  
Jane Caplan
Keyword(s):  
Soviet Union ◽  
The West ◽  
Loss Of Life ◽  
Nazi Occupation ◽  
The Soviet Union ◽  
The Military

‘War’ focuses on German political and military strategies after the invasion of the Soviet Union in 1941, when Hitler could see the prize of unassailable continental dominance within reach. With Nazi power at its greatest extent in 1942, the chapter discusses the markedly different Nazi occupation regimes in the west and the east, and the turn towards defeat in 1943. Hitler’s insistence on unremitting resistance caused massive loss of life on the military and home fronts, brought to an end only with his suicide and with Germany’s official capitulation on 8 May.

The military in the Soviet Union: An overview

1991 ◽  
Vol 7 (2-3) ◽  
pp. 337-341
Author(s):  
Raymond L. Garthoff
Keyword(s):  
Soviet Union ◽  
The Soviet Union ◽  
The Military

Defining–Redefining Security

2018 ◽  
Author(s):  
Barry Buzan ◽  
Lene Hansen
Keyword(s):  
Cold War ◽  
Soviet Union ◽  
Use Of Force ◽  
Military Technology ◽  
The Soviet Union ◽  
The Us ◽  
Political Rivalry ◽  
The Cold War ◽  
The Military ◽  
Strategic Studies

International security studies (ISS) has significantly evolved from its founding core of “golden age” strategic studies. From the onset of the Cold War in the late 1940s through to the 1970s, strategic studies virtually was ISS, and remains a very large part of it. The fact that it continues to stand as the “mainstream” attacked by widening/deepening approaches further speaks to its status as a “core.” This core consists of those literatures whose principal concern is external military threats to the state, and the whole agenda of the use of force which arises from that. This core was originally focused on nuclear weapons and the military-political rivalry between the US and the Soviet Union, but has since adapted its focus to changes in the salience and nature of military threats caused by the end of the Cold War and 9/11. It includes literatures on deterrence, arms racing, arms control and disarmament, grand strategy, wars (and “new wars”), the use of force, nuclear proliferation, military technology, and terrorism. Debates within ISS are structured, either implicitly or explicitly, by five questions: (1) which referent object to adopt, (2) whether to understand security as internally or externally driven, (3) whether to limit it to the military sector or to expand it, (4) what fundamental thinking about (international) politics to adopt, and (5) which epistemology and methodology to choose.

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