scholarly journals Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience

2020 ◽  
Vol 22 (8) ◽  
pp. 135-161
Author(s):  
A. N. Dzhurinskiy ◽  
N. V. Troshkova
Keyword(s):  
19Th Century ◽  
Education System ◽  
Educational Institutions ◽  
The West ◽  
Russian School ◽  
Classical Education ◽  
History Of ◽  
Similarities And Differences ◽  
The 19Th Century ◽  
Russian Education

Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.

scholarly journals Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience

2020 ◽  
Vol 22 (8) ◽  
pp. 135-161
Author(s):  
A. N. Dzhurinskiy ◽  
N. V. Troshkova
Keyword(s):  
19Th Century ◽  
Education System ◽  
Educational Institutions ◽  
The West ◽  
Russian School ◽  
Classical Education ◽  
History Of ◽  
Similarities And Differences ◽  
The 19Th Century ◽  
Russian Education

Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.

Libraries of Educations Institutions in Russia in the First Half of 19th Century

2010 ◽  
pp. 96-101
Author(s):  
Elena A. Kalinina
Keyword(s):  
Cultural History ◽  
19Th Century ◽  
School Libraries ◽  
Educational Institutions ◽  
Russian History ◽  
Early 19Th Century ◽  
History Of ◽  
The Russian Empire ◽  
In The Beginning ◽  
The 19Th Century

Libraries are the integral part of cultural history of Russia. Widespread opening of school libraries in the Russian Empire began in the early 19th century. They began opening school libraries across Russia in the beginning of the 19th century. The paper aims to show the formation and development of libraries in educational institutions of Russia in the first half of the 19th century. The research is based on legislative documents regulating the functions of activity of school libraries and archival materials on the Russian history of the 19th century.

scholarly journals Numerus surdus y armonía musical. Sobre el temperamento igual y el fin del reinado pitagórico de los números

2021 ◽  
pp. 137
Author(s):  
Lianggi Espinoza ◽  
Juan Redmond ◽  
Pablo César Palacios Torres ◽  
Ismael Cortez Aguilera
Keyword(s):  
19Th Century ◽  
Musical Instruments ◽  
History Of Philosophy ◽  
16Th Century ◽  
The Moon ◽  
The West ◽  
String Instruments ◽  
Equal Temperament ◽  
History Of ◽  
The 19Th Century

AbstractThe development of philosophical ideas throughout history has sometimes been assisted by the use of handcrafted instruments. Some paradigmatic cases, such as the invention of the telescope or the microscope, show that many philosophical approaches have been the result of the intervention of such instruments. The aim of this article is to show the determining role that stringed musical instruments with frets had in the crisis and generation of philosophical paradigms. In fact, just as the observations of the moon with the telescope broke more than a thousand years of Aristotelian hegemony, the fretted string instruments, predecessors of the guitar, played a central role in the collapse of one of the most influential approaches in the history of Philosophy: Pythagorism. We focus on the fundamental hallmarks of Pythagorism and on how, during the 16th century and from the fretted string instruments, the mathematical-musical notion of equal temperament emerged, which from the middle of the 19th century will be established as the prevailing philosophical-musical paradigm of the West.

scholarly journals Contribution of Abu Isa Tirmidhi to the Science of Hadith

2019 ◽  
Vol 9 (1) ◽  
pp. 593-599
Keyword(s):  
19Th Century ◽  
Legal Issues ◽  
The West ◽  
Valuable Source ◽  
Scientific Legacy ◽  
Historical Significance ◽  
History Of ◽  
The 19Th Century

Indeed, the hadiths are one of the topics that have been causing extensive discussions in the West since the 19th century. Many western scholars believe that the hadiths were fabricated and they have no historical significance. At the same time, there are many researchers who totally reject these views. Most researchers, in particular, Ignaz Goldziher, Schacht denied most hadiths and they claimed that hadiths have no historical significance. According to them, rulers and jurists all fabricated ḥadiths to reinforce their legal views or to validate already-existing practices. Other groups of scholars, such as John Burton, Motzki, and N.Abbot, admit the hadiths as reliable sources after the Qur'an. The superficial conclusions of Western scholars have been denied by Muslim researchers by F.Sezgin, Abu Shuhba, al-Marsafi, al-A’zami, Maloush on the basis of historical facts. However, scholars on both sides have not seriously objected to “al-Kitab as-Sitta” which translates as “The Authentic Six”. The six major hadith collections (“Sahih Bukhari”, collected by Imam Bukhari , “Sahih Muslim, collected by Muslim b. al-Hajjaj, “Sunan Abu Dawood”, collected by Abu Dawood , “Jami al-Tirmidhi”, collected by al-Tirmidhi, Sunan al-Sughra, collected by al-Nasa'i, Sunan ibn Majah, collected by Ibn Majah have been considered as valuable source on the history of Islam. “Jami al-Tirmidhi” plays an important role among them. Some researchers think this work second or third vital source after “Sahih Bukhari”. In the article, the life of hadith scholars, his scientific legacy, structure and importance of “Jami al-Tirmidhi”, special style of Abu Isa Tirmidhi in hadith methodology, opinions of other scholars on this work, differences between Imam Bukhari and Imam Tirmidhi on writing and selecting hadiths and legal issues of them will be discussed.

scholarly journals The Slavic Qur’an Translation of the 16th–18th Centuries: Poland and Russia

2021 ◽  
Vol 17 (3) ◽  
pp. 45-82
Author(s):  
D. V. Mukhetdinov
Keyword(s):  
19Th Century ◽  
16Th Century ◽  
The West ◽  
Research Cycle ◽  
History Of ◽  
Grand Duchy Of Lithuania ◽  
Ethnocultural Group ◽  
The 19Th Century ◽  
Grand Duchy ◽  
Modern Russian

This paper aims to continue and develop the research cycle on history of Qur’an translations in Europe. The paper deals with rethinking of possible background of Russian Qur’an translations, commonly traced back up to the first half of the 19th century. Ca. 1800 the tradition of Qur’an translating in Russia was already rich and varied in its scientific, literary and religious contexts. However, its origin could be found in the earlier similar tradition of Lithuanian Tatars, which was developed at least from the 16th century in intellectual space of the three states, namely Grand Duchy of Lithuania, Rzeczpospolita and Tsardom of Russia. This Muslim ethnocultural group shaped their own Qur’an translation school in the West Russian (Ruthenian, Old Belorusian) language closely related to modern Russian.

scholarly journals ARCHITECTURE OF THE FIRST HIGH SCHOOLS IN TOMSK LATE IN THE 19th CENTURY

2019 ◽  
Vol 21 (4) ◽  
pp. 7-21
Author(s):  
K. V. Fadeev
Keyword(s):  
High Schools ◽  
19Th Century ◽  
Educational Process ◽  
Educational Institutions ◽  
Architectural Heritage ◽  
Cultural Objects ◽  
Architectural Analysis ◽  
History Of ◽  
The 19Th Century ◽  
Historical Methods

The article deals with the history of the emergence and development of the first high schools in Tomsk. The architectural aspect associated with the provision of the high schools with their own buildings adapted to the educational process is described, which, in turn, affected the formation of the architectural appearance of Tomsk.Late in the 19th century, eclecticism characterized by a mixture of different styles, became the dominant architectural trend in the appearance of buildings in Tomsk. One of the trends in eclecticism was the brick style, according to which the educational institutions were built most of all, including the Mariinsky women's and provincial men's high schools.The relevance of the study is conditioned by the problems of preserving the architectural heritage of the second half of the 19th century in relation to the historical center of the city, which is an important cultural and educational factor.The purpose of this work is to study the brick style architecture of the first high schools in Tomsk. The study is based on the principles of historicism and objectivity. The specific historical methods include a study of bibliographic and comparative sources and methods of architectural analysis of the cultural objects.It is shown that the activities of a number of architects resulted in a unique architectural heritage of the 19th century, forming the architectural appearance of the historical part of Tomsk. The results of this study are reported at the meeting of Pushkin Historical Society.

scholarly journals The world of female educational institutions

2018 ◽  
Vol 8 (2) ◽  
pp. 72-81
Author(s):  
Irén Virág
Keyword(s):  
19Th Century ◽  
18Th Century ◽  
Source Analysis ◽  
Educational Institutions ◽  
Connection To Nature ◽  
Knowledge Based ◽  
Traditional Research ◽  
History Of ◽  
The 19Th Century ◽  
The Impact

Abstract Introduction: Philanthropism, as it evolved at the end of the 18th century in Germany, wanted to break completely with the contemporary methods persisting in education, with the hegemony of classical languages, and with the study of antique authors’ works; instead, it laid emphasis on practical and useful knowledge, on teaching modern languages, on acquiring knowledge based on demonstration, and on an intimate connection to nature. The impact of philanthropism on contemporary Hungarian public education, especially in the first half of the 19th century, can be clearly detected, which can be accredited to study trips to Germany and the Hungarian translations of German works. Salzmann’s institution, founded in 1784 was visited by 366 Hungarian educators, among others by Teréz Brunszvik, who also gave an account of her impressions in her memoires. Yet, we also need to mention Samuel Tessedik, who made good use of his experience gained during his journey to Germany in his school in Szarvas. Purpose: In this study, four 19th century female educational institutions were selected and the presence of philanthropist ideas in the training offered there was investigated. Three of these were established for the education of the middle-class, while one was founded specifically for aristocrats. We investigated whether the presence of philanthropism can be detected in the education offered by these four schools. Methods: In the presented study, we applied source analysis as a traditional research method in history of education. Conclusions: All the institutions under scrutiny have it in common that the founding and contributing educators and teachers were provably well-acquainted with the pedagogy of the philanthropists, and they incorporated several of its elements into their programmes. The preparation for the housewife role, conveying knowledge utilizable in practice, practical approach to teaching content, and the application of the method of illustration were all emphasized. These features show that several philanthropist characteristics can be identified in the educational principles and curricula of these institutions. Nevertheless, on closer inspection, it cannot be stated that they would have taken on an institutional character exclusively reminiscent of the “philanthropinums”

scholarly journals THE PROCESS OF REGRESS IN THE SYSTEM OF EDUCATION

2018 ◽  
pp. 136-139
Author(s):  
Василий Морозов ◽  
Vasilii Morozov
Keyword(s):  
Education System ◽  
Negative Impact ◽  
Educational Institutions ◽  
Advantages And Disadvantages ◽  
The Past ◽  
History Of ◽  
Ancient Times ◽  
Russian Education ◽  
Educational Field ◽  
Different Levels

The article describes the main elements of the education system, including the history of education as a direction of state social policy and its main points from ancient times to the present day. It also describes the elements of progress and regress in the education system, starting with school education. The author presents the main problems appeared in the last decade in the education system with the emergence of new types of education and educational institutions of different levels. The article touches upon the main aspects of Russian education of the last few years – such as a possible alternative to the Centralized State Exam (CSE). The article lists the disadvantages of the Western system of education, appeared in recent years in the Russian education; implemented "innovative" ideas of education, which often have a negative impact on the rules of the Russian education existing for many years. Also the author lists possible methods of fighting with the Pro-Western elements of education, their advantages and disadvantages at different levels. The key positive and negative elements of innovation in the education system, as well as the possible consequences of such action are identified. It is concluded that the solution to the problem of regression in the education system is a very important component of the state policy in this sphere and the main aim of it is to prevent the degradation of this sphere of human activity. The author specifies the possible directions and ways of solving most of the problems arising in the educational field with possible using innovations implemented in the past few years.

scholarly journals Modern Astronomy in Ottoman Madrasa Circles in the First Half of the 19th Century

2021 ◽  
Vol 7 (2) ◽  
pp. 187-222
Author(s):  
Orhan Güneş
Keyword(s):  
Solar System ◽  
19Th Century ◽  
Current Knowledge ◽  
Educational Institutions ◽  
The West ◽  
Modern Period ◽  
Ancient Times ◽  
Transfer Of Information ◽  
The 19Th Century ◽  
Modern Astronomy

The use of telescopes for scientific purposes has significantly changed our knowledge of the structure of the Solar System. By the mid-19th century, two new planets, a dozen asteroids, and dozens of satellites had been added to the five planets known since ancient times. The Ottoman scientific circles did not turn their back on these developments in the West but reflected them in their works. However, the main thesis about the transfer of current knowledge is that this transfer had mainly been done by modern educational institutions at a speed not too high. This claim is expressed more powerfully when considering the madrasa environment in particular. The literature states that the first work from a madrasa to mention the two new planets of Uranus and Neptune that were discovered in the modern period is Ḳonevī’s (d. circa 19th century) Tanqīḥ al-ashkāl, written after 1857. This means a delay of 76 years for Uranus and at least 11 years for Neptune. This article aims to demonstrate that the first works to mention Uranus and Neptune did not originate from modern educational institutions and that the delay regarding the transfer of information did not occur as mentioned in the literature. This study shows that the first work to mentions Uranus was Tashīl al-idrāk, written by Ḳuyucakḳlızāde (d. 1263/1847) in 1831 and originating from a madrasa and that the first work to mention Neptune was Ḥayātīzāde’s (d. 1267/1851) Afkār al-jabarūt, written in 1847, again originating from a madrasa, and published in 1848. Thus, this study hopes the exiting hypothesis in the literature, which has a great deal of support, will start to be questioned based on these examples.

Admiral A.S. Shishkov: the Forerunner of the Slavophiles

2019 ◽  
Vol 54 ◽  
pp. 137-146
Author(s):  
Alexander E. Grebenshchikov
Keyword(s):  
19Th Century ◽  
Political Thought ◽  
The West ◽  
Similarities And Differences ◽  
The 19Th Century

The Slavophile trend of Russian socio-political thought was formed in the middle of the 19th century. The Slavophiles A. Khomiakov, brothers Kireevsky and Aksakovy, Ju. F. Samarin believed that Russia had differed fundamentally from the West, so the European path of development was disastrous for it. Admiral A.S. Shishkov was among those who anticipated these ideas. In the article the author examines the similarities and differences in the views of the admiral and the Slavophiles and reviews the main events of A.S. Shishkov’s life.

Sign in / Sign up

Export Citation Format

Share Document