Theory and Practice of School Upbringing Politicization in Soviet Pedagogical Thought of the Pre-war Period

2020 ◽  
Vol 15 (4) ◽  
pp. 120-128
Author(s):  
Milovanov Konstantin Yu. ◽  
Keyword(s):  
General Education ◽  
Education System ◽  
Subsequent Development ◽  
Scientific Work ◽  
The State ◽  
School Education ◽  
Theory And Practice ◽  
Practical Significance ◽  
Soviet Period ◽  
Historical Period

The article examines the issues of schools’ politicization in the domestic pedagogical thought of the pre-war period. The theoretical and methodological relevance of the study lies in the need to study the theory and practice of school education, modernization models and educational strategies of the Soviet period. No less important is the relevance of the historical dimension of the problem of the development of school education in the USSR in the context of the scientific reconstruction of the main stages of its evolution. The author has used historical-structural, historical-typological, historiographic and source study methods in his work. The purpose and practical significance of scientific work are associated with the tasks of interpreting and revising the activities of historically established educational systems, and with the possibility of their retrospective use for examining the state of the modern Russian school and building innovative concepts that generate new pedagogical knowledge. The study postulates the assertion that the upbringing system in the Soviet period was part of the ideological work of the ruling party, which had a huge impact on society. The views of prominent figures in pedagogical science and education system on the problem of raising the younger generation are characterized. The leading tendencies of etatization and politicization of school educational practice in the historical period under consideration are revealed. The main parameters of the modernization of the system of cultural, educational and educational activities of the united labour socialist school have been determined. It has been established that during the Soviet period, a worldwide recognized system of general education appeared. At the same time, the era under consideration was marked by the politicization of education, formation and subsequent development of the state-party management of the public education system.

scholarly journals Periodisation of Primary and Secondary Technical and Vocational Education Development in the Republic of Bashkortostan

2020 ◽  
Vol 22 (3) ◽  
pp. 148-171
Author(s):  
T. M. Aminov ◽  
R. M. Asadullin
Keyword(s):  
Vocational Education ◽  
The State ◽  
Phase Changes ◽  
Theory And Practice ◽  
Practical Significance ◽  
Education Development ◽  
Republic Of Bashkortostan ◽  
Technical And Vocational Education ◽  
The Republic ◽  
The Individual

Introduction. Vocational education has always been and still is one of the main factors of successful sustainable development of society as a whole and of the individual in particular. Therefore, in the state policy of different countries of the world, including Russia, special attention is being given to the institutions, which train specialists for the leading sectors of the economy and production. For developing effective policy measures and predicting its effectiveness, it is essential to identify the potential of national vocational education system, to study its phase changes and evolution vectors, to analyse and summarise existing experience in the organisation of the system and to support its functioning at the national and regional levels.The aim of the present research is to identify and characterise the main periods of development of primary and secondary technical and vocational education in one of the major regions of Russia – the Republic of Bashkortostan.Methodology and research methods. The research methodology is based on the system and civilisational approaches. The retrospective analysis was conducted through historical, typological and comparative methods, as well as two conceptual models. In the first model, the pedagogical process is presented as a complete system determined by specific historical conditions. The second model, designed by one of the authors of this article, is based on the logic and structure of this process in its contemporary understanding. These concepts provide adequate analysis and extrapolation of historical and pedagogical experience into modern educational theory and practice.Results and scientific novelty. The authors identified socio-economic, pedagogical, organisational and managerial factors of periodisation of the system of primary and secondary technical and vocational education development of Bashkortostan. For the first time, at the local republican level, the main phases of the process have been identified and described, starting with the pre-institutional stage to the present day. It is demonstrated that the trajectory of gradual formation and improvement of the investigated directions and stages of vocational training in the territory of the Republic of Bashkortostan is regulated by the general laws on the development of social structures. Despite some specificity, the trends in regional education found are quite related to all-Russian processes.Practical significance. The research results can be useful and are already being used when developing and designing vocational development programmes, in particular, they enrich the content of such disciplines as “History of Pedagogy and Education”, “History”, various special courses and curriculum units, concerning the issues on the state and prospects of technical and vocational education. In addition, the research materials can be used for developing regional educational policy.

scholarly journals Labour Education and Vocational Training in Germany: A Brief Historical Review

2018 ◽  
Vol 20 (9) ◽  
pp. 56-74 ◽  
Author(s):  
E. Yu. Esenina ◽  
L. N. Kurteeva ◽  
S. A. Osadcheva ◽  
A. I. Satdykov ◽  
H Kress
Keyword(s):  
Professional Education ◽  
Vocational Training ◽  
Historical Review ◽  
Educational Practice ◽  
Theory And Practice ◽  
Practical Significance ◽  
Historical Period ◽  
Continued Use ◽  
Learning From Others ◽  
Selection Of

Introduction. A historical overview is often quite useful in search for answers to some pressing issues. Learning from others can also help to cope with separate current problems. One of such problems encountered by modern Russian professional education is restoration and consolidation of its practice orientation through selection of an appropriate content and upbringing of youth in the course of pre-employment process. A considerable variety of material in this regard has been accumulated over the last several centuries in Germany.The aim of this paper was to analyse the cause-and-effect relationships of developmental priorities in the German professional pedagogy during the 18th – early 20th centuries.Methodology and research methods. System and comparative approaches were used as main methodological tools. The leading method was a comparative retrospective analysis, which allowed the authors to compare various scientific resources. In addition, the approaches of goal-setting and formalisation of expected results were applied. The content analysis and systematisation of documents and other historical and pedagogical resources were employed. In view of information extensiveness, the selection was compiled with the principle of necessity and sufficiency, i. e. reduction of excess data when maintaining the completeness of facts for continued use.Results and scientific novelty. The stages of formation and development of labour school were identified according to the ideas of the German scientists and the educational practice accepted in Germany during the considered historical period. The main directions of training through activity were characterised: philanthropinism, manualism, professionalism and activism. The influence of social and economic conditions on formation and transformation of various educational concepts was demonstrated, which constant despite everything was a combination of fundamental and applied components of vocational training. The continuity of pedagogical theory and practice of the past in the modern system of the German professional education was shown.Practical significance. The findings obtained by the Russian-German research team can be useful when developing and implementing flexible and adaptive differentiated curricula into modern vocational education in Russia.

Factors of Digital Transformation in School Education Дата

2020 ◽  
Vol 19 (3) ◽  
pp. 102-111
Author(s):  
V.P. Kashitsin ◽  
◽  
A.S. Soloveychik ◽  
N.A. Soloveychik ◽  
М.D. Buzoeva ◽  
...  
Keyword(s):  
General Education ◽  
Russian Federation ◽  
Interdisciplinary Research ◽  
Digital Transformation ◽  
The State ◽  
Educational Process ◽  
School Education ◽  
Educational Institutions ◽  
Scientific Support ◽  
The Russian Federation

the article is aimed at the state and forecast of the development of digitalization of school education in Russia within the framework of interdisciplinary research in the RFBR project «Fundamental scientific support of digitalization of general education» and a description of possible general assessment indicators and factors that allow us to determine the level of digitalization of educational institutions in the Russian Federation and its impact on the educational process in schools.

scholarly journals Basic Models for the Development of Inclusive Education in Moscow

2018 ◽  
Vol 20 (9) ◽  
pp. 115-138
Author(s):  
M. R. Husnutdinova
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Structural Changes ◽  
Theory And Practice ◽  
Social Adaptation ◽  
Practical Significance ◽  
Gradual Transition ◽  
Monitoring Method ◽  
Comprehensive Schools ◽  
Current Stage

Introduction. The implementation of inclusive education in the Russian comprehensive schools is a multidimensional process followed by a complex of organisational and methodological problems. The participants of this process have expressed diverging views on the following ideas: what sequence it has to be implemented; who has to become a leading actor implementing new educational principles into practice; what main structural changes of the developed system in general education have to be in connection with the introduction of inclusive education. It is necessary to analyse and understand the existing disagreements between all participants of a process. Undoubtedly, the experts of inclusive education, who are directly engaged in its theory and practice, can give the most exact answers to arising acute issues. Their experience and skill level allow a picture of situation to be presented in the most objective way.The aim of the research was to analyse main models of a current stage and prospects in development of inclusive education inMoscow and throughoutRussia.Methodology and research methods. The research was based on the methodology of scenario approach. In June 2015, the Laboratory of Monitoring Studies at the Moscow State University of Psychology & Education implemented the research “Prospects for the development of inclusive education in Moscow” in the form of expert scenario-prognostic monitoring (method of ESMM). In the course of the survey, 81 experts (practitioners, scientists, representatives of educational organisations and the public, managers) were interviewed. The quantitative way of representing the estimates by respondents allowed formal and mathematical methods to be used when processing the results – the factorial and correlation types of analysis using the IBM SPSS Statistics software package.Results and scientific novelty. The vast majority of representatives of expert community were quite pessimistic about the situation on the introduction of inclusive concept of education in Moscow. Concerning the most relevant issues, professional and psychological unreadiness of personnel structure of educational institutions to perform labour duties in the new conditions of training and education for younger generation was ranked as a prevailing idea. Moreover, among other issues, the author noted insufficient number of inclusive schools in Moscow, absence of pedagogical support for children with disabilities, as well as special educational conditions, including programmes for social adaptation.Based on the distribution of peer reviews, three main models of developing inclusive education systems were revealed and described: state, social and educational. When organising and supporting a joint form of education for children with different needs inRussia, the priority is given to state structures in the first (state) model; in the second (social) – to public organisations. The third (educational) model is focused on gradual transition, in which the former rehabilitative educational establishments should be maintained by forging productive collaboration with comprehensive schools.Practical significance. Clearly defined experts’ standpoints in relation to the current stage of developing inclusive education allow us to better understand ongoing processes. In addition, the knowledge of characteristics of each of them contributes to forecasting its possible development and adopting more effective management decisions.

scholarly journals POLITICAL AND LEGAL FRAMEWORK AND PROBLEMS OF THE DEVELOPMENT OF ETHNOCULTURAL COMPONENT IN THE ACTIVITIES OF REGIONAL UNIVERSITIES OF THE RUSSIAN FEDERATION

2022 ◽  
pp. 98-109
Author(s):  
Ахмедан Аминович Саидов
Keyword(s):  
Russian Federation ◽  
Education System ◽  
Cultural Development ◽  
The State ◽  
Soviet Period ◽  
Negative Consequences ◽  
Russian State ◽  
Regional Universities ◽  
Legal Foundations ◽  
The Russian Federation

Статья посвящена исследованию степени соответствия современной политики российского государства в сфере образования, процессов, происходящих в региональных университетах, политико-правовым основам многонациональной Российской Федерации, заложенным в Конституции, других важнейших документах, определяющих принципы её государственно-территориального устройства. Эти основы официально гарантируют российским народам и регионам всестороннее социокультурное, образовательное, научно-технологическое развитие. Целью работы является всесторонний анализ просчётов деятельности российского государства в образовательной сфере в постсоветский период, приведших к проблемам, не позволяющим региональным университетам сегодня решать возлагаемые на них обществом функции, а также поиск путей их решения. Процесс реализации данной цели определил следующие задачи: проанализировать степень соответствия постсоветской политики российского государства в образовательной сфере провозглашённым политико-правовым основам государственного устройства РФ, гарантиям социокультурного развития российских народов; выявить взаимосвязь результатов современных реформ в системе высшего образования с объективными функциями региональных университетов РФ; раскрыть позитивный потенциал региональных университетов в решении социально-экономических, социокультурных проблем регионов и народов РФ, сохранении и укреплении её евразийской цивилизационной сущности; исследовать негативные последствия постсоветских реформ, отразившихся на состояние дел в региональных университетах, наметить пути решения возникающих проблем; показать важность учёта этнокультурного компонента в системе образования многонациональной РФ, определяющего личностные и профессиональные качества подрастающих поколений, способствующего достижению межнационального согласия и стабильности в российском обществе. The paper is devoted to the study of the degree of compliance of the modern policy of the Russian state in the field of education, the processes taking place in regional universities with the political and legal foundations of the multinational Russian Federation, laid down in the Constitution, and other important documents that determine the principles of its state-territorial structure. These foundations officially guarantee the Russian peoples and regions comprehensive socio-cultural, educational, scientific and technological development. The purpose of the work is a comprehensive analysis of the miscalculations of the activities of the Russian state in the educational sphere in the post-Soviet period, which led to problems that do not allow regional universities today to solve the functions assigned to them by society, as well as the search for ways to solve them. The process of implementing this goal defined the following tasks: to analyze the degree of compliance of the post-Soviet policy of the Russian state in the educational sphere with the proclaimed political and legal foundations of the state structure of the Russian Federation, guarantees of the socio-cultural development of Russian peoples; to identify the relationship of the results of modern reforms in the higher education system with the objective functions of regional universities of the Russian Federation; to unleash the positive potential of regional universities in solving the socio-economic, sociocultural problems of the regions and peoples of the Russian Federation, preserving and strengthening its Eurasian civilizational essence; investigate the negative consequences of post-Soviet reforms on the state of affairs in regional universities, outline ways to solve emerging problems; show the importance of taking into account the ethnocultural component in the education system of the multinational Russian Federation, which determines the personal and professional qualities of younger generations, which contributes to the achievement of interethnic harmony and stability in Russian society.

scholarly journals The problem of students’ development in the theory and practice of the national school until 1917 (on the example of natural science)

2018 ◽  
Vol 7 (1) ◽  
pp. 269-275
Author(s):  
Elena Anatolievna Lamekhova
Keyword(s):  
General Education ◽  
Natural Science ◽  
Effective Means ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Historical Period ◽  
European Science ◽  
The 19Th Century ◽  
New Education

The paper deals with the problem of interrelation between education, upbringing and training of students while studying natural sciences, which has always been interesting for teachers and methodologists. This problem is especially urgent now in connection with the further implementation of the GEF of secondary general education, which aims the school to create conditions for students development and self-realization. The paper considers interpretation of the relationship between teaching, upbringing and development in the educational process in Russian pedagogy in the period up to 1917. It is noted that views on education and upbringing of children in Russia and Europe developed roughly at the same time. Throughout the entire historical period, there was a struggle between supporters of the new education, advocating rapprochement with advanced Russian and Western European science and Russian clergy, preaching church dogma and their opponents, denying any development at all. Long enough unresolved problems were the lack of unified programs for all educational institutions and established terms of training. Principal changes in the system of domestic education are associated with scientific and pedagogical activities of M.V. Lomonosov and his followers. It emphasizes the importance of the idea that appeared in the writings of teachers in the middle of the 19th century. It advised to take into account the age and individual inclinations of children and develop a new methodology based on childrens activity and independence, which made it possible to pass to the inductive path of instruction. The process of natural science study from the nineteenth century is regarded as the most effective means of developing the sense organs, logical thinking and observation. It also explains the need to combine inductive and deductive teaching methods and justifies the need to use natural objects, experiments and observations in nature for students development.

scholarly journals State Regulation of Public Health in the Precarpathian Region during the Period of the Austro-Hungarian Empire (1772-1918)

2018 ◽  
Vol 24 (2) ◽  
Author(s):  
Oksana Soroka
Keyword(s):  
Public Health ◽  
Health Care ◽  
Social Relations ◽  
Preventive Medicine ◽  
State Regulation ◽  
The State ◽  
Practical Significance ◽  
Historical Period ◽  
Educational Work ◽  
Archival Documents

On the basis of archival documents, published historical documents and other available information sources, there was clarified the state of state regulation of public health (preventive medicine) in the Precarpathian region during the period of the Austro-Hungarian Empire, that is a relevant experience for building a modern health care system in Ukraine. Frequent changes in various socio-economic formations and the transition of the Precarpathian region from one state to another were found to significantly influence the nature of social relations in the region. Medical and sanitary care in this region was organized according to and influenced by the laws of the state that included the Precarpathian region in the relevant historical period. Trying to expand medical care and educational work among the population in order to prevent illness and increase life expectancy during the period of the Austro-Hungarian Empire (1772-1918), the authorities and public institutions in the field of health care initiated systematic and purposeful work on the formation of the basis for preventive medicine and, in fact, broke grounds in the field of public health. Their experience and practice are not only of scientific interest, but also of practical significance for the construction of a modern health system.

scholarly journals Crimean Tatar women in Crimean Education during the 1920-1941 based on the materials of the State Archive of the Republic of Crimea

2021 ◽  
pp. 165-171
Author(s):  
Elvina Mamutovna Denislyamova
Keyword(s):  
Education System ◽  
Professional Education ◽  
Publishing Industry ◽  
The State ◽  
Historical Period ◽  
State Archive ◽  
Socialist Republic ◽  
Soviet Socialist Republic ◽  
The Republic ◽  
Crimean Tatar

The object of this research is the Crimean Tatar female residents of the Crimean Autonomous Soviet Socialist Republic during the 1920-1941. The subject of this research is their engagement in the education system of the Crimean Autonomous Soviet Socialist Republic. The goal is to introduce new facts about the Crimean Tatar women involved in this sphere of social activity of the period under review, broaden the knowledge on the role they played therein, discuss the positions they held, and how their role changed over time. The author publishes and analyzes the previously unpublished materials discovered in the State Archive of the Republic of Crimea. The author reveals the new biographical records of the number of Crimean Tatar women engaged in the education system of the Crimean ASSR during the indicated historical period. If the records of 1920s depict a Crimean Tatar female pedagogue as an illiterate teacher of traditional crafts, then in the 1930s it is a women with professional education in geography, philology, natural sciences, or elementary school teachers. Some cases indicate that such woman could be the head of an orphanage or school; the author picks Zuledzha Adzheredinova is a bright example. Female pedagogues worked in the publishing industry. It is worth noting the high labor mobility of these women: frequent relocation from villages to cities or the other way around.

scholarly journals The state and trends in the development of technological training of schoolchildren in the general education system of the Russian Federation

CITISE ◽  
2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Mikhail Vladimirovich Leonov ◽  
Natalia Ivanovna Leonova
Keyword(s):  
General Education ◽  
Russian Federation ◽  
Education System ◽  
The State ◽  
The Russian Federation
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