Politics in the Non-Political: The Ideology of Constitutional Reforms in Professional Congresses in Russia at the Beginning of the 20th Century

2021 ◽  
Vol 52 (003) ◽  
pp. 115-126
Author(s):  
Anastasia TUMANOVA
2019 ◽  
Vol 54 ◽  
pp. 399-411
Author(s):  
Maria D. Marey

The present article is devoted to the study of political views of one of the representatives of late Slavophilism – F.D. Samarin. The author mainly focuses on Samarin’s attitude to the idea of Zemsky Sobor that was very popular in Russian public circles in the beginning of the 20th century, and on his views on the possibility of the introduction in Russia of a representative body, even if only of deliberative nature. That issue was very important for Samarin as Slavophile, as he’d accumulated great experience of practical work in Zemstva. The author shows the sources of Samarin’s skepticism regarding the concept of representation and turns to the analysis of his own reformative ideas that he offered as alternatives to constitutional reforms and introduction of a new law-making deliberative body. The author pays special attention to Samarin’s attitude to the autocratic monarchy and his belief that the monarch could grant various freedoms to his subjects (freedom of religion, freedom of press, freedom form administrative and police despotism) while still remaining autocratic and not restricting his power by adopting constitution and formation of the Parliament.


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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