scholarly journals FEATURES OF MILITARY EDUCATIONAL INSTITUTIONS ACTIVITY IN YELISAVETGRAD REGION IN 1865-1917

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
O. V. Pertsov
Keyword(s):  
Russian Empire ◽  
Military Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Internal Organization ◽  
Military School ◽  
The Russian Empire ◽  
The One ◽  
The Right ◽  
School Activity

In the article, the features of military educational institutions activity in Yelisavetgrad region in 1865–1917 have been studied. The purpose of the article is to study features of Yelisavetgrad cavalry junker school activity in Yelisavetgrad region in 1865–1917. The purpose of the Yelisavetgrad cavalry junker school was analysed as the one to prepare high-moral officers-practitions and as a military one that had the right to train officers in the rank of Cornets. It has been concluded that at a certain point of its activity Yelisavetgrad cavalry junker school became the second in the Russian Empire due to its the internal organization of the institution's life in accordance with the current charter of the internal service in the troops, the organization of the educational process and the regime in the school.Key words: military educational institutions, Yelisavetgrad region, military school, officer cavalry school, military education.

scholarly journals City schools and teacher training institutes of the Russian Empire: from project to implementation

2021 ◽  
Author(s):  
Р.Р. Исхакова
Keyword(s):  
Education System ◽  
Russian Empire ◽  
Educational Process ◽  
Educational Institutions ◽  
Social Significance ◽  
Basic Principles ◽  
The Social ◽  
The Russian Empire ◽  
The 19Th Century ◽  
City Schools

Вторая половина 19 в. – время активного формирования системы начального и среднего образования для всех без исключения социальных слоев населения. Актуальность статьи заключается в исследовании парадигмы развития так называемой городской системы образования, форм и методов обучения городского населения Российской империи. Выявлено, что система образования для населения промышленно развитых городов была задумана по образцу аналогичного прусского опыт, однако под влиянием целого ряда обстоятельств, исследованных в статье, трансформировалась в эффективную модель связанных между собой учебных заведений: городские училища – учительские институты. Проанализированы основные принципы вновь образованной системы образования: организационные основы, постановка учебного процесса. Сделаны выводы о социальном значении этой системы образования, ее месте в образовательном пространстве дореволюционной России. The second half of the 19th century was the time of active formation of the primary and secondary education system for all social strata of the population without exception. The relevance of the article lies in the study of the paradigm of the development of the so-called urban education system, forms and methods of teaching the urban population of the Russian Empire. It is revealed that the education system for the population of industrially developed cities was conceived on the model of a similar Prussian experience, however, under the influence of a number of circumstances investigated in the article, it was transformed into an effective model of interconnected educational institutions: urban schools – teachers' institutes. The basic principles of the newly formed education system are analyzed: organizational foundations, the formulation of the educational process. Conclusions are drawn about the social significance of this education system, its place in the educational space of pre-revolutionary Russia.

scholarly journals The role of the special classes of Lazarev Institute in the development of “practical Oriental studies” in Russia in second half of 19th – beginning of 20th centuries

2017 ◽  
pp. 76-88
Author(s):  
M. Volhonskiy
Keyword(s):  
Middle East ◽  
Russian Empire ◽  
Educational Process ◽  
Educational Institutions ◽  
The Russian Empire ◽  
Oriental Studies ◽  
Special Classes

The article describes a complex path of development of domestic «practical Oriental studies» in the second half of XIX – early XX centuries by the example of special classes Lazarev Institute. Passing during this time through several major transformations of special classes became a leading Russian educational institutions specializing in the preparation of the «Orientalists practitioners», future diplomats and officials, called to serve in the Middle East, and Eastern and southern outskirts of the Russian Empire. Hallmark special classes was the use in the educational process achievements as «academic» and «practical Oriental studies».

scholarly journals Forest Teams as an Alternative Service of the Mennonites in the Russian Empire Until 1914

2019 ◽  
pp. 68-78 ◽  
Author(s):  
Ol’ga Erokhina
Keyword(s):  
Military Service ◽  
Russian Empire ◽  
Negotiation Process ◽  
Russian State ◽  
Alternative Service ◽  
Working Day ◽  
The Russian Empire ◽  
The One ◽  
The Right ◽  
The Military

Introduction. In the Russian Empire, the Mennonites, like German colonists, had numerous privileges, including they were not drafted for military service. This privilege was abolished after the Edict of 1874 was issued. However, they could not serve in the army due to their religious views. Methods and materials. The source base of the topic under study includes mainly written materials. Therefore, to show how the “military service” of the Mennonites was organized in forest teams, we used materials from the archives of the Russian State Historical Archive (387, 1246, 1282, 1292). Based on the documentary material with the use of the historical systemic method, we restored the chronology of the negotiation process between the authorities and the Mennonites on the introduction of alternative service. The paper reveals the terms of the agreement between the Mennonites and the Russian authorities. The Mennonites were forced to agree with these conditions in order not to take up arms. Analysis and Results. Based on the archival material, we found that the reaction from the Mennonites was immediate. On the one hand, they tried to establish a dialogue with the authorities on the resolution of an alternative civilian service, and on the other hand, many began to migrate to America. As a result, the Mennonites succeeded in obtaining the right to serve in forest teams and to submit to the Ministry of State Property. It was revealed that the subordination to the civil department instead of the military one changed their position from unranked soldiers to obligated workers. Therefore, they received monetary reward for their work. It was established that the Mennonite communities built and equipped barracks at their own expense; bought clothing and food; delivered the Mennonites to the place of service; paid rent for the ground areas allocated for agricultural needs to forest teams. A working day of obligated workers was strictly regulated and did not differ from the army one in fact. In the first half of the day, they always dealt with clearing and improvement of forests, and mainly with their protection. In their spare time the Mennonites played musical instruments and read books. In addition, they were necessarily taught reading and writing in Russian. Educational supplies were purchased at the expense of the team. Despite many difficulties in organizing and maintaining forest teams, many of the Mennonites performed their duties conscientiously and were encouraged by the ministry for good service more than once.

scholarly journals Indicators of modernization of education in the Central Asian region of the Russian Empire in the second half of the 19th and early 20th centuries

2021 ◽  
Vol 136 (3) ◽  
pp. 74-89
Author(s):  
M.V. Rygalova ◽  
Keyword(s):  
Russian Empire ◽  
Educational Process ◽  
Economic Life ◽  
Ethnic Composition ◽  
Educational Institutions ◽  
Asian Region ◽  
Central Asian ◽  
School Network ◽  
The Russian Empire ◽  
To Receive

The topic of modernization studies is one of the most popular among historians, as it includes various areas of social development in a long chronological span: demography, socio-economic, political, cultural, etc. In this respect, the Central Asian region of the Russian Empire in the second half of the 19th and early 20th centuries is of considerable interest to researchers, since the modernization of peripheral Russia had its own characteristics, characteristics associated with geography, ethnic composition, and traditionalism of society. One of the areas of modernization is education. According to researchers, it can be referred to the spiritual aspect of modernization. Based on information from the sources, as well as on the specifics of development in the peripheral territories of the Russian Empire, indicators of educational development have been identified and described in detail in the article (the number of educational institutions and the involvement of the population in the educational process, the involvement of the indigenous population in education (considered separately due to the specific composition of the population, over 50% of whom were foreigners), the involvement of girls in the educational process (this indicator should also be treated with special attention). The analysis of the set of indicators suggests that the Russian authorities were pursuing a policy of systematic modernization of the territory, and that there was no radical break in the traditional foundations of society. This can be seen from the education policy related to the establishment of schools for non-Russians, educational institutions for joint education of non-Russians and opportunities for non-Russians to receive secondary education, including outside the oblast. The growth in the number of educational institutions, students, and the expansion of the school network at the expense of vocational schools are indicators not only of the development of the education system, but also of various sectors of social and economic life, which have also been affected by modernization.

scholarly journals CHEMICAL QUESTIONS AND PROBLEMS FOR THE CADETS, GRAMMAR-SCHOOL BOYS AND REALISTS IN PRE-REVOLUTIONARY RUSSIA

2010 ◽  
Vol 7 (1) ◽  
pp. 42-47
Author(s):  
Sergey Teleshov
Keyword(s):  
High School ◽  
School Teacher ◽  
Russian Empire ◽  
Educational Institutions ◽  
Training Method ◽  
Grammar School ◽  
Modern Technique ◽  
History Of ◽  
The Russian Empire ◽  
The One

Studying questions of application of various tutorials in practice of work of the school teacher of chemistry, we have addressed to educational texts XIX – beginnings ХХ centuries It is translation both original textbooks and books of problems not only in chemistry, but also on the physics. The matter is that the independent subject "chemistry" existed no more than in 25 % of average educational institutions of the Russian empire. For this reason chemical data inevitably joined in physics textbooks. Still in the end of XYIII centuries P.Gilarovsky, the professor of the Petersburg teacher's seminary, in the preface to his textbook of physics has noticed that it "has added" data from chemistry as it is necessary for the physicist. There upon by us have been considered over 200 textbooks and books of problems of physics and chemistry which found application in various types of average educational institutions of Russia. The most interesting are chosen from them 40 in the methodical plan and questions and problems which were offered in these texts to pupils are considered. The file of educational texts studied by us allows, on the one hand, when also what questions and settlement problems in chemistry have appeared in high school. Simultaneously we enrich a modern technique of training by those approaches and receptions which were applied by our predecessors since problems simultaneously are both tutorial and a training method. Possibility to estimate use of the mathematic device by the schoolboys who have passed a course more hundred fifty years ago is useful also. Comparison, by the way, unfortunately, is obvious not in our advantage. Key words: tutorials, history of a technique of training, settlement problems.

scholarly journals On the separation of the Moldavian estates after the Bucharest Peace (1812). Several additions

Diacronia ◽  
2019 ◽  
Author(s):  
Petronel Zahariuc
Keyword(s):  
Russian Empire ◽  
Current Paper ◽  
General Level ◽  
Russian Army ◽  
The Future ◽  
The Russian Empire ◽  
The One ◽  
The Right ◽  
The Way

After the occupation of Moldavia between the Pruth and the Dniester, the Russian Empire imposed, through the Bucharest peace, to the estate owners to choose within 18 months the country side where they would live. For a while, the Romanians believed that the Russian army would retreat, like it happened beforehand, so they postponed making a decision until the fall of 1813, when they had to “separate” themselves from the estates to the left or to the right of the Pruth. Most of the great landowners chose to stay in Moldavia under Ottoman domination. Hence, proportionally, most of the estates sold were on the side of the country occupied by the Russian Empire. The way this process unfolded was reconstructed by Alexandru Lapedatu (1916), and the current paper brings a series of additions and clarifications, as well as a list, unpublished and unused in the Romanian historiography, with 387 villages and parts of villages, from Moldavia left from the Pruth, sold or changed in the last two months of the year 1813 and in the first days of the year 1814. At the same time, this paper suggests, at a general level, the way the separation of estates and families led to the separation of Moldavia, but, at the same time, secondarily, this multitude of names of settlements and masters may be used, sometime in the future, to the elaboration of a historical and toponymic study of the localities from the left of the Pruth, following the model of the one elaborated for the localities on the right bank of the Pruth by the toponymy collective with the “A. Philippide” Romanian Philology Institute, coordinated by Prof. Dragoș Moldovanu.

THE INFLUENCE OF MILITARY EDUCATIONAL INSTITUTIONS OF THE RUSSIAN EMPIRE REFORMING IN 1863-1869 ON THEIR PUPILS’ RELIGIOUS TRAINING

2020 ◽  
Vol 9 (4) ◽  
pp. 142-156
Author(s):  
A.N. ANTOSHKIN ◽  
Keyword(s):  
Moral Education ◽  
Religious Education ◽  
Russian Empire ◽  
Educational Process ◽  
Educational Institutions ◽  
Military Schools ◽  
The Law ◽  
Class Room ◽  
The Russian Empire ◽  
Religious Training

The purpose of the article is to consider the essence and content of religious education of pupils of mili-tary gymnasiums and military schools of the Russian Empire in 1863-1869. The author provides a char-acteristic of the educational process transformation in an organization, the volume, the forms and the methods of the Law of God teaching. Particular attention is paid to reading and explanation of Sunday and holiday Gospels and Epistles of the Apostles in military educational institutions: the passages from the Holy Scripture books are shown, which compiled a collection to help a teacher of law in conducting class-room studies; distribution of reading by classes; the methods of reading. The article presents the re-quirements for the Law of God education necessary when entering military gymnasiums. All the aspira-tions of the Main Directorate of Military Educational Institutions in the period under review were aimed at giving the Law of God teaching such a character in which it more fully influenced pupils’ religious and moral education. Also, the article presents some changes in the Law of God teaching to Gentile cadets.

scholarly journals History of the Ukrainian language at the beginning of the XX century: the educational dimension

2021 ◽  
pp. 50-67
Author(s):  
Tetiana Vydaichuk
Keyword(s):  
National Policy ◽  
Russian Empire ◽  
University Education ◽  
Educational Institutions ◽  
Archival Documents ◽  
Language Courses ◽  
History Of ◽  
The Russian Empire ◽  
The Right ◽  
Fresh Impetus

Background. The article aims at establishing the ideological, political, national, educational, and scientific processes which contributed to establishing the Ukrainian language in all spheres of usage and fostered its functional-stylistic development. The paper centers around the language socioleme, that is the history of Ukrainian speakers, readers, and writers, language researchers and those who fought for the right of Ukrainian to be the language of education and the subject of scientific study.Purpose. The article aims at highlighting the struggle for the rights of the Ukrainian language in 1905–1917, as well as some aspects of the Russian Empire language policy as regards university education in Dnieper Ukraine. The research material comprises the ideas of the then scholars and public figures, which appeared in the media at the time (predominantly in the Rada newspaper), archival documents, and gendarme papers.Methods. The article relies primarily on the descriptive method, coupled with elements of the contrastive method and the biographical analysis.Results. The struggle for the Ukrainian language rights in the realm of education began with the demand to establish native language courses at private educational institutions and an extensive Kharkiv and Odesa student campaign for the right to take courses in Ukrainian Studies. Fresh impetus was provided by Kyiv St. Volodymyr University students’ address to the academic council, appealing for the establishment of Departments of Ukrainian Studies. The Imperial University administration did not support the student initiative, which triggered a widespread debate in public and academic circles in Ukraine at the time.Discussion. Generally, up to 1917–1920 (the age of the Ukrainian Revolution) universities and other educational institutions featured no systematic annual academic courses in the Ukrainian language, its dialectal variation, or its history. At the time, Ukrainian did not function as the language of education and science in Dnieper Ukraine, nor was it an object of rigorous academic study. The Russian Empire language and national policy remained anti-Ukrainian, in disregard of the liberties declared in 1905.

scholarly journals FORMATION AND DEVELOPMENT OF PHARMACEUTICAL EDUCATION IN RUSSIA, BELARUS AND THE USA (THE 16TH CENTURY - THE 70’S OF THE 20TH CENTURY)

2021 ◽  
Vol 93 (3) ◽  
pp. 94-106
Author(s):  
M. Sh. Conroy ◽  
V. F. Sosonkina
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
Wide Range ◽  
The Us ◽  
The Usa ◽  
The Russian Empire ◽  
The Right ◽  
Pharmaceutical Education

Formation and development of pharmaceutical education in Russia, Belarus and the USA based on the analysis of a wide range of references at different historical stages is studied. The dates of establishing first pharmacies, educational institutions and pharmacopoeia editions in the countries are indicated. Analysis and comparative characteristics of the educational process in different countries is made, its general and fundamental differences are reflected. It is noted that this process was decentralized in the US and at the same time it was centralized in continental Europe including Russia and Belarus. Classification of pharmacies in the Russian Empire in the pre-revolutionary period of 1917, obtaining by women the right to be engaged in pharmaceutical activities, are presented. Some people who had a strong influence on the development of the pharmaceutical education are listed and among them were A. Fennel, G. Eger, E. Highstreet, K. Dov, A. Lesnevskaya, A. Iovskiy, Y. Trapp, V. Tikhomirov. The role of educational institutions in improving qualifications of certified specialists is indicated. The article lists the Soviet institutions which trained pharmaceutical personnel during the Great Patriotic War.

Technology for a Systems Approach in the Development of Military Education under the Rapid Development and Growth of Armaments and Equipment

2021 ◽  
Vol 11 (4) ◽  
pp. 4306-4319
Author(s):  
Vadym Ryzhykov ◽  
Kira Horiacheva ◽  
Oleksandr Bondarenko ◽  
Oleg Prokhorov ◽  
Anatolii Yurkov
Keyword(s):  
Military Personnel ◽  
Systems Approach ◽  
Rapid Development ◽  
Military Education ◽  
Educational Process ◽  
Systemic Approach ◽  
Educational Institutions ◽  
Single System ◽  
The Future ◽  
Pedagogic Research

Research on military education under the rapid development and growth of armaments and equipment is booming. The field is continually gaining more key insights about this important and complex pedagogical problem. Academic interest on the systemic approach in the development of military education has consistently been a multidisciplinary effort. But perhaps systemic approach in pedagogic researchers are particularly well situated to be the leading voices on the public’s understanding of military education and many are heeding the call. With that responsibility in mind, in this paper, we offer to consider four elements of the educational process for the future of pedagogic research that we believe can help focus this line of inquiry to better ensure we address some of the most pressing problems. Based on critical assessments of the gaps in the literature, the paper cites the need to combine all elements of the educational process into a single system to achieve a focused result in the training of military personnel in educational institutions. Our list is not exhaustive, nor do we suggest that areas we do not cover are not important. Rather, we make these observations with the goal of spurring a conversation about the future of military education research, but especially a systemic approach in the development of military education.

Sign in / Sign up

Export Citation Format

Share Document