scholarly journals Teaching Russian Civil History at the Pre-Revolutionary Academy: The Experience of Prof. V. O. Klyuchevsky

2020 ◽  
pp. 254-276
Author(s):  
Кирилл Андреевич Черепенников
Keyword(s):  
Educational Institutions ◽  
Russian History ◽  
Theological School

В данной статье мы рассматриваем вопрос преподавания профессором В. О. Ключевским русской гражданской истории в Московской духовной академии. Главной проблемой нашего исследования является то, насколько отличались лекции В. О. Ключевского по русской истории в Московском университете от его лекций по этому же предмету в Московской духовной академии. Благодаря использованию архивных материалов, а именно воспоминаний профессоров и студентов Академии, удалось выяснить, что Василий Осипович, читая одно и то же в двух учебных заведениях, всё же делал некоторые акценты в своих лекциях, тем самым подстраиваясь под аудиторию духовной школы. In this article, we consider the issue of teaching Russian civil history by Professor V.O. Klyuchevsky at the Moscow Theological Academy. The main problem of our research is how Klyuchevsky’s lectures on Russian history at Moscow University differed from his lectures on the same subject at the Moscow Theological Academy. Thanks to the use of archival materials, memoirs of professors and students of the Academy, it was possible to find out that Vasily Osipovich, while presenting the same material at two educational institutions, nevertheless made some special accents in his lectures to adjust them to the audience of the theological school.

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.

Arrangement of the Tambov Theological Seminary: Tambov Diocese in the 1860–1870s

2019 ◽  
pp. 144-148
Author(s):  
Theodosius (Vasnev)
Keyword(s):  
Moral Education ◽  
Theological Education ◽  
Great Influence ◽  
Educational Process ◽  
Educational Institutions ◽  
Theological Schools ◽  
Russian State ◽  
Church Life ◽  
Theological School ◽  
The 19Th Century

Theological educational institutions appeared in Russia in the reign of Peter I. In the second half of the 19th century, these were already established schools of theological education and upbringing. In 20 years of reforming theological schools in Tambov department, authoritative bishops arrived, having a great influence on church life not only in Tambov Governorate, but also in Russian state. The first in this series is Saint Theophan the Recluse. During this period the archpastors of Tambov Land created the conditions for the seminary development. This concerned the educational process and spiritual and moral education. Their care was manifested in the construction of theological school and new knowledge. Sufficient attention was also paid to economic issues. Concern for seminarians was not fake, expressed in the daily relentless care for their organization. For its turn, the Tambov eparchy showed concern for the organization of male and female monasteries, the parochial gymnasium, and other issues of the eparchy’s life.

Educational literature as a source for developing collective memory on Russian history of the late XVIII century

2020 ◽  
pp. 133-140
Author(s):  
Dmitrii Aleksandrovich Sosnitskii
Keyword(s):  
School Curriculum ◽  
Educational Institutions ◽  
Russian History ◽  
Xviii Century ◽  
The Past ◽  
Educational Literature ◽  
National Memory ◽  
History Of ◽  
The Government ◽  
The Russian Empire

The subject of this research is educational literature as a source for reconstruction of collective historical representations on Russian history in of the late XVIII century. The author analyzes the state of educational system in the Russian Empire of the second half of the XVIII century, and characterizes the measures taken by the government on formation of multibranch network of elementary and secondary educational institutions. Special attention is given to the process of creation of school textbook on Russian history with personal contribution of Catherine the Great. The conclusion is made that the second half of the XVIII century became the time of formation of first educational texts for broad audience dedicated to the history of Russia. During this period, the government order had a determining influence, and the opinion of the ruler had direct impact on the content of textbooks. Within the framework of school program, preference was given to nonconfrontational version of the past, which did not touch upon the “sore points” of national memory. The pantheon of heroes of the national memory has not yet been formed in the educational literature of the late XVIII century, and thus, the objects for research (heroes and events) slightly differ from the textbooks of the XIX – early XX centuries. Despite this fact, the school textbooks of the late XVIII century, significantly impacted the school curriculum on history and development of collective representations on the past in Russia of the XIX-early XX centuries.

scholarly journals ORTHODOX MONASTERIES OF UKRAINE CENTERS OF EDUCATION AND PREPARATION OF WOMEN FOR SPIRITUAL AND MORAL EDUCATION OF CHILDREN (XIX EARLY XX CENTURY)

2021 ◽  
pp. 67-70
Author(s):  
T. FAZAN
Keyword(s):  
Moral Education ◽  
Rapid Development ◽  
Educational Institutions ◽  
Main Task ◽  
Geography Teaching ◽  
Theological School ◽  
Moral Environment ◽  
The One ◽  
The Right ◽  
Education Culture

The article reveals and analyzes the leading trends in the preparation of women for the spiritual and moral education of children of this period, reveals the main purpose, process, content and objectives of training. It is highlighted at which monasteries of Ukraine at that time there were women’s educational institutions where girls were prepared for the spiritual and moral upbringing of children. The historical digression clearly shows us that for centuries the centers of spiritual education, culture and education were Orthodox monasteries. In the XIX - early XX centuries. at the monasteries of Ukraine there is a rapid development of educational institutions for girls, mostly of spiritual condition. The first such institutions were: a school for orphans of the clergy at the Odessa Michael the Archangel Monastery (1844) and a theological school for girls of the clergy at the Lebedinsky Nikolaev Monastery (1859). At that time, monastic educational institutions were divided into two categories. The first category included institutions under the “patronage” of the Empress Mary, the second - schools that were subordinate to the Holy Synod, under the management of the diocesan elders and the care of local clergy and the abbess of the monastery.These educational institutions differed in goals, organization of internal regulations, curricula, staff, rights of officials and material support, but had a common goal: to give girls an education that would meet their purpose: on the one hand, to act as a wife, and with another is to become an educated mother who raises her children in a spiritual and moral environment and a housewife. Thanks to the “Statute of Women’s Diocesan Schools” of 1868, graduates received the title of “Home Teacher”, which gave them the right to teach.It is important to emphasize that the first monastic women’s theological educational institutions were planned as three-class -with a two-year course of each class. The compulsory subjects that the girls were to study included: the Law of God (short catechism and sacred history), church singing, reading, Slavic and Russian languages, short grammar, arithmetic (up to the “triple rule”), short Russian history and geography, teaching needlework and housekeeping. The main task of the monastery school was to educate the heart and will, which should strive for good. The life of the soul is determined by the heart and concentrated in it, and the will, directed to good and guided by conscience, is the basis of the moral character of man. Good upbringing indicates successful learning.

scholarly journals Falsification of the Russian history and prevention of extremist activity in youth environment on the example of Kemerovo State Medical University

2021 ◽  
pp. 48-64
Author(s):  
Zlata Vladimirovna Borovikova ◽  
Vadim Viktorovich Shiller ◽  
Evgeniya Viktorovna Valiullina
Keyword(s):  
Educational Institutions ◽  
Novosibirsk Oblast ◽  
Russian History ◽  
Teaching History ◽  
School History ◽  
Middle School History ◽  
Survey Results ◽  
Medical University ◽  
Key Events ◽  
History Classes

The subject of this research is the preventive measures aimed against extremist activity in the conditions of falsification of history in youth environment. Leaning on students’ survey results, questionnaire materials of the student youth of Kemerovo Oblast, Novosibirsk Oblast, Chelyabinsk Oblast and Altai Krai, the author analyzes the factors that create favorable environment for falsification of history and growth of extremist manifestations. The article demonstrates the principle of organization of measures for countering the proliferation of extremist ideologies among youth. The experience of Kemerovo State Medical University on preventing extremist activity, which can be also use in other secondary and higher educational institutions, is described. Extremist ideology that is based on erroneous interpretation of historical facts and events, i.e. intentional distortion of history, underlied any extremist activity. These two phenomena and interrelated. Therefore, prevention of extremist manifestations is impossible without understanding and countering the mechanisms of falsification of history. Knowledge of the Russian history among youth is an important tool in prevention of falsification of history, and thus, extremist activity. A significant part of preventive work should be conducted starting from middle school history classes. The formation of fundamental knowledge on the key events of the Russian history, sense of patriotism, skills of working with information among youth is the property vector of anti-extremist activity, and is impossible without systematic and extensive implementation of this direction in educational institutions, beginning in grade school and continuing through university. The author underlines the need for training pedagogical personnel and changing approaches in teaching history.

Tantangan Pondok Pesantren dalam Menghadapi Era Bonus Demografi

2018 ◽  
Vol 10 (2) ◽  
pp. 409-434
Author(s):  
Ibnu Chudzaifah
Keyword(s):  
Human Resources ◽  
Boarding School ◽  
Educational Institutions ◽  
Human Beings ◽  
Current Development ◽  
The Face ◽  
The Times

Pondok Pesantren is one of the Islamic educational institutions that aim to form human beings who have noble character, so that created a human who has a balance between physical and spiritual. Some educational institutions offer various models of learning to balance the current development so that its existence is still recognized by the community. While boarding school in dealing with the development of the times, has a commitment to make new innovations by presenting the pattern of education that can give birth to a reliable Human Resources. Especially pesantren currently has a challenging enough weight in facing the era of "Demographic Bonus". Demographic bonus is a phenomenon in which the structure of the population greatly benefits the community from the side of development in various sectors, because the productive age is more than the non productive age. This means that the dependency burden will decrease with the ratio of 64 percent of the productive age population to bear only 34 percent of the nonproductive age population. With all kinds of scholarships and skills given to students, students are expected to compete in all fields, especially in the face of Indonesia gold in 2020 to 2035.

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