On the History of the Russian School of Anelasticity in Solids

2008 ◽  
pp. 231-236
Author(s):  
S.A. Golovin
Keyword(s):  
Russian School ◽  
History Of

On the History of the Russian School of Anelasticity in Solids

2008 ◽  
Vol 137 ◽  
pp. 231-236 ◽  
Author(s):  
S.A. Golovin
Keyword(s):  
Scientific Research ◽  
Historical Review ◽  
Russian School ◽  
History Of

A brief historical review of scientific research in the field of anelasticity in solids carried out during the last 50-70 years in the USSR, Russia and states of CIS is given.

scholarly journals The History of Russian Qur’аn Translations (19th Century — Middle 20th Century)

2022 ◽  
Vol 17 (4) ◽  
pp. 41-62
Author(s):  
D. V. Mukhetdinov
Keyword(s):  
Nineteenth Century ◽  
Russian School ◽  
Islamic Studies ◽  
History Of ◽  
Key Features ◽  
The Creation ◽  
Qur'anic Interpretation

This article is devoted to the history of the tradition of translations of the Qur’an into Russian from the nineteenth century to the translation by I. Yu. Krachkovsky. The article examines the background to the creation of these translations, their key features and their importance for the development of the Russian tradition of translation and interpretation of the Qur’an. Particular attention is paid to the importance of studying these translations of the Qur’an into Russian in the context of the development of the Russian tradition of Qur’anic interpretation and the Russian school of Islamic studies. The purpose of this study is also to attract Russian and foreign Islamologists and Qur’anologists to a thorough study of the heritage of the Russian tradition of Qur’anic translation and to consider the prospects of its development in the twenty- fi rst century.

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 On the History of Formation of the Russian School of Applied

2013 ◽  
Author(s):  
О.В. Егорова ◽  
◽  
В.Б. Тарабарин ◽  
Г.А. Тимофеев ◽  
◽  
...  
Keyword(s):  
Russian School ◽  
History Of ◽  
History Of Formation

scholarly journals Nicholas A. Hans and Russian storylines on the pages of English periodicals of the 1920’s – 1930’s

2018 ◽  
pp. 16-27
Author(s):  
Vera Petrovna Kirzhaeva ◽  
Oleg Efimovich Osovskii
Keyword(s):  
Academic Discourse ◽  
The State ◽  
Teaching Activity ◽  
Historical Approach ◽  
Russian School ◽  
Soviet School ◽  
History Of ◽  
Soviet Education

The object of this research is the process of reception of the Soviet school of 1920’s – early 1930’s in the English periodicals and the role of a prominent English pedagogue-comparativist, the former Russian emigrant Nicholas Hans (N. A. Gantz). Leaning on the traditions of pre-revolutionary Russian pedagogy, practice of the Russian pedagogical emigration and accomplishment of the English pedagogical thought, using the comparative-historical approach, N. Hans depicts the established in USSR system of education in the context of confrontation between the two educational traditions: democratic and autocratic. Despite the fact that the name of N. A. Gantz has been returned to the Russian pedagogy back in 1990’s, the English period of his scientific and teaching activity yet remains insufficiently studied. The authors introduce into the academic discourse a number of his unknown articles dedicated to the history of Russian school and the state Soviet education of the 1920’s – early 1930’s, which were previously published in English periodicals. The article traces N. Hans’ participation in “Pedagogical Annual” and presentation of the Russian theme on its pages.

scholarly journals A abordagem da paisagem no âmbito dos estudos ambientais integrados

GeoTextos ◽  
2011 ◽  
Vol 6 (2) ◽  
Author(s):  
Vanderlei Oliveira Ferreira
Keyword(s):  
New Technologies ◽  
Environmental Studies ◽  
Unresolved Issue ◽  
Russian School ◽  
Monitoring Techniques ◽  
Brief Assessment ◽  
Important Development ◽  
History Of ◽  
Environmental Relations ◽  
Xix Century

A bibliografia que discute o conceito de paisagem e sua afinidade com a ciência geográfica é volumosa. Quase sempre a ênfase recai sobre a história do conceito, considerando desde as abordagens positivistas do século XIX até as abordagens funcionalistas e culturais que assumiram crescente importância a partir da segunda metade do século XX. Constata-se, no geral, que as abordagens descritivas e utilitárias têm dado espaço às abordagens que buscam o entendimento da essência das relações e dos processos geoambientais. No presente artigo, o conceito é discutido a partir das proposições da chamada Escola Russa (liderada por Victor Sotchava), dos franceses Jean Tricart e Georges Bertrand e do brasileiro Carlos Augusto de Figueiredo Monteiro, incluindo uma breve avaliação do cenário que aos poucos vai sendo construído diante das possibilidades das novas tecnologias. Evidencia-se que, apesar do importante desenvolvimento verificado nas técnicas de monitoramento e nas tecnologias de representação cartográfica, o alcance de modelos mais completos que traduzam a complexidade da dinâmica integrada do ambiente ainda é questão não resolvida. Abstract THE APPROACH OF LANDSCAPE ON THE FIELD OF INTEGRATED ENVIRONMENTAL STUDIES The bibliography on the concept of landscape and its affinity with geographical science is huge. The focus, however, lies mostly on the history of the concept that goes from the positive approaches of the XIX century to both the functionalist and cultural approaches, which assumed increasing importance since late XX century. It is noticed, in general, that both the descriptive and the utilitarian approaches are giving way to approaches which attempt to grasp the essence of geo-environmental relations as well as their processes. This article aims at discussing such concept in the light of the posits of the so-called Russian School headed by Victor Sotchava and supported by Frenchmen Jean Tricart and Georges Bertrand and by Brazilian Carlos Augusto de Figueiredo Monteiro. It also includes a brief assessment of the scenery that is, little by little, being built in face of the possibilities of the new technologies. It is clear that, despite important development of the monitoring techniques as well as of the cartographic technologies, the scope of empiric modes capable of translating the complexities of the integrated dynamics of the environment is still an unresolved issue.

scholarly journals DEVELOPMENT OF BIOLOGICAL EDUCATION IN THE CONTEXT OF THE HISTORY OF THE RUSSIAN AND SOVIET SCHOOLS

2021 ◽  
pp. 176-181
Author(s):  
L.N. Orlova ◽  
◽  
L.V. Izhoikina ◽  
Keyword(s):  
Educational Policy ◽  
Natural Science ◽  
Scientific Research ◽  
Theory And Practice ◽  
Russian School ◽  
Soviet School ◽  
School Based ◽  
History Of ◽  
Biological Education

The article examines the formation and development of the theory and practice of biological education — from the prerevolutionary Russian school to the Soviet school. Based on the presented curricula, it is possible to judge the priorities of educational policy, the importance attached to biology and other academic subjects of the natural science cycle. The dependence of their teaching on the development of scientific research is shown.

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.

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