Problems of Formation of System Thinking in Modern Russian Education

The construction of new, market-based economic relations in Russia in the early 90s of the last century was accompanied by a radical transformation of the education system to the Bologna standard. At the same time, Western scientists - teachers drew attention to the work on the cognitive development of the child by L.S. Vygotsky, the theory of developmental education by P.Ya. Galperin, the theory of inventive problem solving by G.S. Altshuller and the results of research by other scientists providing the formation of systems thinking in Soviet education. The article shows that the documents regulating the development of Russian education include the formation of systematic and critical thinking in students, but in practice this is not always implemented. The directions of transformation of the Russian education system since the beginning of building market relations in the 90s of the last century are identified as the cause of the current situation. The formation of systems thinking in higher education should consider the peculiarities of the age dynamics of adults. The most developed figurative and verbal thinking among students makes it possible to use the teaching methods of V.F. Shatalov, which reduces the time for studying educational materials by more than 30 times in comparison with classical teaching methods.

Vladikavkaz Loris-Melikov Vocational School

Mikhail Tarielovich Loris-Melikov is a person who has gone down in the history of Vladikavkaz by many good deeds that have left a rich cultural and historical mark forever. He took the most active part, including financially, in the organization and functioning of a number of charitable and social and cultural institutions, donating significant sums from his own capital and income. The craft school of pre-revolutionary Vladikavkaz survived all epochs of political transformations and military events. Thanks to the vocational school, production on the territory of Ossetia developed successfully since there were high-quality trained cadres in a new direction, but functions to this day, preserving the memory of Mikhail Tarielovich as its founder. The financial investment and the capital left by Loris-Melikov in his will served as the basis for the functioning of the school during the first few decades since its opening. The difficult periods in which the educational authorities were forced to change the rules of admission in connection with those and other reasons causing financial difficulties are also briefly touched upon. The article provides information on income in the form of interest deducted by the bank and the expenses of these amounts for the needs of the school, including scholarships for students. The content of the publication will make it possible to trace the expansion of directions in the training of specialists due to the opening in different years of new departments, with a narrow specificity. The publication will allow you to have an idea of the urban life of this period, since it partly reflects the life of the inhabitants who turned to the workshops of the vocational school for household services, which the school was quite capable of providing conclusion, we are talking about the post-revolutionary activities of the school based already on the Soviet education system.

School in the Soviet ethnographic research over the period from 1937 to 1953 based on the journal “Soviet Ethnography”

Examination of the role of school in Soviet ethnography remains a blank spot in the anthropology of education. However, despite the absence of this subdiscipline, the author indicates the interest of Soviet ethnographers in reorganization of educational sphere. Use of the method of content analysis of the journal “Soviet Ethnography” reveals the role of general education on the map of ethnographic science of the era of totalitarianism (1937– 1953). This stage is characterized by one of the major intrusions into science, which is clearly reflected in publications of humanities journals. The author highlights the common semantic structures – patterns and repetitive statements typical for most articles. These statement lead to the following conclusions: criticism of the prerevolutionary system of education, exclusion of religion from the system of education, and exposure of the problems in the system of education of foreign capitalist countries. At the same time, there was the task to emphasize the successes of Soviet education: elimination of illiteracy; growing number of schools, students, and teachers; and the role of schools in cultural development the Soviet Union. In face of ideological restriction, many ethnographers have identified separate issues and offered their recommendations for the Soviet system of education. These unique observations are the contribution made by the Soviet ethnographic science to the cultural interpretation of the school.

Professional Communication of Russia and the People’s Republic of China in the Field of Education: History and Perspectives

The article provides a detailed analysis of professional communication between Russia and the People's Republic of China in the field of education. Noting the long historical relationships between the two countries, the author notes that Russia and China have a rather long relationship in the field of educational communications, starting in 1862, when a teacher from Russia was first invited to teach the Russian language at the Beijing School. Interaction and professional communication is also explained by the fact that in China the model of Soviet education was once borrowed, but adapted to Chinese realities. The author presents the priority areas of cooperation between the two states in the new millennium, due to the intergovernmental "Treaty on Good-Neighbourliness, Friendship and Cooperation" (2005). The author attaches a special role to the creation within the framework of the Shanghai Cooperation Organization (hereinafter - SCO) of the SCO University (USHOS), which has been operating since 2009 and includes more than 80 universities from Russia, China, Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, Belarus, etc. This fact is the largest initiative in the world. In conclusion, the author also noted problematic areas of professional communication between China and Russia, among which is an insufficiently developed legal framework for educational cooperation and joint training of professional personnel in the framework of language training.

Krupskaya nos arquivos do National Union of Women Teachers

Este artigo tem o objetivo de apresentar ao público brasileiro o texto inédito de N. Krupskaya A word on class Education, que encontramos no Institute of Education da University College London (UCL) em março de 2019. Essa descoberta ocorreu durante uma pesquisa que realizávamos sobre a educação soviética em três arquivos específicos: Brian Simon Collection; Soviet Education (1959-1991) e Acervo do NUWT. Ao fazermos o levantamento de fontes primárias, descobrimos no arquivo do NUWT o texto escrito pela educadora russa em 1926. Sendo assim, neste artigo recompusemos as circunstâncias históricas que explicam a sua guarda pelo arquivo do NUWT; em seguida, tratamos da educação soviética na década de 1920 e, finalmente, analisamos o conteúdo do texto de Krupskaya, o qual traduzimos do inglês para o português e o apresentamos na íntegra como anexo para que possa ser consultado por outros pesquisadores.

Subjective Factors of Modernization of the Russian Educational System and Their Connection with the Problem of Education Security

The article provides a socio-philosophical analysis of subjective interactions in education, which form a set of subjective factors of educational reforms from the standpoint of ensuring the security of the individual in education and the security of the country. The author aims to identify the subjective factors of modernization of the Russian education system that determine both the risk of degradation of the education system,and ways to strengthen and improve development. Modern social realities require that the system of Russian education, which has reliance on their own cultural traditions, not losing touch with the best achievements of education in the Russian Empire, the Soviet education system, but also incorporates the best of modern world experience of development of education and is based on the realities of education transformation in the global information society.

Formation of the Soviet education system among the indigenous peoples of Southern Siberia in the 1920s

Introduction. In the era of the formation of the world educational space, historical and pedagogical studies of regional education systems acquire special relevance. Many states, while modernising their national education systems, turn to the experience of past generations in order to understand how socio-economic changes taking place around the world and in Russia can affect the education system of a particular region. The twenties of the last century in Russia is a time of searching for new types of schools, opportunities for educating and teaching the younger generation in the spirit of the new (Soviet) ideology. The peoples of South Siberia (Altai, Shors, Kumandins, Chelkans, Teleuts, Tubalars, Telengits), united in the administrative-territorial framework of the Oirot Autonomous Region and the Gorno-Shor National Region, despite the difficulties, made a significant progress in the development of school education, including the number of the national school.The aim of the present article was to study the peculiarities of the process of formation and development of the Soviet education system among the indigenous peoples of Southern Siberia in the 1920s.Methodology and research methods. The research is based on the analysed and generalised content of archival documents, scientific sources on the history of the formation of the peoples of Southern Siberia in the context of the system-historical approach. The authors of the article studied 35 documents from the funds of the Committee for Archives of the Altai Republic and the Center for the Storage of Archives of the Altai Territory. The archival documents introduced into scientific circulation made it possible to consider the process of increasing the number of national schools, providing students with textbooks in their native language, the process of training teachers from the indigenous population, taking into account the national and cultural characteristics of the region.Results and scientific novelty. Based on the study of archival materials, the authors of the article rethink the activities of the Soviet authorities to restore and create the school network of education, its development and preparation for the introduction of universal primary education among the peoples of Southern Siberia. The issue of creating a national education system in the 1920s is closely connected with the process of indigenisation, as part of the national policy of the Soviet state and with the process of transferring the local population to settled life. By the beginning of the 1930s, a network of school institutions was created in the region, which increased the percentage of literate adolescents and subsequently enrolled in primary education all children of school age. Addressing national inequalities through the development of the education system and the eradication of illiteracy in the multinational region is of undeniable interest to educational historians and teachers.Practical significance. Today, the interest of researchers in regional history has increased all over the world; therefore, the current article will be useful to readers, as the analysis of new archival documents helps to fill the gaps in the scientific literature on the establishment of the Soviet school among the indigenous peoples of southern Siberia in the 1920s. The materials of the article can be used by teachers to design the courses on the history of education in Russia and the historical study of local lore. Moreover, the presented materials can be applied in the course of the development of a modern regional educational policy.

Political Conclusion of Educators in the 1920s–1930s as Part of Political Repression

The current situation and development of society increasingly tells us about certain trends of political harassment of public and political figures, as part of the process of repression, including in the field of education, compared to the tragic pages of our past. And so this topic is quite relevant in modern scientific discourse. The research methodology is based on the principles of objectivity, systematics, historicism, dialectics and interdisciplinarity. Namely, the study is based on historical and historical-pedagogical methods. The study provides examples of political harassment of representatives of the Soviet education system in the 1920s and 1930s, including through the media, both socio-political and professional educational significance. These data clearly reveal the attempts of the Soviet government to use the consciousness of citizens in the struggle against the «enemies of the people» and the supremacy of the Bolsheviks over the rights of every person to maintain their power. In addition to the disclosure of the topic is the involvement of documentary sources that demonstrate the political harassment of educators in speeches at various meetings and rallies. These examples of political harassment of educators provide an opportunity to study more deeply the mechanisms of political repression of the Ukrainian intelligentsia as a whole and see what methods of psychological pressure, manipulation and change of consciousness, especially youth and children, are inherent in Soviet power. But to analyze their future manifestations in the future and to develop a methodology for combating these negative phenomena in a democratic society, which requires further efforts of scientists.

The Peculiarities of Teacher Training in Russia in the 1920s

В статье рассматривается актуальная проблема подготовки отечественных педагогических кадров в период, когда шел процесс реформирования педагогического образования и закладывались идеологические, теоретические, методические основы системы подготовки учителей советского времени. Цель статьи — проследить особенности становления системы педагогического образования, показать, как изменялись задачи и соответствующие им формы, методы подготовки и переподготовки учителей в разные годы. В ходе исследования применялись теоретические (контент-анализ педагогических источников, архивных материалов) и статистические (количественный и качественный анализ) методы. Содержание статьи основано на нормативно-правовых документах соответствующего периода, различных педагогических источниках, архивных материалах, которые позволили представить целостную картину развития педагогического образования, сделать выводы, ввести в научный оборот новые историко-педагогические сведения, что свидетельствует о теоретической значимости и элементах научной новизны проведенного исследования. В статье анализируются различные формы подготовки, повышения квалификации, переподготовки учителей на общероссийском и региональном уровнях (педагогические институты, различного вида педагогические курсы, собрания, конференции, самокурсы, педагогические кружки, педагогические техникумы и др.). Выделяются приоритетные задачи подготовки учителей в разные годы: от идейно-политической подготовки в начале 1920-х годов до общеобразовательной, общепедагогической, методической подготовки во второй половине 1920-х при сохранении идейно-политической составляющей. Систематизированы типы педагогических учебных заведений, которые сложились к 1930 году. Приведены статистические данные. Результаты исследования, представленные в статье, расширяют знание об особенностях подготовки учителей в 1920-х годах и могут быть использованы научными работниками, преподавателями, студентами при изучении истории педагогического образования, в том числе регионального. The article treats a relevant issue of teacher training in Russia during the period when pedagogical education was being reformed and the ideological, theoretical and methodological principles of Soviet education were being crystallized. The aim of the article is to investigate the peculiarities of pedagogical education formation, to trace the changes in tasks, forms, and methods of teacher training and retraining through the years. The author employed the following theoretical (content analysis of pedagogical data and archival materials) and statistical (qualitative analysis and quantitative analysis) methods of research. The theoretical significance and the scientific novelty of the article is accounted for by the fact that the article deals with the normative documents of the aforementioned period, with various pedagogical documents, and with archival materials which enable the author to comprehensively analyze the development of pedagogical education, to make conclusions, to analyze previously uninvestigated historical and pedagogical materials. The article analyzes various forms of teacher training, retraining and refresher training at the regional and federal levels (pedagogical institutes, pedagogical courses, meetings, conferences, self-training, pedagogical teams, pedagogical colleges, etc.). The article singles out priority goals of teacher training which were set throughout the decade (excessively ideological teacher training in the early 1920s and comprehensive pedagogical and methodological training in the second half of the 1920s). The article systematizes the types of pedagogical education institutions which existed in 1930 and provides some statistical data. The article enhances researchers’ knowledge of teacher training peculiarities in the 1920s and can be used by researchers, educators, and students mastering the history of pedagogical education.

Pedology at Work

This chapter analyses the evolution of Soviet pedology as a domain of occupational work in the context of the construction of the Soviet education system across the 1920s–1930s. Of particular interest is the role that pedological work played in combating ‘underperformance’ (neuspevaemost′) through the practice of streaming and referrals to special schools of those evaluated as performing below the norm. The chapter traces the origins of this policy in the 1920s, but its focus is on the expansion of the school pedology service under the Commissariat of Enlightenment during the 1930s. The role of this service was to carry out systematic monitoring and streaming of schoolchildren, to give expert advice and support to teachers and school heads. The chapter argues that Soviet pedology had in this last period of its existence, from 1932 to 1936 been reduced to a form of science-based expertise black-boxed into an applied instrument. The chapter concludes with an account of the demise of pedology in the mid-1930s, including the build-up to the notorious Communist Party decree against pedology, published on 4 July 1936, and the process of pedology’s institutional dismantlment and symbolic de-legitimation in the wake of the decree. The chapter argues that what was being abolished and dismantled in 1936 was principally pedology as occupational work rather than science as such.