Family harmony, or the values of family education in Russia

The leading idea of the monograph is the idea of the unity of national priorities in the field of values of family education on the territory of the Russian Federation and the place of the region in its formation. Russian Russian peasant family values formation process in the second half of the XIX — early XX century is presented: in its historical and cultural context in the aspect of correlation with the stages of development of the Russian state; in its historical and pedagogical context in the aspect of correlation with the value priorities of education in the Russian peasant family, which determined the essence and content of the family way. The grounds for the representation of the North-Western region of Russia as significant in the formation of values of family education are revealed. The social conditionality of the process of development of traditional values of upbringing in the Russian peasant family is shown, provided by the coordinated actions of social institutions significant in a certain historical period: the state, pedagogical science, the socio-pedagogical movement, religion, the peasant community. The mechanisms of their translation of the values of upbringing in the Russian peasant family are revealed. It is addressed to a wide range of readers interested in the history of their region. It can be used in the implementation of basic educational programs of primary, basic, secondary general (vocational) education as the basis of educational work within the framework of educational, extracurricular activities of students; studying courses on the theory of education in the system of professional development of teaching staff; development of legislative and regulatory acts regulating issues of marriage and family relations.

For the 100 year anniversary of Prof. R.R. Makarov

Roman Romanovich Makarov was born on June 12, 1901 in the village of Vitino in the Peterhof district of the Petersburg province, into a large peasant family, in which there were 9 other children besides him.

Kerentanan Sosial Ekonomi dan Resiliensi Keluarga Petani Miskin Selama Pandemi COVID-19: Kasus Dari Madura

The Covid-19 pandemic, in addition its health impacts, also has a serious impact to people's socioeconomic vulnerabilities. Socio-economic vulnerabilities due to the Covid-19 pandemic forced people to adapt, one of which was a poor peasant family in rural Madura. This article presents the results of research focusing on the socio-economic vulnerability of poor peasant family as well as various efforts in dealing with the Covid-19 pandemic. Using descriptive qualitative approach and data collection method through participation observation, interviews, airy records, and documentation, this study revealed that the socioeconomic vulnerability of poor peasant family in Ponteh Village resulted from social restrictions so that the household income sector decreased. Though they have to adaptation meet the cost of household consumption, health threats in the Covid-19 pandemic. Adaptation strategy carried out by poor peasant family in rural areas is, first, building group solidarity according to values and norms that are strong, for example, mutual help in the form of basic needs. Second, every poor peasant family makes use of very strong family ties. Parental assistance as a source of supporting living is now a basic source used to make ends meet during pandemics. Third, poor peasant family in rural areas minimize household in spending and utilizing-social networks for business development. The contribution of this article is to provide views, efforts, accompanied by resilience in keeping the public from the threat of future pandemics.

«Der Blaue Montag». Un quadretto popolare come possibile fonte di una scena di Delitto e castigo

The influence of loubok (Russian popular print) on Dostoevsky’s works is a topic deserving more attention than has been given up to now. It makes us understand how Dostoevsky got inspiration from popular iconography. The present article could be a further contribution to this research topic; its aim being to investigate the recurrence in Dostoevsky’s poetics of a particular typology of popular print, showing how a wife beats her husband after he came back home drunk. This loubok spread widely through Russia (the peasant family version) and Germany (the cobbler version). In particular the German version, which had a wide readership thanks to the German printer G. Renner and was named “Der Blaue Montag” was undoubtedly known to Dostoevsky, since it was widespread in the very period he travelled through Germany. In this paper I will try to show how the Russian novelist caught not only the general setting but also some details from this version to describe Marmeladov’s home in the scene (I, 2) when he comes back home and faces a violent welcome from his wife Katerina Ivanovna.

The impact of M. O. Menshikov's childhood upon the formation of his publicistic interests

The subject of this research is the early life of M. O. Menshikov – one of the ideologists of the Russian nationalism of the early XX century and leading publicist of the largest all-Russian newspaper “Novoe Vremya”. The goal consists in full reconstruction of the conditions of his childhood and early youth. The methods of deduction, induction, comparative and prospective analysis were used for reconstructing separate circumstances of the initial stage of development of Menshikov’s personality and holistic biographical picture. The synthesis of objective analysis of the facts with subjective assessments of the events described by Menshikov himself in his diaries and articles allowed depicting the external circumstances of his youth, as well as reconstruct the peculiarities of development of his inner world and social reflection. The conclusion is made that a range of the core themes of Menshikov's publicistic writing, which were covered in the newspaper “Nedelya” and later in “Novoe Vremya”, and ultimately brought him popularity, take roots in his childhood and early youth: “family relations”, “upbringing and education”, “pursuit of belonging”, “finding  happiness through harmony with the world”. These topics were covered by Menshikov based on the rich life experience, a long path from the poor peasant family to the cadet of Naval Engineering School in Kronstadt. The fact that he was able to understand the problems  of the commoners made him closer to the reader. The provided biography is currently the most detailed study of the early life of M. O. Menshikov's; many facts are introduced for the first time. The article also presents additional empirical material on the history of childhood, elementary and secondary education in Russia of the late XIX century.

Peasant Yard in European North of Russia during Civil War (1917—1921): Characteristics of Survival

The changes in the material well-being of the peasant household in the European North of Russia caused by the agrarian revolution of 1917–1921is examined in the article. The author proceeds from the definition of the European North of Russia as a homo-geneous space, which during the period under study included the Arkhangelsk, Vologda, Severo-Dvinsk provinces, the Karelian Autonomous Soviet Socialist Republic and the Autonomous Region of Komi. The factors that influenced the organizational foundations of peasant production are analyzed. The question is raised about the nature of tax withdrawals from the peasant economy during the Civil War and the transition to a system of in-kind withdrawals and duties. Particular attention is paid to changes in the constituent elements of the peasant budget. The level of needs of a peasant family is shown. The article reveals the dependence of the consumption of the peasant household on the size of the sowing, provision of workers with hands and means of production. Particular attention is paid to the constituent elements of the income and expenditure side of the budget of the peasant parcel. The structure of nutrition of a peasant family in farms of different social types is shown. The characteristics of the survival of the rural courtyard and the main directions of its evolution have been determined. An attempt has been made to compare the material wealth of the peasants and townspeople of the region in the specified period.

Käsitused kasvatusest eesti vanasõnades ja kasvatusteaduses

In this article, we have set ourselves a goal to identify how the conceptions of education contained in Estonian proverbs coincide with the corresponding educational thought in Estonia. We have empirically studied 655 Estonian proverbs that directly refer to a child, growing up, upbringing and parents as well as the methods of education. In the empirical research, we look at whether and how it is possible to semantically categorize and define proverbs based on the educational meanings in their content. To have a clearer system for analysis, we created a comprehensive scheme of categories. The four main categories with subcategories formed during the work. As can be concluded from the analysis of proverbs, the everyday wisdom that lies in them mostly coincides with behaviouristic conceptions of education as interaction and development management. According to educational scientist Heino Liimets, the interaction becomes truly mutual, but only at the highest level of acceptance of the educator’s influence – internal acceptance or interiorization. At lower levels, i.e., only agreeing to or external identification of influence, this is an influence from the educator’s position of power where the educable is passive, subordinate, and obeys commands. This content is characterized by behaviouristic thinking in educational science and can also be observed in proverbs. Behaviouristic beliefs also address the need of the proverbs to take into account the peculiarity of a child in their upbringing, which mainly mean the timeliness of education, i.e., a person can be forced into something only in childhood and youth. Upbringing, education, and learning/teaching are considered practically as synonyms in proverbs and behaviouristic educational science, both being regarded as the management of development from outside a human being. The use of certain educational methods, upbringing, and teaching methods is considered an essential condition for the management of development, education, and teaching, especially in behaviouristic thinking in science. It is a central theme also in proverbs where punishment (incl. physical), ordering, forbidding, disapproving, and causing fear are at the forefront as methods, and praising and “sharing mercy” can be found only to a very limited extent. To speak about Estonian educational scientists, Peeter Põld dealt with the topic of punishment mainly in the first half of the 20th century and Maie Tuulik at the beginning of the 21st century; the latter, however, has completely relied on the ideas of Põld. J. Käis emphasises that the culture, language, and customs of one’s nation are obtained by means of education. Education creates identity and helps socialize. Thus, education occurs as a valuation. The fact that education mediates and reproduces the values and norms valid in society is also clearly evident in Estonian proverbs. In the opinion of Maie Tuulik, modern diversity and ambivalence of values do not allow one clear hierarchy of values to be offered to a child to grow up. According to Põld, the bearer of values should primarily be someone authoritative as an example of education, although Põld himself also sees shortcomings of education based on authority. It levels individuality, promotes passivity and creates conventional values; it does not develop a sense of criticism. The relationships built on authority determine the higher and lower status of someone and, accordingly, the users of and subordinates to the power. Such relationships between parents and children as well as in education appear also in proverbs, which is expected because the world of proverbs expresses the structure of a peasant family characteristic of feudal Estonia. Due to their age, children had a low social status in the family at that time. Social status also depended on the gender. In peasant society, man was the head and provider for the family. Sons had an advantage over daughters: they were given more education and they stayed at the farm. Põld has also associated authority primarily with the father. Thus, education had to reproduce the stereotypically traditional division of roles in a family, which was characteristic of the patriarchal society. The worldview was value-based and normative and divided according to the principle of black and white, containing firm truths about who is a good and who is a bad child. A child who agreed to the upbringing of his/her parents and who respected the parents was considered good. According to Tuulik, such firm beliefs that value the hierarchical nature of relationships should be based on also today. Thus, everyday wisdom and corresponding everyday conscious world found in proverbs is present and reflected in Estonian educational science, especially in the ideas and works of two authors. These are Peeter Põld and Maie Tuulik, who represent a normative Christian-conservative view of upbringing and education, which in science is primarily related to the behaviouristic way of thinking, in which the educable is regarded as a passive object in a relationship of education based on power and authority. Thematically, of course, proverbs are also associated with the thoughts and works of other Estonian educational scientists – in particular, J. Käis, H. Liimets, A. Liimets, J. Orn, and I. Kraav, but in substantive emphasis these scientists represent a cognitive-constructivist, humanistic and hermeneutic-phenomenological way of thinking.

Derecho humano a la alimentación e igualdad en el tratamiento a los productores de alimentos, en los decretos expedidos en el marco del Estado de Emergencia Social, Económica y Ecológica del gobierno de Iván Duque

En el marco de las facultades otorgadas por la primera declaratoria de Estado de Emer- gencia Social, Económica y Ecológica en todo el territorio nacional (Decreto 417 de 2020), el gobierno de Iván Duque expidió, entre otros, el Decreto 486 de 2020, con la finalidad de proteger la logística relacionada con el abastecimiento alimentario durante la coyuntura de salud pública asociada a la pandemia de COVID-19. El Decreto 486 de 2020 es un instrumento normativo que operacionaliza la noción institucional de seguridad alimentaria y crea un incentivo económico para la producción de alimentos, en el contexto de la emergencia humanitaria y sanitaria. En el presente artículo se problematizan estas medidas para determinar si atienden al desarrollo del derecho humano a la alimentación y a la nutrición adecuadas, o si, por el contrario, se limitan a una versión restringida de la garantía de este, afectando con ello la posibilidad de justicia e igual- dad material en tiempos de pandemia. Human Right to Food and Equality in the Approach to Food Producers, in the Decrees Issued during Ivan Duque’s government under the State of Economic, Social and Ecological Emergency Abstract: Within the framework of the powers granted by the first declaration of Social, Economic and Ecological Emergency made by the government of Iván Duque, Decree 486 of 2020 was is- sued with the purpose of protecting the logistics related to food supply during the public health situation associated with COVID-19. This decree is a regulatory instrument that operationalizes the institutional notion of food security, as well as the necessary incentives for food production in contexts of humanitarian and/or health emergency. This article problematizes these measures, indicating whether they are a development of the Human Right to Adequate Food and Nutrition or whether, on the contrary, they are limited to a restricted version of the guarantee of this right, thus affecting the possibility of justice and material equality in times of pandemic. Keywords: Human Right to Adequate Food and Nutrition; Food Security; Peasant, Family and Com- munity Economies; COVID-19.