Igor Fedyukin | National Research University Higher School of Economics (original) (raw)
Papers by Igor Fedyukin
SSRN Electronic Journal, 2000
SSRN Electronic Journal, 2000
SSRN Electronic Journal, 2000
Journal of Interdisciplinary History, 2016
Cahiers du monde russe, 2011
SSRN Electronic Journal, 2000
SSRN Electronic Journal, 2000
This article explores the role of formal schooling in the social mobility and social re- producti... more This article explores the role of formal schooling in the social mobility and social re- production of the elite in the early modern context of post-Petrine Russia. An anal- ysis of career and educational choices made by Russian nobles in the 1730s–1740s and recorded in the registers of the Heraldry and petitions for enrolment into the Noble Land Cadet Corps demonstrate that the members of the post-Petrine elite had very clear preferences regarding their service trajectories. As the choices made by noble families were shaped by the specific combinations of resources and threats each of them faced, there emerged deep cleavages within the elite in terms of the at- titudes towards schooling. While wealthier nobles tended to join state schools, espe- cially the Cadet Corps, the poorest nobility overwhelmingly ignored educational requirements and service registration rules imposed by the government, avoiding schools and preferring instead to enlist directly into regiments as privates. Despite numerous attempts, the government failed to force these poorer nobles to follow the new rules for entering schools and state service, codified in 1736–1737, and had to regularly issue collective pardons to the offenders. While wealth was one crucial factor shaping the nobles’ service trajectories, their social connections and cultural endowments were no less important in channelling their educational and career choices and pushing them to embrace or reject the post-Petrine educational regime. As a result, the early modern “Westernization” of the Russian elite emerges as a dynamic social process driven by the choices made by the nobles themselves.
![Research paper thumbnail of “Chest’ k delu um i okhotu razhdaet: Reforma dvorianskoi sluzhby i teoreticheskie osnovy soslovnoi politiki v 1730-kh gg” [‘Honor produces ability and application’: Reforming the rules of state service and the theories of nobility in the 1730s]](https://attachments.academia-assets.com/33762530/thumbnails/1.jpg)
](Gishtorii rossiiskie, ili opyty i podrazhaniia v chest’ A.B. Kamenskogo v ego iubilei. Sbornik statei , 2014
2014 . 1 «Ce placard à cause une joie extrème à tout le noblesse de Russie…». Archives Diplomatiq... more 2014 . 1 «Ce placard à cause une joie extrème à tout le noblesse de Russie…». Archives Diplomatiques ( ), Correspondance Politique, Russie. Vol. 30. F. 94 verso-95.
This study employs a unique database covering 2,293 cadets who graduated from the Noble Land Cade... more This study employs a unique database covering 2,293 cadets who graduated from the Noble Land Cadet Corps in St Petersburg from 1732 – 1762 to investigate the role of cultural capital in early modern Russia. Our analysis suggests that within this sample cultural capital was negatively correlated with wealth, but positively with father’s rank within the state service. At the corps itself, wealth and social status of families did not directly affect the success of their sons. The only significant factor of success at this school (promotion to a particular rank at graduation) was the family’s access to “Western” education and cultural skills. The results indicate the state was able to create an institutional framework where the possession of new “imported” knowledge and social skills gave the holder a measurable advantage over his peers. This could be considered one of the mechanisms which contributed to the sustainability of the cultural and social regime created by Peter I.
В работе анализируется уровень недоимок по подушной подати России в послепетровский период (втора... more В работе анализируется уровень недоимок по подушной подати России в послепетровский период (вторая-третья четверти XVIII в.). Вводятся в научный оборот данные, отражающие фактический уровень собираемости подушной подати в этот период, предлагается методика работы с этими данными с учетом заложенных в них искажений, обусловленных особенностями делопроизводства того времени. На основании рассматриваемых данных вычисляются показатели собираемости, охватывающие весь рассматриваемый период. Предлагаются возможные подходы к использованию данных об уровне собираемости подушной подати как индикатора эффективности («дееспособности», state capacity) российского государственного аппарата раннего Нового времени.
"Reguliarnaia akademiia uchrezhdena budet…": Obrazovatel'nye proekrty v Rossii v pervoi polovine XVIII veka, 2014
The Naval Academy founded in St Petersburg in 1715 was the first secular school in Petrine Russia... more The Naval Academy founded in St Petersburg in 1715 was the first secular school in Petrine Russia to have a charter and written internal regulations that defined its structure of governance, curriculum, and basic pedagogic principles. This article draws on Russian and French archives to reconstruct the biography of Baron de Saint-Hillaire, an international adventurer who was instrumental in drafting these documents and creating the Academy, and who became its first director. The article identifies the European text that was used by the baron as a source for his own work on these regulations and maps out the relationships between Peter I, the baron, his successors, and other dignitaries that shaped the development of the Academy in its early years. The sources presented in this section include previously unpublished projects drafted by Saint Hillaire, the contract he signed with Peter I, and his letters to the tsar, as well as some of the documents produced by the baron’s successors at the Academy.
"Reguliarnaia akademiia uchrezhdena budet…": Obrazovatel'nye proekrty v Rossii v pervoi polovine XVIII veka, 2014
The Naval Academy, founded in 1715 in St Petersburg, entered a period of prolonged decline after ... more The Naval Academy, founded in 1715 in St Petersburg, entered a period of prolonged decline after Peter I’s death that lasted till its conversion into a Naval Cadet Corps in the 1750s. This article presents a previously unpublished project for reform of the Academy drafted in 1730s either by Count A.I. Ostermann himself, or under his close supervision. This is not only the most extensive and detailed project of a school regulation surviving from the post-Petrine years, outlining the structure of academic governance in the Academy after its proposed reform, the duties of teachers and officials, and pedagogic and disciplinary methods to be employed. It is also one of the clearest statements of anthropological views that were characteristic of the circle of German-born experts who played a key role in the Russian government in the 1730s. In that regard the document contributes to our understanding of not only the educational innovations of Empress Anna’s reign, but also of the broader context of her government’s policies.
"Reguliarnaia akademiia uchrezhdena budet…": Obrazovatel'nye proekrty v Rossii v pervoi polovine XVIII veka, 2014
The so-called “projectors” are familiar to anyone with an interest in early modern Russian and Eu... more The so-called “projectors” are familiar to anyone with an interest in early modern Russian and European history: these were the people who submitted various proposals to the monarch or his ministers offering ways of improving the state or society in general or some specific element thereof. While projectors are usually described as mere self-interested adventurers or naïve well-wishers, this article demonstrates the absolutely central role they played in the formation of the earliest secular schools in Russia in the absence of a more institutionalized mechanism for designing and implementing policy innovations. It examines different types of projectors and their modes of operation and stresses the similarities between the projectors properly speaking (i.e., those acting from outside the government) and those acting from within the state bureaucracy. The article suggests a view of projectors as “administrative entrepreneurs” and posits their crucial role in early modern state-building.
"Reguliarnaia akademiia uchrezhdena budet…": Obrazovatel'nye proekrty v Rossii v pervoi polovine XVIII veka, 2014
The founding documents of the Noble Cadet Corps, the most important elite secular school in mid-1... more The founding documents of the Noble Cadet Corps, the most important elite secular school in mid-18th century Russia, explicitly referred to the Berlin Cadet Corps as the model for this new Russian institution. This article draws on published and unpublished sources to trace the evolution of the Berlin Corps and to explore the similarities between these two schools in terms of their curriculum and governance structure. It also focuses on the role of individual actors in transmitting ideas and practices from Berlin to St Petersburg Corps and in driving the process of further regulation of administrative and pedagogic practices at the school. The article also introduces an earlier proposal for cadet education in Russia from the 1720s, which has not until now been noticed by historians.
![Research paper thumbnail of "Rol' administrativnogo predprinimatel'stva v petrovskikh reformakh: Navigatskaia shkola i pozdnemoskovskie knizhniki" [The role of administrative entrepreneurship in Peter I's reforms: The Navigation school and the late Muscovite literati]](https://attachments.academia-assets.com/34169508/thumbnails/1.jpg)
](Несмотря на всю остроту дискуссий о генезисе петровских государственных и социальных институтов и... more Несмотря на всю остроту дискуссий о генезисе петровских государственных и социальных институтов и, шире, о сочетании в них нового, «рационального» и архаичного, о степени разрыва и преемственности между московским и петровским периодами российской истории, общим для подавляющего большинства имеющихся работ является фокус на роли именно монарха как основной движущей силы преобразований. Во многом это оправдано: разумеется, Пётр с его харизмой и бешеной энергией являлся ключевой фигурой, задающей тон всей эпохе. Способствует фиксации историков на фигуре Петра и огромное документальное наследие, которое отражает действительно феноменальную работоспособность монарха, его погружённость в мельчайшие детали государственного управления, готовность, засучив рукава, раз за разом лично редактировать последовательные версии важных для него документов. Немало таких эпизодов превосходно изучено, и во многом благодаря им формируется образ всепроникающего и всевидящего Петра, восходящий, конечно, к ещё прижизненной мифологии «отца отечества», подобно демиургу, собственноручно создавшего новую Россию буквально из ничего. В итоге роль Петра в тех или иных инициативах зачастую «додумывается» историками даже там, где прямых свидетельств участия царя нет. Нередко такая реконструкция оправданна и необходима, поскольку многие указания давались Петром устно или через третьих лиц, решения вырабатывались в ходе очных встреч и неформального общения, приверженностью к которому так знаменит первый российский император. Однако, как представляется, такая реконструкция должна во всех случаях чётко оговариваться, не подменяясь приписыванием воле и замыслу Петра всего, что происходило на бескрайних просторах России за десятилетия его царствования.
SSRN Electronic Journal, 2000
SSRN Electronic Journal, 2000
SSRN Electronic Journal, 2000
Journal of Interdisciplinary History, 2016
Cahiers du monde russe, 2011
SSRN Electronic Journal, 2000
SSRN Electronic Journal, 2000
This article explores the role of formal schooling in the social mobility and social re- producti... more This article explores the role of formal schooling in the social mobility and social re- production of the elite in the early modern context of post-Petrine Russia. An anal- ysis of career and educational choices made by Russian nobles in the 1730s–1740s and recorded in the registers of the Heraldry and petitions for enrolment into the Noble Land Cadet Corps demonstrate that the members of the post-Petrine elite had very clear preferences regarding their service trajectories. As the choices made by noble families were shaped by the specific combinations of resources and threats each of them faced, there emerged deep cleavages within the elite in terms of the at- titudes towards schooling. While wealthier nobles tended to join state schools, espe- cially the Cadet Corps, the poorest nobility overwhelmingly ignored educational requirements and service registration rules imposed by the government, avoiding schools and preferring instead to enlist directly into regiments as privates. Despite numerous attempts, the government failed to force these poorer nobles to follow the new rules for entering schools and state service, codified in 1736–1737, and had to regularly issue collective pardons to the offenders. While wealth was one crucial factor shaping the nobles’ service trajectories, their social connections and cultural endowments were no less important in channelling their educational and career choices and pushing them to embrace or reject the post-Petrine educational regime. As a result, the early modern “Westernization” of the Russian elite emerges as a dynamic social process driven by the choices made by the nobles themselves.
Gishtorii rossiiskie, ili opyty i podrazhaniia v chest’ A.B. Kamenskogo v ego iubilei. Sbornik statei , 2014
2014 . 1 «Ce placard à cause une joie extrème à tout le noblesse de Russie…». Archives Diplomatiq... more 2014 . 1 «Ce placard à cause une joie extrème à tout le noblesse de Russie…». Archives Diplomatiques ( ), Correspondance Politique, Russie. Vol. 30. F. 94 verso-95.
This study employs a unique database covering 2,293 cadets who graduated from the Noble Land Cade... more This study employs a unique database covering 2,293 cadets who graduated from the Noble Land Cadet Corps in St Petersburg from 1732 – 1762 to investigate the role of cultural capital in early modern Russia. Our analysis suggests that within this sample cultural capital was negatively correlated with wealth, but positively with father’s rank within the state service. At the corps itself, wealth and social status of families did not directly affect the success of their sons. The only significant factor of success at this school (promotion to a particular rank at graduation) was the family’s access to “Western” education and cultural skills. The results indicate the state was able to create an institutional framework where the possession of new “imported” knowledge and social skills gave the holder a measurable advantage over his peers. This could be considered one of the mechanisms which contributed to the sustainability of the cultural and social regime created by Peter I.
В работе анализируется уровень недоимок по подушной подати России в послепетровский период (втора... more В работе анализируется уровень недоимок по подушной подати России в послепетровский период (вторая-третья четверти XVIII в.). Вводятся в научный оборот данные, отражающие фактический уровень собираемости подушной подати в этот период, предлагается методика работы с этими данными с учетом заложенных в них искажений, обусловленных особенностями делопроизводства того времени. На основании рассматриваемых данных вычисляются показатели собираемости, охватывающие весь рассматриваемый период. Предлагаются возможные подходы к использованию данных об уровне собираемости подушной подати как индикатора эффективности («дееспособности», state capacity) российского государственного аппарата раннего Нового времени.
"Reguliarnaia akademiia uchrezhdena budet…": Obrazovatel'nye proekrty v Rossii v pervoi polovine XVIII veka, 2014
The Naval Academy founded in St Petersburg in 1715 was the first secular school in Petrine Russia... more The Naval Academy founded in St Petersburg in 1715 was the first secular school in Petrine Russia to have a charter and written internal regulations that defined its structure of governance, curriculum, and basic pedagogic principles. This article draws on Russian and French archives to reconstruct the biography of Baron de Saint-Hillaire, an international adventurer who was instrumental in drafting these documents and creating the Academy, and who became its first director. The article identifies the European text that was used by the baron as a source for his own work on these regulations and maps out the relationships between Peter I, the baron, his successors, and other dignitaries that shaped the development of the Academy in its early years. The sources presented in this section include previously unpublished projects drafted by Saint Hillaire, the contract he signed with Peter I, and his letters to the tsar, as well as some of the documents produced by the baron’s successors at the Academy.
"Reguliarnaia akademiia uchrezhdena budet…": Obrazovatel'nye proekrty v Rossii v pervoi polovine XVIII veka, 2014
The Naval Academy, founded in 1715 in St Petersburg, entered a period of prolonged decline after ... more The Naval Academy, founded in 1715 in St Petersburg, entered a period of prolonged decline after Peter I’s death that lasted till its conversion into a Naval Cadet Corps in the 1750s. This article presents a previously unpublished project for reform of the Academy drafted in 1730s either by Count A.I. Ostermann himself, or under his close supervision. This is not only the most extensive and detailed project of a school regulation surviving from the post-Petrine years, outlining the structure of academic governance in the Academy after its proposed reform, the duties of teachers and officials, and pedagogic and disciplinary methods to be employed. It is also one of the clearest statements of anthropological views that were characteristic of the circle of German-born experts who played a key role in the Russian government in the 1730s. In that regard the document contributes to our understanding of not only the educational innovations of Empress Anna’s reign, but also of the broader context of her government’s policies.
"Reguliarnaia akademiia uchrezhdena budet…": Obrazovatel'nye proekrty v Rossii v pervoi polovine XVIII veka, 2014
The so-called “projectors” are familiar to anyone with an interest in early modern Russian and Eu... more The so-called “projectors” are familiar to anyone with an interest in early modern Russian and European history: these were the people who submitted various proposals to the monarch or his ministers offering ways of improving the state or society in general or some specific element thereof. While projectors are usually described as mere self-interested adventurers or naïve well-wishers, this article demonstrates the absolutely central role they played in the formation of the earliest secular schools in Russia in the absence of a more institutionalized mechanism for designing and implementing policy innovations. It examines different types of projectors and their modes of operation and stresses the similarities between the projectors properly speaking (i.e., those acting from outside the government) and those acting from within the state bureaucracy. The article suggests a view of projectors as “administrative entrepreneurs” and posits their crucial role in early modern state-building.
"Reguliarnaia akademiia uchrezhdena budet…": Obrazovatel'nye proekrty v Rossii v pervoi polovine XVIII veka, 2014
The founding documents of the Noble Cadet Corps, the most important elite secular school in mid-1... more The founding documents of the Noble Cadet Corps, the most important elite secular school in mid-18th century Russia, explicitly referred to the Berlin Cadet Corps as the model for this new Russian institution. This article draws on published and unpublished sources to trace the evolution of the Berlin Corps and to explore the similarities between these two schools in terms of their curriculum and governance structure. It also focuses on the role of individual actors in transmitting ideas and practices from Berlin to St Petersburg Corps and in driving the process of further regulation of administrative and pedagogic practices at the school. The article also introduces an earlier proposal for cadet education in Russia from the 1720s, which has not until now been noticed by historians.
Несмотря на всю остроту дискуссий о генезисе петровских государственных и социальных институтов и... more Несмотря на всю остроту дискуссий о генезисе петровских государственных и социальных институтов и, шире, о сочетании в них нового, «рационального» и архаичного, о степени разрыва и преемственности между московским и петровским периодами российской истории, общим для подавляющего большинства имеющихся работ является фокус на роли именно монарха как основной движущей силы преобразований. Во многом это оправдано: разумеется, Пётр с его харизмой и бешеной энергией являлся ключевой фигурой, задающей тон всей эпохе. Способствует фиксации историков на фигуре Петра и огромное документальное наследие, которое отражает действительно феноменальную работоспособность монарха, его погружённость в мельчайшие детали государственного управления, готовность, засучив рукава, раз за разом лично редактировать последовательные версии важных для него документов. Немало таких эпизодов превосходно изучено, и во многом благодаря им формируется образ всепроникающего и всевидящего Петра, восходящий, конечно, к ещё прижизненной мифологии «отца отечества», подобно демиургу, собственноручно создавшего новую Россию буквально из ничего. В итоге роль Петра в тех или иных инициативах зачастую «додумывается» историками даже там, где прямых свидетельств участия царя нет. Нередко такая реконструкция оправданна и необходима, поскольку многие указания давались Петром устно или через третьих лиц, решения вырабатывались в ходе очных встреч и неформального общения, приверженностью к которому так знаменит первый российский император. Однако, как представляется, такая реконструкция должна во всех случаях чётко оговариваться, не подменяясь приписыванием воле и замыслу Петра всего, что происходило на бескрайних просторах России за десятилетия его царствования.
This collection of archival material and scholarly articles sheds light on new aspects of educati... more This collection of archival material and scholarly articles sheds light on new aspects of educational innovations in Russia in the first half of the eighteenth century. The material printed in this volume encompasses a wide range of texts (personal, administrative, legislative) that contain projects for the establishment or reform of educational institutions, curriculums, and pedagogical programs suggested by academics, bureaucrats, teachers, and even adventurers. The volume's authors use these texts to demonstrate how the establishment of Western-style education in Petrine and post-Petrine Russia was not so much a state endeavor as the work of administrative entrepreneurs, 'projectors,' who used state resources to further their own goals and agendas. The articles in this volume consider the typology of educational protectorship, the projectors; modes of operation, their relationship with the state and the monarch.