Tanya Kostina - Academia.edu (original) (raw)
Papers by Tanya Kostina
The History of Grammar in Foreign Language Teaching, 2020
In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the... more In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the grammatical approach played a very important role. In schools for nobility, the word ‘grammar’ was hardly used for living languages. Early grammar teaching was combined with translation, dialogue memorization, reading, etc. The shift in focus towards more grammar in French and German classes had likely begun by the middle of the century, and was related to the general proliferation of the grammatical approach. A greater emphasis was placed on analysing grammatical form. These changes mark a shift away from the syncretic language learning approach of the Age of Enlightenment towards a new age characterised by the increasing separation of the aspects of language learning and the erosion of the links between them.
Vestnik of Saint Petersburg University. History, 2016
Исследование выполнено при финансовой поддержке РФФИ в рамках научного проекта № 15-06-04531 А и ... more Исследование выполнено при финансовой поддержке РФФИ в рамках научного проекта № 15-06-04531 А и программы НИУ ВШЭ по софинансированию проектов РФФИ и РГНФ (грант № 15-09-0289). This paper presents results of a research project supported by Russian Foundation for Basic Research (grant № 15-06-04531 A) and by RFBR/RFH matching funds program of the National Research University Higher School of Economics (grant № 15-09-0289).
Изданные при Петербургской академии наук грамматики для преподавания немецкого, латинского, франц... more Изданные при Петербургской академии наук грамматики для преподавания немецкого, латинского, французского и греческого языков создавались и адаптировались в тесной связи с принятыми в Академической гимназии программами обучения. Это влияло не только на выбор источников для их перевода и адаптации, но и на особенности процесса создания, а также на бытование этих учебных пособий. Die Teutsche Grammatica (1730) представляла собой переработанные М.Шванвицем немецкие грамматики, адаптированные, переведенные на русский язык и изданные в виде билингвы. Грамматика создавалась для обучения русских детей немецкому языку, но из-за изменений в программе Академической гимназии, по-видимому, успешно применялась в билингвальной аудитории, где часть детей усваивала немецкий язык как иностранный, а часть как родной. Латинский, французский, греческий и итальянский языки также преподавались в билингвальной аудитории Академической гимназии по пособиям, разработанным в немецких протестантских землях и ад...
The History of Grammar in Foreign Language Teaching (Amsterdam University Press, 2021), 133-154., 2021
In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the... more In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the grammatical approach played a very important role. In schools for nobility, the word ‘grammar’ was hardly used for living languages. Early grammar teaching was combined with translation, dialogue memorization, reading, etc. The shift in focus towards more grammar in French and German classes had likely begun by the middle of the century, and was related to the general proliferation of the grammatical approach. A greater emphasis was placed on analysing grammatical form. These changes mark a shift away from the syncretic language learning approach of the Age of Enlightenment towards a new age characterised by the increasing separation of the aspects of language learning and the erosion of the links between them.
St. Tikhons' University Review. Series IV. Pedagogy. Psychology, 2020
In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolboks i... more In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolboks in Germain and in Russian. This plan was partly carried out, and the books published in 1738-1748 became a stable part of school education in Russia, being in demand up to the middle 1780s. "The Obedient Proposal for the Introduction of Identical Books to all Schools of Russian Empire, that made to Your Excellency Baron von Korff and all Members of the Academy" (“Unmaaßgebliche Vorschlag an Sr. Excell. der Herrn Cammer-Herrn von Korff, als Chef, und die sämtlichen Glieder der Academie der Wissenschaften, die Einführung gleicher Bücher in die sämtlichen Schulen der Russischen Reiches betreffend”, 1735), a report by G.F.W. Juncker discovered in St. Petersburg Branch of the Archives of the Russian Academy of Sciences, clarifies both the scale and the details of the plan. The article revises Juncker’s biography, its facts being made more precise and incorporated in the context of the history of Russian pedagogy; it also analyses the content of the report. This original project is rich in the concepts that are topical in the conditions of the development of pedagogical concepts in Russia: e.g. the use of multifont and multilanguage ABC-books, the publication of a reader consisted of classic Latin, German and French authors, etc. Some Juncker's ideas were put intp practice later, though both his priority and influence on their implementation are not so obvious. Being introduced into use, the report will make it possible to broaden the picture of the development of pedagogical concepts in Russia as well to study the role of the Academy of Sciences in its formative process.
Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy imple... more Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy implemented a far-reaching reform of Russian education. It appeared that the problems of two Russian universities had not been the key issues of the reform. Apparently, that was the reason why they were not previously considered as a part of the systemic all-European crisis in higher education, which had been caused by a need to secularize universities and inculcate national languages into them, as well as by the general development of sciences, especially physical and cameral ones. Methods and materials. The article for the first time analyzes the model of the Academy’s College created at the Petersburg Academy of Sciences in 1770 to replace the Academy’s university that had ceased to exist in 1767. Based on the “Privileges and Statute of the Saint Petersburg Imperial Academy of Sciences” (1770), the research proves that this document compiled by Vladimir G. Orlov was brought into action wit...
Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии ... more Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии в XVIII веке. Санкт-Петербург: Издательство Санкт-Петербургского университета, 2019. 144 с.
В статье рассматривается эволюция риторики, употреблявшейся в первой трети XIX в. профессорами ро... more В статье рассматривается эволюция риторики, употреблявшейся в первой трети XIX в. профессорами российских университетов при аргументации необходимости увольнения коллег. Выявлены факторы, повлиявшие на формирование риторики: от объективных (возраст корпораций, государственная идеология) до субъективных (позиции министров и попечителей учебных округов).
ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies
This article presents a summary of the reports and transcripts of the discussion held on October ... more This article presents a summary of the reports and transcripts of the discussion held on October 24, 2020, at a panel on the functioning of foreign languages in 18th-century Russia, which took place during the international conference "Müller Readings-2020." The attendees discussed different approaches to the subject using various historical examples, such as the language of the manuscripts presented to Peter the Great and Catherine I; the languages of Russian-Turkish diplomacy in the reign of Peter the Great; the problems of the horizon of the translator and the genre conditionality of the use of languages; their use in the initial period of the existence of the St. Petersburg Academy of Sciences; and the problems of publishing foreign language sources. Several reports were devoted to the history of teaching foreign languages among various social strata, as well as to the methods of teaching languages in the 18th century.
St. Tikhons' University Review. Series IV. Pedagogy. Psychology, 2020
In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolboks i... more In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolboks in Germain and in Russian. This plan was partly carried out, and the books published in 1738-1748 became a stable part of school education in Russia, being in demand up to the middle 1780s. "The Obedient Proposal for the Introduction of Identical Books to all Schools of Russian Empire, that made to Your Excellency Baron von Korff and all Members of the Academy" (“Unmaaßgebliche Vorschlag an Sr. Excell. der Herrn Cammer-Herrn von Korff, als Chef, und die sämtlichen Glieder der Academie der Wissenschaften, die Einführung gleicher Bücher in die sämtlichen Schulen der Russischen Reiches betreffend”, 1735), a report by G.F.W. Juncker discovered in St. Petersburg Branch of the Archives of the Russian Academy of Sciences, clarifies both the scale and the details of the plan. The article revises Juncker’s biography, its facts being made more precise and incorporated in the context of the history of Russian pedagogy; it also analyses the content of the report. This original project is rich in the concepts that are topical in the conditions of the development of pedagogical concepts in Russia: e.g. the use of multifont and multilanguage ABC-books, the publication of a reader consisted of classic Latin, German and French authors, etc. Some Juncker's ideas were put intp practice later, though both his priority and influence on their implementation are not so obvious. Being introduced into use, the report will make it possible to broaden the picture of the development of pedagogical concepts in Russia as well to study the role of the Academy of Sciences in its formative process.
Костина Т.В. Альтернатива университету: Академическое училище В.Г. Орлова (1770) // Вестник Волгоградского государственного университета. Серия 4, История. Регионоведение. Международные отношения. 2020. Т. 25, № 2. С. 44–55. , 2020
Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy imple... more Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy implemented a far-reaching reform of Russian education. It appeared that the problems of two Russian universities had not been the key issues of the reform. Apparently, that was the reason why they were not previously considered as a part of the systemic pan-European crisis in higher education, which had been caused by a need to secularize universities and start teaching in national languages into them, as well as by the general development of sciences, especially physical and cameral ones. Methods and materials. The article for the first time analyzes the model of the Academy’s College created at the Petersburg Academy of Sciences in 1770 to replace the Academy’s university that had ceased to exist in 1767. Based on the “Privileges and Statute of the Saint Petersburg Imperial Academy of Sciences” (1770), the research proves that this document compiled by Vladimir G. Orlov was partially brought into action without any legislative approval. Analysis. According to the Orlov’s Statute, Academy’s College appeared at the Academy to reproduce scientists who represented science, but not liberal arts which coincided with the new trend of the Academy of Sciences. It was arranged according to the model common to all education institutions reformed under Ivan I. Betskoy. After completing the main course of study, students were renamed as élèves and assigned to particular academicians for the improvement in science. At the same time, they attended public science courses, which corresponded to the university program in science and since then were allowed to be read not only in Latin and Russian (as in the Statute of 1747), but also in new European languages. Results. Hence, an alternative model of training academic staff, which meant a higher educational level, was created at the Academy of Sciences.
Костина Т.В. Грамматические учебники в Гимназии Петербургской академии наук: прагматика выбора и создания // Ученые записки НовГУ. 2020. № 5(30). С. 10, 2020
Kostina T.V. Grammar textbooks at the Gymnasium of the St. Petersburg Academy of Sciences: the pr... more Kostina T.V. Grammar textbooks at the Gymnasium of the St. Petersburg Academy of Sciences: the pragmatics of
choice and creation. The Grammars published at the St. Petersburg Academy of Sciences for teaching German, Latin, French, and Greek were created and adapted in close connection with the curriculum adopted at the Academy’s Gymnasium. This fact influenced not only on the choice of sources for their translation and adaptation, but also the features of the creation process, as well as the history of the existence of those textbooks. “Die Teutsche Grammatica” (1730), the German Grammar processed by Martin Schwanwitz, was adapted, translated into Russian and published as a bilingual book. The Grammar was prepared to teach Russian children the German language, but due to the changes in the program of the Academy’s Gymnasium, it was apparently successfully applied in bilingual classes, where some students learned German as a foreign language and some learned it as a native one. Latin, French, Greek, and Italian languages were also taught in the bilingual classes of the Academy’s Gymnasium with the manuals that had been developed in German Protestant lands and adapted for German-speaking students. The popularity of the Grammars created at the Academy of Sciences allows us to raise a question about the need to thoroughly study the worldview they offered the students, along with the study of foreign language.
Кто и как преподавал языки в Петербургской академии наук в XVIII в.? [Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии в XVIII веке] // Вивлioѳика: E-Journal of Eighteenth-Century Russian Studies, Vol. 8 (2020): 159-168
Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии ... more Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии в XVIII веке. Санкт-Петербург: Издательство Санкт-Петербургского университета, 2019. 144 с.
Review of: L. V. Moskovkin, Language Education at the Academic University and Gymnasium in the Eighteenth Century. St. Petersburg: Izdatel’stvo Sankt-Peterburgskogo Universiteta, 2019. 144 p.
Санкт-Петербург 2013 Санкт-Петербургский научный центр РАН Объединенный научный совет по обществе... more Санкт-Петербург 2013 Санкт-Петербургский научный центр РАН Объединенный научный совет по общественным и гуманитарным наукам Санкт-Петербургский филиал Архива Российской академии наук Фонд поддержки и развития русско-немецких отношений «Русско-немецкий центр встреч» Международная ассоциация исследователей истории и культуры российских немцев СЕРИЯ AD FONTES. МАТЕРИАЛЫ И ИССЛЕДОВАНИЯ ПО ИСТОРИИ НАУКИ ВЫПУСК 4
In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolbooks ... more In the middle 1730s, Petersburg Academy of Sciences debated whether to
make a set of schoolbooks in German and in Russian. This plan was partly carried out, and the books published in 1738‒1748 became a stable part of school education in Russia, being in demand up to the middle 1780s. “Obedient Proposal for the Introduction of Identical Books to all Schools of Russian Empire, that made to Your Excellency Baron von Korff and all Members of the Academy” (“Unmaaßgeblicher Vorschlag an Er. Excell. der Herrn Cammer-Herrn von Korff , als Chef, und die sämtlichen Glieder der Academie der Wissenschaften, die Einführung gleicher Bücher in die sämtlichen Schulen der Russischen Reiches betreff end”, 1735), a report by G. F. W. Juncker discovered in the St. Petersburg Branch of the Archive of the Russian Academy of Sciences, clarifi es both the scale and the details of the plan. The article revises Juncker’s biography, its facts being made more precise and incorporated in the context of the history of pedagogy in Russia; it also analyses the content of the report. This original project is rich in project, rich in ideas that are topical in conditions of development of pedagogical thought in Russia, e.g. the use of multifont and multilanguage ABC-books, the publication of anthologies of prominent authors belonging not only to the Classical Latin, but also to the new German and French literatures, etc. Some ideas described in the project came to be put into practice later, though Juncker’s priority in the utterance and his infl uence on their implementation are not obvious. Being introduced into use, the report will make it possible to broaden the picture of the development of pedagogical thought in Russia as well to study the role of the Academy of Sciences in its formative process.
// Словене. 2019. Т. 8. № 2., 2019
In the 1730s, the administration of the St. Petersburg Academy of Sciences redesigned the program... more In the 1730s, the administration of the St. Petersburg Academy of Sciences redesigned the program of study at the Academy’s gymnasium. Their goal was to create an institution capable of preparing specialists not only for the Academy itself, but also for the civil service, which required people educated in both Russian and German. The regulation (reglament) developed by Georg Krafft in 1739, besides preserving the previous division of the gymnasium into Latin and German departments, redesigned the instruction offered by the German department to form a full curriculum, in which Russian-style instruction was as important as mastering the German language. This visionary project put together classes in which pupils whose native language was Russian would study in the same classroom as students whose native language was German, which led the Academy to develop a corpus of bilingual (German/Russian) textbooks. A key element of the syllabus was the study of “a Russian author” (analogous to the well-developed system of “reading authors” in European Latin schools), the first time this method had been introduced in a Russian school. Gottlieb Siegfried Bayer’s “Azov History” (Begebenheiten von Azow, 1736–37), translated into Russian by Ivan Taubert (1737), was chosen as the set text. The whole syllabus provided by Krafft’s 1739 gymnasium regulation, as well as the book-selling practice of the Academy in the early 1740s, makes it clear that the selection of Bayer's book was not coincidental — it corresponded well to the Russian reading public's ideas about proper verbal composition. The marginal status of verse (poetry) in this structure, combined with the actors’ attention to questions of style, provide the basis for a new narrative for Russian literary history of the 1730s, centered around the collective work of the translators of the under-studied Russian Society (Rossijskoe sobranie), established in 1735. Such a narrative would consider the whole catalogue of books published by the Academy, whether in Russian or in other languages.
The History of Grammar in Foreign Language Teaching, 2020
In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the... more In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the grammatical approach played a very important role. In schools for nobility, the word ‘grammar’ was hardly used for living languages. Early grammar teaching was combined with translation, dialogue memorization, reading, etc. The shift in focus towards more grammar in French and German classes had likely begun by the middle of the century, and was related to the general proliferation of the grammatical approach. A greater emphasis was placed on analysing grammatical form. These changes mark a shift away from the syncretic language learning approach of the Age of Enlightenment towards a new age characterised by the increasing separation of the aspects of language learning and the erosion of the links between them.
Vestnik of Saint Petersburg University. History, 2016
Исследование выполнено при финансовой поддержке РФФИ в рамках научного проекта № 15-06-04531 А и ... more Исследование выполнено при финансовой поддержке РФФИ в рамках научного проекта № 15-06-04531 А и программы НИУ ВШЭ по софинансированию проектов РФФИ и РГНФ (грант № 15-09-0289). This paper presents results of a research project supported by Russian Foundation for Basic Research (grant № 15-06-04531 A) and by RFBR/RFH matching funds program of the National Research University Higher School of Economics (grant № 15-09-0289).
Изданные при Петербургской академии наук грамматики для преподавания немецкого, латинского, франц... more Изданные при Петербургской академии наук грамматики для преподавания немецкого, латинского, французского и греческого языков создавались и адаптировались в тесной связи с принятыми в Академической гимназии программами обучения. Это влияло не только на выбор источников для их перевода и адаптации, но и на особенности процесса создания, а также на бытование этих учебных пособий. Die Teutsche Grammatica (1730) представляла собой переработанные М.Шванвицем немецкие грамматики, адаптированные, переведенные на русский язык и изданные в виде билингвы. Грамматика создавалась для обучения русских детей немецкому языку, но из-за изменений в программе Академической гимназии, по-видимому, успешно применялась в билингвальной аудитории, где часть детей усваивала немецкий язык как иностранный, а часть как родной. Латинский, французский, греческий и итальянский языки также преподавались в билингвальной аудитории Академической гимназии по пособиям, разработанным в немецких протестантских землях и ад...
The History of Grammar in Foreign Language Teaching (Amsterdam University Press, 2021), 133-154., 2021
In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the... more In eighteenth-century Russia, Latin was the main language of tuition in Church seminaries and the grammatical approach played a very important role. In schools for nobility, the word ‘grammar’ was hardly used for living languages. Early grammar teaching was combined with translation, dialogue memorization, reading, etc. The shift in focus towards more grammar in French and German classes had likely begun by the middle of the century, and was related to the general proliferation of the grammatical approach. A greater emphasis was placed on analysing grammatical form. These changes mark a shift away from the syncretic language learning approach of the Age of Enlightenment towards a new age characterised by the increasing separation of the aspects of language learning and the erosion of the links between them.
St. Tikhons' University Review. Series IV. Pedagogy. Psychology, 2020
In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolboks i... more In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolboks in Germain and in Russian. This plan was partly carried out, and the books published in 1738-1748 became a stable part of school education in Russia, being in demand up to the middle 1780s. "The Obedient Proposal for the Introduction of Identical Books to all Schools of Russian Empire, that made to Your Excellency Baron von Korff and all Members of the Academy" (“Unmaaßgebliche Vorschlag an Sr. Excell. der Herrn Cammer-Herrn von Korff, als Chef, und die sämtlichen Glieder der Academie der Wissenschaften, die Einführung gleicher Bücher in die sämtlichen Schulen der Russischen Reiches betreffend”, 1735), a report by G.F.W. Juncker discovered in St. Petersburg Branch of the Archives of the Russian Academy of Sciences, clarifies both the scale and the details of the plan. The article revises Juncker’s biography, its facts being made more precise and incorporated in the context of the history of Russian pedagogy; it also analyses the content of the report. This original project is rich in the concepts that are topical in the conditions of the development of pedagogical concepts in Russia: e.g. the use of multifont and multilanguage ABC-books, the publication of a reader consisted of classic Latin, German and French authors, etc. Some Juncker's ideas were put intp practice later, though both his priority and influence on their implementation are not so obvious. Being introduced into use, the report will make it possible to broaden the picture of the development of pedagogical concepts in Russia as well to study the role of the Academy of Sciences in its formative process.
Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy imple... more Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy implemented a far-reaching reform of Russian education. It appeared that the problems of two Russian universities had not been the key issues of the reform. Apparently, that was the reason why they were not previously considered as a part of the systemic all-European crisis in higher education, which had been caused by a need to secularize universities and inculcate national languages into them, as well as by the general development of sciences, especially physical and cameral ones. Methods and materials. The article for the first time analyzes the model of the Academy’s College created at the Petersburg Academy of Sciences in 1770 to replace the Academy’s university that had ceased to exist in 1767. Based on the “Privileges and Statute of the Saint Petersburg Imperial Academy of Sciences” (1770), the research proves that this document compiled by Vladimir G. Orlov was brought into action wit...
Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии ... more Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии в XVIII веке. Санкт-Петербург: Издательство Санкт-Петербургского университета, 2019. 144 с.
В статье рассматривается эволюция риторики, употреблявшейся в первой трети XIX в. профессорами ро... more В статье рассматривается эволюция риторики, употреблявшейся в первой трети XIX в. профессорами российских университетов при аргументации необходимости увольнения коллег. Выявлены факторы, повлиявшие на формирование риторики: от объективных (возраст корпораций, государственная идеология) до субъективных (позиции министров и попечителей учебных округов).
ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies
This article presents a summary of the reports and transcripts of the discussion held on October ... more This article presents a summary of the reports and transcripts of the discussion held on October 24, 2020, at a panel on the functioning of foreign languages in 18th-century Russia, which took place during the international conference "Müller Readings-2020." The attendees discussed different approaches to the subject using various historical examples, such as the language of the manuscripts presented to Peter the Great and Catherine I; the languages of Russian-Turkish diplomacy in the reign of Peter the Great; the problems of the horizon of the translator and the genre conditionality of the use of languages; their use in the initial period of the existence of the St. Petersburg Academy of Sciences; and the problems of publishing foreign language sources. Several reports were devoted to the history of teaching foreign languages among various social strata, as well as to the methods of teaching languages in the 18th century.
St. Tikhons' University Review. Series IV. Pedagogy. Psychology, 2020
In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolboks i... more In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolboks in Germain and in Russian. This plan was partly carried out, and the books published in 1738-1748 became a stable part of school education in Russia, being in demand up to the middle 1780s. "The Obedient Proposal for the Introduction of Identical Books to all Schools of Russian Empire, that made to Your Excellency Baron von Korff and all Members of the Academy" (“Unmaaßgebliche Vorschlag an Sr. Excell. der Herrn Cammer-Herrn von Korff, als Chef, und die sämtlichen Glieder der Academie der Wissenschaften, die Einführung gleicher Bücher in die sämtlichen Schulen der Russischen Reiches betreffend”, 1735), a report by G.F.W. Juncker discovered in St. Petersburg Branch of the Archives of the Russian Academy of Sciences, clarifies both the scale and the details of the plan. The article revises Juncker’s biography, its facts being made more precise and incorporated in the context of the history of Russian pedagogy; it also analyses the content of the report. This original project is rich in the concepts that are topical in the conditions of the development of pedagogical concepts in Russia: e.g. the use of multifont and multilanguage ABC-books, the publication of a reader consisted of classic Latin, German and French authors, etc. Some Juncker's ideas were put intp practice later, though both his priority and influence on their implementation are not so obvious. Being introduced into use, the report will make it possible to broaden the picture of the development of pedagogical concepts in Russia as well to study the role of the Academy of Sciences in its formative process.
Костина Т.В. Альтернатива университету: Академическое училище В.Г. Орлова (1770) // Вестник Волгоградского государственного университета. Серия 4, История. Регионоведение. Международные отношения. 2020. Т. 25, № 2. С. 44–55. , 2020
Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy imple... more Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy implemented a far-reaching reform of Russian education. It appeared that the problems of two Russian universities had not been the key issues of the reform. Apparently, that was the reason why they were not previously considered as a part of the systemic pan-European crisis in higher education, which had been caused by a need to secularize universities and start teaching in national languages into them, as well as by the general development of sciences, especially physical and cameral ones. Methods and materials. The article for the first time analyzes the model of the Academy’s College created at the Petersburg Academy of Sciences in 1770 to replace the Academy’s university that had ceased to exist in 1767. Based on the “Privileges and Statute of the Saint Petersburg Imperial Academy of Sciences” (1770), the research proves that this document compiled by Vladimir G. Orlov was partially brought into action without any legislative approval. Analysis. According to the Orlov’s Statute, Academy’s College appeared at the Academy to reproduce scientists who represented science, but not liberal arts which coincided with the new trend of the Academy of Sciences. It was arranged according to the model common to all education institutions reformed under Ivan I. Betskoy. After completing the main course of study, students were renamed as élèves and assigned to particular academicians for the improvement in science. At the same time, they attended public science courses, which corresponded to the university program in science and since then were allowed to be read not only in Latin and Russian (as in the Statute of 1747), but also in new European languages. Results. Hence, an alternative model of training academic staff, which meant a higher educational level, was created at the Academy of Sciences.
Костина Т.В. Грамматические учебники в Гимназии Петербургской академии наук: прагматика выбора и создания // Ученые записки НовГУ. 2020. № 5(30). С. 10, 2020
Kostina T.V. Grammar textbooks at the Gymnasium of the St. Petersburg Academy of Sciences: the pr... more Kostina T.V. Grammar textbooks at the Gymnasium of the St. Petersburg Academy of Sciences: the pragmatics of
choice and creation. The Grammars published at the St. Petersburg Academy of Sciences for teaching German, Latin, French, and Greek were created and adapted in close connection with the curriculum adopted at the Academy’s Gymnasium. This fact influenced not only on the choice of sources for their translation and adaptation, but also the features of the creation process, as well as the history of the existence of those textbooks. “Die Teutsche Grammatica” (1730), the German Grammar processed by Martin Schwanwitz, was adapted, translated into Russian and published as a bilingual book. The Grammar was prepared to teach Russian children the German language, but due to the changes in the program of the Academy’s Gymnasium, it was apparently successfully applied in bilingual classes, where some students learned German as a foreign language and some learned it as a native one. Latin, French, Greek, and Italian languages were also taught in the bilingual classes of the Academy’s Gymnasium with the manuals that had been developed in German Protestant lands and adapted for German-speaking students. The popularity of the Grammars created at the Academy of Sciences allows us to raise a question about the need to thoroughly study the worldview they offered the students, along with the study of foreign language.
Кто и как преподавал языки в Петербургской академии наук в XVIII в.? [Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии в XVIII веке] // Вивлioѳика: E-Journal of Eighteenth-Century Russian Studies, Vol. 8 (2020): 159-168
Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии ... more Рецензия на книгу: Л. В. Московкин, Языковое образование в Академическом университете и гимназии в XVIII веке. Санкт-Петербург: Издательство Санкт-Петербургского университета, 2019. 144 с.
Review of: L. V. Moskovkin, Language Education at the Academic University and Gymnasium in the Eighteenth Century. St. Petersburg: Izdatel’stvo Sankt-Peterburgskogo Universiteta, 2019. 144 p.
Санкт-Петербург 2013 Санкт-Петербургский научный центр РАН Объединенный научный совет по обществе... more Санкт-Петербург 2013 Санкт-Петербургский научный центр РАН Объединенный научный совет по общественным и гуманитарным наукам Санкт-Петербургский филиал Архива Российской академии наук Фонд поддержки и развития русско-немецких отношений «Русско-немецкий центр встреч» Международная ассоциация исследователей истории и культуры российских немцев СЕРИЯ AD FONTES. МАТЕРИАЛЫ И ИССЛЕДОВАНИЯ ПО ИСТОРИИ НАУКИ ВЫПУСК 4
In the middle 1730s, Petersburg Academy of Sciences debated whether to make a set of schoolbooks ... more In the middle 1730s, Petersburg Academy of Sciences debated whether to
make a set of schoolbooks in German and in Russian. This plan was partly carried out, and the books published in 1738‒1748 became a stable part of school education in Russia, being in demand up to the middle 1780s. “Obedient Proposal for the Introduction of Identical Books to all Schools of Russian Empire, that made to Your Excellency Baron von Korff and all Members of the Academy” (“Unmaaßgeblicher Vorschlag an Er. Excell. der Herrn Cammer-Herrn von Korff , als Chef, und die sämtlichen Glieder der Academie der Wissenschaften, die Einführung gleicher Bücher in die sämtlichen Schulen der Russischen Reiches betreff end”, 1735), a report by G. F. W. Juncker discovered in the St. Petersburg Branch of the Archive of the Russian Academy of Sciences, clarifi es both the scale and the details of the plan. The article revises Juncker’s biography, its facts being made more precise and incorporated in the context of the history of pedagogy in Russia; it also analyses the content of the report. This original project is rich in project, rich in ideas that are topical in conditions of development of pedagogical thought in Russia, e.g. the use of multifont and multilanguage ABC-books, the publication of anthologies of prominent authors belonging not only to the Classical Latin, but also to the new German and French literatures, etc. Some ideas described in the project came to be put into practice later, though Juncker’s priority in the utterance and his infl uence on their implementation are not obvious. Being introduced into use, the report will make it possible to broaden the picture of the development of pedagogical thought in Russia as well to study the role of the Academy of Sciences in its formative process.
// Словене. 2019. Т. 8. № 2., 2019
In the 1730s, the administration of the St. Petersburg Academy of Sciences redesigned the program... more In the 1730s, the administration of the St. Petersburg Academy of Sciences redesigned the program of study at the Academy’s gymnasium. Their goal was to create an institution capable of preparing specialists not only for the Academy itself, but also for the civil service, which required people educated in both Russian and German. The regulation (reglament) developed by Georg Krafft in 1739, besides preserving the previous division of the gymnasium into Latin and German departments, redesigned the instruction offered by the German department to form a full curriculum, in which Russian-style instruction was as important as mastering the German language. This visionary project put together classes in which pupils whose native language was Russian would study in the same classroom as students whose native language was German, which led the Academy to develop a corpus of bilingual (German/Russian) textbooks. A key element of the syllabus was the study of “a Russian author” (analogous to the well-developed system of “reading authors” in European Latin schools), the first time this method had been introduced in a Russian school. Gottlieb Siegfried Bayer’s “Azov History” (Begebenheiten von Azow, 1736–37), translated into Russian by Ivan Taubert (1737), was chosen as the set text. The whole syllabus provided by Krafft’s 1739 gymnasium regulation, as well as the book-selling practice of the Academy in the early 1740s, makes it clear that the selection of Bayer's book was not coincidental — it corresponded well to the Russian reading public's ideas about proper verbal composition. The marginal status of verse (poetry) in this structure, combined with the actors’ attention to questions of style, provide the basis for a new narrative for Russian literary history of the 1730s, centered around the collective work of the translators of the under-studied Russian Society (Rossijskoe sobranie), established in 1735. Such a narrative would consider the whole catalogue of books published by the Academy, whether in Russian or in other languages.
Петрозаводская: Воспоминания / издание подгот. П. Г. Гайдуков, Т. В. Костина и А. В. Сиренов; отв. ред. П. Г. Гайдуков. Москва: ИА РАН; Издательство «Кучково поле», 2024, 2024
Gennady Nikolaevich Likhachev, an ornithologist and son of the academician N. P. Likhachev, descr... more Gennady Nikolaevich Likhachev, an ornithologist and son of the academician N. P. Likhachev, describes in his memoirs the life of his family on Petrozavodskaya Street in St. Petersburg. In the house built for the family, behind a simple and austere facade, was hidden a unique museum of writing created by his father. The author's happy childhood in a large noble family, visits from friends, relatives, and eccentric museum visitors, summer trips to the Sushnevo estate, his father's scientific research, and the author's own search for his life path were interrupted by wars and revolutions. The cozy family life and the father's dreams were gradually destroyed, with family members scattered across the country, many of them perishing.
Студенты Петровского университета. Альбом / Отв. ред. И.Л. Тихонов, Т.В. Костина. СПб.: Изд-во СПб. ун-та, 2022. 320 с., 2022
Настоящее издание рассказывает о питомцах первого российского университета, действовавшего в XVII... more Настоящее издание рассказывает о питомцах первого российского университета, действовавшего в XVIII веке в составе Академии наук и воспитавшего целую плеяду известных ученых, педагогов, государственных деятелей, литераторов и переводчиков, которые внесли огромный вклад в становление отечественной науки, культуры и просвещения. В качестве иллюстраций впервые публикуются многие документы из Санкт-Петербургского филиала Архива Российской Академии наук, относящиеся ко времени их обучения, а также из других отечественных и зарубежных архивов, музеев и библиотек.
Костина Т.В. Подготовка элит Российской Империи в учебных заведениях Академии наук (1726–1805) // Актуальное прошлое: взаимодействие и баланс интересов Академии наук и российского государства в XVIII — начале XX в. Очерки истории... СПб., 2018. Кн. I. C. 207–302, 2018
В коллективной монографии на архивных материалах освещены важные аспекты взаимодействия государст... more В коллективной монографии на архивных материалах освещены важные аспекты взаимодействия государственной власти Российской империи и Императорской Санкт-Петербургской Академии наук с момента ее основания до 1917 г.
Публикуемый онлайн фрагмент: Костина Т.В. Подготовка элит Российской Империи в учебных заведениях Академии наук (1726–1805) // Актуальное прошлое: взаимодействие и баланс интересов Академии наук и российского государства в XVIII — начале XX в. Очерки истории: в 2 кн. / сост. и отв. ред. д. и. н. И. В. Тункина. 2-е изд. испр. и доп. СПб. : «Реноме», 2018. Кн. I. C. 207–302.