Педагогическая периодика в Казанском учебном округе, Российская империя (1865-1917) (original) (raw)
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Espacio, Tiempo y Educación
This article aims to present some new academic journals on the history of pedagogy and education published in Russia today. These journals were mainly founded after 2003, and, since then, have been contributing to a substantial revival in the field of the history of education and pedagogy. This paper is divided into five parts. The introduction presents some major changes that have occurred in the history of education and pedagogy in post-Communist Russia since the end of the 20th century until the first decades of the 21st century. The three following parts, each divided into two sections, are dedicated to one of the most important Yearbooks and to the two main Russian academic journals, in particular to their institutional connections and evolution over the last decades: The History of Pedagogy Yearbook (IPE) (1.a); The History of Education Journal (IPZ) (2.a); National and Foreign Pedagogy (OZP) (3.a). These journals are published, respectively, by the Academy of Public Administr...
QUADERNI DI STUDI INTERCULTURALI #3, 2017, 2017
The beginning of the XXth century in Russia was marked by a rise in interest in childhood. Different aspects of childhood were analysed by professionals and discussed by the public. The urgent need for democratic education reforms became obvious to both society and the state. Between 1900-1913 the budget of the Ministry of Education had increased fivefold. Political parties made education reforms an important issue in their programmes. Throughout Russia hundreds of educational societies and pedagogical circles came into being and thousands of public libraries were opened. Various aspects of childhood and education -social, philosophical, psychological -were discussed at numerous pedagogical conventions and conferences on public education, women's education, people's universities, etc. To promote progressive ideas exhibitions such as the "Child Development and Education" (April 1914) exhibition were organised. Publications on education, pedagogical theories, and child psychology were in great demand. Professional, as well as popular periodicals, the number of which had increased considerably during that period (304 pedagogical periodicals in 1916), provided information on various aspects of education. Humanistic pedagogical theories and progressive practices from all over the world aroused great interest, became subjects of discussion and gave the impulse for pedagogical experiments. For example, two of the most popular pedagogical magazines were launched in 1890 -Vestnik Vospitanya (Bulletin of Education) and Russkaya Shkola (Russian School). Both aimed at a wide audienceschools and families -and maintained a high and professional level of publication. Articles were published on social and experimental pedagogy, vocational education, and international practices. While Vestnik Vospitanya devoted much attention to child psychology, pre-school education, and paediatric hygiene, Russkaya Shkola dealt mostly with the most urgent problems in Russian education. Children's reading also became an important topic for consideration -both as an educational tool and as a medium for cultural development. Two new magazines devoted to children's reading appeared in 1911 -Novosty Detskoy Literatury (Children's Literature News) (Moscow) edited by A. Kolmogorov and Chto I Kak Chitat Detyam (What and How to Read to Children) (St.-Petersburg) edited by Eugene Jelachich. Both magazines published reviews of children's books, as well as literary critiques and articles on children's reading and education. Due to historical reasons -the social revolution of 1917 that resulted in crucial changes in Russian society and a revised attitude to historical matters -the First World War had not, for a long time, been the subject of proper scientific research and it is only in the last decades that evidence based research of this period has been thoroughly investigated. Periodicals from that period provide important information on the epoch of the Great War. Articles from pedagogical magazines present a diversity of educational and cultural policies, and of opinions in Russia, and could be used as a source of knowledge on the topic.
Perspectives of Science & Education, 2023
Introduction. The relevance of this publication is explained by the 200th anniversary of the birth of Konstantin Dmitrievich Ushinsky (1823-1870), and the fact that the work of the great Russian teacher as editor of the main pedagogical journal of Russia wasn′t reflected in the publications of Russian historians of pedagogy and education. The purpose of the article is to characterize his activities as editor of the "Journal of the Ministry of Public Education". Materials and methods. The author uses as research methods: analysis of historical-pedagogical and memoir literature, biographical, historical and comparative methods, as well as axiological (value) approach to the study of historical-pedagogical material. Results. The article shows that before K. D. Ushinsky, the content of the journal didn′t meet the requirements of the time and the needs of teachers, primarily primary school teachers as the most popular type of schools in Russia. The content of the materials published on the pages of the journal didn′t provide an exhaustive answer to those topical pedagogical questions that so worried the advanced pedagogical public opinion at the end of the 1850s. Editor K. D. Ushinsky introduced four sections in the journal: pedagogy and didactics; auxiliary sciences; criticism and bibliography; news and "mixture". He ensured the timely release of the journal, whereas earlier issues were delayed for six months or more. Talented authors were attracted to work in the journal. As a result, K. D. Ushinsky's persistent efforts to transform the "Journal of the Ministry of Public Education" brought positive results. Discussion of the results. The journal, which had previously been a purely official collection of orders of the ministry, as well as a random selection of special articles, usually far from pedagogy, turned into a publication that became a printing center that united progressive pedagogical forces in Russia. The journal responded sensitively to advanced educational trends and current events in the field of education, sought to direct public opinion in the direction that corresponded to the views of Ushinsky himself. All this allowed the journal to take a prominent place among Russian periodicals. The article reveals the relationship of K. D. Ushinsky with the Ministers of Public Education E. P. Kovalevsky and A. V. Golovnin, with some authors, for example, with I. S. Bellyustin. Conclusion. Despite the short period of time, K. D. Ushinsky's activity as an editor of a pedagogical journal left a bright mark in the history of Russian education, and had positive consequences for the development of the progressive Russian pedagogical press. Nevertheless, there is a need for further research on this topic. In particular, the question of the activities of K. D. Ushinsky's colleagues in the journal remains completely unexplored in the Russian history of pedagogy.
The activities of the educators in Russia in the first half of the XVIII-th century
Perspektivy nauki i obrazovania – Perspectives of Science and Education, 2020
Today's educational situation in Russia is characterized by active efforts of native teachers and officials to improve national educational system. Hence are numerous attempts of the creative rethinking of all those valuable successes, that had been reached by predecessors. In this regard, educational reform of the first quarter of the XVIII-th century is of considerable interest for modern educators. This reform was carried out by the Emperor Peter I and his associates. Peter I has undertaken a number of progressive steps in order to establish various types of schools in the cities as well as in provincial towns and villages. First libraries, typographies, Academy of sciences were established due to his decrees. The article presents the progressive educational efforts of the Bishop Lavrenty Gorka (1671-1733), the founder of the first Slav-Latin school in the town of Hlynov, in the Vyatka province. The article is aimed to show in what way the initial phase of the process of enlightenment in rural Russia was carried out. Much attention in the article is devoted to the characteristic of socio-political conditions which influenced the initial stage of the process of the enlightenment, and to the role of the Emperor Peter I in the process of education in Russia, as well as to the description of difficulties which the first educators had to overcome. The Vyatka province was a remote region of the Russian Empire in the XVIII-th century, and as well as all the other Russian regions of that time, it has suffered heavily from the illiteracy of its population. Gorka had to face a lot of difficulties: lack of textbooks, teachers, finance, facilities, etc. But the most difficult obstacle was the stubborn resistance of the local clergy; practically all the local priests were almost illiterate, and they didn't want to get well educated young rivals. Gorka made straightforward preparations for opening the first school in the Vyatka province. He succeeded in inviting well-educated teachers to Hlynov. A school library was established. Gorka was successful in gathering 400 pupils. He paid much attention to the rational organization of the school routine. After his death the succeeding Vyatka Bishops Veniamin Sahnovsky, Varlaam Skamnizky and Antony Illiashevich promoted the development of education in Hlynov. These were the first educators of the Vyatka province.
Polish press for children and youth up to 1918 year (assumptions of a research project)
Annales Universitatis Paedagogicae Cracoviensis | Studia ad Bibliothecarum Scientiam Pertinentia
Polish press for children and youth up to 1918 year... (assumptions of a research project) Research Project Objectives The main objective of the project is to prepare a monograph on the history of children and adolescents' periodicals which appeared in Poland until 1918 1. The research will be conducted from the perspective of periodicals' studies, utilizing bibliological, literary and historical methods. The result of the work will be both a critical, multi-faceted analysis of the phenomenon, and its comprehensive documentation. The main inspiration for the research is an awareness of the significance of the role of the discussed publishing ventures in the absence of any deeper scientific recognition of this issue. The Polish language press (including periodicals for children and youth) in the period of national enslavement served as a substitute for the non-existent (or limited by the invaders' policies) Polish institutions and organizations, and therefore was also serving a compensating function. As a result, it is one of the main components of the national culture of the period and-at the same time-it constitutes a basic research material for many disciplines (press studies, bibliology, literature studies, history of education, history of culture, socio-political history, etc.). The current state of knowledge leads us to the adoption of a number of specific hypotheses that follow directly from the compensatory function of the press of the period. Periodicals addressed to young readers (especially children) were: 1) an expression of changes in the perception and use of educational methods; 2) a testimony of the dominant patterns of education; 3) a literary reflection of the era and its mentality-and above all-4) a reflection of the evolution of these factors. Periodicals addressed the youth had a slightly wider range of purposes. They were, additionally, 5) an expression of the self-education and organization of youth and 6) a manifestation of their political aspirations. It is worth noting that some of these types of activity, until the end of the 19th century, were of a secret character. The first official or semi-official writings of this type emerged in Galicia (on a wider scale after 1898), followed by the area annexed by Russia (1905) and in the Prussian partition (1911).
Public Education in the Russian Empire at the end of the 19th century
European Journal of Contemporary Education, 2018
The paper reviews primary education in the Russian Empire at the end of the 19th century. It focuses on describing the successes and shortcomings of the public education system, as well as identifying the causes of its poor efficiency. As a summary, the authors concluded that the government of the Russian Empire consolidated major efforts to improve public education since the mid-19th century. At the same time, it is important to note that the government was not only committed to educating the population, but it also prioritized the role of parochial schools in the process, which paid much more attention to the spiritual and moral component. This is why significant numbers of parochial schools were opened across the Russian Empire, and the institutions enjoyed funding from the state treasury. On the other hand, schools in the system of the Ministry of Public Education, as well as zemstvo (zemstvo-an elective council responsible for the local administration of a provincial district in czarist Russia) and city schools financed by these communities, grew at a much less marked rate. In general, by the end of the 19th century, Russia achieved the encouraging progress in public education, and the transition to universal education was only a matter of time.
LCEA Revue de l’Institut des langues et cultures d'Europe, Amérique, Afrique, Asie et Australie, 2019
Beginning in the early 1920s, Bolshevik leaders proclaimed the need to radically revise the pre-revolutionary legacy of children’s literature and to create new Soviet books for children. In our paper, we seek to disentangle what factors played a role in the chances of legacy authors and works to be included in the limited selection of appropriated children’s classics by the 1930s. Based on thе comprehensive bibliographic data on books for children printed between 1918 and 1932 along with several authoritative Soviet sources recommending books for children, we use statistical modeling to assess what authorities effectively served as a kind of “security certificate” protecting certain authors and books from the default purge policy. Our results indicate that inclusion in the 1923 Narkompros list of authors whose work was pronounced a state monopoly, as well as inclusion in the Gorky’s list of books suggested for his “World Literature” publishing house both had a significant positive effect on the number of printings by the given author. Contrary to our expectations, the popularity of the author in the pre-revolutionary anthologies for children did not promise any significant publishing growth prospects in the 1920s and early 1930s. Dès le début des années 1920, les dirigeants bolchéviques ont proclamé la nécessité de réviser radicalement l’héritage prérévolutionnaire de la littérature jeunesse et de créer de nouveaux livres soviétiques pour enfants. Dans notre article, nous cherchons à dégager les facteurs qui ont favorisé les chances des auteurs et des œuvres patrimoniales d’être inclus dans la courte liste des classiques pour enfants, dans les années 1930. Sur la base de données bibliographiques complètes sur les livres pour enfants imprimés entre 1918 et 1932, et de plusieurs sources soviétiques faisant autorité pour recommander les livres pour enfants, nous effectuons une modélisation statistique pour évaluer quelles autorités ont effectivement servi de « sauf-conduit » protégeant certains auteurs et livres contre la politique de purge par élimination. Nos résultats indiquent que l’inclusion dans la liste du Narkompros de 1923 des auteurs dont l’œuvre a été déclarée monopole d’État, ainsi que l’inclusion dans la liste des livres proposés par Gorki pour sa maison d’édition « Littérature du monde » ont eu un effet positif significatif sur le nombre d’éditions de cet auteur. Contrairement à nos attentes, la popularité d’un auteur dans les anthologies pour enfants d’avant la révolution n’est pas corollée à une perspective de croissance significative de sa réédition dans les années 1920 et au début des années 1930. Начиная с начала 1920-х годов большевистские лидеры провозгласили необходимость радикального пересмотра революционного наследия детской литературы и создания новых советских книг для детей. В нашей работе мы стремимся разобраться, какие факторы повлияли на шансы авторов и их произведений быть включенными в ограниченный набор признанных детских классиков к 1930-м годам. На основе библиографических данных о книгах для детей, напечатанных в период с 1918 по 1932 год, а также ряда авторитетных советских источников, рекомендующих книги для детей, мы используем статистическое моделирование для оценки того, какие органы власти эффективно служили своего рода «охранной грамотой», защищающей определенных авторов и книги от того, чтобы быть исключенными из легитимного наследия. Наши результаты свидетельствуют о том, что включение в список Наркомпроса 1923 года авторов, чьи произведения были объявлены государственной собственностью, а также включение в список книг Максима Горького, предложенных им для издательства «Всемирная литература», оказали значительное положительное влияние на количество печатных изданий данного автора. Вопреки нашим ожиданиям, популярность автора в дореволюционных антологиях для детей не обещала сколько-нибудь значительных перспектив издательского роста в 1920-е и начале 1930-х годов.
The article reproduces the text of the report presented at the Workshop on the journals of History of Education, held on the 26 th of February 2015, as part of the Symposium of History of Education of Valladolid (Spain) and organized by the journal «Espacio, Tiempo y Educación» on the topic: La Pedagogía ante la Muerte. Reflexiones e interpretaciones en perspectivas histórica y filosófica. In it, the author analyses a number of issues related to the role played by scientific journals in the strengthening and internationalization of the research in the field of history of education. A particular importance, among the various debated topics, was given to the models of editorial management of the journals and their effects on the forms of scientific production, to the role of the social networks in the promotion of these same journals, to the procedures for open-access and free-access publication, to the indexing in the major international databases, such as ISI Web of Science by Thomson Reuters or SCOPUS by Elsevier, and finally to the editorial choice to focus on English monolingualism or to enhance multilingualism, publishing articles in different languages. EET/TEE