The Soviet Education Model : Russia’s Communist Legacy in Schools Past & Present (original) (raw)
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for specialists in Russian and Soviet history. Western scholars have gradually shifted their interest from pedagogical theories to the analysis of school systems understood as complex systems of educational norms, institutional aspects and national identity1. This was exactly what had happened after the collapse of the Soviet Union, when the Russian experts in education revealed a marked inclination to renew their research topics and methodologies2. This critical review has no pretensions to be exhaustive; nonetheless, it is an attempt to present the main studies of the Russian and Soviet school systems in a longue durée perspective. It will therefore aim at analysing all the different features of the Tsarist and Soviet schooling. On the one hand, in the Tsarist Autocracy, schooling had to carry out the political and national project of educating the nobility, building a new class of liberal Intelligentsia and “russifying”
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A responses to this article has been written by Natasha Artemeva and has been published in the next edition of AE-Extra The nature of the Soviet educational system has been developing in accordance with the Soviet Union's 70-year history. During these years that the Soviet Union was controlled by the communist party, it developed an ideology centered on communist party doctrine. Also, under the leadership of different rulers the system of Soviet Education passed through many changes and reforms. Consequently, it is difficult to describe the entire history of soviet education in brief since it is such a broad topic and comprehensive from its political and ideological perspective.
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There are few more stunning changes in global affairs than the rapid decline in Russia's standing in education, science and technology. Some of the challenges to the higher education system are common to all nations in an increasingly competitive global environment. In this competition, Russian myths about the quality of the Soviet achievement along with stifling bureaucracy and corruption are undermining the effect of increased funding. Russia also faces demographic and social challenges that make it difficult to ...
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The article presents the reformatory pedagogical development in the Soviet Russia in close connection with historical events in the post-revolution period of the XX century. The diversity of the upbringing and teaching forms and the stages of the reformatory pedagogy are described. Based on the experience of the American reforming teachers and enthusiasm of Russian educators and teachers, new experimental schools were established in Russia. In the post-revolutionary period of XX century, progressive Western innovations enabled to increase the level of school education in the Soviet Russia. The learning process was combined with the labor work and socially useful activities. Due to the advanced pedagogical experience, the methodical work was brought up to an adequate level. However, this growth occurred in the conditions of confrontation between the two tendencies—democracy and strict state control. Under the influence of the pedagogically RESUMEN: En el articulo se ha presentado el ...
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Ben Eklof, Larry E. Holmes and Vera Kaplan, eds. Educational Reform in Post-Soviet Russia: Legacies and Prospects. The Cummings Center Series. London and New York: Frank Cass, 2005. xvi, 350 pp. Appendixes. Glossary. Index.Where will Russia be in ten, twenty years? Will democracy succeed? Answers to these questions depend on the ability of Russian education to bring up a generation of civic-minded citizens who respect democratic values and human rights. To carry out such a monumental task, however, the educational system has first to change itself, depart from Soviet authoritarian approaches and indoctrination, and embrace new pedagogical ideas and technologies. Society's urgent need for educational reform made Boris Yeltsin proclaim education a top state priority in his Decree No. I. The book under review is a collective effort to detect the trends resulting from that historic decree. It seeks "to measure the progress of change" (p. 2) and identify the areas in transi...
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