Лермонтов в советской школе (1953-1991): канон, идеология, педагогика
The article explores the formation and evolution of the canon of Mikhail Lermontov’s works in literary curricula of the Soviet school, 1953–1991. Using the ministerial programs and official textbooks, the authors identify the corpus of Lermontov’s texts which were compulsory for reading, and trace its changes from the first to the latest Soviet curricula and educational standards. In addition, the article describes the evolution of interpretation of Lermontov’s life and works in different textbooks of the period, their connection with the ideological context and methodological discussions in school education.
The article reconstructs the history of the creation of Russia’s literary canon in the second half of the nineteenth century, and more speci cally – the phenomenon of Russian classic literature as codi ed in the high school curriculum of the time. The fact that teaching Russian literature was not abandoned in schools in the 1870s and that the writings published before about 1842 had acquired the status of “classics” owed to a very speci c political constellation. The author argues that the turn toward classicism in education in the early 1870s by the newly appointed minister of public education, Dmitry Tolstoy, re ected the regime’s determination to embrace and promote Russian nationalism while curtailing its democratic potential. This both opened up an opportunity for Russian literature to be included in the school curriculum and mandated the format of this inclusion as rigid lists of compulsory reading.
An article describes one of the earliest prose texts (never published or even known about) of Vsevolod Nekrasov, Russian concretist and conceptualist: it adds some significant information on "second avant-garde" notions of "classical literature".
The article is a critical review of the current condition of canon formation studies in Russia in its connection to Pushkin epoch and ‘golden age’ of Russian Literature. Besides, article reviews Pushkin reading which took place at the University of Tartu
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.