• A
  • A
  • A
  • ABC
  • ABC
  • ABC
  • А
  • А
  • А
  • А
  • А
Regular version of the site
Of all publications in the section: 11
Sort:
by name
by year
Article
Rusanov A. History of Education and Children's Literature. 2014. Vol. IX. No. 1.

The paper reviews the problem of caesuras and continuity of Portuguese University’s history. A study of the University papers showed gaps in its institutional history caused by several relocations from Coimbra to Lisbon. Sometimes such caesuras raise doubts in the continuity of the University’s history and suggest the existence of different studia generalia that alternated with each other for the period under study. However, contemporary historians and members of the university community view the different universities as parts of one and the same university. Our case-study demonstrates that this view is based on the documents concerning economic privileges granted to the University by the country’s rulers and the Roman popes. If recognized as a new university, the studium generale would have lost its former privileges. Thus, the logic of collective memory of Portuguese University was based on the image of its historical continuity.

Added: Jan 29, 2014
Article
Vishlenkova E. A. History of Education and Children's Literature. 2014. Vol. IX. No. 1. P. 203-225.

 

ABSTRACT: The article tracks the evolution of discourses and languages of university history writing in the pre-Soviet era (1755–1917). Vishlenkova explores the objectives of authors who wrote history on commission from the Russian government or administration. The article discusses the state of university archives and describes the analytical tools of university historians and the responses of contemporaries to the histories created by these authors. Despite a radical change in the historical-cultural context, nearly all discourses that emerged in the nineteenth century survive to this day. Moreover, they offer a historical basis for reforming the higher educational system.

Added: Sep 12, 2014
Article
Ilina K. A. History of Education and Children's Literature. 2017. Vol. XII. No. 2. P. 263-277.

The article describes the adaptation in Russia of the new methods of teaching and research developed by German classical philologists. In the 1830s they were introduced to Russian universities by students and graduates returning from traineeships abroad and by visiting German scholars. Drawing on documents from archives of Kazan and Moscow universities as well as those of the Ministry of Education, the author shows how methods of teaching, reviewing, discussions in faculty council meetings and theses defenses influenced the quality of Russian classical philology.

Added: Oct 22, 2016
Article
Kozlova M. A. History of Education and Children's Literature. 2014. Vol. IX. No. 2. P. 163-184.

The article is aimed at searching for principles of cross-cultural comparison of moral systems. We accept anthropologically oriented approach, and undertake the study of the moral guidelines that the Russian society translates to the younger generations. Comparative analysis of the Soviet and post-Soviet textbooks have revealed both quantitative and qualitative changes in the moral standards, appraisements and judgments to be translated to children: the representativity of individualizing moral foundations expands, while the representativity of those ‘working on the benefit of group’ shrinks. Translators of moral standards in the Soviet period had a generalized nature: a large, stable social community – the Soviet people, the state – are represented in this role in the soviet textbooks. In the post-Soviet period the situation has changed: the function of moral socialization performed by more personalized subjects – a small group, family.

Added: Dec 7, 2014
Article
Kozlova M. A. History of Education and Children's Literature. 2018. Vol. XIII. No. 2. P. 31-47.

The article reviews a problem set of intergenerational cultural transmission through the example of primers, which were published for Russian-speaking children in Latvia and Poland in the period of 1920s. We compare the content of the alphabet books published in limitrophe states with the content of the alphabet books published in Soviet Russia at the same time, so as to reveal the particular nature and instruments of socio-cultural transmission in the communities of Russian-speaking minorities who found themselves in the actual emigration. Conceptual framework of research consists of culture typology by M. Mead and recent studies of intergenerational cultural transmission and social cohesion. Source base of conducted research consisted off three primers published in 1920s in Latvia and one primer published in Poland. In addition we reviewed two primers published within the same time frame in Soviet Russia. Model of intergenerational transmission in the analyzed Latvian emigrant primers is based on a child’s urge to individual development of values and guidelines, testing of behavioral practices, etc., using means recommended by adult community, i.e. knowledge and education. Therefore, Latvian primers «allow» children to be included in network of weak ties, thereby loosening in-group cohesion, but preparing children for integration into dominant culture.  In the Polish edition of primer for Russianspeaking children one can observe classic post figurative type of intergenerational cultural transmission. This «permanence» of conveyed values and illusion of stability homogenize community, both vertically and horizontally, and provide in-group cohesion, protecting the group as a cocoon from cultural diffusion and assimilation. In Polish textbooks this cohesion strategy is supported and strengthened by representation of external environment as hostile and in-group environment as stable, based on age-proven popular wisdom and support of superior, i.e. divine, essence. Content analysis of primers published in 1920s in Soviet Russia allows talking about reconstruction of postfigurative type of intergenerational cultural transmission. In the context of actual abruption of cultural continuity the strategy of extrapolation of intrafamilial model to the society at large is used here. It enables to normalize current social transformations and legitimates established social hierarchy.

Added: Dec 13, 2018
Article
Caroli D., Saburova T., Eklof B. History of Education and Children's Literature. 2018. Vol. XIII. No. 1. P. 685-701.

During the 14th and 15th October 2017, a conference organized by Ben Eklof (Indiana University), Igor Fedyukin (Higher School of Economics (Moscow), Tatiana Saburova (Higher School of Economics, Indiana University), Elena Vishlenkova (Higher School of Economics, Moscow) has  been held at the Indiana University Europe Gateway at CIEE Global Institute (Berlin) with the aim to discuss new narratives about the history of Russian education, aroused by James C. Scott’s books, Seeking like a State. How Certain Schemes to Improve the Human Condition Have Failed (1998), in particular on the basis of the concept of “high modernism” in its effort to redesign society and of the role of knowledge in the context of social and economic changes.

Added: Jun 14, 2018
Article
Dmitriev A. N. History of Education and Children's Literature. 2014. Vol. IX. No. 1. P. 269-286.

Dmitriev's paper revisits and reconsiders university tradition in Soviet and post-Soviet era as it is reflected in Russian narratives about universities. The official discourse of the period of 1920s-1930s was characterized by the emphasis on the idea of revolutionary rupture with the old [imperial] university tradition. In contrast, from mid-1930s and later, still during Stalin's lifetime, the emphasis shifted to the discussions of the struggle of 'progressive professorship' for the advanced ideals and Russian science. Then, in 1960s-1980s the idea overcame of direct succession between Soviet and pre-Revolutionary university. After 1991 the idea of 'classic university' became the most important administrative concept and the rationale for privileges legitimization. The prominence of this notion is motivated by the desire to preserve the academic hierarchy and the intrinsic structure of the universiy of the Brezhnev era.

Added: Nov 15, 2014
Article
Parsamov V. History of Education and Children's Literature. 2015. No. X/2. P. 345-357.
The article is focused on the establishment of the Higher Attestation Commission (the VAK) within the context of the Bolshevik politics in the sphere of higher education. This was a link in the chain of measures called «the Great Break» by Stalin. Under Stalin, the system of the attestation of academics became one of the most important mechanisms, by which the academia was managed by the government. When the applications made by the candidates for degrees were considered ideological criteria usually mattered more than academic ones.
Added: Nov 25, 2015
Article
Morozov O. History of Education and Children's Literature. 2014. Vol. IX. No. 1. P. 301-320.

The article reviews the history writing practices employed at Tübingen University on the occasion of its 450th anniversary. The author examines an anniversary edition of the university's history and the speeches of professors, identifying in them the ways in which they represent historical plots and their role in the self-identification of the academic community.

 

Added: Jun 14, 2014
Article
Pavel Ouvarov. History of Education and Children's Literature. 2013. Vol. IX. No. 1.

The article explores the 16-th century lawsuit in Paris University. If we look for the causes of future collisions in the 1586 court hearings, then we should speak more generally about the conflict between the Theology and Art Faculties, between the dean and the Rector, or between the Sorbonne and Navarra colleges. Latent rivalry, hitherto shadowed by struggle against the ‘common’ enemies, such as the Protestants, Jesuits, royal encroachments on academic privileges and property (such as Pré-aux-Clercs), the attempts to carry out a radical college reform, would boil over into an open conflict in the mid-17th century. Weapon in all these conflicts was University history. The author scrutinized the lawers’ arguments as the building materials for inventing traditions of Paris University.

Added: Jan 29, 2014
Article
Uvarov P. Y. History of Education and Children's Literature. 2014. Vol. IX. No. 1. P. 227-250.

The article explores the 16-th century lawsuit in Paris University. If we look for the causes of future collisions in the 1586 court hearings, then we should speak more generally about the conflict between the Theology and Art Faculties, between the dean and the Rector, or between the Sorbonne and Navarra colleges. Latent rivalry, hitherto shadowed by struggle against the ‘common’ enemies, such as the Protestants, Jesuits, royal encroachments on academic privileges and property (such as Pré-aux-Clercs), the attempts to carry out a radical college reform, would boil over into an open conflict in the mid-17th century. Weapon in all these conflicts was University history. The author scrutinized the lawers’ arguments as the building materials for inventing traditions of Paris University.

Added: Jan 29, 2014