Zhurnal Ministerstva narodnogo prosveshcheniya

75-87

Authors: Ekaterina Y. Zharova

Physic and Mathematics faculties appeared in the universities of Russian Empire at the beginning of XIX century and Natural departments appeared only at the ending of the 1830-s – beginning of the 1840-s. That’s why professors’ positions of specialization in biology were taken by persons with medical education. Utilitarian view at the University was attractive for noble students, who didn’t want to make a career in science that was the reason for prevalence of the clergy and foreigners/emigrants’ children among biology professors at the second quarter of XIX century. Among four biology professors of the 1830-50-s who didn’t have medical education only two had graduated from Natural departments of Russian Universities, one was a graduating student of Main Pedagogical Institute, one more was a graduating student of Dorpat University. Only in the 1860-s situation was changed: science as an occupation for nobles became not “dishonourable”, general success of science gave a birth to the great interest in society and provoked young men to enter Natural departments and the development of educational and scientific institutions needs skilled personnel. As a result of these processes at the second half of XIX century the absolute majority of biology professors from Natural departments of Russian Universities were their graduating students.

105-117

Authors: Alexander A. Bessolitsyn

The purpose of the article is to research the activity of the state authorities and social organizations aimed at the establishment of the system of industrial education during the economic modernization in Russia at the edge of XIX–XX centuries. The research is based on the discussions about the relation between the general and special education, raised in the specialized journals devoted to the problems of technical and commercial education, as well as the discussion of these problems in the course of the activity of the branch congresses of entrepreneurs, who were potentially interested in training of the new employees for the developing industry. The respective debates reflected the willingness of the state and society to solve the problem of increasing the quality of human capital, which should have helped to complete the programme of the country’s social and economic development. The author makes a conclusion that, taking into account the low level of the general education, both among the workers at industrial enterprises and among the whole country’s population, the educational institutions of technical and commercial specialization faced the problem to determine the optimal educational programme which was easy to learn for the students of specialized educational institutions taking into account the significant deficit of knowledge received at general school. This situation resulted in the fact that Russian technical institutions and high schools had to compensate the deficit of humanitarian education by means of widening the list of general theoretical disciplines which, in its turn, resulted in the increased normative terms of education and, in this regard, negatively affected the speed of development of special education. The other side of this problem was the ambition to develop the own original model of training employees for the developing industry, having not only specialized knowledge but also a solid general theoretical education, which definitely increased the quality of human capital during the transformation of the agricultural state into the industrial one.

133-144

Authors: Alexey N. Grebenkin

This article presents the attempt of reconstruction of negative traditions existed in Orel Bakhtin cadet corps in the beginning of XX cent. The study is based on unpublished documents – the journals of pedagogical committee of the corps. The results of study show that governmental politics which was aimed at the extermination of bad tempers of pupils caused the significant transformation of sociocultural space of Orel Bakhtin cadet corps. The main reason of it was the coordinated work of pedagogical staff headed by V.L. Lobachevsky (in 1902-1905) and R.C. Luther (in 1905-1917). Proper measures based on instructions of the General department of military schools allowed to moderate the forms of hazing between pupils, give the positive direction to the tradition of comradeship and almost completely eliminate the homoerotic expressions. These achievements conduced to the improvement of the moral climate in the institution, helped to increase the class discipline and academic performance, promoted the cultural and aesthetic development of pupils. Results of this study may be used in the course of organization of pedagogical activity in contemporary military educational institutions of different levels, as well as in boarding educational institutions.

158-163

Authors: Veronika V. Alekseeva

In the article, on the basis of archrival’s documents, the contribution of the minister of the Bashkir Autonomous Soviet Socialist Republic F. Kh. Mustafina to the system of children's preschool education of the republic is analyzed. The chronological framework of work covers the period from 1955 to 1971. At this time in the country a number of the important normative documents which exerted impact on the system of preschool education were adopted. 1) Two types of preschool institution were united in one establishment: children's day nursery and kindergarten. 2) Approbation is carried out and the new "Program of education in kindergarten" is adopted to work. 3) The republican meeting on aesthetic education of children which was attended by teachers from the neighboring areas is organized. 4) The attention to the identity of the teacher was paid: his initiative, pedagogical skill, general political preparation. 5) Develops sensory education of children. 6) In physical training the main attention is directed to mobile sports: skis and skating. 7) Educational process is built about accounting of aesthetic education. 8) The attention of teachers is drawn of a children's game. 9) Kindergartens build according to special standard projects. 10) Dark furniture is replaced with shelves of light colors. 11) Inside the kindergarten there are artistic folk art. 12) The yard of kindergarten, where you can play from a place for childish sports. 13) The experience of teachers was recognized at the exhibition of achievements of the national economy of the USSR.

171-184

Authors: Alexander Yu. Morozov

The article is an overview of regional history textbooks and learning guides. We have chosen 95 items that were issued during the period from 2000 to 2016 inclusively in different territories of Russian Federation. This source base is very various and it helped us to understand the situation about educational literature on regional history. Basing on the completed analysis, we defined the main aims of learning the history of native land using contemporary textbooks and learning guides. These aims are: forming a knowledge about the importance of native land, its achievements and problems; development of the ability to work with sources on lessons and after classes. To solve these problems we tried to include regional history in the system of Russian history teaching. We tried to take into account students’ knowledge level and age features. We foreseeing the relationship between regional history textbooks (learning guides) and the common course of Russian history. We attempt to aim regional historic courses at using intersubject communications, which are the foundation of integration of students’ knowledge with their practical skills. Nevertheless, these intensions often remain no realized. In connection with this, we suggest to develop a compulsory external examination procedure of regional history textbooks and learning guides with a system of corresponding requirements.

25-37

Authors: Galina Mikhaleva

The article presents the results of the hermeneutic analysis of the Soviet film of Stalinism times about university students “Law of Life” (1940) as an example. It compares the media text to the cultural and historic tradition and reality of the Stalinist political regime. The research problem was to analyze and characterize the cultural and historical peculiarities, define the role and value of the university topic in the mirror of the Stalinist Soviet cinema in terms of culture studies, film studies, anthropology, gender studies and media education. The author of the article concludes that the Soviet cinematography of Stalinism based on the communist ideology: 1) continued to elaborate the idea of bringing up the younger generation as fighters with Communist Party enemies; this tendency began in the Soviet cinematography in the 1920-1930s, shifted the emphasis on fighting the enemies of the Soviet state from fighting the “outer” enemies onto the “inner” threats and enemies, in particular, moral and ideological enemies of the party, youth and the whole society, unlike the Soviet silent cinema period; 2) functioned as an ideological propaganda tool of the state policy for developing communist views and beliefs among young audiences; 3) paid special attention to moral and ideological development of youth in accordance with the communist moral values without describing the academic and working aspects of university students’ life; 4) kept on using stereotyped role and gender character profiles thus failing to create realistic representation and narrative depth.

47-61

Authors: A.Y. Shahanskaya

During hermeneutic analysis of Soviet and Russian posters and art photographs, the author came to the conclusion that the image of the teacher was significantly altered under the influence of various factors in different time periods of Russian history. Generally it can be represented as follows: - 1920s-1930s: a teacher is an authoritative source of knowledge, revolutionary, “the wrestler” with ignorance; - 1940s-1950s: a teacher is the heroic personality, the sacrificial way the profession is perceived as a mission, to educate the builders of the bright future, well respected in society and is an authority among students; - 1960s: a teacher more and more difficult to earn credibility, the image of the teaching profession less and less use for propaganda, social status of teacher is reduced, teaching is increasingly perceived as a vocation; - 1970s - 1980s: a society becoming more independent in choosing sources of information about the world, the teacher seems to be a creative person who loves his profession and children, but disadvantaged. - 1990s – present: the image of a teacher in the media texts is very ambiguous, as ambiguous and not uniform ideological, political and moral views of society today. Same different and diverse attitudes of the authors and the audience to the characters of media texts, it can be compassion, gratitude, and awareness of the importance of such professions as a teacher and some concerns about the future.