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MAIN PAGE > Journal "Modern Education" > Rubric "Historicism as a principle"
Historicism as a principle
Kirzhaeva V.P., Osovskii O.E. - pp. 16-27

DOI:
10.25136/2409-8736.2018.3.27206

Abstract:
Osovskiy O.E., Kirzhaeva V.P. - Nicholas Hans and the assessment of Soviet school policy of the Russian pedagogical émigré at the turn of 1920’s – 1930’s pp. 118-126

DOI:
10.25136/2409-8736.2018.3.27130

Abstract: This article reviews the problem of perception and assessment of the process of school building in USSR by the Russian pedagogical émigré at the turn of 1920’s – 1930’s. Having set the goal of creating the Russian foreign school, pedagogues and leaders of the social-pedagogical movement took a close eye on what was happening to the school homeward, assessed it with critical objectivity, highlighting the positive changes and pointing at dangerous tendencies. These issues are the focus of attention in the articles of Sergius Hessen, N. F. Novozhilov, A. L. Bem and N. A. Hans in the émigré pedagogical periodicals. Using the principles of the traditional historical-pedagogical research, approaches of content analysis and case study, the author determine the methodology applied by Nicholas Hans for analyzing the Soviet educational policy and school system. The authors reveal the scholar’s position, according to which the characteristic to the entire history of national school antagonism between radical and autocratic traditions finds its continuation in the Soviet school,  that in turn, allows extrapolating the conclusions based on the development stages of prerevolutionary school towards new situation. N. A. Hans uses similar approach in preparation of works about the Soviet school policy, addressed to the English audience. For the first time the authors introduce into the scientific discourse a number of Russian and English language publications of N. A. Hans, a notable participant of the social-pedagogical process of Russian émigré community, but yet unfamiliar to Russian audience. Nicholas Hans was one of the few Russian émigré, who was able to integrate into the scientific educational space of the Great Britain and became a prominent pedagogue-comparativist.
Gulyaikhina E.S. - Development of American School in Early XIX Century: Implementation of Joseph Neef Democratic Ideals in Educational Process pp. 121-146
Abstract: The article is devoted to Joseph Neef’s educational activities who sequentially implemented J.G. Pestalozzi’s ideas in the socio-cultural reality of the New World in early XIX-th century, seeking to do them basic principles of forming system of USA public education. The author examines the contribution to natural education development by the American educator and makes a comparative analysis of pedagogical conceptions of Pestalozzi and J. Neef.
Sosenkov F.S. - The Unity of Russia and the Conservative Approaches to Education: Political and Legal Views of S. S. Uvarov and K. P. Pobedonostsev pp. 126-136

DOI:
10.7256/2409-8736.2015.3.14695

Abstract: The subject of research is the idea of the national unity and their relationship with the direction of development of national education, expressed in the works of the representatives of the conservative social and political thought of S. S. Uvarov and K. P. Pobedonostsev. For the purpose of work is to analyze the scientific and journalistic works Uvarov and Pobedonostsev to determine the positions of the scientists on the problems of state unity and counteract the centrifugal tendencies of the state-legal development of Russia. Special attention is paid to such sources as "Some General principles that can guide the management of the Ministry of national education", "Decade of the Ministry of national education. 1833 - 1843" (S. S. Uvarov), "The Great lie of our time" (K. P. Pobedonostsev).In the course of work used historical and comparative research methods, system analysis, and context-based analysis of the text. Scientific novelty of the conducted research is the problem of the relationship between welfare state unity, anti-separatism and development of the state system of education. Studied theoretical and practical experience of S. S. Uvarov and K. P. Pobedonostsev in education suggests that the development of the national spirit of the education system is a necessary ideological resource of state unity.
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