‘If the war comes tomorrow’:

Bezrogov, Vitaly

doi:10.1017/cbo9780511894732.010

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…Children's periodicals are interpreted as another important educational factor, especially significant during the years of military trials [8]. Primary school textbooks are analyzed in order to clarify their patriotic orientation as a consolidating factor for children [9]. Researchers seek to identify their cultural and historical components in order to use the results obtained in the creation of a new generation of educational books [10].…”

Section: Resultsmentioning

confidence: 99%

A. S. Makarenko and the fate of his legacy in nowadays Russia

Pomelov

2023

P Sci Edu

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Introduction. The problem of educating the younger generation is one of the most important in modern Russian pedagogy. Russian scientists and teachers are carefully studying the legacy of their outstanding predecessors, the teachers of the past. Anton Semyonovich Makarenko (1888-1939) is one of such scientists who have left a unique mark in pedagogical science and practice. The article was written in connection with the 135th anniversary of his birth. The purpose of the article is to show the importance of Makarenko's personality in the development of Russian education. As tasks, the author highlights the characterization and evaluation of his achievements in practical work and pedagogical theory, the presentation of previously unknown biographical data of the teacher, his colleagues and relatives. Materials and methods. In the process of working on the article, the author used the following research methods: analysis of historical and pedagogical, memoir and fiction literature on the topic of the work, biographical, historical and comparative methods, as well as axiological (value) approach to the study of pedagogical innovations by A. S. Makarenko. Results. Up to the present time, Makarenko's personality, his practical activities and literary works cause heated debates among Russian practical teachers and theoretical teachers. The author characterizes Makarenko's achievements as a teacher, manifested in a factually reliable and accurate disclosure of the events of the biography of an outstanding teacher and his selfless efforts in the re-education of pupils and the pedagogization of their social environment. Makarenko is shown as a prominent writer and teacher. In fact, he is the founder of Russian artistic and pedagogical literature ("Pedagogical poem", "Flags on towers", "Book for parents"). Conclusion. The Soviet education had developed itself for decades in the main stream of the pedagogy of Makarenko. But the post-Soviet Russian education seems to avoid the Makarenko’s legacy. A. S. Makarenko is one of the most important teachers in the history of Russian education. His personality and pedagogical heritage need further study by historians of pedagogy.

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Section: Resultsmentioning

confidence: 99%

A. S. Makarenko and the fate of his legacy in nowadays Russia

Pomelov

2023

P Sci Edu

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“…This is not an easy objective to achieve when both the knowledge conveyed and the emotional load that accompany it have been contradictory, even paradoxical, throughout the Soviet era. The concept of "patriotism", which combined Soviet internationalism and militarism, contained both love for the "imaginary Soviet homeland" (Bezrogov, 2012) and hatred for the equally "imaginary West", which, due to the Iron Curtain, Soviet pupils had not only not seen but also had not expected to see. Although, as Heller (1988) points out when discussing the formation of the "New Soviet Man", hatred was "cultivated as an essential, obligatory quality in a Soviet person" (p. 128), the official hatred of "US imperialism" in Lithuanian SSR schools was outweighed by young people's interest in Western culture (music, books).…”

Section: Discussionmentioning

confidence: 99%

“…Only the combination of Soviet ideology and religion used to promote patriotic feelings seems paradoxical (Rousselet, 2015;Kratochvíl and Shakhanova, 2021). Given that the Russian Orthodox Church, like other faith communities in the USSR, suffered radical Soviet atheisation (Bezrogov, 2007), one should certainly be puzzled by the portraits of Stalin and icons of the saints placed side-by-side, wherever they are displayed, be it in an Orthodox church or in a parade on 9 May, the day of the victory in the so-called Great Patriotic War. The unifying thread between these images, according to the official Russian discourse, both political and religious, is "the struggle for traditional moral values" and the active defence against the moral corruption of the "rotten West".…”

Section: Between War and Peace Friendship And Hatred: The Ideology An...mentioning

confidence: 99%

“We will fight for peace all over the world until the last grenade”. Initial Military Training in Schools of the Lithuanian SSR in the Late Soviet Era

Stonkuviene

2024

HSE

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In the late Soviet period (1960s-1980s), the public policy of the Soviet Union was mainly based on two ideologemes - internationalism and military patriotism. They were also applied in the education system in the formation of the citizen, the so-called New Soviet Man. It was declared that one of the duties of this New Soviet Man was to ensure world peace, which required not only an internationalist mindset but also good military preparation. In 1968 the Council of Ministers of the USSR adopted a resolution on the introduction of compulsory initial military training in all schools in the USSR. Based on published historical sources (official resolutions, methodological guidelines, articles in the pedagogical press) and 34 qualitative interviews with former Soviet school pupils, the present article not only analyses the aims and principles, content, and methods of patriotic military upbringing and initial military training (IMT), but also presents the authentic experiences of how IMT was implemented in schools of the Lithuanian SSR. As our research shows, IMT in Soviet Lithuania did not run very efficiently. The biggest problem was the lack of qualified military instructors capable of working with children.

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“…Disabled people were also deprived of equal opportunities (Phillips, 2009;Rasell & Iarskaia-Smirnova, 2013). Despite declarations about freedom of religion, people practising religion faced difficulties (Liutikas, 2003;Streikus, 2003;Bezrogov, 2007). Full social and economic equality was also part of the myth.…”

Section: Introductionmentioning

confidence: 99%

The Equal and the More Equal: Pupils' Experiences of School in Lithuania in the late Soviet Era

Purvaneckiene

2023

JECS

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Aim. The aim of the article is to reveal the experiences and attitudes of pupils who attended schools in the late Soviet era (1960s-1980s) towards the implementation of egalitarianism policies in the schools of the Lithuanian SSR. The analysis of the qualitative research material focuses on the word "felt" in the phrase "We all felt equal then", i.e., not so much on the fixation of social (in)equality by analysing the indicators of social class or economic status, but on the subjective experience of equality as a manifestation of human dignity. Methods. Following the methodology of oral history, material was collected during 32 in-depth interviews with people who had attended schools in the Lithuanian SSR in the late Soviet era. Results. Several themes emerged from the analysis of the interviews relating to the expression of egalitarianism in the Soviet school: the social class of the pupils; the economic situation of the parents; and the ability of the parents to have the so-called "blat". Conclusions. The study revealed that the implementation of the policy of egalitarianism officially declared by the Communist Party in the education system was subject to several reservations. In Soviet Lithuania, just as in the whole society, there were a lot of manifestations of blat, corruption, and favouritism. These were influenced by the positions held by pupils' parents, belonging to the nomenklatura and/or the ability to establish informal contacts. Pupils from rural schools had fewer opportunities to pursue higher education.

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‘If the war comes tomorrow’:

Cited by 6 publications

References 1 publication

A. S. Makarenko and the fate of his legacy in nowadays Russia

A. S. Makarenko and the fate of his legacy in nowadays Russia

“We will fight for peace all over the world until the last grenade”. Initial Military Training in Schools of the Lithuanian SSR in the Late Soviet Era

The Equal and the More Equal: Pupils' Experiences of School in Lithuania in the late Soviet Era

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