ON THE DEVELOPMENT OF HISTORICAL EDUCATION IN RUSSIA IN THE SECOND HALF OF THE XIX – EARLY XX CENTURY

DOI: 10.47026/2712-9454-2023-4-2-5-12

УДК 930(01)

ББК 63

Farit N. AHMADIEV, Igor V. VOSTRIKOV, Gennadiy R. SHARAFUTDINOV

Key words

education, textbook, professor, administration, manual, gymnasium, school, university, politics, liberalism in Russia

Abstract

The purpose of the study. The “post-reform” period in the history of Russia in the time frame proposed in the title of the article is surprisingly reminiscent of what is happening in the history of our country today. The “post-reform” decades in the XIX century were a time of rapid transformations in all spheres of social and cultural life of the country. Not infrequently, the consequences of all these innovations in the humanitarian sphere were difficult to predict in advance. And in this sense, the “post-reform” time and “today’s” innovations, including those in the field of education, as well as expectations that existed “then” and “now”, are strikingly similar.

Of course, there is no question of a “literal” repetition of the historical experience of the second half of the XIX century and today. But one cannot help but pay attention to how people living at that time comprehended their XIX century, which was already called the “historical” century in our century, and how acute is the need to turn to the experience of our predecessors once again.

Materials and methods. As a source base, we used textbooks and “Manuals…” on teaching the subject of universal history in gymnasium education. The methods of research were classical methods for historical science: descriptive, comparative and biographical ones, since the article presents extensive historiographical material.

Scientific novelty. We will build this appeal to the past on the example of school historical education development, more specifically, on the example of the development or improvement of school “Manuals …”.

Study results. It was important for the authors to trace the progressive course in the development of school historical education, which required an appeal to the history of the professional teaching environment formation (congresses of teachers, circulars of the Ministry of Public Education, etc.), and, most importantly, to find out what circumstances caused the need for the so-called “professorial textbooks”. This required involving archival materials.

Conclusions. The public consciousness of the XIX century was dominated by the idea that progressive movement (“progress”) is determined primarily by accumulated “popular” historical experience. That is why, the study of this experience and dissemination of knowledge about this experience give the opportunity to develop precise guidelines for the progressive development of the society. For this reason, the XIX century was called “historical”. For the same reason, the sphere of “public education” has become a place of acute collision of various, often opposing educational and methodological principles, which, as a rule, were based on differences in the socio-political views of the authors of the “Manuals …”.

References

1. Buckle H.T. History of Civilization in England Vol. III. Published by Oxford University Press, 1920 (Russ. ed.: Istoriya czivilizaczii v Anglii. Мoscow, Mysl Publ., 2002, vol. 2, 509 p.).
2. Buzeskul V.P. N. Petrov. Nekrolog [M.N. Petrov. Obituary]. Khar’kovskie vedomost, 1887, no. 25.
3. Ilovaiskii D.I. Rukovodstvo po vseobshchei istorii dlya mladshego vozrasta [Primary school guide to World History]. Moscow, 1863, 189 p.
4. Ilovaiskii I. Rukovodstvo po vseobshchei istorii dlya srednego vozrasta [The Middle School Guide to World History]. Moscow, 1869, 256 p.
5. Ilovaiskii I. Istoriya Rossii [The History of Russia]. Moscow, 1876, part 1, 114 p.
6. Kareev N.I. Uchebnaya kniga Drevnei istorii [The Educational book of Ancient History]. Moscow, 1997, 320 p.
7. Ocherki istorii istoricheskoi nauki v SSSR [Essays on the history of historical science in the USSR]. Moscow, 1963, vol. 2, 325 p.
8. Pavlova T.A. Psihologicheskoe i social’noe v istoricheskoj biografii [Psychological and social issues in historical biography]. In: Politicheskaya istoriya na poroge XXI veka: tradicii i pozicii [Political history on the threshold of the 21^st century: traditions and positions]. Moscow, 1995, 212 p.
9. Petrov M.N. Ocherki iz vseobshchei istorii [Essays from the World History]. Kharkov, 1868, 312 p.
10. Petrov M.N. Ob istoricheskom znachenii klassicheskogo obrazovaniya [On the historical significance of classical education]. Kharkov, 1868, 12 p.
11. Petrov M.N. Istoricheskaya podgotovka [Training in History]. Yuzhnyi krai, 1881, no. 21, 4 p.
12. Petrov M.N. Lektsii po vsemirnoi istorii. 2. Istoriya srednikh vekov [Lectures on World History. Vol. 2. History of the Middle Ages]. St. Petersburg, 1906, 150 p.
13. Petrov M.N. Lektsii po vsemirnoi istorii. 1. Istoriya drevnego mira [Lectures on World History. Vol. 1. History of the ancient world]. SPb., 1907, 397 p.
14. Repina L.P. Timofei Nikolaevich Granovskii: ideya vseobshchei istorii. Stat’i i teksty [Timofei Nikolaevich Granovsky: the concept of World History. Articles and texts]. Moscow, 2006, 282 p.
15. Repina L.P. Istoricheskaya nauka na rubezhe 20–21 vv. Social’nye teorii i istoriograficheskaya praktika [Historical science at the turn of the 20^th and 21^st Social theories and historiographical practice]. Moscow, 2011, 560 p.
16. Tarle E.V. Iz literaturnogo naslediya akademika E.V. Tarle [From the literary heritage of the Academician E.V. Tarle]. Moscow, Nauka Publ., 1981, 391 p.
17. Tsirkulyary po Khar’kovskomu uchebnomu okrugu [Circulars for the Kharkov educational district]. Kharkov, 1863, no. 18.
18. Tsirkulyary po Khar’kovskomu uchebnomu okrugu [Circulars for the Kharkov educational district]. Kharkov, 1865, no. 18.
19. Tsentral’nyi gosudarstvennyi istoricheskii arkhiv Ukrainy. F. 2048. Op. 1. Ed. khr. 66 [The Central State Historical Archives of Ukraine. Fund 2048. Inventory 1. Item 66].
20. Tsentral’nyi gosudarstvennyi istoricheskii arkhiv Ukrainy. F. 2048. Op. 1. Ed. khr. 71 [The Central State Historical Archives of Ukraine. Fund 2048. Inventory 1. Ridge block 71].
21. Tsentral’nyi gosudarstvennyi istoricheskii arkhiv Ukrainy. F. 2048. Op. 1. Ed. khr. 73 [The Central State Historical Archives of Ukraine. Fund 2048. Inventory 1. Unit of the ridge 73].
22. Tsentral’nyi gosudarstvennyi istoricheskii arkhiv Ukrainy. F. 2048. Op. 1. Ed. khr. 99 [The Central State Historical Archives of Ukraine. Fund 2048. Inventory 1. Unit 99].

Information about the authors

Farit N. Ahmadiev – Candidate of Historical Sciences, Associate Professor, Department of Archaeology and World History, Institute of International Relations, Kazan (Volga Region) Federal University, Russia, Kazan (ahmadiev101@mail.ru).

Igor V. Vostrikov – Candidate of Historical Sciences, Associate Professor, Department of Archaeology and World History, Institute of International Relations, Kazan (Volga Region) Federal University, Russia, Kazan (igor-vostrikov@bk.ru).

Sharafutdinov Gennadiy – Lecturer, Department of Foreign Languages in the Sphere of International Relations, Institute of International Relations, Kazan (Volga Region) Federal University, Russia, Kazan (genesharafut@mail.ru).

For citations

Ahmadiev F.N., Vostrikov I.V., Sharafutdinov G.R. ON THE DEVELOPMENT OF HISTORICAL EDUCATION IN RUSSIA IN THE SECOND HALF OF THE XIX – EARLY XX CENTURY. Historical Search, 2023, vol. 4, no. 2, pp. 5–12. DOI: 10.47026/2712-9454-2023-4-2-5-12 (in Russian).

Download the full article