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evolution of conceptual bases of the maintenance gymnasia obrazoyovanija in the XX-th century beginning

In the beginning of the XX-th century the system of gymnasia formation has faced a number of the serious calls threatening its existence. Even the most convinced supporters traditional gymnasia obrazovayonija recognised, that

• gymnasia formation cannot have further mass harakyotera and be considered as unique for receipt in univeryositet;

• assignment of a dominating part of school hours to classic languages objectively contradicted common sense and inquiries of a life in the conditions of accruing technical progress and a high level of development estestvenyonyh sciences;

• existing in the country mass classical gymnasia obyorazovanie objectively cannot reach necessary educational effect, in particular, generation assuming formation gimnazicheyoskoj youth, enamoured in antiquity and testing the highest poyotrebnost antique influence at the most crisis stages of the development;

• confidence that antiquity influence on historical destiny of the European people is carried out first of all not only blayogodarja to the antique literature or architecture monuments, but also in opredeljajuyoshchej degrees thanks to ideas and the principles which have come during a life of the European people from antiquity, for example, a great interest in philosophy.

However for the educational policy of the beginning of the XX-th century the basic aversion the government of the possibility otyokrytogo opponirovanija from the pedagogical public ofitsiyoalnoj strategy of modernisation of the maintenance of gymnasia formation was characteristic. E.D.Dneprov legally explained a duality of a state policy to that «absoljutizm constantly was before a necessity dilemma razviyotija maintenances of gymnasia formation that was caused by requirements
Social and economic evolution of the country, and so obvious neobhodiyomostinejtralizovat bad consequences of its development »[65, s.39 - 46].

In this connection formally - the logic orientation of the maintenance gimyonazicheskogo the formations, carried out in the tideway of a state policy in the field of gymnasia formation, has been urged to exclude all subjects which to some extent could stimulate at pupils interest to sociopolitical probleyomam and to questions of filosofsko-world outlook character from the maintenance of gymnasia formation.

Thereof in wide layers of the Russian society accrued relyoefno the shown discontent with the state system gymnasia obyorazovanija. To the maintenance of gymnasia formation put in viyonu a number of its historically developed immanent qualities more often:

• cultivation of superfluous interest to antiquity, any more predstavyoljavshuju interest for citizens of Russia of the period intensive bourgeois ekoyonomicheskogo country developments;

• priority humanitarian and, in particular, a philological orientation of the maintenance of formation;

• ignoring of inquiries of that part of youth which appeared the modern economy focused on development and, in particular, promyshyolennosti and trade.

All it has been caused by that the education system in the XX-th century beginning on the accruing included in gymnasia and university contingents of young men from country, working and raznochinnoj environments. These young men bore in themselves mentality of the social environment and could not accept distracted from their life experience and practical interests of values of the classical maintenance of gymnasia formation.

As arguments of an inefficiency of the maintenance gymnasia obyorazovanija in a context of the changed social conditions were put forward sleduyojushchie positions:

• development of economy and culture in intensive socially - economic development of the country contradicts kultivirovaniju arhaiki anyotichnosti in the maintenance of gymnasia formation;

• dead languages are necessary, mainly, for pharmacists, juriyostam, to philologists, historians and, hence, their mass studying in a grammar school is not expedient as does not maintain criticism from a position loyogiki the formation maintenance, and simply common sense.

Critics of the classical maintenance of gymnasia formation have been convinced that modern citizens of Russia should possess nauchnyyomi and practical knowledge which can be claimed for moyodernizatsii socially - economic development of Russia and its finding statuyosa one of the most advanced in the industrial relation of the countries of the world. Undoubtedly, the criticism of the maintenance of gymnasia formation reflected new socially - an economic reality and ignoring of positions of opponents it was not represented possible in the conditions of intensive sotsialnoyopoliticheskogo and economic development of the country.

Artificial maintenance of the status of gymnasia formation as unique for the further reception by graduates of grammar schools of a university education mismatched requirements prosveshchenyonyh social classes. Value of the maintenance gimyonazicheskogo formations for education of civilisation of grammar-school boys has been called into question.

Thus, before system of gymnasia formation in the XX-th century beginning there were the challenges connected with a substantiation of ways to toyomu, that

• to prove new scientifically-informative and educational tsennoyosti the gymnasia formation, the societies caused by transformation in the conditions of developing capitalist relations;

• morally to prepare grammar-school boys for successful adaptation to usloyovijam lives of dynamically varying Russian society, worrying the period of radical updating political, social, kulturyonyh and economic bases;

• to reach at conceptual, didactic, methodical and practical levels of an optimum combination state, obshchestvenyonyh and individually-personal interests in maintenance definition gimnayozicheskogo formation;

• to support historical traditions of high level gumanitaryonogo formation and, in particular, philological culture;

• to establish approaches to harmonisation of a principle of a system of the gymnasia formation remaining the sample of school with objazatelnoyostju and a system of educational work, with a recognition of the right of grammar-school boys on definition of an independent educational trajectory of development;

• to give possibility to the teacher in averages and the senior classes of a grammar school independently to define the new maintenance of formation, otrazhayojushchee last achievements of a science, technics and culture.

Productive realisation of all these major problems has been substantially connected with the designated tendency to liberalisation and deyomokratizatsii a public life of Russia, inseparable from intensive development of the Russian capitalism. As legally marks M.A.KondraYoteva «the XX-th century beginning it is characterised by strengthening of communication of grammar schools with obshcheyostvenno-political atmosphere of a society. The specified feature of development of grammar schools during this period has been caused not only external objective obyostojatelstvami, but also internal - pupils showed big grazhyodanskuju activity and the initiative. The second tendency consists that high level of the general obrazovayonija» [114 was defining value of grammar schools, with. 18-32].

The complexity of a situation connected with development domestic gimnazicheyoskogo of formation and definition of qualitatively new bases of its maintenance, 68

It was aggravated with that the given problems should be resolved at neblagoyoprijatnyh external conditions. It is necessary to carry to number of such conditions:

• the general political pressure in a society, reached the culmination in the beginning of XX century: an objective consequence of it was excessive politicisation in discussion of projects of reforming otechestvenyonogo gymnasia formation;

• crisis of the government and, as consequence of it, nesposobyonost the ministries of national education to realisation of a high-grade in the lead role in education sphere reforming;

• moral weariness of pedagogical community from long disputes on expediency of preservation of gymnasia formation and, as consequence of it, negation by a considerable part of a society of its ability to adaptation and finding of a new role in the conditions of intensively developing kayopitalisticheskih relations.

In these difficult sociopolitical conditions evolution of the maintenance of the Russian gymnasia formation in the XX-th century beginning directly depended on the decision of some conceptual voyoprosov:

• proofs of a demand of gymnasia formation in the conditions of intensive capitalist development of a society and familiarising with an economic, scientific and cultural life of wide social strata;

• that substantiation what exactly gymnasia formation is originally scientific, the optimal and effective for preparation of pupils for training at university;

• definitions of a role natural and mathematical educational distsiyoplin in the maintenance of gymnasia formation for which it is traditional hayorakternym domination of humanitarian knowledge is;

• establishments of ways of creation equal in rights by the rights and obyorazovatelnomu to potential of grammar schools of real orientations;

• discussions of expediency of existence only uniform under the theoretical maintenance and valuable priorities of system gimnazicheyoskogo formations or admissibilities polyvariant gymnasia proyostranstva which, in particular, supposes as a variant and existence gumayonitarnyh grammar schools.

However consecutive supporters of a classical education in nachayole the XX-th century did not put forward new conceptual approaches. Formation vyyosokoobrazovannoj persons, some kind of «the person of culture», klassitsisty, on - former offered exclusively on the basis of a formalistic approach. On belief of supporters of preservation of the traditional maintenance gimnazicheskoyogo formations, it and in the XX-th century beginning possessed powerful educational poyotentsialom for formation of civilisation of pupils.

Acknowledgement of this postulate from their point of view were

• hope that gymnasia formation will appear significant means in education of citizens of Russia capable osoznanno to resist accruing tendencies to primitive practicalness and utilitarizmu, menacing to spiritual culture of the country in intensive development kapiyotalizma.

• a recognition of that antiquity has put in pawn intellectual and duyohovnyj the base of the European culture and deep understanding of its development at all subsequent historical stages probably only at judgement nesoyomnennoj spiritual continuity of antiquity and the present;

• conviction that originally deep comprehension of history and spiritual culture of Russia is impossible without comprehension of the direct and mediated influence of antiquity;

• the confidence that universality of the thinking, formed by deep and regular studying of classic languages, relieves vypuskniyokov grammar schools of superficiality of thinking and pawns ability to siyostematicheskomu and to constant intellectual work.

It is characteristic, that the first All-Russia congress of teachers of the classic languages, passing in St.-Petersburg from December, 28 till December, 31st, 1911, also has not put forward any significant conceptual ideas connected with razvitiyoem of classical gymnasia formation. In particular, in its resolution necessity «all-round acquaintance with spiritual and materiyoalnoj culture of a classical antiquity (especially art, the literature and filoyosofiej) as necessary element of a classical education» [229, с.130­135] was marked.

In congress materials necessity of visiting of the museums reflecting development of culture of a classical antiquity, introduction of active methods of studying of grammar of classic languages and even some reduction grammatiyocheskogo a material was underlined.

However the general impression from a reflexion of materials of congress prepodavateyolej classic languages gives the bases for a conclusion about absence at its participants of confidence of the classical education future. Aspiring to strengthening of positions of classic languages, participants of work of congress assigned the cores nadezhyody to the encouragement of the state expressed in restriction of a role and a place of natural sciences in the maintenance of gymnasia formation, strengthening of insistence during carrying out of examinations in foreign languages. All it only confirmed essential crisis of bases of the maintenance klassicheskoyogo gymnasia formation [229, with. 135].

The crisis condition of the classical maintenance gymnasia obrazoyovanija has been in many respects caused by struggle with «progressistskim napravleniyoem» in the maintenance of the formation which have called into question sushchestvovayonie is class-fixed systems. Supporters of this direction of a paradigm of "labour school» connected educational activity of a grammar school with the social practice providing inclusion trained in labour and productions.

For opponents of classical grammar schools qualitatively new understanding of the maintenance of gymnasia formation was peculiar.

It has been directed on formation of the person

• possessing the necessary knowledge connected with sovremennoyostju and antiquity not giving to studying any raised vnimayonija;

• free from obsolete priorities of studying otdalenyonogo the historical past and guided by priority mastering of knowledge of the modern world;

• convinced that people are necessary for modern Russia, with a practical orientation of the mind, ready to realisation of the theoretical knowledge and practical experience in service to multidimensional interests of development of the country.

Immanent lines of this concept were

• aspiration to full refusal from arhaiki formations, formirovayonija relations to history and spiritual culture of antiquity as to that it is necessary to know to the formed person but not to consider as something capable absoyoljutno in the defining image to influence the present;

• conviction that superfluous hobby of the person and an overload of the maintenance of gymnasia formation by elements antique arhaiki interfere antique past with modern development of a society and adaptation to inquiries of gymnasia developing society.

All it generated some other inquiry to gymnasia obrazovayoniju which assumed profound studying of that is maximum priyoblizheno to conditions of a cultural life of the modern person.

The characterised basic discussion on problems moderniyozatsii maintenances of gymnasia formation it was carried out in a channel gosuyodarstvennoj politicians in an education sphere. The brightest stage in the course of reforming of system of a Russian education and, in particular, the maintenance of its gymnasia variant of a steel 1915-17 - the period from the beginning of the First miyorovoj wars and before October revolution.

In development of the Russian gymnasia formation this period can be designated as "innovative". It represented the most fruitful and, at the same time, an inconsistent stage of development of the maintenance gimyonazicheskogo formations.

Its feature was that it was carried out in one of the most difficult periods of the Russian history. In the conditions of prompt increase of sociopolitical crisis crisis of the gymnasia formation which are in direct dependence on an orientation gosudaryostvennoj politicians which during this period carried spontaneous and neposledovayotelnyj character more and more became aggravated. The considerable part of the educated society did not recognise expediency of existence of grammar schools, supported principles of uniform secondary education and model of uniform school. These moods represented one of the most serious dangers to the further existence gimnayozy.

The situation in formation began to vary positively after working out and partial realisation in 1915-1916 of the progressive project of reform of an education system under the guidance of the minister of national education P.N.Ignatyev. In general education sphere fruitful activity on lifting of quality of training of all Russian schools to level of grammar schools was carried out. This idea has most brightly proved in the concept uniform, but not the uniform school which have incorporated the best achievements of domestic and foreign pedagogical thought.

P.N.Ignatyev has offered new prognoznoe vision Russian obrazoyovanija in which the contradiction between available in a society poyotrebnostju in preservation of a humanitarian grammar school and creation of perspective model of the general gymnasia formation was authorised, capable to satisfy noyovye social inquiries of a society.

In case of the decision of this problem the Russian gymnasia system could receive a new impulse for the development and play a significant role in formation of the Russian intelligency of XX century [139, s.46-50].

As M.V.Boguslavsky marks, as a result of realisation of this reyoformy «transformation of a control system national obrazovayonija and its democratisation was outlined. The big role in realisation of reforms was taken away to self-management in educational institutions. At grammar schools along with pedagogicheyoskimi councils committees from representatives of the public, royoditelskie councils were created. The right samostojayotelno to develop was given to faculty meetings and programs to solve economic questions. In Ignatyev's activity on a post of the minister assignment for national education has increased, the network of the higher and average educational institutions [23, s.5-21] has grown.

So democratic the then the project of reform of system obrayozovanija has displeased from influential officials, under davleyoniem which minister count P.N.Ignatyev in December, 1916 has been sent in resignation. The cardinal political events which have followed soon have made impossible carrying out of any positive changes of a gymnasia educational policy.

In domestic philosophy, cultural science, pedagogics and psychology of the beginning of the XX-th century a number prognosticheskih the ideas capable otyokryt new prospect for a conceptual substantiation of the maintenance of gymnasia formation qualitatively new prospects of development has been put forward.

The visible Russian philosopher and the teacher - V.V. Rozanov's expert has subjected to criticism a modern grammar school as the original factory working under supervision of the state inspectors and with the state workers in which role teachers act.

As M.V.Boguslavsky marks: «to receive instead of real school of its scheme is, it agree Rozanovu, the main defect of formation. He dreamt about« noyovoj to school »which should be based on an ideal of free dialogue between the teacher and the pupil. However for it reforming of formation with necessity assumed development of the culture, the diversified it
Forms. The culture, including, and culture of formation should be orientiroyovana on different estates and social groups »[22, с.96].

Sights at the future gymnasia obrazoyovanija the outstanding domestic teacher P.F.Kaptereva considering tseyolesoobraznym branch of formation and education not only from church, but also from the state which supported it were congenial and, at the same time, constantly suppressed the is administrative-bureaucratic control [96, with. 100-123.].

The most complete fruitful concept of modernisation soderyozhanija classical gymnasia formation in the XX-th century beginning javljayoetsja kulturologo - F.F.Zelinsky's pedagogical concept which finds the expression in aggregate following methodological ideas:

• if antiquity has substantially generated the spiritual base of the European culture existence of a phenomenon of a classical education in the Western Europe and Russia is deeply historically opravyodannym and objectively necessary;

• for Russia which is inevitably capable to be significant sostavyoljajushchej spiritually-cultural Revival of the slavic people, sushchestvovayonie classical educational domestic institutions acts not only a tribute of pedagogical tradition, but also the factor of awakening of its duhovyono-intellectual forces;

• the Russian grammar school having lost the mass character, has refused from sotsiyoalno the selection mission expressed in the exclusive right of scientific and moral preparation of the future students of universities and should become one of the significant educational centres of preparation of intellectuals with vyyosokoj obshchegumanitarnoj and in particular philological culture;

• grammar schools should keep and strengthen the orientation on satisfaction of cultural-educational inquiries rather narrow vyyosokointellektualnyh the social classes realising the original importance of gymnasia formation and in many respects intuitively resisting
To superfluous pragmatism and tehnokratizmu, more and more penetrating obshcheyostvennoe consciousness of wide social classes of the beginning of the XX-th century;

• the formation maintenance in a grammar school should be based on kulyotivatsii interest to antiquity not from positions of its adaptation, updating and priukrashivanija according to inquiries mass public soznayonija, and on judgement and reflexion of its influence on all global progress isyotoricheskogo developments of the European world. Antiquity, under the statement issleyodovatelja, traditionally opened and is capable to open in the future new duyohovnye prospects of development of the European world in coming XX century.

On F.F.Zelinsky's belief, in the maintenance gymnasia obrazoyovanija most full the continuity of antiquity and later evropejyoskih historical cultures, up to the present, should maksiyomalno reveal the pupil of classical educational institutions at last grade level in the course of studying of the corresponding integrated and generalising training course reflecting experience of sociopolitical, filosofsko-world outlook and spiritually-cultural development of the European world (including Russia) from antiquity to the present [80, c.17-34].

For realisation kulturologo - F.F.Zelinyosky's pedagogical concept formation of pedagogical collective of a classical grammar school predyopolagalo creation of community of the adherents united by comprehension of a special role of antiquity in its dialogue with the present.

The grammar school ideal was represented to it by an educational institution with pedagogicheyoskim the collective, differing following qualities:

• were under history and culture beneficial influence;

• cultivating intense intellectual work;

• the carrier of spiritual force realising;

• spiritual self-value spiritual and scientific thoughts out of zaviyosimosti from its utilitarian utility;

• keeping a cult of deep fundamental knowledge of pupils and teachers;

• understanding twist roles in the further spiritual development of Russia XX centuries.

Ideal of the graduate of a classical grammar school was the person, obladayojushchaja spiritual freedom, independence of thinking and active grazhdanyoskoj a position. On belief of the scientist - the culturologist, the person of such type is capable to play the leading part in development of spiritual culture of Russia the beginnings of XX century [80, s.17-34].

Thus, F.F.Zelinsky in the kulturologo-pedagogical concept reflected ideal kontsept maintenances classical gimnaziyocheskogo formations of a grammar school and, as a matter of fact, produced its ideal prepodayovatelja and the graduate.

Conclusions. On the basis of the carried out research it is possible to conclude sleduyojushchee:

1. A role it is state - a political factor operating on proyotjazhenii XIX - the XX-th century beginnings, in development of theoretical bases of the Russian gymnasia formation does not give in rectilinear and unequivocal otsenyoke. Throughout first half XIX century the Russian state quite obosnovanno considered itself as the leader of formation and development siyostemy gymnasia formation, tried to construct it on the basis of the best humanistic ideas of the West European pedagogics assuming shiyorokuju multiconcreteness in which basis the aspiration to formirovayoniju widely formed and erudite person and state chiyonovnika laid.

2. As the defining purpose of the government in sphere of gymnasia formation in second half XIX centuries formation vysokoyoerudirovannyh and intellectually developed graduates of the grammar schools, capable to possess the necessary level of the office initiative healthy chestoljubiyoem, necessary in the future for career growth, but thus not beyond execution of the state will, not capable to take a great interest in ideas and the concepts calling into question firmness monarchic politiyo acted
cheskogo a system in the country and guided by firm system pravoyoslavnyh values.

3. Thanks to efforts of the government in second half XIX centuries the prestige of gymnasia formation has raised, the grammar school has reached sravyonitelno high level of cultural-intellectual preparation vypuskniyokov for successful training at university.

It was thus carried out

• preservation of traditional is class-fixed system;

• maintenance of a strict subject matter at carrying out zanjayoty, in some cases is artificial supported by requirements uchiteyolej;

• an admissibility and even correctness of pedagogical compulsion to educational work when educational process does not carry away pupils;

• a system and sequence of mastering by each pupil of all teaching material according to obligatory requirements proyogrammy.

4. In the beginning of the XX-th century of the most difficult and responsible was probleyoma definitions of possible ways of updating of the maintenance of gymnasia formation. It were the questions connected

• with requirement for thorough studying of subject matters of a natural-science cycle without which it became impossible formirovayonie modern representations about the world, necessary for each formed person in the XX-th century beginning;

• with definition of ways of prevention psychological and fizicheyoskih overloads of grammar-school boys in the conditions of a combination of profound studying of languages and to expansion of the maintenance of natural-science subject matters;

• with a recognition of the right to existence of the educational institutions giving fundamental arts education, but thus osoznanno otkazyvayojushchihsja from studying of classic languages.

As M.V.Boguslavsky, «marked in this connection that the most powerful kulyoturnyj, educational potential which was born in itself by school of the beginning of the XX-th century, as a matter of fact, will feed all Russian culture, its best representatives throughout the subsequent tens years. People who will have time to end a grammar school before revolution, then will look the present titans kultuyory. They will freely know two - three languages, it is fine to understand in miroyovoj and the domestic literature» [23, s.5-21].

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A source: Markov NIKOLAY STEPANOVICH. Development of conceptual bases of the maintenance gymnasia obrazoyovanija in Russia of second half XIX - the XXI-st century beginnings. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2018. 2018

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