Ce numéro de la revue Les études sociales est consacré à l’éducation dans son rapport avec les sciences sociales, et il est constitué d’un dossier consacré à Maria Montessori ainsi que de plusieurs ...rubriques concernant la sociologie et la présentation d’outils finalisés pour la recherche biographique. Il s’agit d’un dossier offrant un tableau de la circulation de la méthode Montessori à plusieurs périodes, tout au long du xxe siècle, aussi bien en France que dans d’autres pays européens. Il ...
The aim of this article is to present the main research trends in the history of childhood, education and school institutions, published in Russia from the middle of the 1980s to the present. Recent ...works on these topics adopt new theories and methodologies, which entail new delimitations of disciplinary borders and new ways of defining the objects of research. First of all, the history of pedagogical thought and educational institutions is marked by the abandonment of Marxist theory and by the elaboration of a new conception called «pedagogical anthropology», enabling a thorough examination of the complexity of personality and educational practices. Secondly, scholars have recently revived Russian and Soviet School history, by investigating its different role under the Tsarist autocracy and the Soviet regime. According to new research, the Soviet reforms were conceived in order to teach citizens new values – not only to build social classes and workers for the development of the planned economy, as pointed out by Socialist historiography. Thirdly, the history of childhood has been re-written on the basis of the history of everyday life and of interdisciplinary approaches. This has made it possible to examine not only the «discovery» of childhood in Russia, but also to understand the ambiguous use of representations of childhood in Soviet propaganda under Stalin, which concealed the tragedy of homeless children and their presence in the Gulags. Finally, the history of social pedagogy contributes to the revision of the pedagogical theory of the most famous Soviet pedagogue – A.S. Makarenko (1888-1939) – in the social rehabilitation of juvenile offenders. The history of youth movements also represents a new trend aiming at analysing the continuity between the Scouts and the Communist Pioneers as well as its very important role in the political socialization and active participation in the defence of the Fatherland during WWII.Received: 16/05/2014 / Accepted: 20/06/2013How to reference this articleCaroli, D. (2014). New Trends in the History of Childhood, Education and School Institutions in Post-Communist Russia (1986-2012). Espacio, Tiempo y Educación, 1(2), pp. 133-169. doi: http://dx.doi.org/10.14516/ete.2014.001.002.006
El propósito de este artículo es presentar las principales tendencias de la investigación en la historia de la infancia, de la educación y de las instituciones educativas, en las obras publicadas en Rusia a partir de mediados de los años ochenta hasta la actualidad. Los estudios más recientes sobre estos temas han adoptado diferentes teorías y metodologías que implican nuevas delimitaciones de las lindes disciplinarias para definir los objetos de investigación. En primer lugar, la historia del pensamiento pedagógico y de las instituciones educativas está marcada por el abandono de la teoría marxista y por la elaboración de un concepto llamado «antropología pedagógica» que permite un examen minucioso de la complejidad de la personalidad y de las prácticas educativas. En segundo lugar, los estudiosos han contribuido recientemente a revivir la historia de la escuela rusa y soviética y han investigado las diferentes funciones de ésta durante la autocracia zarista y el régimen soviético. Según las últimas investigaciones, las reformas soviéticas se han concebido con el fin de enseñar a los ciudadanos valores que variaban en función de la ideología – por tanto, no sólo para construir las clases sociales y formar a los trabajadores para el desarrollo de la economía planificada, como se ha señalado desde la historiografía socialista. En tercer lugar, la historia de la infancia se ha reescrito desde un enfoque interdisciplinar y basado en la historia de la vida cotidiana. Esto nos ha permitido examinar no sólo el «descubrimiento» de la infancia en Rusia, sino también comprender el uso ambiguo de las representaciones de la infancia en la propaganda soviética bajo el régimen de Stalin que ocultaba la tragedia de los niños sin hogar y su presencia en los Gulag. Por último, la historia de la pedagogía social contribuye a la revisión del concepto de educación del pedagogo soviético más famoso – A.S. Makarenko (1888-1939) – en relación con la reintegración social de los menores de edad que han cometido delitos. También la historia de los movimientos juveniles es una de las tendencias que han surgido en los últimos años y tiene como objetivo analizar la continuidad entre los Scouts y los pioneros comunistas, al igual que su importante papel en la socialización política y en la participación activa en la defensa de la patria durante la Segunda Guerra Mundial.Recibido: 16/05/2014 / Aceptado: 20/06/2013Cómo referenciar este artículoCaroli, D. (2014). New Trends in the History of Childhood, Education and School Institutions in Post-Communist Russia (1986-2012). Espacio, Tiempo y Educación, 1(2), pp. 133-169. doi: http://dx.doi.org/10.14516/ete.2014.001.002.006
This article aims at presenting the origins and the evolution of the disciplinary field of history of pedagogy in Italy. It is a process to which the Centro Italiano per la Ricerca Storico-Educativa ...(CIRSE), founded in 1980, contributed and which continues to this day. After an introduction describing the scientific changes occurred in the two decades preceding the foundation of CIRSE – similar in some ways to what happened in France – this paper consists of four parts describing the definition process of the study of history of pedagogy initiated in the cultural context of the 1968 revolution; the methodological and epistemological renewal established on the basis of the scientific activities carried out by CIRSE; the different legislation steps that led to the development of an independent field history of pedagogy at university level; finally, the current potential of CIRSE in the promotion of networks and scientific collaboration among Italian universities.
This article aims at presenting some relevant aspects of the heated historiographical debate on the evolution of the teaching of history and on the revision of textbooks performed in post-Soviet ...Russia and Ukraine. The introduction will describe the beginning of the renewal process of history teaching undertaken in the years preceding the fall of the communist regime (December 1991). The first part and the second one will analyse the main features of the textbooks revision process in the two countries, Russia and Ukraine, after 1991, focusing on the most popular textbooks and interpretation changes in the textbooks published after 2000. The Russian invasion of Ukraine was the culmination of a process of geopolitical instrumentalization of history that led to the separation of the history shared between the two countries.
This article aims at presenting the origins and the evolution of the disciplinary field of history of pedagogy in Italy. It is a process to which the Centro Italiano per la Ricerca Storico-Educativa ...(CIRSE), founded in 1980, contributed and which continues to this day. After an introduction describing the scientific changes occurred in the two decades preceding the foundation of CIRSE - similar in some ways to what happened in France - this paper consists of four parts describing the definition process of the study of history of pedagogy initiated in the cultural context of the 1968 revolution; the methodological and epistemological renewal established on the basis of the scientific activities carried out by CIRSE; the different legislation steps that led to the development of an independent field history of pedagogy at university level; finally, the current potential of CIRSE in the promotion of networks and scientific collaboration among Italian universities.
This article aims to present some new academic journals on the history of pedagogy and education published in Russia today. These journals were mainly founded after 2003, and, since then, have been ...contributing to a substantial revival in the field of the history of education and pedagogy. This paper is divided into five parts. The introduction presents some major changes that have occurred in the history of education and pedagogy in post-Communist Russia since the end of the 20th century until the first decades of the 21st century. The three following parts, each divided into two sections, are dedicated to one of the most important Yearbooks and to the two main Russian academic journals, in particular to their institutional connections and evolution over the last decades: The History of Pedagogy Yearbook (IPE) (1.a); The History of Education Journal (IPZ) (2.a); National and Foreign Pedagogy (OZP) (3.a). These journals are published, respectively, by the Academy of Public Administration (Moscow) (1.b); the Nizhnii Tagil State Social Pedagogical Institute/the Russian State Vocational Pedagogical University (Ekaterinburg) (2.b); and the Institute for Strategy of Education Development of the Russian Academy of Education (Moscow) (3.b). The conclusion will also provide an overview of other relevant academic journals which have contributed to the history of education by publishing both monographic issues and individual articles. Finally, this article highlights major scientific achievements in the field, yielding rich, intensive and promising new historiographical discoveries.
The purpose of this article is to outline the evolution of biology education in Soviet schools in the 1920s and 1930s. After some introductory consideration of the ideological changes taking place in ...the field of genetics that impacted on the teaching of science and led to botany being favoured over biology in schools, the first part outlines the development of the natural sciences curriculum in the context of the Soviet reform of the school, which, after the October Revolution, abolished traditional teaching methods in favour of the active methods of American schools. The second part reconstructs the evolution of the teaching of biology through analysis of the biological station for young naturalists, 'K. A. Timiriazev', a centre created in 1919 by the famous biologist Boris V. Vsesviatskii (1887-1969). The third part illustrates the characteristics of botany education in schools of the 1930s, with a focus on the dissemination of the new scientific anti-genetic conception (known as Lysenkoism) and teaching practices in city and rural schools after the publication of Vsesviatskii's textbook. The fourth demonstrates a progressive assimilation of the anti-genetic doctrine of Lysenkoism by teachers, with particular attention to the question of the natural sciences school curriculum and teacher training in the field of botany.
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