The historical method should be understood as an independent principle in the approach to a work of art. Examples are provided of analysis of artistic works in literature lessons for grades 4-10. (Author/ND)

Classroom comparison of the works on Lenin, that are part of the school program, with other literature on him that can play a specific role in heightening student interest and intensifying awareness of words, language and style. (JB)

Analyzes textbooks currently in use in secondary level vocational training courses in the Soviet Union. Recommendations for textbook improvement call for research by educators, scientists, and publishers on problems of writing textbooks for vocational technical schools. (Author/DB)

Discusses the development of Soviet teaching methodology in literature from 1917 to the present. The document is written from the point of view of Soviet Marxist-Leninist criticism and covers the curriculum reform of the late 1960s. (Author/KC)

The author calls for continuity in the artistic and literary thinking of pupils from first grade until graduation. Students should not lose artistic appreciation in the scientific analysis of literary works. (AV)

Teachers of literature must be interested in the ideational and aesthetic perception of an artistic text. The analytical orientation must be modernized to emphasize the practical formation of children's abilities to express their own thoughts. (Author/AV)

Examples are given of how often teachers overlook the artistic aspects of literature works. Moral and aesthetic education must be achieved through understanding of beauty in art and language. Teachers should emphasize elements of literary works that arouse pupils' interests. (Author/AV)

Critically responds to an article by Aleksandr Tsipko. Argues that Soviet economic development has been marred not by a failure to accommodate the human factor, as Tsipko suggests, but by a lack of individual self-evaluation. Contends that successful socioeconomic progress depends upon individual moral development. (CH)

A Soviet teacher recognizes the difficulty of transforming educational systems and the tendency to revert to dogmatism. Cautions against teachers uncritically adopting current pedagogical fashions. Insists the individual teacher's personality remains the primary instructional influence. Applauds efforts to democratize teacher-student relations.…