Purpose: This article is devoted to the description and comparative analysis of the commemorations of Victory Day in the Great Patriotic War in the practice of Soviet and Russian school education, based on the example of the two regions of Central Russia (Tambov and Lipetsk region). The purpose of the article is to study the features of the…

This paper explores relations between literacy education, ideology and politics, based on an analysis of educational reforms during Soviet and US military occupation in North and South Korea. Following the end of the Second World War, anti-illiteracy campaigns in the two Koreas became important means of political socialisation for Koreans amid the…

A substantial body of literature considers excessive corruption an indicator of a weak state. However, in nondemocratic societies, corruption--whether informally approved, imposed, or regulated by public authorities--is often an indicator of a vertical power rather than an indicator of a weak state. This article explores the interrelations between…

This issue is a collection of recently written Russian literature commemorating the end of World War II. Included are diary excerpts, poems and photos along with suggestions for how this literature should be used in schools to help celebrate the Soviets' victory in what they term "the Great Patriotic War." (JDH)

Before and after the Socialist October Revolution of 1917, John Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey's pedagogy toward the end of the 20s was not due to educational but to political and ideological reasons. (AUTH/PGS)

Maintains that the practices of various school systems are not directly transferable to other societies, in part, because to be effective, each educational system must closely reflect the ethos of those it is called upon to serve. Examples of failed attempts to transfer practices are included. (JDH)

Despite obvious and fundamental differences, contemporary library issues strikingly familiar to those of the west also beset the Soviet library world--issues that so far have been bridged in only technical apolitical areas. Governmental insistence on the centrality of ideology to library service remains an international stumbling block.…

Segments of Soviet society which help youth to understand the norms of socialist society and citizenship include the family setting, school, youth organizations, institutes of higher education, and work collectives. Contributions of verbal propaganda, mass media, and literature toward legal and citizenship education are noted. Also discusses…

Marxist-Leninist ethics were related to Communist morality in practice by surveying Soviet students' values and perceptions of the influence of parents, schools, and mass media. The content of moral education, history, and social studies curricula, and the structure of youth organizations (Octobrists, Pioneers, and Komsomal) were examined.…

Recounts the dialogue between U. S. and Soviet members of the Allied Kommandatura Education Committee (AKEC) in post World War II Berlin regarding the formation of a new history curriculum for German youth. Concludes that the history curriculum accord represented a U.S.-Soviet desire to use schools as a means of denazifying Berlin youth. (SLM)

Reports excerpts from a discussion meeting held by a scientific council on problems of youth policy in the USSR in 1990. Discusses the problems of restructuring the Soviet education system in keeping with the goals of Perestroika. Includes comments on socialism, curriculum, and the goals of the education system. (DK)

Discusses basic directions in the development of the contemporary Soviet School, the Party's guidance of general education school, Soviet pedagogy, and preschools. (RM)

Praises Anton S. Makarenko's work and pedagogical theories. Calls for research into applying Makarenko's theories to the Soviet Union's current educational reform. Highlights Makarenko's success at unifying theory and practice at his labor collective school. These theories focus on democratizing school relations, promoting individual development,…

Presents chapter 2 from Ele Isaevich Monoszon's 1987 book, "The Establishment and Development of Soviet Pedagogy." Focuses on achievements of the 1920s in establishing a Soviet system of education. Reviews biographies and ideas of five eminent Soviet educators. (CH)

Feels 1964-1984 was a transitional period in Soviet education when school curriculum vacillated between academic and vocational emphases. Traces individual reforms and their impacts on academic/vocational training at all schooling levels. Focuses on access to post-secondary education, the curriculum available, and its increased politicalization.…