In the Soviet theory of cognitive development, originated by Vygotsky and elaborated by Leont'ev, acts occur at three levels of abstraction: activities, actions, and operations. According to this theory, an activity has an associated motive and may function directively as a motive. While many activities are possible, one activity tends to…

Urges use of computers to find workable Soviet educational theories. Complains of tendencies to indulge in creativity backed by neither experience nor action. Insists that creativity be integrated into professionalism instead of sought as an end in itself consisting of theory without results. Stresses the importance of computer support in…

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,…

Details the aims and efforts of contemporary social science research in the Soviet Union. Includes an extensive list of recent Russian-language social science research monographs and books. (JDH)

Defines the 'monist' influences of centralized Soviet educational policy and attempts to conceptualize the elements of pluralism that function within this system. (JDH)

Provides a history of educational reform efforts since the early 1900s as they have been fueled by the economic needs of the Soviet command economy. (JDH)

Advocates applying the theories of Anton S. Makarenko, an early influential Soviet educator, to the practice of school administration in the Soviet Union. Reviews Makarenko's theories, focusing on the establishment of a unified labor collective school, responsible for students' political socialization and character development. Stresses the…

Suggests that Soviet school administration theory should be studied in combination with social administration. Presents as a goal of the educational system a model secondary school graduate who is disciplined, organized, and capable of both self-restraint and mobilization of will. Notes that such a personality approach requires perfecting existing…

The paper reviews theories of Lev Vygotsky, founder of the Soviet school of cognitive developmental psychology and an architect of Soviet defectology, the discipline concerned with physically and mentally handicapped children. Three of his basic concepts are explained: (1) "cultural" versus "natural" mental functions; (2)…

Outlines the influence of the scientific-technical revolution on the development of sociolinguistics in the world. (NCR)

Argues that in both the United States and the Soviet Union, tensions exist between the theory and practice of human rights. (JK)

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)

Describes the career and methods of A. S. Makarenko, revered in the Soviet Union for his successful work with children abandoned in the Civil War (1918-1921). Evolution of his theories in later Soviet education is traced and comparisons made with institutions for homeless or delinquent youth in other countries. (SJL)

Provides a brief history of the development of Soviet curriculum theory and considers the contemporary development of the secondary school curriculum in relation to the needs of individuals in a developed socialist society. Includes an extensive bibliography of recent Soviet educational literature. (TRS)

The Russian preschool educational system is described and general problems of preschool pedagogy are examined. Early childhood development and the psychological foundations of communist preschool education are discussed. (RM)