This article is intended primarily as an exposition of the essentials of current theory and approved practice, together with some indication of major problems and shortcomings as perceived by the Russians themselves. (Author)

Surveys characteristics of the Soviet philosophy of education, which emphasizes character development consonant with Communist Party goals. Describes the attempts to train "the new Soviet man." (JW)

Describes and comments on rationale for moral education under socialism in Soviet Union. Discusses current Soviet children's literature as attempt to systematize and coordinate moral education and political socialization in elementary and secondary schools. Cites evidence of reconstructionist ideology in curriculum and planned educational…

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.…

Describes the education of young children in the Soviet Union. Considers changes that have taken place since the school reform of 1984 within a historical perspective. Focuses on the first year of schooling and the ways in which systems attempt to inculcate values and beliefs. (Author/BB)

Discussed are: ideological, political, and moral education; curriculum and teaching methods; polytechnical education, labor training, and vocational guidance; aesthetic education; physical education; and the role that the Leninist Komsomol plays in developing and improving compulsory universal secondary education and communist education. (RM)

Soviet educators are first of all "upbringers" whose prime task is the formation and maintenance of the socialist outlook. They base their teaching on dialectical materialism, assume there are law-like principles of teaching and learning, and are inexhaustibly optimistic. (Author)

Addresses the importance of providing an education in spiritual and moral values as a means of preventing delinquency, crime, and other social problems resulting for urbanization. Suggests that stressing aesthetic education and cultural values will help students to find a creative release for their energy. Describes programs in film studies,…

As part of an effort by the project group "Preparedness for Peace", this publication presents a conversation with Dr. Valentina Mitina of the Research Institute of General Pedagogy, USSR Academy of Pedagogical Sciences. Dr. Mitina, a senior researcher specializing in comparative education, is also an activist in nongovernmental…

A comparative analysis of values education in the United States, Germany, Japan, Great Britain, the Soviet Union, Sweden, and Canada analyzed eight assertions: (1) No institution with education as its primary aim can be value neutral; (2) Countries differ in values which characterize their political cultures and in values which are taught in…