This research deals with the Soviet pedagogy proposed by Moisey M. Pistrak, which typified the structuring of the young people's school life in ancient Russia aiming at educating the new man. The objective of this research was to analyse the Pistrakian proposal for a unified labour school in the context of the Bolshevik revolution, seeking a…

While Kazimir Malevich is widely known for his suprematist contributions to art, little attention has been granted to his articulated philosophical premise and methodological manifestation concerning the non-objectivity of thought and its relationship to feeling. This paper shows how Suprematist philosophy gives rise to the concept of pedagogical…

This paper analyses the current state of student representation in Russia as deeply rooted in the institutional structure of the Soviet higher education system. The study traces the origins of existing institutional arrangements for student representation at the level of university governance and analyses how representation practices have been…

Published opinions of acknowledged leaders in the field of mental retardation in the Soviet Union were reviewed. Basic concepts of the nature and causes of mental retardation, methods of screening, accepted classifications of persons with mental retardation, and educational facilities are described. Some comparisons with American theoretical and…

This article was designed to assess the view that Soviet education differs little in essentials from that of the Tsarist era, in that the theoretical and practical foundations of the present system stemmed from pre-Revolutionary Russia. (Author)

A review of theories and practices of contemporary special education in the Soviet Union focuses on the current state and tendencies in development of basic theoretical concepts, methods of screening, and organizational structure of special education and compares these with American theoretical considerations and practical approaches. (Author/CB)

Reviews Soviet learning psychology from the 1920s to the 1970s and finds that instruction has generally been influenced by intellectualism. Recent trends indicate that the personality approach to learning is gaining support and that more educators are trying to relate learning activities to personality traits and experiences of school children.…

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)

Characterizes aesthetic education in the Soviet Union as an increasingly important force in shaping ideological attitudes of children and young adults, providing a balance to intellectual development for all students, and increasing creative development. (Author/DB)

Philosphical principles provide the context for the Soviets' psychological theory (in particular, the "zone of proximal development" concept); this theory then shapes psychoeducational practice. (GDC)

A prominent Soviet educator is interviewed about education in the Soviet Union. Topics covered include the goals of Soviet education, the current 10-year plan for education, school consolidation and upgrading, the use of national languages and Russian in the school system, and educational research and its dissemination. (IS)