Presents a Russian perspective on patent rights in pedagogic studies. The paper notes that patents and licenses are profitable for the author, firm, and state and questions why teachers are not involved in the process. It also describes a center for pedagogical innovations in the USSR. (SM)

The author compares and contrasts the mathematics curriculum in the USSR and the United States. The Soviet mathematics curriculum is not divided into separate courses, but instead consists of a series of steps teaching the method of thinking about mathematics problems. (BW)

Discusses the "socio-play" philosophy of drama education as practiced in the Soviet Union. Outlines the basic structure of the Soviet educational system. Recounts a Soviet educator's practice of socio-play philosophy. (SR)

The role of television in education in the USSR to teach moral development and to instill a selective attitude toward television programs is examined. (Author/JR)

Discusses "socio-play," an innovative Soviet educational philosophy geared to developing individual and group creativity using theatrical techniques in the classroom. Describes how to use several theatrical games and acting techniques in the classroom, and discusses results. (SR)

States that the need for developing creative thinking is currently seen as one of the most pressing needs in the Soviet Union. Describes an innovative aesthetic elementary education program in which students, teachers, and parents work together. (SR)

Examines effects on Soviet education of ideas and teaching methods of Shatalov, Amonashvili, and others. Their ideas, focusing on cooperative relationships among teachers, students, and parents that create a successful learning environment and diminish students' fear of failure, have challenged the authority of the Soviet Academy of Pedagogical…

Describes some innovations in the organization of children's and school libraries in the USSR which were facilitated by the Public Law of 1973. (LLS)

Describes recent efforts at educational reform in the USSR and analyzes the first results of these actions. Notes that educational reform requires not only improvement in content and organization, but also a change in teachers' consciousness and increased funding. Lists eight programs established to stimulate reform. (KO)

Soviet teaching experiments, based on the research of P. Ia. Galperin and of V. V. Davydov, are described, in which children are taught abstract concepts before they are provided with concrete examples. (GDC)

Notes differences between Soviet and North American concepts of instructional development, sketches the unique features of the Soviet educational system, describes the development of educational technology in the Soviet Union, outlines the role of Soviet "qualification raising" programs, and summarizes the status of Soviet instructional…

Music can play an important part in personality development. Music education for children encourages the capacity for creativity, improvisation, and understanding the beautiful and the good. This book traces the history of the music syllabus among teachers in the Soviet Union and discusses creative freedom and the instructor. It also presents a…

Proposes new directions in educational research in the Soviet Union. Assigns priority to pedagogical research tasks. Premises discussion on a growing recognition of the need to promote individual creative development at all educational levels. Advocates extensive experimentation at laboratory schools and cooperation among branches of pedagogical…

This collection, the last of four volumes on the history of compulsory education among the nations of Europe and the western hemisphere, analyzes statistics, methodology, reforms, and new tendencies. Twelve of the document's 18 articles are written in English, 3 are written in French and 3 are in Italian. Summaries accompany most articles; three…

Targets key areas in need of reform in the Soviet educational system: (1) career guidance for students in line with social production needs; (2) greater parent-teacher cooperation; (3) student self-government and decision-making power in schools; and (4) creative teaching methods. Notes how bureaucratic resistance to change has hampered reform…