In the 1960s Soviet regime in Lithuania introduced through education a concept of "a new man". This "new man" represented the idealistic vision of the Soviet citizen, thus he had to be indoctrinated with the specific set of values. History as a value-oriented discipline at schools, including both humanitarian and social…

Historical empathy is a critical aspect of history and social science education that has its roots in the inquiry-based education movements of the twentieth century. Although the term "historical empathy" is not specifically mentioned in most history curriculum documents in the United States, dozens of "new social studies"…

Whereas Russian universities have mostly adopted the paradigm of internationalization in higher education that is now widespread in Europe and worldwide, the internationalization of schools in Russia is more complex and ambiguous. This article addresses the questions about the main characteristics of the internationalization of schools in Russia…

American and global history curriculum frameworks for high schools across the 50 states generally present the topic of the Cold War from the Western political perspective and contain material about the impact of the US-Soviet ideological rivalry on American society. This article argues that since the Cold War impacted the lives of people in the…

The "thaw period" films (1956-1968) on the school/university topic can be conditionally divided into two stages: early (1956-1963) and late "thaw" (1964-1968), although, naturally, there was a somewhat diffusion between these periods. The "thaw" audiovisual texts about school and university life, according to the…

Describes vocational education in the Soviet Union. Goals are accomplished by such methods as a standard national curriculum, including sophisticated polytechnical programs, by a system of school-supported youth programs that promote patriotism and group loyalty, and by a media campaign emphasizing the importance of the worker. (Author/JOW)

Describes an interdisciplinary approach to English instruction at an English language school in Moscow. (DD)

Discusses the role of atheism in Soviet education. A theoretical justification for the formal program of atheistic education used in the state school system is offered. Curriculum and methods for teaching atheism and approaches for teaching children from strongly religious homes are described. (AM)

The author looks at the interdisciplinary approach to elementary and secondary curricula in Russia. Topics discussed include integration and coordination, the content of subjects and the links between them, ways of achieving interdisciplinarity, and the general pattern of links between subjects. (Author/RM)

The author details graph exercises and solutions, coordinated with a "new textbook," to explain gas laws for isoprocesses, the first law of thermodynamics, and heat transfer. (JH)

In Soviet schools the teaching of mathematics is quite formal, and experimentation with new methods and programs fairly restricted. In most Republics, examinations are given at the end of grades 8 and 10. Appendices to this article include an analysis of Estonian textbooks and a listing of sample examination problems. (SD)

This yearbook will provide teachers and researchers interested in peace and conflict studies with practical information. There are three major sections. The first section deals with "Approaches to Teaching and Research." How the electronic revolution has transformed the identification of, location of, and access to information on peace…

Discusses ways of eliminating cultural, geographical, historical, and ideological misconceptions about the Soviet Union in secondary social studies classes. The author outlines four topics of study about the U.S.S.R. which he has found of interest to his students. (AM)

Describes the efforts in the USSR since 1984 to develop universal vocational education. Discusses the motivation for this goal and notes that this changeover in education constitutes a major socio-economic task. Links vocational training with general secondary education, reviews the need for modernization of vocational education, and provides…

Explored the relationship between knowing how to think and teaching students to think. The findings indicated that development of pupil's intellectual capacities depend on an adequate assimilation of general methods of thinking and that psychology, logic, and pedagogy can today provide the teacher with the technical resources necessary to make…