Open AccessSoviet Power and System of Public Education in 1920s: Practice of Experiments in Conditions of Building New Statehood
Author(s) -
Denis V. Shchukin,
О. Г. Некрылова
Publication year - 2021
Publication title -
naučnyĭ dialog/naučnyj dialog
Language(s) - English
Resource type - Journals
eISSN - 2227-1295
pISSN - 2225-756X
DOI - 10.24224/2227-1295-2021-5-462-476
Subject(s) - context (archaeology) , curriculum , government (linguistics) , novelty , state (computer science) , power (physics) , relevance (law) , political science , field (mathematics) , sociology , subject (documents) , public administration , mathematics education , pedagogy , law , computer science , mathematics , psychology , paleontology , linguistics , philosophy , social psychology , pure mathematics , biology , library science , physics , algorithm , quantum mechanics
The state policy of the Soviet government in relation to the system of public education in the initial period of the formation of the Soviet state is considered. The relevance of the study is due to the content and organizational side of the transformations of the Soviet power in the field of public education in the 1920s, which is today of substantive interest for modern education from the applied standpoint of pedagogical practices and innovations in terms of their effectiveness and professional suitability. The authors focus on the general nature of managerial experiments that took place in the school system in the 1920s in the context of the general transformation of the country. A detailed analysis of the organizational foundations of the reform of the education system was carried out, the structure of educational institutions of the period under review was studied, its graphical diagram was built, an overview of the content and overview of school education was made. The novelty of the research lies in the presented subject analysis of the content of curricula and school programs of the 1920s, the construction of a consistent line of reforms in education implemented by the Soviet government in the context of their further effectiveness and historical results. Conclusions are made about the content side of these transformations within the framework of a complex of pedagogical ideas and new practices in education.