Open AccessWOMEN’S EDUCATION IN THE ASPECT OF THE PROFILE OF TEACHING AND TRAINING OF TEACHERS IN RUSSIAN SCHOOL OF THE SECOND HALF OF THE 19TH – THE EARLY 20TH CENTURIES
Author(s) -
Elena V. Kireeva,
Natalia N. Zubareva
Publication year - 2020
Publication title -
vestnik kostromskogo gosudarstvennogo universiteta imeni n.a. nekrasova. seriâ: pedagogika, psihologiâ, socialʹnaâ rabota, ûvenologiâ, sociokinetika
Language(s) - English
Resource type - Journals
ISSN - 2073-1426
DOI - 10.34216/2073-1426-2020-26-1-204-209
Subject(s) - ideology , period (music) , point (geometry) , context (archaeology) , sociology , ideal (ethics) , late 19th century , isolation (microbiology) , pedagogy , mathematics education , class (philosophy) , social science , psychology , politics , political science , history , aesthetics , epistemology , law , art , mathematics , philosophy , geometry , microbiology and biotechnology , archaeology , biology
This article defi nes the key problems of women’s education in the system of specialised education in Russian school of the second half of the 19th – the early 20th centuries from the point of view of the issue of training of teachers. The authorsanalysed approaches to the problems of women’s education profi le, taking into account the class character of education and the demands of the society of the considered historical period. The publication systematises the works of outstanding Russian theoretical pedagogues of the second half of the 19th – early 20th centuries. in the context of the ideological and organisational and methodological aspects of women’s education, as well as the search for its educational ideal that corresponds to the social roles of women of that time. The programme of the course of pedagogy for women’s educational institutions of the second half of the 19th century is analysed from that point of view, and the conclusion is made about its practical orientationin solving the problem of isolation of women’s education from the realities of life.The considered ideas and principles of the leading theoretical pedagogues of this period on the problems of women’s education within the framework of the profi le of training are not only of historical signifi cance, but also show continuity in solving a number of modern educational problems.