Pedagogical encyclopedia m 1999. Russian pedagogical encyclopedia (Davydov V.V.)

YABLONSKIS(Jablonskis) Jonas, lit. linguist, educator, teacher. Graduated from History-Philology. Faculty of Moscow un-that on a specialty "classic. philology". Pupil F. E. Korsh (Cand. Una, 1888). From 1890 he taught at gymnasiums in Mitava (Jelgava), Revel (Tallinn), etc., at the teachers 'seminary in Paneve-jis and at the Voronezh Teachers' Institute. In 1902-03 for involvement in the litas. foreign press was sent to Pskov. Prof. at Kaunas University (1922-26). Its linguistic. works written under the influence of Russian. philol. schools (F.F.Fortunatov and others), contributed to the formation of Lithuanian norms. lit. language. “Grammar of the Lithuanians. language "Ya. (1901) was a generalization of this process after the official. permission to teach native language (1905) became the first guide for teaching on this subject in litas. schools. The author of the first program (1906) and a number of uch. benefits for litas. language. Has streamlined the spelling of the Lithuanians. lang., adopted in the 20s. Made up one of the first school. anthologies of the Lithuanians. lit-ry (parts 1-2, 1916-35). He was the author of the method, manuals for teachers. Contributed to the development of the account. terminology for a number of subjects school. course: chemistry, mathematics, geography, etc., as well as linguistics. Translated into litas. lang. certain artists works by I.A.Krylov and other rus. authors, books by J. Sand and others; uch. textbooks on arithmetic by AP Kiselev, on geography by SP Mecha and others. For the first time he published op. Press it.

Op. for litas. lang .: Sobr. cit., v. 1-5, Kaunas, 1932-36; Fav. cit., v. 1-2, Vilnius, 1957-59; Letters, Vilnius, 1985; Articles and letters, Vilnius, 1990.

Lit. for litas. lang .: Pirochkinas A.M., At the origins of lit. language, Vilnius, 1977; him, I. Yablonskiy and litas. lit. language, Vilnius, 1978. A. M. Pirochkinas.

JAVORSKY Boleslav Leopoldovich, musicologist, composer, pianist, teacher, societies, activist; der of art history (1941), prof. Kievskaya (1916) and Moscow. (1938) conservatory. Graduated from Moscow. Conservatory (1903) in composition class. Pupil of S. I. Taneev. From 1906 he took part in the organization and taught at the first in Russia Moscow. bunk bed Conservatory, prepared for her uch. plans, programs, method, materials. Organizer "Muz. exhibitions ". Considered a bunk bed. the conservatory as a school, which is able to introduce to the muses.

culture of broad strata of the population. Since 1917, the director of the Kiev Nar. Conservatory (KNK). Organizer and leader of courses for the preparation of muses. teachers from the students and graduates of the KNK. Compiled a program for groups of muses. upbringing - children and adults. Contributed to the opening of 35 children in Kiev. muses. schools and classes in education. institutions for sick children, including, for example, in the "House of the Blind".

Since 1921, at the invitation of A. B. Lunacharsky, he was in charge of the music. department of the People's Commissariat of Millet. Under the leadership of J., the music was reorganized. education and relevant institutions, revised programs and created a single account. plan. In 1921-31 he taught at the 1st Moscow. muses. technical school. In 1922 the first children were opened. muses school, which worked according to the Ya system as the first stage of prof. muses. education.

Contributed to the creation of the foundations of mass muses. education in the country. The purpose of the muses. upbringing considered the development of the child's intellectual and creative qualities, contributing to the formation of the artist. and muses. thinking. Ya believed that int. artist the child's potency is awakened by “listening to the sounds of nature, to the sound of a human voice, to the direct intonation of humanity - nar. song in its entirety ... ". Attaching importance to the upbringing environment as the initial stimulus for creativity, J. pointed out in his early works that the acquisition of knowledge and skills is not a brake on the intensity of upbringing. work. According to J., muses. art acts in a trinity: composer - performer - listener. Perception, or, according to Ya., Listening to music, naib, active form of muses. activities.

Combining the formation of an aesthetically prepared listener with the development of personality traits, J. brought to the fore the formation of creative abilities. He used movement, choral singing, performing activities, drawing, storytelling, etc. Muses. images gave birth to literary, pictorial and vice versa. Developing associative thinking skills decomp. types of artists. activity, J. sought to stimulate muses through them. creation. The process of its formation covered, but in the opinion of J., the accumulation of impressions, their spontaneous, sensory-motor, visual and speech manifestations, improvisation, creation of orig. compositions.

At the heart of the teaching system of Ya. Is the "method of expansion", which pursued the goals of disclosing and developing the artistic and muses. the child's gifts; the initiative of the children was important. J. associated the solution of this problem with the selection for study and performance of works marked with vivid images, conveying deep feelings, evoking an emotional response in children.

Cit .: Fav. works, v. 2, h. 1, ed. D. D. Shostakovich, M, 1987.

Lit. B. Yavorsky. Articles, memoirs, correspondence, vol. L, M, 19722; Morozova S., From the history of mass muses. education. B. L. Yavorsky, “Muses. education in school ", 1977, at. 12; with the same, Far-close. (B.L. Yavorsky on the musical education of children), ibid, 1985, c. 16.

WITH. N. Morozov.

YAGAWA TOKUMITSU(1900, Nagasaki, - 07.14.1983, Tokyo), Japanese. teacher. Graduated from Kyoto University. Prof. a number of high fur boots in Japan. In the 30s. published in the journal. "New pedagogy" article about the Sov. school and pedagogy. After World War II, in the works "Criticism of the new upbringing" (1950), "The Japanese crisis. education "(1953)," Nar. pedagogy "(1957) contrasted the ideas of nar. pedagogy new upbringing. In the book. "The development of owls. pedagogy "(1950)," Sovr. owls. pedagogy "(1955) Ya. T. highlighted the main. ideas of owls. pedagogy, theory and practice of A. S. Makarenko, gave an interpretation of the Polytechnic. training in owls. school. Ya. T. was a member of the Society for the democratization of the Nar. education, from 1960 to. About-va for the study of owls. pedagogy, created on his initiative. Translated into Japanese. lang. ped. op. N. K. Krupskaya, A. V. Lunacharsky, A. S. Makarenko, a number of textbooks and monographs of owls. teachers.

In the works "On methodological. the meaning of determinism in the Sov. pedagogy "(1961)," Search for bunks. education ”(1962),“ What is upbringing ”(1970) and others. Ya. T. formulated his own concept of personality, considering the child as an“ object-subject ”of upbringing.

ML Rodionov.

YAGODIN Gennady Alekseevich (b. 3.6.1927, Bolshoi Vyas village, now in the Penza region), educator, chemist, teacher, Ph.D. RAS (Ph.D. USSR Academy of Sciences since 1976), Acad. RAO (1992), der chem. Sciences (1967), prof. (1967). Graduated from Moscow. chem.-technol. in-t them. D.I. Mendeleev (Moscow Art Institute, 1950), later taught there (from 1966 dean of the faculty; in 1974-86 rector). The author of works and inventions on chemistry and technology inorganic. materials of nuclear technology. State pr. USSR (1985). In 1963-1965 Deputy. gene. Director of the IAEA (Vienna).

Since 1985 min. higher and cf. specialist. formation of the USSR, in 1987-91 before. State to-that USSR on plank beds. education. One of the initiators of the first congress of educational workers in the USSR (1988), at which he received societies, support for a course on the humanization of teachers and educators. process and democratic

tization of account management institutions. Ch. He considered the promotion of the student's personality to the center of pedagogy as ways of reform. work educated. institutions, the transformation of the school from a purely state institution into a managed institution with broad participation of the public, parents and students themselves, the restoration of the principles of internal. autonomy and econ. independence of universities (book "Through humanization and democratization to a new quality of education", 1988). Since 1991, the rector Between Nar. un-ta (Moscow), one of the first in Russia. Federation of non-state. un-tov.

In the field of scientific. interests of Ya. - environmental problems. education. At the Moscow Institute of Chemical Technology, he organized the department of prom. ecology (1966), which first began to produce engineers of this profile. Head (since 1988) of the Ecological Center. education in Moscow. Author and co-author of pl. books on this subject, including those addressed to the school. teachers ("Problems of environmental education", Kaz., 1990). Ed. Ya. Published rus. translation of the textbook by T. Miller "Life in environment"(1993-95).

Cit .: Continuous ecological. preparation of students, M., 1984 (et al.); About ecological training of process engineers, M., 1985 (et al.); Nar. education in the USSR on the threshold of the XXI century: the course of perestroika and renovation, M., 1988; Nek-ry recommendations for creating a system of continuous environmental protection. Education, M., 1995.

YAGODOVSKY Konstantin Pavlovich, Methodist-Naturalist. Graduated from St. Petersburg. un-t (1901), taught natural science in schools of Orenburg, St. Petersburg. From 1916 he headed the teacher's institute in Glukhov (now in the Sumy region of Ukraine). After 1919 Ya. Opened in Glukhov uch. an institution of a new type, in which he put ideas into practice labor school... In 1923-43 he worked at ped. universities and science, institutions of Leningrad, Moscow, Sverdlovsk. Works on the methodology of natural science in the beginning. school, in to-ryh is established. attention was paid to guiding the process of formation and development of concepts. Developed the content and methodology of practical. and laboratory work in natural science, botany, anatomy and physiology, sought to give them a research character, taking into account the interests and capabilities of students. Author pl. visual aids.

S about h: Lessons in natural science at the beginning. school, hours 1-2, P., 1916; the same, hours 1-2, [M.], 1921; A living corner at school and at home. Plants, M.-L., 1927; Questions general methodology natural science. Entry. article by M.N. Skatkin, M., 1936; M., 19542.

Lit. Raikov B.E., Naturalistic Ways and Methods. education, M., I960.

3. A. Klepinina.

LEARNING LANGUAGE, the language in which the education is carried out. the process in this education. institution (i.e. the language of communication between the teacher and the students in the lesson, the language of programs and textbooks, etc.). In a number of

legal documents (for example, in the Law "On the languages ​​of the peoples of the RSFSR"), the concept of "language of education and training" is also used, which is not clearly defined.

In mononats. gos-wakh Ya. o., as a rule, serves as the state language, which is at the same time the mother tongue for the majority of students.

Much more complicated is the problem of Ya. About. in multinational state-wah, where along with the majority (i.e. prevailing) there are so-called. minority languages ​​(minority languages). Free choice for students (or his parents) of one or another I. about. is one of the fundamental linguistic human rights (along with the right to choose native language). The right to such a choice is enshrined in a number of international, region, and legal documents. So, in Europe. Charter for a Region, Minority Languages ​​and Languages, adopted by the Council of Europe on 5 nov. 1992, the obligations of the parties are stipulated to "make available" the preschool., Early., Wed, tech. and prof., university and other higher education in the region, languages ​​and minority languages ​​"in accordance with the situation of each of these languages ​​and without prejudice to teaching official language", As well as take measures to provide courses for adults and courses continuing education, where teaching is conducted ch. arr. or in its entirety in a region, languages ​​or minority languages.

The UN Declaration on the Rights of Persons Belonging to Nat. or ethnic, religious and linguistic minorities (18 Dec. 1992), contains more cautious wording: “States shall take appropriate measures to ensure that, where feasible, persons belonging to minorities have adequate opportunities to learn their mother tongue or study in their mother tongue "(Art. 4.4).

In this regard, the legislation of the Russian Federation complies with the international and European legislation. level. In the current Law on the languages ​​of the peoples of the RSFSR (Oct. 1991) in Art. 8 provides for the right to freely choose the language of education and training, state. ensuring the creation of a system of education. institutions in the languages ​​of the peoples of Russia, the right to choose by parents is educated. institutions with one or another language of education and training, as well as assistance to the state "in organizing various forms of education and training in the native language" for Russian citizens living outside their national state. and national-terr. entities, as well as those without such, for representatives of small peoples and ethnic groups. In the RF Law on Education, the right to choose Ya. given to the founder of education. institutions. In practice, these rights are limited by objective conditions, for example, lack or absence of trained teachers, textbooks and other teaching. materials, lack of writing in the language

noy form, undeveloped scientific. and socio-political. terminology, etc.

In most of the laws on the languages ​​of the republics within the Russian Federation, the structure is copied and the wording of the federal law is reproduced. One of the exceptions is the law on languages ​​in force in Tuva, which emphasizes, in particular, the importance of "continuity and continuity of education and training in the native language."

Ya. About. in multinational (multilingual) state-wahs often change when moving from one stage of education to another. So, in the Russian Federation, along with the languages ​​used at all levels of education from primary to higher (for example, Bashk., Tat., Russian), there are languages ​​that are Ya. About. only for the beginning. and cf. education, or ya about. only for the beginning. schools (Avar, Darginsky, Komi-Zyryansky, etc.) or even only in 1-2 grades. (Kalmyk, Karelian). In the future, this language usually continues to be studied already as a subject, and as a Ya. used by rus. lang. Ya. About. v high school most often it is Russian, other languages ​​are used as J. o. only when training specialists in a given language, literature and culture; so Bashkir is ya. only on f-those heads. philology and journalism Bashk. un-that, f-tah head. philology and early. classes Bash. ped. in-that and on similar faculties of Ster-litamak ped. in-that.

Among the "minority" languages ​​of the Russian Federation, there are many non-written or written languages, but limited in their social functions mainly by everyday communication and not used in the education system. In these cases, from the very beginning, Ya. serves as the language of inter-nat. communication. A prerequisite for this is massive bilingualism, which takes place, for example, among the Khants, Kets (with the Russian language), among a number of small peoples of Dagestan (with the Avar language). However, in practice, by no means all children with a native unwritten language have a sufficient command of the international language. communication, which sharply reduces the effectiveness of learning on it.

According to the decree “On schools for nat. minorities ", adopted by the People's Commissariat of the RSFSR in 1918, all the peoples of Russia had the right to organize the school. teaching in their native languages; this right was actively realized in the 1920s. Hence the increased attention of the authorities to training.

in the native language. So, in 1922 the Yakut, the language was introduced into the Yakut, schools as Ya. O., And from 1929 it became compulsory in the Yakut, nat. schools. In 1926 in the USSR there were approx. 86 thousand schools with one Ya. About. (in 57.5 thousand of them it was Russian), approx. 2.6 thousand - with two and about the same number of "mixed" schools with Russian Ya. About. and the study of other languages ​​as subjects. In the end. 90s in the Russian Federation schools with Russian Ya. about. OK. 58 thousand, with other Ya. About. - OK. 6.2 thousand, bilingual - approx. 4.3 thousand, about 1.5 thousand mixed. In bilingual schools, languages ​​were often used, in which there was no monolingual teaching, for example, Abaza, Karelian, Vepsian, Karachai, Teleut, Khakass.

In 1934 in the USSR there were 104 y.o., in 1988 - 44. In the schools of the RSFSR to the middle. 80s used 23 Ya. about. The decrease in their number in the previous period was influenced by objective factors associated with the involvement, therefore, of the masses of the non-Russian population in households. and polit. processes where the Russian language predominated. In the USSR in the 50-70s. a tendency has taken shape to turn Russian into a second native language for many. ethnic groups. This led to the displacement of the native language itself from the dec. spheres of its functioning, including education. On the individual, motivation in the choice of Ya. About. influenced by the quality of education. training, higher among students of schools with Russian Ya. o., and the opportunity to continue their education in Russian-language technical schools and universities (hence, broader prospects for professional and social mobility).

The number of I. o. in growing up. schools in the middle. 90s was St. 50. Harmonization of the individual, ethnic. and public. interests in solving the problems of Ya. depends on the sequence of nat. policy and further education reforms.

Lit .: Nat. culture in Ros. Federation. Information byull., in. 1-3, M., 1992-93; Dyachkov M. V., Problems of bilingualism (multilingualism) and education, M., 1991; its e, Social role languages ​​in multiethnic. societies, M., 1993; Butts and V.K., Kuzmin M.N., Nat. problems of education in Ros. Federation, M., 1994; X p us l about in G.V. (comp.), Linguistic rights of ethnic groups. minorities in education, M., 1994; Leontyev A. A., Linguistic human rights. Observer, 1994, No. 1; The Red Book of the Languages ​​of the Peoples of Russia, M., 1944; State languages ​​in Ros. Federation, M., 1995; Skutnabb-Kan-g a s T, Language and literacy rights minorities, L., 1990; Linguistic Human Rights, B.-N. Y. 1994; Multilingualism for all, Lisse, 1995.

A. A. Leontiev.

JACOBSON(Jakobson) Carl Robert, est. teacher, writer, societies, activist. Graduated from Valga Teachers' Seminary (1859). He worked as a bunk teacher. schools in Torma (1859-62) and Yamburg (1862-63), a home teacher and a gymnasium teacher in St. Petersburg (1864-71). From 1878 the editor of the gas. "Sakala" ("Sakala"), edges old

la leading organ of Estonian. nat. movements of the 70-80s. 19th century One of the initiators of the creation and from 1881 prez. About-va est. writers who deployed active work for the publication of textbooks for schools. In journalism, he opposed the estate privileges of the Baltic-German. landlords in the field of education, for the creation of a system of bunkers. schools subordinated to the state. bodies, not parishes and churches. authorities, for the translation of education into the mother tongue Est. peasants.

The author of the school. textbooks for Estonian. bunk bed schools. His "New alphabet" ("Uus Aabit-saraamat", 1867) approved the sound method of teaching literacy and a new spelling. In the "Book for school. reading "(" Ko-oli lugemise raamat ", ch. 1-3; 1867-76) along with works of Estonian. literature widely used information on natural science and history; applied lesson planning, the material was presented systematically, with the selection of fragments for repetition; in the appendix to the 2nd part he gave a short grammar of Estonian. language. “Book ...” by J. for 40 years withstood 15 editions and was the most popular Estonian. the book of its time. Compiled and published sk. textbooks of geography (1868; first developed the Estonian teaching terminology for this course) and German. language (1878), school. geogr. atlas (1873), a reader for teaching girls "Beads" ("Helmed", 1880), several. scientific-popular books. The activities of J. contributed to the creation of an organizational-ped. foundations of mass Estonian. bunk bed schools.

As a writer, J. is known for his poems and the play Arthur and Anna (1872).

From: Valitud teosed, kd. 1-2, Tallinn, 1959.

Lit .: Jansen E., Pöldmae R., C. R. Jakobson, Tallinn, 1968. A. Yu. Elango.

YAKOVLEV Ivan Yakovlevich, Chuvash, educator, teacher-democrat, writer. Genus. in a peasant family. Received prof. education. In 1867 he entered the gymnasium and organized a school for the Chuvash in Simbirsk (1868), edges with the support of I.N. Ulyanov was adopted by the state. content. St. 50 years taught at this school, which became the center of the nat. Chuvash, culture. After graduating from Kazan-o-un-that (1875), he headed the school organized by him, and was at the same time an inspector of the Chuvash, schools of the Kazan uch. districts (up to 1903). Contributed to the spread of education among non-Russians. of the peoples of the Volga region: with his participation, St. 1200 schools. Expanded the training of teachers from the Chuvash, boys and girls.

Under the leadership of N.I. Ileminsky improved (with the student-philologist I. I. Belilin) ​​the Chuvash, the alphabet in Russian. graphical basis, to-ry began to be used for the publication of dec. books in Chuvash, language. Prepared and published

the first bilingual "Primer for the Chuvash ..." (1872). With the participation of J., books were compiled for reading at the beginning. school containing its orig. stories from bunks. everyday life, creatively reworked samples of folklore. In these uch. manuals J. applied didactic. ideas of KD Ushinsky. For uch. goals translated into Chuvash, Yaz. books for reading and "New alphabet" by L. N. Tolstoy. Translated by A. S. Pushkin, M. Yu. Lermontov, N. A. Nekrasov and others. Ya. Books contributed to the formation of modern. Chuvash, lang. and the formation of an original Chuvash, literature. He wrote “The original textbook in Russian. lang. for the Chuvash "(1892). It means that he achieved success in spreading Russian. lang. among the nerus. students. In the methodology of the beginning. he paid special attention to the formation of active bilingualism. Contributed to the introduction of the school. teaching Chuvash, girls, created orphanages. Provided method, assistance to teachers, organized teachers' congresses and courses.

S about h: Det. stories, [Cheboksary, 1968]; Memoirs, Cheboksary, 19832; Letters, Cheboksary, 1985.

Lit .: S. S. Spiridonov, I. Ya. Yakovlev's worldview, M., 1965; I. Ya. Yakovlev in the memoirs of contemporaries, [Cheboksary, 1968]; Volkov G.N., Ideas of interethnic commonwealth in society.-ped. activities of I. Ya. Yakovlev, SP, 1973, No. 6; Krasnov N.G., I. Ya. Yakovlev. Life. Activity. Ped. ideas. Essays, Cheboksary, 1976; Chernova G. M., Goltsman Yu. P. [comp.], I. Ya. Yakovlev - an outstanding educator of the Chuvash people (1848-1930). Literature Index, ChebEksary, 1960. G. Ya. Volkov

YAKUTIA, Republic of Sakha, included in Ros. Federation. Pl. 3103.2 thousand km2. US. St. 1 million people (1994), including Yakuts (approx. 34%), Russians (approx. 50%), Ukrainians (approx. 7%). The capital is Yakutsk.

For 1000 people of the population aged 15 and over in 1994 there were 911 people. with higher and secondary (complete and incomplete) education (in 1979 - 792 people). St. 170 thousand specialists, including St. 70 thousand with higher and St. 71 thousand from Wed specialist. education.

First Rus. schools (garrison) opened in 1730; in 1739 they were converted to navigational ones; after decomp. reorganizations Yakutsk school worked until 1783, Okhotsk - until 1870. Since 1735, there were schools of the Department of the Orthodox faith. From 1808, county schools were opened (the first was in Yakutsk), and from 1812 - parish schools of the MNP. Worked early. Cossack schools. Enlighten, do-

The exiled Decembrists M.I.

The first short grammar of the Yakut. lang. published in 1858 in Moscow by D.V. Khitrov (alphabet in Russian graphic basis). In the 70s. 19th century began to open Russian. early schools in uluses and villages, there were several. private schools. The training of the Yakuts was facilitated by many. Russian watered, exiled. Home school in 1882 opened in the village. Amga writer V.G. Korolenko, who used the method in teaching practice, the techniques of K. D. Ushinsky and N. F. Bunakov. In 1869, on the basis of the district school in Yakutsk, a progymnasium was founded, which was reorganized into a gymnasium in 1890. In 1882, wives opened. gymnasium (gymnasium since 1900). In 1912 a teacher's seminary was organized. By 1917, there were 173 schools. institutions, including 164 one-class schools (a total of 4.6 thousand students), 5 advanced schools and 4 cf. uch. institutions. The coverage of the population by schools did not reach 10%. Literacy among the Yakuts by 1917 was 2%. Teaching in all schools. institutions were conducted in Russian. lang.

The creation of owls began in 1920. schools. To Yakut. ASSR (since 1922) the Yakut was introduced, the alphabet in lat. graphical on the basis and published a primer, compiled by S. A. Novgorodov (one of the leaders of the Yakut province. ONO), as well as the first book for reading at school. In 1923/24 study. There were 132 schools (6.4 thousand students). The first children appeared. gardens. Work has begun to eradicate illiteracy. Already in 1921 St. 100 points of educational program. The society "Yras olokh" ("Down with illiteracy!") Was organized. The elimination of mass illiteracy was completed in the 40s.

From 1923/24 academic. In schools with a predominant contingent of Yakut students, instruction in the native language was introduced. Boarding education of children began to be included in the practice, which over time became widespread and broke the continuity of family traditions of sowing. peoples. Since 1926 Yakut. state The publishing house launched the Yakut issue. uch. lit-ry. Since 1920, teachers have been preparing ped. courses (3 years of study), later - ped. technical College.

In 1931/32 academic. the introduction of the obligatory began. early learning. The government made a significant contribution to its implementation. activist, scientist and writer P.A.Oyunsky and organizer of the nar. education S. N. Donskoy. In 1931/32 academic. there were St. 480 schools (38.2 thousand students). The creation of prof. uch. institutions (in 1934 there were 17 technical schools and schools). At the technical school of communications, the first FZO courses were opened for training minders, assemblers, etc. In 1934, Yakut was opened. ped. in-t. From 1934/35 uch. the school began. teaching in the Evenk language, the first Evenk primer was published (by G.M. Vasilevich). In the end. 30s Yakut, and Evenk writing are translated into Russian. graphical basis.

From 1949/50 academic. was introduced obligatory. 7-year training. In 1950/51 St. 630 schools, including 37 secondary schools (a total of 65.5 thousand students; over half of them studied in 7-year schools). In 1961/62 study. 8-year universal education was carried out. In 685 general education. schools studied St. 108 thousand students, St. 6.2 thousand teachers. In the 70s and 80s. the course was carried out on a universal Wed. youth education. At the same time, the sphere of education of the indigenous peoples of the North in their native language. was shrinking. As a result, the tendencies of separation were revealed, which means that the mass of children from the nat. traditions, loss of knowledge of the native language, culture, history.

In 1996 in 911 schools. institutions were brought up by St. 67 thousand children. Coverage of children of the appropriate age preschool. institutions was made by St. 68%. St. 500 institutions were educated. work in Yakut, Even, Evenk and other languages ​​sowing. peoples (about 30 thousand people).

In 1996, St. 700 day general education. schools, including under the jurisdiction of the Ministry of Education - 380 secondary, 114 basic, St. 80 primary students (total approx. 200 thousand students). In the end. 80s work has been launched to revive the Yakuts. lang. at school, to expand the teaching of Evenk and other languages. Decomp. Are being developed. options for the development of nat. education system. In 1992, the republic was introduced. basic account plan (16 options), in which the principles of differentiation and individualization of education, the development of bilingualism are implemented. 9 gymnasiums were created (over 2 thousand students). There are 4 negos. Wed schools. In 19 evening schools, St. 4 thousand people St. 80 ext. institutions covered St. 30 thousand students. In schools, etc. general education. institutions are occupied by St. 18 thousand teachers and educators, including St. 70% with higher education... Further training is carried out by Yakut. rep. IUU (founded in 1939). There is a branch (founded in 1961) of car washes. Institute nat. educational problems.

Vocational education is provided by 30 vocational schools (over 8 thousand students). The average special education provide 19 accounts. institutions (total 10.5 thousand students). There are 4 ped., Cult.-enlightenment., Music. and artist. uch-schA. At the Yakutsk un-those (founded in 1956 on the basis of a pedagogical institute; 10 faculties - in 1992), apprx. 7 thousand students. In 1987 founded. Yakut. s.-kh. Institute (now the Academy). In 3 universities - approx. 10 thousand students.

Since 1992 they have been published in Russian. and Yakut, languages ​​zhurn. "Nar. the formation of Yakutia ", gas. "Teacher's Bulletin". Issued by children. periodicals, including journals. "Chuoran-chik" ("Bell", since 1987).

Lit .: Afanasyev V.F., School and development ped. thoughts in Yakutia, Yakutsk, 1966; Sos and A. A., The flowering of culture in Yakutia, [Yakutsk, 1972]; Zhirkov E.P., How to revive the nat. school. Steps of the Republic of Sakha (Yakutia), M., 1992.

WITH. P. Vasiliev, H. H. Vinokurov.

YAMALO-NENETS AUTONOMOUS DISTRICT, enters Ros. Federation.

Pl. 750.3 thousand km2. US. 488 K people (1996), including Nenets (18 thousand), Khanty (6.6 thousand), Selkups (1.8 thousand), Mansi (0.1 thousand). Center - Salekhard.

First Russian native school d. in 1850 in Obdorsk (now Salekhard). In the end. 19th century a boarding school was opened. In the 60s. in Obdorsk there were 2 private schools, a 2-class school and primary school: church-parish and missionary with a boarding house for children of the Nenets, Khanty and Selkups. The training was covered by St. 150 students, including approx. 20 representatives of the indigenous population. Literacy of the indigenous population at the beginning. 20th century was approx. 1%.

The first nat. the school in Yamal was opened in 1921 by P.E.Khatanzeev. In 1928-31, cultural bases began to operate in Yar-Sale and Hammer-Sede for the Nenets and Selkups.

Based on the Unified sowing. alphabet was first developed (1931) Nenets and Khanty writing (from 1937 in Russian graphics). In the 20s. the teaching used the books compiled by V.G.Bogo-raz and S.N.Stebnitsky. Primer books were published for the Obdorsk Khanty - "Khanty-kniga" by Khatanzeev (1931) and for the Nenets - "New Word" by P. G. Prokofiev (parts 1-2, 1932-33, the first Nenets scientist A. P. Pyrerka).

Since the 30s. the general beginning was introduced. education. By 1940 there were 46 schools (over 4.4 thousand students, including over 1.8 thousand - representatives of the indigenous population). 950 children of northerners were brought up in 28 boarding schools. In the end. 30s literacy of the population was St. 60%.

Implementation of the beginning. universal education and the elimination of illiteracy continued in the 50s. Introduced 7-year (1956) and 8-year (1962) universal education. From the 2nd floor. 70s the course for universal Wed was maintained. youth education. One of the main. difficulties in organizing training - multinational composition of students.

In 1996, there were 265 preschool children. institutions, there were 38 thousand pupils (over 62% of children of the corresponding age). There were 136 general education schools. schools (over 86 thousand students), including 112 secondary schools (about 85 thousand students). In 35 schools Ch. arr. representatives of the indigenous peoples of the North (over 6.5 thousand students). From 1st to 7th grade. they study Nenets, Selkup, Khanty (in 2 dialects) languages. Published acc. ABC books (authors S.I. Irikov, V.E. Anofriev and others). Learning the native language. organized for those living on the territory. county children

Tatars, Ukrainians, Moldovans, etc. The schools employ 5.8 thousand teachers. Teachers are trained by Salekhard ped. college (1994; founded in 1933 as a pedagogical school), universities of St. Petersburg, Novosibirsk, Omsk, Tyumen, etc.

Lit .: Bazanov A. G., Essays on the history of missionary schools in the Far North (Tobolsk North), L., 1936; B and z and and about in A. G., Kazansky N. G., School in the Far North, L., 1939; Peoples of Siberia, M. - L., 1956; Khomich L. V., Nentsy, M. - L., 1966; New life peoples of the North, M., 1967; Revived Yamal, Tyumen, 1970; Omelchuk A.K., Salekhard, Sverdlovsk, 1978. N.I. Melyakov.

YANZHUL Ekaterina Nikolaevna, educator, journalist, pedagogue translator. lit-ry. The wife and employee I.I. Yanzhula. Educated in Dresden. Member Scientist to-that MNP in the department of technical. and prof. education (1900). Worked in the Post, commission on technical. education Russian Technical Society(dealt with issues of female prof. education). She gained fame with the publication of articles (including in the journals "Education", "Russian School", "Technical Education", "Vestnik Evropy", "Children's Help", etc.) and books on history, modern. state, problems and trends in the development of schools and pedagogy in Zap. Europe and America, to-rye she studied during joint trips with Yanzhul to the zarub, countries. In 1896 she published a series of articles in Vestnik Vospitanie, “What is the Difference of Amer. school from the Russian ”and published on their basis the book, supplemented with new materials. “Amer. school. Essays on the methods of Amer. Pedagogy "(1902; 19268). Y.'s works are devoted to topical issues of the importance of schools, education, literacy for societies, development, culture, and increasing labor productivity; problems of organization and management of the school. business; amateur performance of students; doshk. education, etc. She studied teaching methods at the beginning. school, and especially physical. and manual labor of schoolchildren. She considered it necessary to introduce needlework as a subject in the general education course. schools. Introducing the ped. public with new trends in the world ped. process, warned against immediate and thoughtless copying of hacks, experience and called for reflection and discussion of common problems.

B 191<£-23 вела науч. и преподавательскую деятельность в Петрогр. ун-те и Педологич. ин-те дошк. воспитания. Привлекалась Наркомпросом как эксперт по вопросам заруб, образования. Продолжала науч. публикации в журн. «Работник просвещения» и др. Участвовала в пед. дискуссиях о методике обучения грамоте. Издала материалы по использованию за рубежом метода целых слов. Перевела труды У. Килпатрика, К. Уошберна и др.

Cit .: Leisure hours. Essays and pictures by lit. and econ. questions, St. Petersburg, 1896 (jointly with I. I. Yanzhul); The influence of literacy on labor productivity, in: Econ. assessment of bunk beds. education, St. Petersburg, 1896; Manual labor in Amer. school, M., 1900; Needlework as a subject of education in general education. school, St. Petersburg, 19102. Kindergartens in the Montessori system, K., 1912; Compare, essay systems school. management in France, Germany, England and the United States, ZhMNP, 1917, No. 11-12; Labor principle in schools of Europe, M., 19183; Amer. children garden as a reconciling system of boards. education of Froebel and Montessori, “Ped. Thought, 1923, No. 2; The practice of the project method in Amer. schools, L., 1925; NOT applied to school. business. Sci. organization of labor in pedagogy of the USA, M., 1926; Amer. school of our time, M. - L. 1926; The latest trends in the organization of the school. cases in the USA, L., 1927.

Lit .: Malinin V, The fate of one book, NO, 1975, no. 12.

E. G. Osovsky, N. And Enaleeva.

YANZHUL Ivan Ivanovich, economist and statistician, educator, Ph.D. Petersburg. AN (1895), der right (1876). Educated in Moscow (1862-69), Leipzig, Heidel-berg, Zurich (1872-73) high fur boots. From 1874 associate professor, in 1876-98 prof. Moscow University (Department of Finance. Law) At the same time in 1882-87 the first factory inspector Moscow. districts. In his reports he reflected the facts of exploitation of children. labor and imperfection of the apprenticeship system; contributed to the adoption of factory legislation (1884), which limited the working day of children 12-15 years old to 8 hours and obliged entrepreneurs to create schools for children of workers. Member of the RTO.

Ya - a supporter of the ideas of "state. socialism ", attached great importance to the participation of the state in the development of culture and education. He emphasized the role of education, especially technical, and the spread of literacy in improving the welfare of society, the effectiveness of trade and trade. Among the most important tasks of the state was the preparation of the able-bodied population of Russia for the conditions of the industrial. production, raised the question of the universality and accessibility of education. The activities of Ya. Contributed to the birth of the Narod economy in the country. education. Research was carried out under his leadership (with A.I. Chuprov, E.N. Yanzhul, L.L. Gav-rishev and others) the relationship of literacy, education, prof. training and quality of labor, their impact on the attitude of workers to production. The results were presented at the 2nd Congress of Rus. workers in tech. and prof. education (1895-96) and published by dep. ed. "Econ. assessment of bunk beds. education "(1896). He also dealt with ped. sociology and statistics, social pedagogy, organization of external education. The author is numerous. scientific. and publicist. articles in periodical. editions (including in "Notes of the Fatherland", "Bulletin of Education", "Russian School", etc.). His textbook for high fur boots “Basic principles of financial policy. The doctrine of state revenues "(1893) awarded the Academy of Sciences

Greig Prize. Editor of a number of articles of the Encyclopedic. Dictionary of Brockhaus and Efron (from 1898).

Cit .: In Search of a Better Future Social Studies, St. Petersburg, 1893; The value of education for the success of industry and trade, "Tekhn. education ", 1896, no. 3; Statistical assessment of good and bad teaching influences within the walls of the school, Khar., 1901; Between this and then. Essays on People's Education, Econ. politics and societies, life, St. Petersburg, 1904; From the memoirs and correspondence of the factory inspector of the first convocation, St. Petersburg, 1907; Memories of what was experienced and seen in 1864-1809 ..., v. 1, St. Petersburg, 1910.

Lit .: Nebolsin A.G., Organization of courses for adult workers, St. Petersburg, 1897; Dyakonov M.A., I.I. Yanzhul, P., 1914; Bergman E., In memory of I. I. Yanzhul, P., 1914; Sudeikin V.G., I.I.Yanzhul, ZhMNP, 1915, Jan.

E. G. Osovsky, N. I. Enaleeva.

YANKOVICH DE MIRIEVO[Mirievsky (Jankoviö Mirijevski)] Fedor Ivanovich, teacher, member. Russian Academy (1783). Serb by origin. Educated in law. Faculty of Vienna University. He took an active part in the reform of the Nar. education in Austria in 1774; in accordance with ped. ideas of I.I. Felbiger disseminated new teaching methods in Serbian schools. In 1782, at the invitation of Catherine II, he moved to Russia. He worked in the Commission on the establishment of the People's Commissariat. school (1782-1801), drew up a plan for school. system, enshrined in the Charter of 1786. Ch. he considered the structure of the bunk system to be issues of reform. school, teacher training and the publication of good textbooks. First. the plan of J. de M. assumed the device of 3 types of bunks. schools (small, medium and main) for austr. sample. But after an experiment carried out in 1782-86 in St. Petersburg and the province, the middle ones were abolished. Law 1786 approved the school. system in the form of main (in each provincial city) and small bunks. uch-sch. Before the introduction of the reform, J. de M. supervised the training of teachers in St. Petersburg. main bunk uch-shche (1783-1785). His pupils became teachers in the first reforms. schools. For them, J. de M. sovm. from rus. teachers compiled "Guidelines for teachers of the first and second grades of the bunk. uch-uch Ros. empire "(1783). In the organization of the school. life attached great importance to a rational teaching method, friendly relations

between teacher and students. Under the supervision and with the participation of J. de M., a set of textbooks for narcotics was published. uch-uch; he owns the "Primer", "Copybooks and for them a manual on calligraphy", "Rules for students" (all - 1782), "World history" (parts 1-3, 1787-98) and other uch. benefits, including revision of the book. "The World of Sensual Things in Pictures" by Ya. A. Komensky - "The Spectacle of the Universe" (1788). On the initiative of J. de M. for the people. uch-uch were prepared by geogr. and ist. maps, atlases and other visual aids; introduced into Russian. school use of chalkboard and chalk.

Ya. De M. supervised the development of the uch. plans for land, sea, artillery and ishk. cadet corps, etc. institutions. Republished, significantly supplementing, "Compares, a dictionary of all languages ​​and dialects ..." (parts 1-4, 1790-91), compiled by PS Pallas. In 1802-04, members. Commissions about schools Min-va nar. education (since 1803 Main board of the school).

Lit .: Voronov A., Fedor Ivanovich Yankovich de Mirievo, St. Petersburg, 1858; Rozhdestvensky S.V., Essays on the history of narcotic systems. education in Russia in the XVIII-XIX centuries, St. Petersburg, 1912; Dodon L.L., Uch. liter rus. bunk bed schools of the 2nd floor. XVIII century and the role of FI Yankovich in its creation, UZ LGPI im. Herzen, 1955, v. 118; Povarova E.V., Commonwealth of glories, peoples in the development of pedagogy in the 18th century. Ped. activity of F.I. Yankovich, in collection: Nek-ry questions of the history of pedagogy, in 13, M, 1971 I. S. Vladimirov.

YANOVSKY Kirill Petrovich, scientist and teacher, hon. h. Petersburg. Academy of Sciences (1891) and the Academy of Arts of Russia, member. Society of lovers of natural science, anthropology and ethnography. Ped. he began his activity as a student. years in the private guesthouse of Gedouen. After the end of the physical-mat. Faculty of Kiev University taught mathematics at the Rovno gymnasium (1843-51). From 1851 he was a teacher of mathematics at the 2nd Odessa gymnasium, and then a teacher of mathematics and physics at the Chisinau gymnasium, from 1856 an inspector, from 1862 director of this gymnasium and director of the Nar. uch-sch of the Bessarabian region Since 1871 assistant to the trustee of St. Petersburg. uch. districts. In 1878-1900, the trustee of the Caucasian school. districts. Under the guidance of Y. prepared "Collection of materials for the description of localities and tribes of the Caucasus" (v. 1-21, 1884-96) - scientific. research in geography, natural science, ethnography, archeology and linguistics. Contributed to the expansion of the network of schools in the Caucasian uch. district and the correct organization of educational and training. process. Was the opponent of the classic. education. The main one in teaching and educating. work considered the versatile development of the personality and the connection between the school and the family. He paid great attention to improving teaching methods, organizing sample lessons, equipping schools with visual aids. He actively collaborated in the journal. "Russian school".

From: Thoughts on education and training, St. Petersburg, 1900; Exchange and constant movement of matter as a condition of world life in general, in particular - organic life, St. Petersburg, 1900.

Lit .: R.S.T., K.P. Yanovsky, Trustee of the Caucasian Uch. district, "Bulletin of education", 1895, No. 1; KP Yanovsky [Obituary], ibid., 1902, no. 6; Y. Paskhalov, Trustee-teacher, “Rus. school ", 1901, no. 9; Gurevich Ya., KP Yanovsky [Obituary], ibid., 1902, no. 7-8; Dzhemardzhidze N., Memories of K. P. Yanovsky, ibid., 1904, no. 7-8. 3. G. Poluyaktova.

JAPAN(Nippon, Nihon), state in Vost. Asia, located on the islands of the Pacific Ocean Honshu, Hokkaido, Shikoku, Kyushu and others (about 4 thousand in total). Pl. OK. 372.2 thousand km2. US. St. 125 million people (1994), St. 99% Japanese. State lang. - Japanese. Main religions: Shinto (until 1945 was the official religion), Buddhism. The capital is Tokyo.

The first schools appeared at the beginning. 7 c. at Buddhist monasteries, which played the role of social and cultural centers. In the beginning. 8 c. was adopted the first "Law on state. schools ”, on the basis of which the training of officials for the center and the provincial apparatus was conducted. Young men from higher. estates studied the whale. classic literature, philosophy, laws, history, mathematics. From the 13th century. large landowners at their estates began to create clan schools, where young men received knightly education and studied military science, classical. literature, etiquette. The training of peasants and fishermen was reduced to the transmission of traditions. work skills, education - to memorize Shinto prayers. The development of large settlements led to the creation in the middle. 17th century temple schools (te-rakoya) for children of artisans, poor samurai and rich peasants, where they taught writing, reading, counting and manual labor. For boys from the noble classes, there were private advanced schools. In some they studied Confucianism, whale. literature and history, in others - Japanese. literature and history; girls were educated at home or in special. wives schools, where they learned sewing, music, dancing, art of drawing up bouquets, the rules of the tea ceremony. They will bring up the formation. installations ch. Buddhist and Confucian ethics were influential.

After the reforms of the Meiji era (1867-1868), a law was passed (1872), which determined the creation of a unified centralization. education system. Were opened state. schools instead of temple and private. In 1890, the "Imperial Edict on Upbringing and Education" was published, which determined their foundation. directions to ser. 20th century Were open Wed. schools of different types: male and female, general education. and professional (dead-end and preparing for continuing education). In addition to general education, specials were studied in them. items by dep. branches of activity: prom. and s.-kh. production-woo, commerce, maritime affairs, etc.

After World War II, the education system underwent a significant restructuring. In 1947, the "Basic Law on Education" was adopted, which proclaimed equal access to education for

all citizens, 9-year compulsory education (free), co-education of boys and girls, the elimination of dead-end schools.

Modern education system. The current education system is defined by law (1947) (with numerous subsequent changes and additions) and covers preschool. institutions for children 3-5 years old, 6-year-old primary, junior (3 years) and senior (3 years) cf. schools, prof. and higher uch. institutions. Shk. training begins at the age of 6. Beginning and younger cf. schools constitute a system of obligatory. education, to-ruyu to ser. 90s attended by 99% of children of this age. There are state, municipal, private education. institutions, part belongs to religions. org-tions. There are especially many private children. gardens (over 58%) and universities.

Account system management institutions are carried out by the Ministry of Education and local (prefectural and municipal) to-you. The Ministry is developing the foundations of the state. policy in education, the content of the school. education, determines the account. plans and programs for schools of all types. The Ministry has a number of advisory bodies, including the Center, the Council for Education, the Council for Academic. programs, the Council for Private Universities, etc. The functions of the comrades (over 3 thousand) include the organization, financing and control over the activities of local schools, the publication of instructional materials, taking into account specific conditions, the hiring and dismissal of teachers. The members of the prefectural committees are appointed by the governor, and the municipal ones - by the local administration.

To finance education at the beginning. 90s stood out St. 7% nat. income (over 11% of the state budget of the country); the share of the state in total expenditures is 25%, the rest is covered from local funds. State schools are financed directly by the Ministry of Education, and prefectural and municipal - from local budgets, so the financial situation of schools depends on the degree of economy. the well-being of the prefecture or municipality, which creates far from equal opportunities for students to receive education. Local education authorities spent on obligatory. schools at the beginning. 90s St. 51% of funds, for senior avg. schools - 16%, for higher education - 11.7%.

Preschool education. The first doshkas. institutions appeared in Ya. after 1872. Their activities were modeled on children. gardens in Zap. Europe and America. In the 2nd floor. 20th century education of children aged 3 to 5 years is carried out by a network of children. gardens. In connection with attempts to move to an earlier start date of the school. education (from 4 years old) there has been a tendency towards full coverage of children

4-5 years old with the aim of gradually creating a school for toddlers. K ser. 90s coverage of children children. gardens made by St. 60% (over 2 million children). 77% of children were brought up in private children. gardens.

General education. Beginning school - 6 years old, compulsory for children from 6 to 12 years old. Uch. the plan includes mother tongue, social studies, natural science, morality, mathematics, music, drawing, manual labor, physical education and starting from

5th grade housekeeping for girls and boys. Weekly load from 24 to 29 hours, depending on the year of study. When teaching writing, students master the nat. phonemic alphabet (kana), study approx. 1 thousand hieroglyphs (to read a newspaper you need to know about 2.5 thousand). In social studies lessons, students receive information on geography, history, on the rules of behavior in societies, places; in natural science lessons - elementary information about living and inanimate nature and man; in the classroom in mathematics, they study arithmetic. actions, elementary information on geometry. In 1995, there were 9.6 million students in 24.8 thousand schools.

Modern Wed the school consists of 2 steps. Junior Wed school - 3 years old, compulsory for children 12-15 years old. Uch. the plan consists of obligatory. subjects - native language, mathematics, social science, natural science, morality, music, depicting, arts, physical education, basics of production (for boys), home economics (for girls) and optional subjects - foreign. lang., technology, home economics, supplement, music courses, physical education, arts. Weekly load 30 hours. In the lessons of the native language, students improve their literacy, practice in the preparation of business documents, the number of hieroglyphs studied is not limited, but reaches only 2 thousand. Synthetic. courses in natural science and social studies, which sometimes leads to schematism and fragmentation of knowledge in chemistry, physics, biology, history, etc. In 1995, 5.6 million people were enrolled in 11 thousand elementary schools.

Senior Wed school - 3 years old, for boys and girls 15-18 years old, paid, differentiated, divided into general education. and prof. branches. 29% of schools have departments of 2 profiles, 48% - only general education, 33% - only professional. For admission, you must pass the entrance exam, it is passed by St. 90% of graduates are required. schools. Widespread use of the complete cf. education is attributed to the high prestige of education in Japan. society, the needs of economic development, limited employment opportunities for persons,

trained only at the level are required. schools.

General education. branches have decomp. streams, including those focused on preparing for admission to higher education. Within their framework, options for account are possible. plans with humanitarian or natural-scientific. slope. Among the uch. subjects: Japanese. lang., classic literature, citizenship, economics, nat. and world history, geography, mathematics, physics, chemistry, biology, physical education, depicts, art, music, foreign. lang., the basics of production (for boys), home economics (for girls). Weekly load 34-36 hours. Prof. the branches have 5 streams: technol., agricultural, marine, commercial, housekeeping. All streams (except for commercial) have a narrow specialization (more than 90 different programs): in agricultural. stream - agriculture, animal husbandry, horticulture, etc .; on technological - electrical engineering, metalworking, woodworking, etc. The choice of programs in each school is limited (2-3). 40% of the time is devoted to specials. subjects, and general education are given according to simplified programs. End of prof. departments are not fixed by the assignment of qualifications or specialties and does not guarantee getting a job. All this led to a decline in the prestige of prof. branches. The number of students in these departments is decreasing. When distributing to streams and departments, test results are taken into account.

There is a small number of evening and correspondence schools, in which the number of students is only 6% of all senior students Wed. schools. In 1995 St.

5.5 thousand seniors avg. schools covered

5.6 million people

Vocational education is carried out by schools of various types. types (terms of study from several months to 1-2 years on the basis of compulsory schools. 50% of students are girls), 97% of these schools are private, paid, have a narrow specialization. In 1995, there were 442 thousand students in 3.5 thousand of these schools. Since 1962, there have been 5-year (mostly state) tech. based colleges are required. schools that provide training in the specialties of Ing. profile. In 1995, 51,000 students were enrolled in 62 colleges. Since 1976 the schools of prof. specialist. preparation of 2 types: 1-3 years on the basis of obligatory. schools and 1-2-year-olds on the basis of senior cf. schools. 87% of these schools are owned by private firms and corporations, which means they have an impact on the future employment of graduates. By technol. 16% of students studied specialties, commercial - 11%, agricultural - less than 1%, home economics - 18%, general culture - 14%, etc. In 1995, there were 3.2 thousand schools (740 thousand students). Qualifications. workers are trained in uch. centers in firms for a specific workplace or

operations through intensive individual-group training based on general school training. Firms undertake personnel training.

Higher education is given by high fur boots, tech. and ml. colleges. The first high fur boots were opened after 1866. After World War II, the modernization of high fur boots was carried out, the term of study was reduced to 4 years (in medical - 6 years). Modern high fur boots of 2 types: consisting of an arbitrary combination of dec. f-tov and specialized (technol., med., ped., etc.). In 1995, 2 million students studied at 499 high fur boots. 71% of high fur boots are private, with high tuition fees (2 times higher than in state ones). 65 high fur boots have evening branches. The largest state. high fur boots: Tokyo (founded in 1877; 11 faculties, 18 thousand students), in Kyoto (1897; 10 faculties, 15 thousand students), in Osaka (1931; 10 faculties, 12 thousand students), Hokkaido un-t in Sapporo (1876; 11 faculties, 11 thousand students), Tohoku un-t in Sendai (1907; 4 faculties, 12 thousand students). The largest private high fur boots: Nihon (founded in 1889; 13 faculties, 94 thousand students), Waseda (1882; 7 faculties, 41 thousand students), Chuo (1885; 5 faculties, 35 thousand students), Meiji (1923; 8 faculties, 33 thousand students), Tokai (1946; 9 faculties, 27 thousand students) - all in Tokyo; Kansk University in Osaka (1886; 6 faculties, 23 thousand students). There is, therefore, the number of high fur boots with 1-2 f-tami (200-300 students).

Since 1950, mln. colleges (2-3 years of study) based on cf. schools. Legally, they belong to the highest. education, but short training times and actual. preparation does not correspond to the generally accepted level of the highest. schools. OK. 84% ml. colleges - private, St. 90% of the students are girls. Half of the students (50.6%) study at the departments of home economics, general culture, childcare, 23.6% - at the departments for training children educators. gardens and teachers early. schools. In Japan, Jr. colleges are seen as a special channel for wives. higher. education. In 1994 at 584 ml. 460 thousand students studied in colleges.

Adult education is carried out by the so-called system. social education by organizing various short courses, lectures, seminars, consultations at prefectural and municipal “bunkers. houses "on general culture, aesthetic. education, home economics and family relations, p. h-woo, and others. In 1994, 17 thousand people worked in Ya. houses ".

Teacher Education. After 1872, teachers' schools were opened in Tokyo, Osaka, Hiroshima, Nagasaki, and other cities. Traditionally, teacher training is carried out on a ped. f-takh un-tov and ped. branches ml. colleges. A teacher's diploma can also be obtained by students of other f-tov high-fur boots on condition of a certain ped.

preparation. From 76 state. high fur boots in 54 there are faculties for the training of teachers, in private high fur boots - it is insignificant. number. Ped. education in high fur boots is received by a relatively small number of students (7%). In ml. colleges on ped. departments preparing teachers early. schools and educators children. kindergarten, 23.6% of students study. Uch. teacher training plan consists of general education., psychological-ped. and special cycles. Specialist. the cycle includes subjects that the teacher will teach at school; general education. cycle - literature, geography, japan. and foreign languages, physics, chemistry, mathematics, biology. The student is offered a wide choice not only of the subjects themselves, but also options for programs in terms of complexity and with an emphasis on in-depth study of the department. sections. Ped. the cycle is presented as required. subjects in pedagogy and psychology (principles and methods of teaching, moral education, history of ped. thought, ped. sociology, psychology, developmental psychology, psychological diagnostics, etc.), and subjects of choice. The proportion between them is determined by the uch. institutions, but taking into account the standards in credit units established by the Ministry of Education. Ped. practice is carried out in basic schools under the guidance of teachers of these schools and lasts 4-8 weeks, the terms of practice are determined by each un-t independently.

Pedagogical scientific institutions. Scientific research. work is concentrated in the State. in-those ped. research - coordinator of research in the field of pedagogy. This means that a place is occupied in his work by problems within the framework of the UNESCO program for the countries of Asia. There are research studies with local education authorities in large cities. centers, to-rye combine will investigate. work with work to improve the qualifications of teachers. Small explore. centers are in all prefectures, the work of which is associated with the detailed development of the school. programs adapted to local conditions. Sci. work in the field of pedagogy is also carried out on ped. f-takh un-tov, in ped. colleges and in numerous. ped. about-wah. M. L. Rodionov. YARMACHENKO Nikolay Dmitrievich (b. 6.9.1928, village Cheremoshnya, Kiev region), teacher, foreigner. member RAO (1995; Acad. APN USSR since 1982), der ped. Sciences (1969), prof. (1970). At the end of the defectological Faculty of Kiev ped. in-ta them. A.M. Gorky (1951) was retained as a teacher (in 1959-70 he was the head of the department of defectology and deaf-pedagogy, in 1968-73 he was the vice-rector). Since 1973, director of the Research Institute of Pedagogy of the Ukrainian SSR. Since 1992 prez. APN of Ukraine. Prev Ped. about-va of Ukraine (since 1974). Works on the theory and history of pedagogy, defectology.

Cit .: History of deaf pedagogy, K., 1975 (in Ukrainian); The problem of compensation for deafness, K., 1976; Public education in the Ukrainian SSR, Kiev, 1979; Pedagogy, K., 1986; Ped. activity and creative heritage of A.S. Makarenko, K., 1989. V.K. Mayboroda.

YAROSHEVSKY Mikhail Grigorievich (b. 08/22/1915, Kherson), psychologist, hon. h. RAO (1993), der psychol. Sciences (1961), prof. (1961). Graduated from Leningrad State Pedagogical Institute (1937). He worked at the Institute of Philosophy of the USSR Academy of Sciences (1945-51), in ped. in-takh Kulyab, Lenin-abad, Dushanbe (1951-65), in Taj. un-those (1963-65), where he created and headed the Department of Psychology and Experimental Psychol. laboratories. Since 1965 in Ying-those history of natural science and technology of the Academy of Sciences of the USSR. Repressed in 1937-38.

Main works in the field of history and methodology of psychology and human sciences, psychology scientific. creativity, science of science. Exploring the laws of development of psychol. knowledge from antiquity to the present day, developed the concept of categorical analysis of scientific. activities, according to a cut in addition to empirical-theoretical. knowledge, the categorical structure of science is distinguished as a system of extremely generalized concrete scientific. concepts, organizing scientific. knowledge and the defining logic of the development of science. Based on this approach, he put forward the concept of scientific. activity (considered in the unity of its subject-logical, social and personal aspects), the unit of analysis is a research program. The idea of ​​a research program as a consolidating beginning of the collective activity of scientists, implemented through the distribution of scientific. functions (roles), served as the basis for the development of a software-role-based approach to the study of scientific. collective, which gave rise to a new direction - the social psychology of science. Integration of further work in this direction with the historical scientific. approach led to the development of orig. systems of concepts that reveal psychol. specifics of scientific. creativity. Thus, the foundation was laid for another direction - ist. psychology of science. Research in this area has made it possible to identify the specifics of a special science of behavior that has arisen in Russia. Ed. Ya. Publ. research "Repressed Science" (2 vols., 1991-1993).

Cit .: The problem of determinism in psychophysiology of the 19th century, Dushanbe, 1961; I.M.Sechenov, L., 1968; Development and modern the state of notches, psychology, M., 1974 (jointly with L. I. Antsyferova); Psychology in the XX century, M., 19742; Schools in Science, M., 1977 (ed. Et al.); History of Science and School. teaching, M., 1978 (with L. Ya. Zorina); Sechenov and world psychology. Thought, M., 1981; History of psychology, M., 19853; Psychology. Dictionary (ed. With A. V. Petrovsky), M., 1990; L. S. Vygotsky: in search of a new psychology, St. Petersburg, 1993; Introduction to the history of psychology, M., 1994; History of Psychology, M., 1994 (with A. ~ A. Petrovsky), M., 1994; East. psychology of science, St. Petersburg, 1995; Theory and history of psychology, 2 vols., M., 1996. V.V. Umrikhin.

Hawks Ivan Maksimovich, philosopher and teacher,

activist nar. education. Received Wed. spiritual education, but in 1816 he abandoned the career of a clergyman and entered honey. Faculty of Moscow un-that (graduated in 1820). In 1825 he defended his doctoral dissertation. on human physiology. The next 10 years he devoted to scientific literature. activities. From 1834 he served in the department of the People. enlightenment: director husband. gymnasiums in Grodno (1834-42) and Dina-burg (from 1842). Author of works on history, geography, geology. A special place is occupied by articles and books by Ya. On pedagogy and narcotics. education.

Considering enlightenment as a universal human phenomenon, J. believed that it could be introduced by one people to another, but not otherwise than by changing "in accordance with the characteristics of peoples." The position of Russia was assessed in relation to dec. classes and its different peoples; he associated both relationships with dissimilar approaches to learning systems. The ideal of enlightenment was seen in public education.

He assigned an important role in education to the study of "natural history" (the history of man in the world), and was critical of the history textbooks that existed in Russia. In the journal. "Moscow Telegraph" published in the late. 20s - early. 30s 19th century a cycle of articles, to-rye were supposed to make up "a special kind of ist. textbook "(in the form of a separate book, the textbook was not published due to opposition to censorship). According to J., the study of history contributes to the knowledge of the laws of nature and society. Among such laws J. first of all attributed the law of variability. In nature, everything is combined into a common whole. Every creature “obeys the general nature to a part, to a part free, to a part, and to command it in a part. The more perfect it is, the weaker its tribute to the general, and the more this general serves in its individual benefit. " And the person himself "cannot avoid external influences, which act on him and change him not only physically, but also mentally." In the life of the department. man and society as a whole, the decisive role belongs to reason and enlightenment: reason is the most powerful force on Earth, its tool is enlightenment, which consists in "acquiring methods of controlling the forces of nature." Ya. Also considered a special type of education, to-ry called civil, - mastering

the ability not only to "manage nature, but also to manage those like yourself." From these positions, I examined in detail the tasks of the school. education and the role of dep. uch. subjects in the formation of a citizen. To uch. material J. presented a trace, requirements: the information taught to children should not exceed the limits of their understanding; training should contribute to a harmonious mental and physical. development and prepare the ground for further education and self-education; first of all, those disciplines should be taught that correspond to the spirit of the times and the development of which can bring naib, benefit to humanity, the homeland and the person himself. In this regard, he attached particular importance to natures. sciences.

Cit .: On the mental education of children. age, M., 1831; On the organs of the soul, M., 1832; About the system of sciences that are decent in our time for children ..., M., 18332 (new abbr. Ed., In the book: Anthology of pedagogical thought of Russia in the first half of the XIX century, M., 1987); Confession, St. Petersburg, 1841.

Lit .: Lebedev P. A., I. M. Yastrebtsov and his research on didactics, SP, 1987, No. 4. P. A. Lebedev.

YAKHONTOV Alexander Alexandrovich, entomologist, methodologist in natural science, Ph.D. APN RSFSR (1946). After graduating from Moscow. un-that (1904) taught natural science at school. In 1919-25 he worked in the People's Commissariat for Education, in 1920-29 - in the Research Institute of Methods of School. work. Participated in the preparation of the account. programs, the development of teaching methods, the creation of an account. and method, literature, teacher training. In 1925-32, while working at Uchpedgiz, he organized a series of books "To help the schoolchild". Since 1932, Ya. On teaching work in the Center, in-those for advanced training of personnel of the People's Republic of. education (until 1935) and at the Moscow State Pedagogical Institute (until 1949); in 1944-60 on scientific. ped. work in the research institute of teaching methods of the APN. Research Ya. In the field of entomology (St. 30 works) are reflected in the method, and uch. lit-re; in particular, on their basis, a guide for young naturalists "Our daytime butterflies" (1935) was compiled. The author of textbooks, teaching methods, and visual aids, popular scientific books, in which he consistently pursued the idea of ​​enhancing teaching methods, substantiated the value research method and excursions in teaching nature. disciplines.

Cit .: Biol. excursions in the city in the mountains. garden, M.-L., 1926; Animal world. Uch. book on zoology, part 1, M.-L., 19295; Part 2, M.-L., 192911; The origin of pets, M., 1937; Album of paintings on zoology, M., 1938; Foundations of Darwinism, M., 19473 (et al.); Methods of teaching zoology, M., 1955 (ed. Et al.); Practical classes at school. study-experimental site, M., 1956 (ed.); Pictures "The World of Animals", M., 1966; Zoology for the teacher. Invertebrates, M., 19822; Zoology for the teacher. Chordates, M., 19852.

Lit .: Raikov B.E., Naturalistic Ways and Methods. education, M., 1960.

Z.A. Klepinina.

Russian Pedagogical Encyclopedia

Publisher:

Moscow, "Great Russian Encyclopedia", 1993

Pedagogical encyclopedias

and dictionaries, scientific reference publications on pedagogy and public education, containing information on the history, theory and practice of upbringing and education (in general or on individual branches of pedagogical science). Distinguish according to the content of P. e. of a general nature and dedicated to individual problems, sections, disciplines of pedagogical science; by structure - alphanumeric (basic type) and systematic; terminological dictionaries - monolingual and so-called linguistic. P. e. as a special type of pedagogical literature began to appear in the late 18th - early 19th centuries. The increase in the number of publications of teaching aids and theoretical works on pedagogy, pedagogical psychology made it necessary to generalize the accumulated pedagogical experience in the most convenient encyclopedic form for review. A typical example of such a consolidated fundamental work is the 16-volume edition "General revision of school science and education" ("Allgemeine Revision des gesamten Schulund Erziehungswesen", Hamb.-, 1785-1792), compiled under the guidance of the German philanthropist educator J. G. Kampe. From the beginning of the 19th century. P. e. compiled in many countries; The greatest influence on their development was exerted by the publications of Germany and France, in the 20th century - Great Britain and the USA.

In Russia, the first attempt to create a set of pedagogical ideas was made by F. Anhalt, who compiled two collections of moralizing aphorisms (in Russian, French, German, Latin) - "The Talking Wall" ("La muraille parlante", St. Pétersbourg, 1790) and "Hall rest "(" La salle de récréations ", St. Pétersbourg, 1791). In 1829, the publisher S. Glinka published a reprint of these aphorisms in Moscow, calling it "The Art of Learning While Walking, or a Manual Encyclopedia for Education." A more serious attempt to give a set of pedagogical ideas, moreover, for the first time in alphabetical-vocabulary form, on the basis of edifying examples from history and quotations from works (but almost without touching on educational issues) was made by P. N. Engalychev in his books "On physical and moral education with adding a dictionary of virtues and vices "(St. Petersburg 1824)," Dictionary of physical and moral education "(parts 1-2, St. Petersburg, 1827)," Dictionary of virtues and vices with the addition of some memorable incidents "(parts 1-2, St. Petersburg , 1828). In 1898-1910 the parental circle of the Pedagogical Museum of Military Educational Institutions in St. Petersburg published a series of brochures on the problems of preschool education - "The Encyclopedia of Family Education and Training" (59 brochures); the series was created on the basis of reports in a circle of teachers, doctors and parents, edited by P.F.Kapterev. At the beginning of the 20th century. The Kharkov society for the dissemination of literacy among the people released 2 pedagogical volumes as part of the "People's Encyclopedia of Scientific and Applied Knowledge" published by it: vol. 9 - "Philosophy and Pedagogy" (M., 1911) and vol. 10 - "Public education in Russia" ( M., 1912), with a wide systematic coverage of pedagogical knowledge and a large amount of factual material. At the same time, a number of cultural figures (N.V. Chekhov, E.M. Charnolusskaya, M.M. Rubinstein, L.B. Khavkina, V.P. Kashchenko, G.I. Rossolimo, etc.) created under the general editorship of N. V. Tulupov and P. M. Shestakov "A Practical School Encyclopedia" (Moscow, 1912), imbued with the ideas of a labor school.

The first Soviet encyclopedic edition was the 3-volume Pedagogical Encyclopedia, published in 1927-29 in Moscow, edited by A. G. Kalashnikov and M. S. Epstein with the participation of prominent Soviet teachers. Despite the underdevelopment of many problems of Soviet pedagogy in the 1920s, the diversity of views of the authors, ideological and methodological errors in a number of articles, the encyclopedia has summarized a large amount of material on the history and theory of education and upbringing. In 1960 the Academy of Pedagogical Sciences of the RSFSR published a short 2-volume Pedagogical Dictionary (editor-in-chief I. A. Kairov). In 1964-68 the publishing house "Soviet Encyclopedia" published a 4-volume "Pedagogical Encyclopedia" (editor-in-chief I. A. Kairov and F. N. Petrov). The encyclopedia contains about 3 thousand articles on the main psychological and pedagogical issues of upbringing, general problems of pedagogy, didactics, methods of upbringing, extracurricular and extracurricular work, pedagogical and child psychology and physiology, defectology, on the systems of public education in the USSR and other countries, branches of special education , about domestic and foreign teachers and educators.

Among the common P. e. and dictionaries of foreign countries, the following editions have or retain it for the characteristics of the pedagogy of their time.

Great Britain: Fletcher A., ​​"Pedagogical Encyclopedia of Sonnenschein" (Fletcher A. E., "Sonnenschein" s cyclopaedia of education ", L., 1888; 3 rev. Ed., L.-NY, 1906);" Teacher's encyclopedia of theory, methodology, practice, history and development of pedagogy in Great Britain and abroad ", editor A. P. Laurie, vols. 1-7 (4) (" The teacher "s encyclopedia of the theory, method, practice, history and development of education at home and abroad ", ed. by AP Laurie, v. 1-7, L., 1911-12; 2ed., V.1-4, L., 1922); Watson F., "Encyclopaedia and dictionary of education", v. 1-4, L., 1921-22; Macmillan's Primary School Teaching Practice, ed. E. J. C. Lay, vols. 1-7 (Macmillan's teaching in practice. An encyclopaedia of modern methods of teaching in primary school, bv E. JS Lay, v. 1-7, L., 1931-39); Macmillan's [Publishing House] Junior Schools Teaching Practice, Ed. E. JS Lay, Vol. 1-7 (Macmillan's teaching in practice for junior schools. A new encyclopaedia of teaching ", ed. by E. JS Lay, v. 1-7, L., 1938); Macmillan's Teaching Practice in the Last Grade of the [Publishing House], ed. By E. JS Lay, Vol. 1-8 (Macmillan's teaching in practice for seniors. E. JS Lay, v. 1-8, L., 1938); "Blond's encyclopedia of education", ed. By E. Blishen ("Blond's encyclopaedia of education", ed. By E. Blishen,).

GDR: "Small Pedagogical Encyclopedia", editor-publisher G. Frankiewicz and others ("Kleine pädagogische Enzykiopädie", hrsg. Von H, Frankiewicz, B., 1960); "Pedagogical encyclopedia", editor G. Frankiewicz et al., Vol. 1-2 ("Pädagogische Enzykiopädie", hrsg. Von N. Frankiewicz, Bd l-2, V., 1963).

Germany (before 1945): Reuter D., "Pedagogical encyclopedic dictionary, or Handbook of education and training" (Reuter D., "Pädagogisches Reallexikon, oder Repertorium für Erziehungs- und Unterrichtskunde und ihre Literatur", Nürnberg, 1811); "Encyclopedic Pedagogical Dictionary, or Complete Alphabetical Guide and Manual on Pedagogy and Didactics", revised and edited by JH Wörle ("Encyklopädisch-pädagogisches Lexicon, oder Vollständiges alphabetisch geordnetes Hand- und Hilfsbuch der Didbagogik" und hrsg. von JGC Wörle, Heilbronn, 1835); "Universal Encyclopedic Dictionary of Education and Training", editor M. K. Münch, v. 1-3 ("Universal-Lexicon der Erziehungs- und Unterrichtslehre", hrsg. Von M. C. Münch, Bd 1-3, Augsburg, 1841-42; 3 Aufl., Augsburg, 1859-1860); "The Pedagogical Encyclopedic Dictionary, or the Encyclopedic Dictionary of Education and Training and Their History ...", editor K. G. Hergang, vols. 1-2 ... ", hrsg. Von KG Hergang, Grimma, 1843-47; 2. Aufl., Bd 1-2, Grimma, 1851-52); "Encyclopedia on all issues of education and training", v. 1-10 ("Encykiopädie des gesamten Erziehungs- und Unterrichtswesens", Bd 1-10, Gotha, 1859-75; 2. Aufl., 1876-87); "Encyclopedia of Pedagogy from the Point of View of Modern Science", v. 1-2 ("Encykiopädie der Pädagogik vom gegenwärtigen Standpunkte der Wissenschaft", Bd 1-2, Lpz., 1860); "Encyclopedic Dictionary of Education and Training Based on Catholic Principles", revised and general edition by G. Rolfuss and A. Pfister, vols. 1-4 ("Real-EncykIopädie des Erziehungs- und Unterrichtswesens nach katholischen Principien", bearb. Und hrsg. von H. Rolfus und A. Pfister, Bd 1-4, Mainz, 1863-66; 2. Aufl., Bd 1-4, Mainz, 1872-74, Ergänzungsband, 1884); A. Wittstock, "A Brief Encyclopedia of Pedagogy" (Wittstock A., "Encykiopädie der Pädagogik im Grundriß", Heidelberg, 1865); Vogel A., "Systematic Encyclopedia of Pedagogy" (Vogel A., "Systematische Encykiopädie der Pädagogik", Eisenach, 1881); Sander F., "Encyclopedic Dictionary of Pedagogy" (Sander F., "Lexikon der Pädagogik", Lpz., 1883; 2. Aufl., Breslau, 1889); "Encyclopedic Guide to Pedagogy", ed. W Rhine, vols. 1-7 (10) ("Encykiopädisches Handbuch der Pädagogik", hrsg. Von W. Rein, Bd 1-7, Langensalza, 1895-1899; 2. Aufl., Bd 1-10, 1903-11); "Encyclopedic Dictionary of Pedagogy", editor M. Roloff, vols. 1-5 (Lexikon der Pädagogik, hrsg. Von M. Roloff, Bd 1-5, Freiburg im Breisgau, 1913-17; 2. Aufl., 1921); The Desktop Dictionary of Public Education, edited by E. Klausnitzer and others (Handwörterbuch des Volksschulwesens, hrsg. Von E. Clausnitzer, Lpz.- B., 1920); "Pedagogical Encyclopedic Dictionary", editor G. Schwartz, v. 1-4 ("Pädagogisches Lexikon", hrsg. Von H. Schwartz, Bd 1-4, Bielefeld-Lpz., 1928-31); Handbook of Pedagogy, ed. G. Noll and L. Pallas, vols. 1-5, additional index volume (Handbuch der Pädagogik, hrsg. Von H. Nohl und L. Pallat, Bd 1-5, Erg.- Bd, B., 1928-33); "Encyclopedic Dictionary of Contemporary Pedagogy", editor I. Spiler, vol. 1-2 ("Lexikon der Pädagogik der Gegenwart", hrsg. Von J. Spieler, Bd 1-2, Freiburg im Breisgau, 1930-32); Helman V. "[Concise] pedagogical dictionary" (Hchimann W., "Pädagogisches Wärterbuch", Lpz., 1931; 7. Aufl. [In Germany], "Wörterbuch der Pädagogik", Stuttg., 1964).

Poland: "Encyclopedia of Education", edited by Lubomirski [et al.], V. 1-9 ("Encykiopedyja wychowawcza", pod red. J. T. Lubomirskiego, t. 1-9, Warsz., 1881-1922); Kierski F., "Table pedagogical encyclopedia", v. 1-2 (Kierski F., "Podręzna encykiopedja pedagogiczna", vol. I-2, Lwów, 1923-25); Kruliński K., "Desktop Pedagogical Encyclopedic Dictionary" (Króliński K., "Podręzny leksykon pedagogiczny", Poznań, 1935); "Encyclopedia of Education", editor-in-chief S. Lempitsky, vol. 1-3 ("Encykiopedja wychowania", red. Naczelny S. empicki, vol. I-4, Warsz. 1933).

USA: "The Cyclopaedia of Education", ed. By H. Kiddle, A. Shem ("The cyclopaedia of education", ed. By H. Kiddle and A. J. Schem, N. Y.-L., 1877); the first pedagogical encyclopedia in English, published in the USA and Great Britain; "A cyclopedia of education", ed. By P. Monroe, v. 1-5, NY, 1911-1913; reprinted 1926-28 ; Encyclopedia of educational research, ed. By WS Monroe, NY, 1941; 3rd ed., By Ch. W. Harris with the assist, of M. R. Liba, 1960 ; translated into Spanish: "Enciclopedia de la educación científica", La Habana, 1956); Encyclopedia of child guidance, ed. By R. B. Winn, N. Y., 1943; "Encyclopedia of modern education", editor GN Rivlin ("Encyclopedia of modern education", ed. N. N. Rivlin, assoc. Ed. N. Schueler, NY, 1943; 2nd ed., 1948; translation into Spanish : "Enciclopedia de la educación moderna", v. 1-2, B. Aires, 1956); "Dictionary of Education", editor K. V. Good ("Dictionary of education", prepared under the auspices of Phi Delta Kappa CV Good ed ...., NY-L., 1945; 2nd ed., NY, 1959) ; Dewey J., Dictionary of education, ed. By R. B. Winn, N. Y. 1959.

France: Morard T. V., "General vocabulary for education and training, or the Art of self-education and teaching others" (Morard T. V., "Dictionnaire général usuel et classique d" education, d "instruction et d" enseignement, ou l "Art de s" instruire soi-même et d "enseigner les autres", P., 1836); "General Dictionary of Education and Training", editor E. M. Campagne ("Dictionnaire universel d" education et d "enseignement", red. Par E. M. Campagne, Bordeaux, 1869; 3 éd., P., 1873) ; "Dictionary of Pedagogy and Primary Education", published under the direction of F. Buisson, part 1 (v. 1-2) - part 2 (v. 1-2), additional volume 2 ("Dictionnaire de pédagogie et d" instruction priinaire ", publ. sous la dir. do F. Buisson, pt. 1 (t. 1-2) -2 (t. 1-2), 2 suppL, P., 1878-87), 2 tir., 1887 -88; "New Dictionary of Pedagogy and Primary Education", published under the direction of F. Buisson ("Nouveau dictionnaire de pédagogie et d" instruction primaire ", publ. Sous la dir. De F. Buisson, P., 1911); "General encyclopedia of French education", v. 1-4 ("Encyclopédie générale de l" education française ", t. I-4, P., 1952-54);" Practical encyclopedia of education in France "(" Encyclopédie pratique de l "Education en France", P., 1960).

Germany: "Pedagogical Dictionary" ("Pädagogisches Fachwörterbuch", Donauwörth, 1952); "Encyclopedic Dictionary of Pedagogy", vol. 1-4, additional volume ("Lexikon der Pädagogik", 3. AufL, Bd 1-4, Freiburg, 1952-55; Ergänzungsband, 1964, 4. Aufl., Bd 1-5 , 1964-65); "Pedagogical encyclopedic dictionary", editor GG Grothoff, M. Stallman ("Pädagogisches Lexikon", hrsg. Von H. H. Groothoff und M. Stallman, Stuttg., 1961); "Great Encyclopedic Dictionary for Parents and Caregivers", editor-publisher W. and A. Neubauer ("Das große Lexikon für Eltern und Erzieher", hrsg. Von V. und A. Neubauer, Fr./M.- Innsbruck, 1962) ; "Pedagogical Encyclopedic Dictionary", v. 1-2 ("Pädagogisches Lexikon", nrsg. Von V. Horney, Bd 1-2; 1-2 ("Handbuch pädagogischer Grundbegriffe", hrsg. Von J. Speck und G. WehIe, Bd 1-2, Münch., 1970); "New Pedagogical Encyclopedic Dictionary", editor-in-chief GG Grothof and M Stallmann ("Neues pädagogisches Lexikon", hrsg. Von HH Grothoff und M. Stallmann, Stuttg.-B., 1971).

Czechoslovakia: Pedagogical Encyclopedia, ed. O. Chlup, I. Kubalek, I. Uger, ch. 1-3 (“Pedagogická encyclopedie”, red. 0. Chlup, J. Kubálek, J. Uher, díl. 1-3 , Praha, 1938-1940); "Pedagogical Dictionary", editor-in-chief B. Kujal [et al.], Part 1-2 ("Pedagogický slovník", hlav. Red. V. Kujal, díl. 1-2, Praha, 1965-67).

Switzerland: "Encyclopedic Dictionary of Pedagogy", v. 1-3 ("Lexikon der Pädagogik", Bd 1-3, Bern, 1950-52); Hanselmann G., "Encyclopedic Dictionary for Parents" (Hanselmann H., "EItern-Lexikon", Z., 1956).

Yugoslavia: "Encyclopedic Dictionary of Pedagogy", editor D. Frankovich [et al.] ("Encikiopedijski rjećnik pedagogije", ured. D. Franković, Zagreb, 1963); "Pedagogical dictionary", editor-in-chief R. Teodosich, 1-2 ("Pedagogy of the river", edited by the chief ured. R. Teodosyga, 1-2, Beograd, 1967).

P.K.Kolmakov.

Great Soviet Encyclopedia. - M .: Soviet encyclopedia. 1969-1978 .

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R O S S I J S K A Z

PEDAGOGICAL ENCYCLOPEDIA

Moscow GREAT RUSSIAN ENCYCLOPEDIA 1993-1999

From the editorial board

The Russian Pedagogical Encyclopedia is a reference publication aimed at presenting as complete as possible in modern conditions a set of generalized and systematized information in the field of theory and practice of education. This publication is intended for practitioners of all specialties, researchers and students in need of reliable and objective information on theory, history, methodology, methodology of psychological and pedagogical sciences and on various educational systems. Since many pedagogical phenomena and patterns are of an interdisciplinary nature, the encyclopedia is largely focused on specialists in related fields - psychology, philosophy, sociology, etc. individuals will find here a variety of materials on these problems.

Our country has experience in publishing such works. However, the Pedagogical Encyclopedia, published in 1927-29, in 3 vols. ed. A.G. Kalashnikov today is more of a historical and scientific than a reference source. To a certain extent, the same can be said about the two-volume Pedagogical Dictionary (1960-61) and the four-volume Pedagogical Encyclopedia (1964-1968).

The creators of the encyclopedia are aware of the fact that not a single reference publication, especially of the humanitarian profile, can claim to be considered completely independent of the ideological currents of its time, scientific traditions, and sometimes emotional preferences. Similar publications of past years bear the imprint of their era. In recent decades, and especially in the last few years, in the field of psychological and pedagogical knowledge, there has been a reassessment of many previously unconditional theories and facts. Considerable experience has also been accumulated - both positive and, it must be admitted, negative - in the field of education.

The Russian Pedagogical Encyclopedia strives to reflect as objectively as possible the current level of development of domestic pedagogical science and practice. A complex and contradictory stage in the life of the state and society cannot but affect the state of pedagogy and the education system. Therefore, the material presented in the encyclopedia bears the imprint of those social tendencies that, even without being completely formed, now determine the development of pedagogical science and practice.

The perception of encyclopedic literature, which has taken root in our country, is characterized by its assessment by the reader as a normative source. From modern positions, this view cannot be considered justified, since in the field of humanitarian knowledge in general and pedagogy in particular, the monopoly on truth by no means serves the cause of a creative approach to the topic under consideration. Of course, the factual material presented in the encyclopedia has been carefully checked. As for the definitions given to this or that concept, as well as scientific interpretations of various phenomena and facts, the editorial board has abandoned attempts to formulate them in the final version. In modern science, a number of concepts have many definitions, which are not always consistent with each other. The scientific interpretation of certain phenomena is also carried out from different positions. Therefore, in most cases, the content of the problem article reflects mainly the position of the specialist who wrote it. In this regard, the text of the encyclopedia's articles cannot and should not serve as an indisputable argument in a scientific discussion. In particular, the bibliography for articles includes sources that reflect other than the author's approaches to the problem. This, in part, reveals one of the goals of the encyclopedia - to stimulate scientific thought and creative research.

In light of the emerging trends in modern pedagogy, the content of the encyclopedia has undergone significant changes in comparison with previous editions of a similar profile. The creators of the encyclopedia sought to free the text from the ideological clichés and attitudes that prevailed in Russian pedagogy for decades. The material devoted to domestic and foreign scientists and their views, as well as foreign pedagogical experience, is presented as objectively as possible, without unequivocal assessment. A critical analysis of various theories and approaches has given way to presentation and commentary. The information presented in this way in the encyclopedia is sufficient for the reader to highlight the rational kernel in a particular position and make his own assessment.

In general, the unifying position of numerous authors of the encyclopedia was the recognition of childhood as an intrinsically valuable, unique stage in a person's life, as well as the assertion of the right of every child to a full-fledged education in accordance with his abilities and inclinations. The main emphasis is placed on the obvious advantages of democratic forms of education and training over authoritarian approaches. The authors also sought to emphasize the idea of ​​the necessary continuity of positive historical and national traditions in the field of education and upbringing.

The formation of personality is not a narrow pedagogical, but a universal human problem. It attracted the attention of thinkers of different eras, including those who are traditionally not considered to be teachers, but whose reasoning about human nature played an important role in the development of pedagogical thought. In the encyclopedia, individual articles are devoted to some of such major figures, which do not reflect the entirety of the views of one or another scientist or writer, but are focused on presenting his concept in accordance with the specifics of this publication.

Separate concepts are included in the pedagogical encyclopedia for the first time. This is a number of psychological concepts that have received insufficient attention before, but which are of fundamental importance for pedagogy. These are some of the concepts of philosophy and ethics, without clarification of which judgments about the humanization of education lose their scientific basis. Information from the field of medicine, physiology, anatomy, morphology, etc. is presented rather succinctly, since it is only indirectly related to pedagogical problems and can be gleaned from other sources.

The material in the Russian Pedagogical Encyclopedia is presented in the form traditionally adopted in domestic encyclopedias. Articles are arranged in alphabetical order. Terms consisting of two or more words are placed in such a way that in the first place there is a word with a logical stress (for example, Age crises), except for the cases of well-established phrases (for example, Age psychology). In some cases inversion is allowed (eg Peoples of the North Institute). When necessary, etymological information is given. Links between different articles are established using links (the title of the corresponding article in the text of another article is given in italics). For the sake of compactness of presentation, the abbreviations accepted in the encyclopedia are used, a list of which is given on p. 7-8.

The editorial board expresses gratitude to all organizations and individuals who took part in the creation of the Russian Pedagogical Encyclopedia.

RUSSIAN

PEDAGOGICAL

ENCYCLOPEDIA

IN TWO VOLUMES

Chief Editor V. G. PANOV

Deputy editors-in-chief: V. I. Borodulin, A. P. Gorkin, A. A. Gusev, N. M. LANDA

Scientific publishing house " GREAT RUSSIAN ENCYCLOPEDIA "

Editor-in-chief V. V. DAVYDOV

EDITORIAL TEAM

I. Ya. LERNER, A. V. MUDRIK, B. M. YEMENSKY,

M.N.SKATKIN, N.M.SHAKHMAEV.

Head edited by Yu. H. KOPOTKOB, D. V. IGNATIEV,

leading scientific. editors L. S. GLEBOVA, O.D. GREKULOVA, S. R. MALKINA.

scientific. editors S. S. STEPANOV, A. O. TOLSTIKHINA, I. V. SHADRINA,

editor N. V. LARIONOVA.

Deputy editor-in-chief of the publishing house, Dr. Geogr. Sciences A.P. GORKIN.

Consultant A. I. FOTEEVA.

Leading scientist editor of the Scientific and editorial council, candidate of philology. Sciences G.V. YAKUSHEVA.

Head editorial board of philosophy Ph.D. Sciences N. M. LANDA.

Medicine group - scientific. editor candidate biol. Sciences N.E. VESENINA.

Edition of the vocabulary - scientific. editors T. A. Sviridova, L. P. Sidorova.

Literary control rlakgia - head. edition of G. I. ZAMANI, T. N. PARFENOV, Art. editor I. I. PETROVA, editors G. I. LEMESHONOK, N. G. RUDNITSKAYA.

Bibliography group - Art. scientific. editor V. A. STULOV, Art. editors 3. S. Izmailova, T. N. Kovalenko.

Transcription and etymology group - scientific. editors E. L. RIF, N. K. TOLMACHEVA, M. S. EPITASHVILI.

The group for checking and comparing the facts - the head of the group T. V. ZHUKOVA, scientific. editor, candidate of art criticism M. V. ESIPOVA, editors E. V. ADAMOVA, N. I. RODINA, I. S. RYAKHOVSKAYA, G. F. SERPOVA.

Control and dispatching service - head G. S. SHURSHAKOVA, editors T. I. KRASOVITSKAYA, A. V. SAVINA.

Technical edition - head. edited by R. T. NIKISHIN, technical. editor T. F. ALEKSANDROVA.

Production department - deputy. head department V. N. MARKIN, engineers-technologists M. H. ANDREEVA, V. F. KASIANOVA.

Correctional - head. proofreader Zh. A. ERMOLAEVA, Art. proofreaders S. N. BUTYUGINA, V. N. IVLEVA, S. F. LIKHACHEVA.

Department of reading and production of typesetting original head. Department N. V. SHEVERDINSKAYA, Art. proofreaders T. B. SABLINA, I. T. SAMSONOVA, E. E. TRUBITSYNA.

Department of reprinting manuscripts - head. department L. A. MALTSINA.

Illustrations editor - head. edited by A. V. AKIMOV, artist. editors G. A. ZHURAVLYOVA, M. K. MOREINIS.

Artist B. K. MIROSHIN.

Deputy Production Director N. S. ARTYOMOV.

Deputy Director for Commercial Affairs Yu. I. ZAVEDETSKY.

4303000000-021 007(01) - 93

ISBN 5-85270 140-8 (vol. 1) 5-85270-114-9

© Scientific publishing house "Great Russian Encyclopedia", 1993

LIST OF MAIN ABBREVIATIONS

abs. - absolute

Aug - August

ed. - autonomous

adm. - administrative

Asian. - Asian

acad. - academician

alm. - almanac

AMS - Academy of Medical Sciences of the USSR

Academy of Sciences - Academy of Sciences

antique - antique

arch. - archival, architect

architect. - architectural

ace. - assistant

AH - Academy of Arts

B. - Big

b. year - without a year

b. m. - no space

b. h. - most, for the most part

bibl. - bibliography, bibliographic

biol. - biological

library - library

Bl. East - Middle East

nerd. - botanical letters. - literally being. - former bulletin - bulletin B. - east

v. - century, issue

including - including

centuries - century

vet. - veterinary

incl. - inclusive

VKP (b) - All-Union Communist Party (Bolsheviks)

ext. - external

external - extracurricular

int. - internal

military - military

east - eastern

VS - Supreme Council

Vseros. - All-Russian

Vses. - All-Union

entry - introductory

higher. - the highest

year - year. town

gas. - newspaper

GBL - State library of the USSR im. V. I. Lenin

biennium - years, cities

gene. - general, general

geogr. - geographic

geol. - geological

ch. - chief, head

ch. arr, - mainly

mountains. - urban

state - state

state - state

citizen - civil

lips. - province

D. East - Far East

d.h. - full member

demo - democratic

dep. - deputy, department

village - village

children - for children

diss. - dissertation

doc. - documentary

Dokl. - Reports

docs - docs

doshk. - preschool

dr - doctor

Dr. - Ancient

others - other

DYUSSH - Children's youth sports school_

Europ. - European

units - unit

every month. - monthly

f. etc. - railway

railroad - railway

wives, - female

zhurn. - magazine

head - manager

deputy. - deputy

Zap. - Notes

app. - western

hack - foreign

zool. - zoological

fav. - favorites

Izv. - known, well-known

ed. - edition

publishing house - publishing house

ill. - illustrations

them. - name

in dustr. - industrial

Ing. - engineering

Inspection - inspector

in-t - institute

inform. - informational

art - art

research - study

ist. - historical

source - sources

IUU - Teacher Development Institute

Cand. - candidate

department - department

cl. - Class

K.-L. - any

book - book

Ph.D. - any

quantity - quantity

call - collective

columns. - colonial

colchus. - collective farm

coma. - Komsomol

end - the end

conf. - Conference of the CPSU - Communist Party of the Soviet Union

to-ry - which

to-t - committee

Linen. pr. - Lenin Prize

leningr. - Leningrad

lay down. - medical

lit. - literary

liter - literature

Max. - maximum

mat. - mathematical

materials - materials

MSU - Moscow State University

honey. - medical, medal

int. - international

month - month

method. - methodical

min - minute

min. - minister

min-in - ministry

min. - minimum

ml. - younger

million - million

billion - billion

pl. - many

pestilence - marine

sinks. - Moscow

MP - Ministry of Education

husband. - male

muses. - musical

muslim. - Muslim

N. ST. - NEW STYLE

n. NS. - our era

called - called, called

name - title

naib. - the most, the largest

naim. - name, smallest

ex. - for example

bunk bed - folk

US. - population

present - real

People's Commissar - People's Commissar

scientific. - scientific

nat. - National

early - beginning, initial, chief

week - week

some - some

several - several

O. - Island

about - society

region - region, regional

OK. - about

env. - district

org. - organized, organized

org-tion - organization

orig. - original

main - based (ny), main

otv. - responsible

dep. - separate, department

swelling - domestic

official - official

school desks. - party

ped. - pedagogical

per. - translation

rename. - renamed

petersburg. - Petersburg

petrograd. - Petrograd

pl. - square

floor. - half

polygraph. - printing

polytechnic - polytechnic

pom. - assistant

pos. - village

having eaten. - dedicated

fast. - ruling, staging, permanent

och. h. - honorary member

etc. - premium, other

production - government

prev. - chairman

foreword - preface

prez. - the president. The Bureau

preim. - mostly

approx. - approximately

adj. - application

approx. - note

prov.- "province

manuf. - work

production - production

prom. - industrial

industry - industry

prof. - professor, professional

prof.-tech. - vocational and technical

pseudo. - alias

psychol. - psychological

publ. - publication

R. - river, born

sect. - chapter

sect. - various

RANION - Russian Association of Research Institutes of Social Sciences

RAO - Russian Academy of Education

roar. - revolutionary

ed. - editor, editorial office

dir. - director

religion - religious

rep. - republican

ref. - essay

rec. - review

Rome. - Roman

rice. - drawing

district - district

genus. - was born

grew up. - Russian

pp. - rivers

S. - north

s - second

with. - village, page

dignity - sanitary

with. farming - agriculture

Sat. - collection, collection of collections

St. - over

s.-d. - Social Democrat, Social Democratic

sowing. - north

sat down. - rural, village

ser. - middle, series

sib. - Siberian

track. - next

see - see

SNK, Sovnarkom - Council of People's Commissars

collection - meeting

collection op. - collected works

own. - actually

owls. - Soviet

joint - jointly, joint

modern - modern

abbr. - abbreviated

op. - writing

specialist. - special

sport. - sports

Wed - compare, average

Wed-century. - medieval

Art. - article, station, senior

stlb. - column

poem. - poem

construction - construction

s.-kh. - agricultural

CX - Union of Artists

i.e. - that is

because - since

t. n. - so-called

then. - thus

tab. - table

t-in - partnership

text. - textile

ter. - territorial, territory

tetr. - notebook

tech. - technical

technol. - technological

t-p - theater

tr. - works

vols. - volumes

TU - technical school

thousand - thousand, millennium

Youth Theater - Theater for Young Spectators

un-t - university

conv. - conditional

outdated. - outdated

uch. - educational

study - students

uch-shche - school

fam. - surname

fasc. - fascist

feud. - feudal

FZD - factory nine-year plan

FZU - factory apprenticeship

physical - physical

phys.-mat. - physical and mathematical

fiziol. - physiological

fi lol. - philological

Philos. - philosophical

finance. - financial

php. - piano

f-t - faculty

farm - farm

chem. - chemical

households - economic

christ. - Christian

artist - artistic

church. - church

Central Committee - Central Committee

h - part

people - human

Thursday - quarter

member - member

ch.-c. - Corresponding Member

shk. - school

SHKM -_ school of peasant youth, school of collective farm youth

ShSM - school of rural youth

SHRM - school for working youth

PCS. - state, piece

copies - copy

econom. - economic

experimental - experimental

ethnographic - ethnographic

south - southern

UNRSCO - Organization

United Nations Educational, Scientific and Cultural Affairs

jurid. - legal

lang. - language

Note. 1. Abbreviations of words denoting state, language or nationality are used (eg. English - English, Russian - Russian), the name of the months (eg, April - April, April). 2. In adjectives and participles, it is allowed to cut off endings and suffixes: "alny", "anny", "spruce", "fir", "enny", weighty "," ionic ", etc. (for example, central, foreign. , means., publ., natural., practical., demonstration., etc.).

Abbreviations in the names of common scientific periodicals of the USSR "

VLU - "Bulletin of LSU"

VMU - "Bulletin of Moscow State University"

VP - "Questions of Psychology"

VF - "Questions of Philosophy"

VYa - "Questions of Linguistics"

DAN - "Reports of the USSR Academy of Sciences"

IAN - "Bulletin of the Academy of Sciences of the USSR" UZ - "Scientific notes"

PZh - "Psychological Journal" CHOIDR - "Readings in the Society of History and

TODRL - "Proceedings of the Department of Old Russian Antiquities of Russia at the Moscow University of Literature of the Institute of Russian Literature"

BSh - "Biology at school"

BBIII - "Bulletin of the Higher School"

HS - "Education of schoolchildren"

GSh - "Geography at school"

DV - "Preschool education"

education "

IAPN - "Izvestia of the Academy of Pedagogical Sciences" IYaSh - "Foreign languages ​​at school"

LSh - "Literature at school"

MSH - "Mathematics at school"

NO - "Public Education"

NSh - "Primary School"

NSP - "Teaching History at School"

VET - "Vocational education"

RYASH - "Russian language at school"

SP - "Soviet Pedagogy"

SS - "Family and School"

UG - "Uchitelskaya Gazeta"

FSh - "Physics at school"

HSh - "Chemistry at school"

SHIP - "School and production

Abbreviations of city names

In Russian

A.-A. - Alma-Ata Ash. - Ashgabat B. - Baku V. - Vilnius G. - Bitter Shower. - Dushanbe Yer. - Yerevan K. - Kiev Kaz. - Kazan Kish. - Chisinau L. - Leningrad M. - Moscow

Mn. - Minsk

Novosib. - Novosibirsk

Od. - Odessa

P. - Petrograd (Petersburg)

St. Petersburg - St. Petersburg

Tal. - Tallinn

Tash. - Tashkent

TB. - Tbilisi

Fr. - Frunze

In foreign languages

Bdpst - Budapest

Brat. - Bratislava

Brux. - Bruxelles

Buc. - Bucuresti

Camb. - Cambridge

Fr./M. - Frankfurt am Main

Gott. - Göttingen

Hamb, - Hamburg

Hdeb. - Heidelberg

Lpz. - Leipzig Mil. - Milano Mьnch. - München N. Y. - New York Oxf. - Oxford P. - Paris Stockh. - Stockholm Stuttg. - Stuttgart W. - Wien Warsz. - Warszawa Z. - Zürich.

RUSSIAN

PEDAGOGICAL

ENCYCLOPEDIA

IN TWO VOLUMES

Chairman of the Scientific and Editorial Council of the Publishing House A.M. PROKHOROV

Chief Editor A.P. GORKIN

Deputy editors-in-chief: V. I. Borodulin, V. M. Karev, N. M. Landa

Scientific publishing house "GREAT RUSSIAN ENCYCLOPEDIA"

EDITORIAL TEAM

V. V. DAVYDOV (editor-in-chief),

E. D. DNEPROV (Deputy Editor-in-Chief),

V. P. ZINCHENKO, I. S. KON, V. Ya. LAKSHIN,

I. Ya. LERNER, A. V. MUDRIK, B. M. NEMENSKY,

A. V. PETROVSKY, M. A. PROKOFIEV,

M.N.SKATKIN, N.M.SHAKHMAEV.

UDC 37 (03) BBK 74 y2 P 76

Editorial staff of pedagogy and public education

Head edited by D. V. IGNATIEV,

leading scientific. editors L. S. GLEBOVA, O.D. GREKULOVA,

scientific. editors S. S. STEPANOV, A. O. TOLSTIKHINA,

editor N. V. LARIONOVA.

Continuous reading - Dr. Geogr. Sciences A. P. GORKIN, Ph.D. in Philosophy H. M. L AND A.

The publication was prepared by:

The illustrations were edited by the chief artist of the publishing house A. V. AKIMOV, the leading artist. editor N. I. KOMISSAROVA, artist B. K. MIROSHIN.

Literary and control edition - head. edited by T. N. PARFENOV, editors S. L. LAVROV, N. G. RUDNITSKAYA.

Bibliography group - group leader T. N. KOVALENKO, editors G. A. SADOVA, N. K. TOLMACHEVA.

Transcription and etymology group - the head of the group is Candidate of Philology. Sciences Yu. F. PANASENKO, editor M. S. EPITASHVILI.

Technical edition - head. edited by OD SHAPOSHNIKOV, tech. editor T. F. ALEKSANDROVA.

Production department - head. department I. A. VETROVA, leading engineer-technologist G. N. ROMANOVA, engineer-technologist V. F. Kasyanova, leading specialist G. S. SHUR-SHAKOVA.

Correctional - head. proofreader Zh. A. ERMOLAEVA, Art. proofreaders L. S. Vainshtein, V. N. Ivleva, E. A. Kulakova, S. F. Likhacheva, A. V. Martynova, L. A. Selezneva, A. S. Shalaeva, M. D. SHTRAMEL, proofreader A. A. VOLCHENKOVA.

Department of reading and production of typesetting original - head. Department N. V. SHEVERDINSKAYA, Art. proofreaders O. V. GUSEVA, T.B.SABLINA, I. T. SAMSONOVA, V. I. CHUVILYOVA, G. B. SHIBALOVA.

Department of reprinting manuscripts - head. Department L.P. GORYACHEVA, L.A. MALTSINA.

Commercial department - head. Department I. N. DANILOVA.

Chief Economist A. I. SOLODOVNIKOV A.

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Deputy Director for Commercial Issues I. 3. NURGALIEV.

Federal Book Publishing Program of Russia.

ISBN 5-85270-286-2

© Scientific publishing house "Great Russian Encyclopedia", 1999.

LIST OF MAIN ABBREVIATIONS

abs. - absolute

ed. - autonomous

adm. - administrative

Asian. - Asian

acad. - academician

AKB - Academy of Communist Education. N.K. Krupskaya

alm. - almanac

AMN - Academy of Medical Sciences

Academy of Sciences - Academy of Sciences

antique - antique

AON - Academy of Social Sciences

APN - Academy of Pedagogical Sciences

arch. - archival, architect

architect. - architectural

ace. - assistant

ACS - Automated control system

AH - Academy of Arts

B. - Big

b. year - without a year

b. m. - no space

b. h. - most - for the most part

bibl. - bibliography

biol. - biological

library - library

Bl. East - Middle East

nerd. - botanical

letters. - literally

former - former

bul. - newsletter

V. - east

v. - century, issue

including - including

VASKHNIL - All-Union Academy of Agricultural Sciences named after V.I. V. I. Lenin

centuries - century

Conducted. Otech. war - Great Patriotic War 1941-45

vet. - veterinary

VKIP - Higher Communist Institute of Education

incl. - inclusive

VKP (b) - All-Union Communist Party (Bolsheviks)

Komsomol - All-Union Lenin Communist Youth Union

ext. - external

external - extracurricular

VNIK "School" - temporary research team "School"

GNP - gross national product

int. - internal

military - military

east - eastern

VS - Supreme Council

Vseros. - All-Russian

Vses. - All-Union

entry - introductory

university - higher education institution

VUS - All-Russian Teachers Union

higher. - the highest

year - year, city

gas. - newspaper

GBL - State library of the USSR im. IN AND. Lenin

biennium - years, cities

gene. - general, general

geogr. - geographic

geol. - geological

ch. - chief, head

ch. arr. - mainly

mountains. - urban

state - state

state - state

citizen - civil

lips. - province

GUS - State Academic Council

D. East - Far East

d.h. - full member

demo - democratic

dep. -r- deputy, department

village - village

children - for children

diss. - dissertation

doc. - documentary

Dokl. - Reports

docs - docs

add. - additional, addition

doshk. - preschool

dr - doctor

Dr. - Ancient

others - other

DYUSSH - Children's youth sports school

Europ. - European

units - unit

every month. - monthly

f. etc. - railway

railroad - railway

wives - female

zhurn. - magazine

head - manager

deputy. - deputy

Zap. - Notes

app. - western

hack - foreign

honored active - honored worker

zool. - zoological

fav. - favorites

Izv. - known, well-known

ed. - edition

publishing house - publishing house

ill. - illustrations

imp. - emperor, imperial

industrial - industrial

Ing. - engineering

INO - Institute of Public Education

Inspection - inspector

in-t - institute

inform. - informational

IPAN - Institute of Psychology of the USSR Academy of Sciences

IPK - Institute for Advanced Studies

art - art

research - study

ist. - historical

exude. - sources

IUU - Teacher Development Institute

Candidate - candidate

Cand. diss. - PhD thesis

cl. - Class

K.-L. - any

book - book, prince

Ph.D. - any

quantity - quantity

call - collective

columns. - colonial

colchus. - collective farm

coma. - Komsomol

end - the end

conf. - the conference

KPSS - Communist Party of the Soviet Union

to-ry - which

to-t - committee

cult.-skylight. - cultural and educational

LGPI - Leningrad State Pedagogical Institute named after A. I. Herzen

LSU - Leningrad State University

Linen. Prize - Lenin Prize

leningr. - Leningrad

lay down. - medical

lit. - literary

liter - literature

LIFLI - Leningrad Institute of Philosophy, Literature, History

Max. - maximum

MAPRYAL - International Association of Teachers of Russian Language and Literature

mat. - mathematical

materials - materials

machine-builds. - mechanical engineering

IBE - International Bureau of Education

MVTU - Moscow Higher Technical School. N. E. Bauman

MGZPI - Moscow State Correspondence Pedagogical Institute

MGPDI - Moscow State Pedagogical Defectological Institute

MGPI - Moscow State Pedagogical Institute. V. I. Lenin

MGPI them. Potemkin - Moscow City Pedagogical Institute. V. I. Potemkina

MSTU - Moscow State Technical University. N. E. Bauman

MSU - Moscow State University M.V. Lomonosov

honey. - medical, medal

int. - international

month - month

method. - methodical

min - minute

min. - minister

min-in - ministry

min. - minimum

MIFLI - Moscow Institute of Philosophy, Literature and History

ml. - younger

million - million

billion - billion

pl. - many

MNP - Ministry of Public Education

MOIP - Moscow Society of Naturalists

MOPI them. Krupskaya - Moscow Regional Pedagogical Institute. N.K. Krupskaya

pestilence - marine

ISKCON. - MOSCOW

MP - Ministry of Education MPGU - Moscow State Pedagogical University

MPU - Moscow Pedagogical University

husband. - male muses. - Musical Muslim. - Muslim

N. ST. - NEW STYLE

n. NS. - our era

called - called, called

name - title

naib. - the most, the largest

naim. - name, smallest

ex. - for example

bunk bed - folk

People's Commissar - People's Commissar

People's Commissariat for Education - People's Commissariat of Education

US. - population

present - real

scientific. - scientific

nat. - National

early - start, initial, boss

week - a week

unknown - unknown, unknown

some - some

several - several

n.-i. - research

Research Institute - Research Institute

Research Institute of Defectology - Research Institute of Defectology of the USSR Academy of Pedagogical Sciences

Research Institute of the Far East - Research Institute of Preschool Education of the USSR Academy of Pedagogical Sciences

Research Institute IVT - Research Institute of Informatics and Computer Engineering of the USSR Academy of Pedagogical Sciences

Research Institute OOV - Research Institute of General Education of Adults of the USSR Academy of Pedagogical Sciences

SRI OPP - SRI of General and Pedagogical Psychology of the USSR Academy of Pedagogical Sciences

Research Institute OP - Research Institute of General Pedagogy of the USSR Academy of Pedagogical Sciences

SRI OPV - SRI of general problems of education of the USSR Academy of Pedagogical Sciences

SRI PRYANSH - SRI of teaching the Russian language in the national school of the USSR Academy of Pedagogical Sciences

Research Institute of PTP - Research Institute of Vocational Pedagogy of the USSR Academy of Pedagogical Sciences

SRI SIMO - SRI of content and teaching methods of the USSR Academy of Pedagogical Sciences

SRI TOP - SRI of labor training and vocational guidance of the USSR Academy of Pedagogical Sciences

Research Institute UENO - Research Institute of Management and Economics of Public Education of the USSR Academy of Pedagogical Sciences

Research Institute of FDP - Research Institute of Physiology of Children and Adolescents of the USSR Academy of Pedagogical Sciences

Research Institute of KhV - Research Institute of Art Education of the USSR Academy of Pedagogical Sciences

SRI SHOTSO - SRI of school equipment and technical teaching aids of the USSR Academy of Pedagogical Sciences

new - new

O. - Island

about - society

region - region, regional

OK. - about

env. - district

ONO - Department of Public Education

UN - United Nations

org-tion - organization

orig. - original

main - based (ny), main

Responsible

department - separate, department

edema - domestic

official - official

party - party

ped-pedagogical

lane - translation

rename - renamed

petersburg - petersburg

petrograd - petrogradskiy

pl - area

half-half

polygraph - printing

polit - political

polytechnic - polytechnic

pom - assistant

pos - settlement

after eating - dedicated

post - decree, staging, permanent

hh - honorary member

pr - premium, other

production - government

pre - chairman

foreword - foreword

Pres - President, Presidium

predominantly

approx - approx

app - application

note - note

prov - province

production - work

production - production

prom - industrial

industry - industry

prof - professor, professional

professional-tech - professional and technical

alias - alias

psychol - psychological

Vocational school - vocational school

publ-publication

p - river, was born

PARADISE - Russian Academy of Natural Sciences

section-section

diff - various

RAMS - Russian Academy of Medical Sciences

RAS - Russian Academy of Sciences

RANION - Russian Association

tion of Research Institutes for Social Sciences

RAO - Russian Academy of Education

RSL - Russian State Library

RSUH - Russian State University for the Humanities

roar - revolutionary

ed - editor, editorial office

director - director

religion - religious

rep - republican

ref - abstract

review - review

rome-roman

rice - drawing

district - district

RNL - The National Library of Russia

ros-russian

RTO - Russian Technical Society

RF - Russian Federation

s - second

s - village, page

dignity - sanitary

with x in - agriculture

Sat - collection, collection - collections

ev - over

s-d - Social Democrat, Social Democratic

sowing - north

village - rural, village

mid - middle, series

sib - siberian

trace - next

cm - look

CM - Council of Ministers

Media - media

SNK - Sovnarkom - Council of People's Commissars

CO - learning tools

meeting - meeting

sobr op - collected works

own - actually

owls - Soviet

joint - joint, joint

modern - modern

abbr - abbreviated

opus

special - special

sport - sports

SPTU - secondary vocational school

Wed - compare, average

Wed-century - medieval

st - article, station, senior

stlb - column

poem

construction - construction

c -x - agricultural

CX - Union of Artists

those - that is

t k - since

t and - the so-called

then - this way

table - table

t-in - partnership

text - textile

terr - territorial, territory

tetr - notebook

tech - technical

technol - technological

tr - theater

tr-labor

TCO - technical training aids

TU - technical school

thousand - thousand, millennium

Youth Theater - Theater for Young Spectators

UVK - educational complex

un-t - university

UPK - training and production plant

uel - conditional

obsolete - obsolete

uch - educational

study - students

uch-shche - school

fam - surname

fascist - fascist

feudal

FZD - factory nine teletka

FZO - factory training

FZS - factory seven-year plan

FZU - factory apprenticeship

physical - physical

Physics and Mathematics - Physics and Mathematics

fiziol - physiological

philol - philological

Philosophical

finance-financial

fp - piano

FPK - faculty of continuing education

f-t - faculty

fundam - fundamental

farm - farm

chemical - chemical

household - economic

christ-christian

artist-artistic

church - ecclesiastical

Central Committee - Central Committee

CEC - Central Executive Committee

CNS - central nervous system

person - person

Thursday - quarter

h-k - Corresponding Member

school -school

ShKM - school of peasant youth, school of collective farm youth

SHRM - school for working youth

ShSM - school of rural youth

piece - state, piece

Computer - electronic computer

copy - copy

econ - economic

experiment - experimental

ethnographic - ethnographic

South Africa - South Africa

south - south

UNESCO - United Nations Educational, Scientific and Cultural Organization

law - legal

Note 1. Abbreviations of words denoting state, linguistic or national identity (for example, English - English, Russian - Russian), names of months (for example, April - April, April) are used 2 In adjectives and participles, it is allowed to cut off endings and suffixes "ally" , "Anny", "spruce", "fir", "enny", "esky", "ion", etc.

Abbreviations in the titles of common scientific periodicals

VLU - "Vestnik LSU" VMU - "Vestnik MGU" VP - "Questions of psychology" VF - "Questions of philosophy" VY - "Questions of linguistics"

DAN - "Reports of the Academy of Sciences of the USSR" IAN - "News of the Academy of Sciences of the USSR" PZh - "Psychological journal" TODRL - "Proceedings of the Department of Old Russian Literature of the Institute of Russian Literature"

UZ - "Scientific notes"

CHOIDR - "Readings in the Society of Russian History and Antiquities at Moscow University"

Abbreviations in the titles of pedagogical periodicals

BSh - "Biology at school"

VVSH - "Bulletin of the higher school"

HS - "Education of schoolchildren"

GSh - "Geography at school"

DV - "Preschool education"

ZhMNP - "Journal of the Ministry of People's

education "IAPN -" News of the Academy of Pedagogical

IYASh - "Foreign languages ​​at school" LSh - "Literature at school" MSh - "Mathematics at school" NO - "Public education" NSh - "Primary school" II - "Pedagogy"

NSP - "Teaching History in School" VET - "Vocational Education"

RYANSH - "Russian language at the national school"

RYASSH - "Russian language in the Soviet school"

RYASH - "Russian language at school"

SP - "Soviet Pedagogy"

SSO - "Specialized Secondary Education"

SS - "Family and School"

UG - "Uchitelskaya Gazeta"

FSh - "Physics at school"

HSh - "Chemistry at school"

SHIP - "School and production"

"Russian Pedagogical Encyclopedia" - a collection of information on the problems of education and upbringing. It contains over 2000 articles on theory, history, methodology of psychological and pedagogical sciences. The history and current state of education systems in Russia and abroad are highlighted. The focus is on the formation of the student's personality. The encyclopedia is designed for teachers and other education specialists, students of pedagogical universities, as well as parents and all those who are interested in pedagogy and humanitarian knowledge.

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RUSSIAN PEDAGOGICAL ENCYCLOPEDIA

Parameter name	Meaning
Topic of the article:	RUSSIAN PEDAGOGICAL ENCYCLOPEDIA
Category (thematic category)	Pedagogy

FRENE(Freinet) Celesteesten (15.10.1896, ᴦ. Gard, - 7.10.1966, ᴦ. Vance), French teacher. In 1913-1914 he studied at a normal school in Nice. Organizer and head of experimental primary schools in the cities of Bar-sur-Loup (1920-1928), Saint-Paul (1928-34), Vence (1934-1966). In 1927 he organized the "Cooperative of supporters of the secular school", which united his followers, in 1957. - ʼʼInternational Federation of Supporters of the New Schoolʼʼ. Publisher and editor-in-chief of the magazines "Educator", "Children's Art".

Frene shared the basic ideas new upbringing and tried to apply them in his pedagogical work, rejecting the "traditional" methods of teaching and upbringing. In the educational process, Freinet attached great importance to the independence of students. Children systematically made up the so-called. free texts, in which they talked about their families, friends, plans for the future, etc., and then printed them themselves. According to Freinet, school typography is the most effective means of activating students, and “free texts” help to reveal the psychology of a child’s personality, his interests and aspirations.

Freinet opposed the use of textbooks in primary school, believing that they exclude the possibility of individualized learning, impose on the student the logic of an adult that is beyond his strength, and instill blind faith in the printed word. Instead of textbooks, at Freinet's school, cards were used containing the main educational material and located in a systematic file cabinet. With the help of the teacher, each student made his own individual weekly schedule, which, according to Frenet, allowed the child to study the program material in such a volume and at such a pace that best suits his abilities and interests.

Freinet paid much attention to experiments in the field of programmed learning, proposed an original design of the simplest teaching machine.

Freinet was opposed to the "verbal" method of moral education; he attached decisive importance to the child's personal experience, acquired as a result of the appropriate organization of school life. Self-government of pupils served this purpose at Frene's school - the “school cooperative”, which controlled the economic activities of the school, organized self-service work, and acted as the highest disciplinary authority.

Freinet strove to overcome the book-verbal nature of teaching, arouse an active interest of children in school activities, establish a benevolent nature of relations between students and teachers, widely use a variety of teaching aids, and instill in students work skills. At the same time, Freinet's method violates the principle of systematic knowledge. In the 20s and 30s. Freinet advocated a secular school, demanded to improve the financial situation of teachers and expand their civil rights. After the defeat of France in 1940 ᴦ. Freinet was repressed by the Vichy regime.

After Frenet's death, the federation founded by him continues its activities, convenes annual congresses, publishes pedagogical literature. In the early 80s. more than 10,000 primary school teachers in France used Freinet's methods. Οʜᴎ Got a well-known distribution also in schools of other countries.

RUSSIAN PEDAGOGICAL ENCYCLOPEDIA - concept and types. Classification and features of the category "RUSSIAN PEDAGOGICAL ENCYCLOPEDIA" 2017, 2018.