Overcoming the uniformity of interpretations presented in the scientific literature, led to the expediency of focusing the search in a limited subject field. The empirical material of the research is the documents of the Warsaw Women’s Progymnasium, in particular the minutes of the meetings of the Pedagogical Council of the Institution for the second half of the 1913–1914 academic years. The task is to study the governing body’s work and analyse specific processes of educational activities and specific situations in this field. The methods used are the microhistorical approach, the cognitive strategies are the methodology of “understanding” and the concept of “rational explanation”. It is proved that the competence of the Pedagogical Council of the Warsaw Women’s Progymnasium included the whole complex of educational and financial issues of the institution’s functioning. The efforts of the Pedagogical Council headed by the Head of the Progymnasium were aimed at ensuring the appropriate level of educational training for students. The systematic work of the Pedagogical Council covered constant control of the educational effectiveness of students from preparatory to graduating classes, clarification of problem situations, and finding a way out of them. An integral part of the monitoring was the educational process in the Progymnasium. The principles of spiritual development of female students included the concepts of Russian citizenship, moral and religious values, and culture. The discipline of students and their attitude to educational responsibilities determined the behavioral grade, approved by the Pedagogical Council. Exemplary behaviour and educational diligences were the criteria for assigning social assistance from the Progymnasium to low-income students.
The historical experience of the use of the means aimed at the perfection of the individual through upbringing and education in school practice becomes relevant due to the transformation of values and ideals of the postmodern society. The task is to study the behavior of female students as a marker in the work of the Warsaw Women’s Progymnasium. The microhistorical approach has been chosen as the method in order to deepen the gender aspects of schooling. It has been proven that the socio-professional direction of female gymnasium education caused the democratization of the student contingent. Assistance to students from low-income families was a separate item of expenditure in the budget of the Warsaw Women’s Progymnasium. The criteria for its allocation were excellent behavior and satisfactory academic performance of female candidates. It has been revealed that the institution practiced financial support for gymnasium students who failed in certain subjects. Pedagogical conditions of this were excellent behavior and diligence of students, embodied in the improvement of their own previously unsatisfactory results. It has been found that the institution had to ensure the proper academic performance and socialization of female gymnasium students in accordance with the normatively approved rules. The Pedagogical Council of the Warsaw Women’s Progymnasium was unanimous regarding the inadmissibility of violations of discipline by students. Deception, restless behavior, carelessness, repeated lateness, impudence of female gymnasium students was punished by declining the behavior score. The announcement of a severe reprimand on behalf of the Pedagogical Council of the Progymnasium was applied to incorrigible violators of the standards of behavior. Accustoming to conscientiousness was an important component of the general competences of a gymnasium student and a criterion basis for support in case of social insecurity.
The current circumstances of Ukraine and Europe make the study of the everyday experience of the participants of the educational process in the conditions of the traumatic military experience relevant. The task is to study the everyday life of the Warsaw Women’s Progymnasium in the fall of 1914 in conditions of the beginning of the First World War. The research principles are based on the anthropological model of historical research. It has been proven that the circumstances of the First World War directly affected the functioning of the Warsaw Women’s Progymnasium. The work of the institution began only in November 1914, when the immediate military threat to the city passed. The dynamics of the student contingent of the high school increased significantly. The factors of educational everyday life were non-attendance of part of the students in the educational classes; termination of education at the request of parents; transfer of former students of private gymnasiums to the institution; weak students’ refusal to learn foreign languages; untimely payment of tuition and application for exclusion from pro-gymnasium by more than ¼ of the female students; the presence of uncertified gymnasium students. It has been found out that the activity of the Pedagogical Council of the Warsaw Women’s Progymnasium was aimed at preserving the student contingent. The tolerance of the administration towards gymnasium students and potential candidates in conceptual issues of the educational process, as well as a compromise position regarding their parents’ requests, has been proven. Material support for students from socially vulnerable families was continued. During the war, priority was given exclusively to Orthodox gymnasium students from the families of imperial employees and those mobilized for the army. A significant proportion of Jewish female students sought to be “not noticed”
To this day, the opinion that is widespread in the scientific literature about the accessibility of secondary and higher women’s education in the imperial era mainly for daughters of wealthy people, has led to the expediency of studying the problem. The autobiography of the average Kyivan burgher woman Dashko from a low-income family of traders has become the empirical material of the study. The chronological framework of the study, represented in the autobiography, includes the late imperial era: late 19th century — year 1913. The methodological basis of the study is the microhistory, which focuses on the development of history “from below” and “from within”, the study of living conditions, educational needs, motivations and forms of behaviour of the individual. As a result of the study it has been proven that at the late 19th and early 20th century the urban attractiveness of Kyiv prompted the city authorities to ensure the accessibility of school education for children of city residents. The autobiography of the average Kyivan woman Dashko demonstrates a specific educational trajectory of the daughter of Orthodox low-income burghers. The circumstances of life of the Kyivan woman show a clear connection between the wealth of the burgher family and plans for the future of the children. The low income of the family of traders resulted in the utilitarianism of the initial training of the daughter, as well as breaks in education, studying in various types of lower educational institutions in Kyiv. An innate curiosity, a formed desire for further development and going beyond the everyday life of the burgher family, combined with persistent training, ensured the girl’s admission to the Kyiv-Podilsky Women Gymnasium. Obtaining a secondary education became a significant achievement in the educational trajectory of the daughter of low-income Kyivan residents. Having tried the effectiveness of education as a channel of social mobility, the graduate of the gymnasium dreams of further education at the medical department of the Kyiv Higher Courses for Women.
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