Masculinity, Autocracy and the Russian University, 1804–1863

Friedman, Rebecca

doi:10.1057/9780230500235

Cited by 24 publications

(3 citation statements)

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“…Each national university, appealing to the European tradition, performed its own tasks. Universities in the Russian Empire, established by state power at the beginning of the 19th century, pursued purely pragmatic goals, training educated officials [11]. Thus, both in the past and in the present, universities were directly dependent on the tasks allotted by the state and society.…”

Section: Discussionmentioning

confidence: 99%

Markers of Modern University Education in the Transition to an Innovative Economy

Ivanova¹,

Shabalina²,

Kazakova³

2020

Proceedings of the “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019)

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The article actualizes the problems associated with the transformation of university education under the influence of modern socio-economic factors. It was revealed that at present university education is based on a combination of scientific, innovative and educational activities, the balance of which determines the role of the university in socio-economic development. Markers of modern university education are highlighted, which can be considered institutional "isomorphism" in higher education, the antinomy of education, large-scale online learning and the strengthening of the role of the university as an institution of the socio-economic system of a region (city). It is shown that "national" specificity of the development of the educational system is the leading role of the state as the main actor in educational policy. The question is raised about the formation of a network of "flagship" universities and their role in the development of the regional economy.

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Section: Discussionmentioning

confidence: 99%

Markers of Modern University Education in the Transition to an Innovative Economy

Ivanova¹,

Shabalina²,

Kazakova³

2020

Proceedings of the “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019)

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“…On students of Eastern and Northern Europe, see among others Samuel D. Kassow, Students, Professors and the State in Tsarist Russia (Berkeley: University of California Press, 1989); Johannes Remy, Higher Education and National Identity. Polish Student Activism in Russia 1832-1863(Helsinki: Suomalaisen Kirjallisuuden Seura, 2000; Rebecca Friedman, Masculinity, Autocracy andthe Russian University, 1804-1863 (Bas-present some specific characteristics. The moving frontiers, the disappearance of some countries, the independence of others and the foundation of new states (Finland, Poland, the Baltic countries, etc.…”

Section: Perspectivesmentioning

confidence: 99%

The Historiography of Students in Europe, 1800-1945. Some Comparative Perspectives

Dubois

2022

cian

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“…The interest of foreign scientists in university education in the Russian Empire and the contribution of professors to the social and educational system is traced (Maurer, 1998). The problem of the relationship between the Russian tsarism and the universities is reviewed by R. Friedman (2006) in his work "Masculinity, Autocracy and the Russian University. 1804-1863".…”

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confidence: 99%

The development of the foundations of source criticism as a scientific discipline at the Imperial Novorossiya University

Grebtsova¹,

Kovalska²

2021

Hist. sci. technol.

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The article is devoted to the study of the development of the source criticism’s knowledge in the Imperial Novorossiya University which was founded in the second half of the XIX century in Odesa. Grounding on a large complex of general scientific methods, and a historical method and source criticism, the authors identified the stages of the formation of source criticism in the process of teaching historical disciplines at the university, what they based on an analysis of the teaching activities of professors and associate professors of the Faculty of History and Philology. In the article, the development of the foundations of source criticism is considered as a complex process, which in Western European and Russian science was the result of the development of the theory and practice of everyday dialogue between scientists and historical sources. This process had a great influence on the advancement of a historical education in university, which was one of the important factors in the formation of source studies as a scientific discipline. The history of individual scientific disciplines cannot be understood outside the context of the development of science altogether, therefore the authors paid attention to the change of scientific paradigms in the period under the study. It is noted that reforms in the field of education and the development of European historical knowledge have become the main components of the formation of historians, who, with their scientific activities at the theoretical and practical levels, contributed to the development of the special historical disciplines. The article reveals a gradual increase in the number of courses taught at the historical department of the Faculty of History and Philology, in which teachers used the opportunity to teach students to work with various types and kinds of sources. The authors examine the contribution of the historians of Odesa in the XIX – early XX century in the process of institutionalization of historical disciplines, in the formation of a complex of special historical disciplines, which resulted in the actualization of their scientific works in subsequent years. As a result of the study, the authors came to the conclusion that the professors of the departments of general and Russian history, with their teaching and scientific activities, laid the foundations of source criticism as a special scientific discipline, raising theoretical problems in their lecture courses, and at the training workshops, teaching students how to work with sources in practical terms.

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Masculinity, Autocracy and the Russian University, 1804–1863

Cited by 24 publications

References 0 publications

Markers of Modern University Education in the Transition to an Innovative Economy

Markers of Modern University Education in the Transition to an Innovative Economy

The Historiography of Students in Europe, 1800-1945. Some Comparative Perspectives

The development of the foundations of source criticism as a scientific discipline at the Imperial Novorossiya University

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