N. V. Chekhov - The Prominent Russian Teacher, Enlightener and Public Education Initiator

Introduction. The methodological heritage of Russian teachers of the past is of interest to the modern theory of pedagogy and educational practice. The purpose of the article is to generalize the methodological views of a prominent scientist of the second half of the XIX – first half of the XX centuries Ivan Stepanovich Mikheev (1876-1940). The relevance of the pedagogical heritage of Mikheev is explained by the correspondence of his methodological views to the attitudes of modern Russian specialists in the field of teaching Russian language and literature among the nonRussian peoples of the Middle Volga region. Materials and methods. The leading research methods are the analysis of scientific literature and the biographical method, as well as historical, regional and axiological (value) methodological approaches. Results. I. S. Mikheev proposed a system of teaching non-Russian peoples to read and write in their native and Russian languages. He suggested starting the development of literacy in the native language of students. After mastering elementary skills, they had to move on to teaching in the Russian language in the so-called "conversational lessons". Mikheev called his teaching approach "the method of whole sentences." For those who speak oral native speech, the main thing is to master written speech, that entails the need for a sufficiently detailed study of grammar. For "nonRussian-born" children, the most urgent task is to master live conversational speech. In conditions when schooling usually lasted no more than two or three years, the task of mastering grammar shouldn′t have been brought to the fore. Discussion. The idea, – teaching an unfamiliar language by the method of whole sentences, – was put forward by Mikheev as a basis of his methodological views. It found further productive development in modern methods of teaching foreign languages. The innovation of Mikheev's approach consisted in the fact that he pointed out the fundamental difference in approaches to teaching Russian to Russian and to non-Russian children. The methodology developed by I. S. Mikheev included at the initial stage the elaboration of the simplest syntactic formations instead of tedious memorization of grammatical forms. Hence pupils acquired the ability to compose simple, but whole sentences in a relatively short time. That′s they were able to express their thoughts in the correct Russian language. Mikheev's approach required completely different methods and textbooks of the Russian language for Russian and for non-Russian schoolchildren. The methodological ideas of Mikheev are still relevant today, and represent a significant value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use the heritage of Mikheev. Conclusions. A prominent methodologist, philologist and educator of the non-Russian peoples of the Middle Volga region, Mikheev made a significant contribution to the development of education and methodological science, periodicals and literature. Mikheev's methodological ideas are still relevant today, and are of considerable value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use Mikheev's legacy. The theoretical and methodological works of I. S. Mikheev, his children's books and dramatic works include axiological, humanistic content, and to this day have a significant impact on modern methodological thought. That′s why, it deserves the most careful further study.

Section: S Mikheev and His Methodical Viewsmentioning

confidence: 99%

I. S. Mikheev's contribution to the development of methodological science and education of non-Russian peoples of the Middle Volga region

Pomelov

2023

“…Since the second half of the 1860s, the idea of the need to educate non-Russian peoples has received significant development in Russian pedagogical thought, which, in many respects, was the result of fruitful work, including in this area, by outstanding Russian teachers, first of all, the founder of Russian pedagogy K. D. Ushinsky [2], the organizer of the first Russian pedagogical society P. G. Redkin [3], the nearest associates of Ushinsky V. I. Vodovozov [4] and D. D. Semenov [5], and their follower V. P. Vakhterov [6], etc., as well as their followers in the regions of Russia, such as A. A. Krasev from Vyatka [7], N. V. Chekhov from Tula [8], N. N. Blinov from Udmurtia [9], etc. The progressive idea of the education of non-Russian peoples found its embodiment in the theoretical and practical activities of leading representatives of national enlightenment, such as Ibrai Altynsarin, Gazaros Agayan, Nazar Ter-Gevondyan, etc.…”

Section: Introductionmentioning

confidence: 99%

The great educator of the Middle Volga peoples of Russia N. I. Ilminsky

Pomelov¹

2023

Introduction. Enlightenment is an important part of the history of education. Imperishable examples of outstanding enlightenment figures serve as an example for new generations of teachers. The purpose of the article is to comprehensively reveal the activities and personality characteristics of the great Russian educator of non-Russian peoples of the second half of the XIX century, Nikolai Ivanovich Ilminsky (1822-1891/1892). Materials and methods. The leading research methods are the analysis of scientific and periodical literature, biographical and historical methods, as well as a regional and axiological approaches, which make it possible to identify the most valuable in the subject of research within a certain administrative and geographical framework. Results. Ilminsky occupies a special place in the history of education of non-Russian, primarily Middle Volga, peoples of Russia. He developed and put into practice the work of many schools for children of "small" peoples, a special education system named after him, the main components of which were teaching non-Russian children first in their native language with a gradual transition to Russian, the opening of national schools, the training of teachers from among the Middle Volga peoples and the publication of appropriate methodological literature. Discussion. Ilminsky's axiological and methodological views received a different, sometimes diametrically opposed assessment in the decades following his death. His pedagogical heritage is actively used in modern Russia, primarily in multiethnic regions. 2022 marks the 200th anniversary of his birth. Conclusion. The methodological legacy of Ilminsky needs further study for practical application in modern conditions of reforming the national school system. The personality of the great educator and internationalist can serve as an axiological model and example for the younger generation of Russian youth. Keywords: The Russian Empire, the enlightenment of non-Russian peoples, the Brotherhood in the name of St. Gurius, Ilminsky, Timofeev

“…As for the first aspect, the attention of researchers of the history of education is usually focused on the study of a very limited circle of women scientists in the field of pedagogy and psychology. First of all, these are such significant personalities as M. Montessori [1], H. Parkhurst [2], P. Kergomar [3], E. Kay [4; 5] and some others. The European scientific press rarely raises issues of the development of pedagogy, psychology and the education system in Brazil.…”

mentioning

confidence: 99%

The life path and activity of the Russian-Brazilian teacher and psychologist E.V. Antipova

Pomelov¹

2023

Introduction. The relevance of the article is to reveal the positive influence of the Russian scientific school represented by E.V. Antipova on the development of psychology and pedagogy, as well as on the organization of psychological services in Brazil. The purpose of the article is to create a complete description of the activities of a prominent psychologist-practitioner and organizer of the psychological service Elena Vladimirovna Antipova. Materials and methods. Relying on the axiological methodological approach and biographical research method, as well as by including in the text of the article a number of scientific, including foreign, sources, little-known facts of the biography of E.V. Antipova are presented, her scientific connections with prominent foreign and Russian scientists are revealed, her contribution to the development of psychological services in Russia and Brazil is shown. The characteristic of the life and activity of E.V. Antipova in Russia is given in direct connection with the socio-political situation in those years in the country. Results. The article gives a detailed description of the main stages of E.V. Antipova's life: childhood in pre-October Russia, school years at the gymnasium of L.S. Tagantseva, study and work in England, France and Switzerland under the guidance of prominent foreign scientists such as E. Klapared. The author reveals the connections of E.V. Antipova with leading Russian psychologists and paedologists G.I. Chelpanov, K.N. Kornilov, P.O. Efrussi, Z.A. Luppova, V.A. Treiter, with whom she communicated and collaborated in Petrograd and Vyatka. The contribution of E.V. Antipova to the development of psychological service in Brazil in 1928- 1974 is shown. During this period, she actually acted as a kind of "goodwill ambassador" from Russia, establishing "a bridge of friendship" between our countries through her selfless work. She left a significant scientific and methodological legacy in five volumes of her writings.