Pedagogical Ideas of the Prominent Russian Public Figure N. V. Shelgunov

Introduction. One of the active processes of humanization of education in modern conditions is an appeal to the best achievements of the past, to the works of representatives of Russian, including regional pedagogy, whose creative searches were permeated with the ideas of humanism, concern for the upbringing and education of a person. Genuine interest is aroused by the multifaceted pedagogical and methodological activities of the famous Vyatka priest, zemstvo figure and methodist teacher N. N. Blinov (1839-1917), who clearly manifested himself as a practical teacher, a methodologist of primary education at the All-Russian level, the author of numerous educational books, an educator and researcher of the history of the Udmurt people. Materials and methods. The author uses as research methods: analysis of historical and pedagogical literature, biographical and historical methods, axiological (value) approach to the study of historical and pedagogical material. In his work, the author used a number of publications by foreign and Russian authors. Results. The period of activity of N. N. Blinov coincided with the time of activation of the development of education in Russia. In the Russian provinces, local methodologists in the field of education actively worked, – authors of textbooks and the first alphabets, mainly for the so–called "small", i.e. non-Russian, peoples. Blinov was one of the most prominent representatives of the Russian regional enlightenment in the second half of the XIX – first two decades of the XX centuries. His activities were of a multilateral nature. Russian Russian was the author of textbooks for Russian and Udmurt children, the organizer of rural schools, and his local history work was highly appreciated by the Russian Imperial Geographical Society. Especially his books "Learning – light" and the first Udmurt alphabet "Lydzon" should be highlighted. Discussion. In N. N. Blinov's method of teaching reading, the presence of such a new element in literacy teaching for that time as a clearly established and filled with concrete content step-by-step, currently known as "algorithmization", is original and valuable. At the same time, the desire to establish strict stages in the assimilation of letters was inevitably accompanied by the need to introduce words whose meaning was still unknown to children. Conclusion. Blinov's fruitful scientific, methodological and practical pedagogical activity, his local history work are a vivid phenomenon in the history of Russian provincial education. His methodological views remain relevant up to the present time. Vyatka educator contributed to the development of Udmurt culture and literature by being the author of original ethnographic, dramatic, historical and biographical works. His turbulent, eventful life deserves further study, as well as his numerous works.

Section: Resultsmentioning

confidence: 99%

“…This article characterizes the personality of one of the most famous Russian priests and methodist teachers of the second half of the XIX -early XX centuries. Nikolai Nikolaevich Blinov [19]. At the same time, his educational and methodological work is covered to a greater extent [20].…”

Section: Introductionmentioning

confidence: 99%

Vyatka priest, educator and methodist teacher N. N. Blinov

Pomelov

2024

“…he sharply and evidently criticized the Vyatka priest N. N. Blinov, who questioned the acquittal of the Multan Udmurts by the court. This work called for the affirmation of the national dignity and self-consciousness of Udmurt people [50].…”

Section: Discussionmentioning

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

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.

“…It′s in Russia, as a multiethnic country, that enlightenment has become a kind of pedagogical phenomenon, an integral part of the education system [1]. 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.…”

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