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An 'active stance for living' is a key concept in present-day Soviet education. As part of the 'upbringing' programme, moral education is considered to be a process of planned intervention, in which the school plays the leading part as the primary repository of expertise and the main official socializing agent. The classic theoretical basis of its work lies in A. S. Makarenko's concept of the collective as the context of upbringing; at first a means, the collective itself acquires the role of a formative force. Teaching devices include models, responsibility situations, and moral dilemmas, but educationists also stress the importance of teachers' methods, attitudes and relationships. While research offers a mixed picture of the effectiveness of moral education, impressionistic and circumstantial evidence is fairly favourable. The influence of families and unofficial peer-groups may nevertheless cause difficulties, compounded by increasing affluence and unrealistic aspirations, and so moral education is increasingly presented as the concern of the whole of society.At the XXV Congress of the Communist Party of the Soviet Union in February 1976, Brezhnev said 'Nothing ennobles the individual so much as an active stance for living {zhiznennaya pozitsiya) and a conscious attitude to public duty, when the unity of word and deed becomes an everyday norm of behaviour. To work out such a stance is the task of moral education ' (cited in Arkhangel'skii, 1977, p. 94). In recent years this statement has been quoted time and time again as the chief ideological reference point in a permanent campaign to improve and extend the moral education of young Soviet citizens. The present article is intended primarily as an exposition of the essentials of current theory and approved practice, together with some indication of major problems and shortcomings as perceived by the Russians themselves. Definition and scopeThe term used by Brezhnev for moral education was the conventional nravstvennoe vospitanie. Since the noun vospitanie alone is sometimes (inadequately) translated as moral education, it is necessary to consider what difference the adjective makes. Vospitanie is also translated as character education, but the most common rendering is upbringing. While this represents fairly Dr John Dunstan is Lecturer in Soviet Education, Centre for Russian and East European Studies,
An 'active stance for living' is a key concept in present-day Soviet education. As part of the 'upbringing' programme, moral education is considered to be a process of planned intervention, in which the school plays the leading part as the primary repository of expertise and the main official socializing agent. The classic theoretical basis of its work lies in A. S. Makarenko's concept of the collective as the context of upbringing; at first a means, the collective itself acquires the role of a formative force. Teaching devices include models, responsibility situations, and moral dilemmas, but educationists also stress the importance of teachers' methods, attitudes and relationships. While research offers a mixed picture of the effectiveness of moral education, impressionistic and circumstantial evidence is fairly favourable. The influence of families and unofficial peer-groups may nevertheless cause difficulties, compounded by increasing affluence and unrealistic aspirations, and so moral education is increasingly presented as the concern of the whole of society.At the XXV Congress of the Communist Party of the Soviet Union in February 1976, Brezhnev said 'Nothing ennobles the individual so much as an active stance for living {zhiznennaya pozitsiya) and a conscious attitude to public duty, when the unity of word and deed becomes an everyday norm of behaviour. To work out such a stance is the task of moral education ' (cited in Arkhangel'skii, 1977, p. 94). In recent years this statement has been quoted time and time again as the chief ideological reference point in a permanent campaign to improve and extend the moral education of young Soviet citizens. The present article is intended primarily as an exposition of the essentials of current theory and approved practice, together with some indication of major problems and shortcomings as perceived by the Russians themselves. Definition and scopeThe term used by Brezhnev for moral education was the conventional nravstvennoe vospitanie. Since the noun vospitanie alone is sometimes (inadequately) translated as moral education, it is necessary to consider what difference the adjective makes. Vospitanie is also translated as character education, but the most common rendering is upbringing. While this represents fairly Dr John Dunstan is Lecturer in Soviet Education, Centre for Russian and East European Studies,
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