The “Ideal” Image of Zauralye Secondary School at the Beginning of XX Century and Historical Realities (On the Materials of Tyumen)

Tyumen State University Herald. Humanities Research. Humanitates


Release:

2017, Vol. 3. №2

Title: 
The “Ideal” Image of Zauralye Secondary School at the Beginning of XX Century and Historical Realities (On the Materials of Tyumen)


For citation: Kruzhinov V. M., Sokova Z. N. 2017. “The “Ideal” Image of Zauralye Secondary School at the Beginning of XX Century and Historical Realities (On the Materials of Tyumen)”. Tyumen State University Herald. Humanities Research. Humanitates, vol. 3, no 2, pp. 173-180. DOI: 10.21684/2411-197X-2017-3-2-173-180

About the authors:

Valeriy M. Kruzhinov, Dr. Sci. (Hist.), Professor, Department of National History, Institute of History and Political Sciences, Tyumen State University; vm.kruzhinov@mail.ru

Zinaida N. Sokova, Dr. Sci. (Hist.), Professor, Department of New History and Global Politics, Institute of History and Political Sciences, Tyumen State University; sokova.zn@gmail.com

Abstract:

This article centers around the main areas of activity of secondary schools in Tyumen at the beginning of XX century. The starting point of the authors is that the “ideal” image of the secular school, widely distributed in the regional historiography, is far from being truthful, the contradictions and contrasts of the secondary education system in pre-revolutionary Russia, at which undeniable achievements were side by side with insufficient funding, payment for education and prevalence of “enforced enlightenment”, were not taken into account. It is noted that for certain types of education in specialized educational institutions an important place is occupied by teachers of religious disciplines, performing not only a moral but also a political and ideological function, the main role of which is the education of children in devotion to the autocratic regime. It is shown that there was a tendency to confront part of the students with the educational authorities during the first Russian revolution of 1905-1907. It is concluded that the majority of participants in student protests limited academic requirements, advocating the reform of school while others looked forward the renewal of the system of relations with changes in the political system of the country.

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