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Education in Russia: the Evolution of Theory and Practice Natalia Kuznetsova, Irina Peaucelle

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Education in Russia: the Evolution of Theory and Practice Natalia Kuznetsova, Irina Peaucelle Education in Russia: The evolution of theory and practice Natalia Kuznetsova, Irina Peaucelle To cite this version: Natalia Kuznetsova, Irina Peaucelle. Education in Russia: The evolution of theory and practice. 2008. halshs-00586750 HAL Id: halshs-00586750 https://halshs.archives-ouvertes.fr/halshs-00586750 Preprint submitted on 18 Apr 2011 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. WORKING PAPER N° 2008 - 23 Education in Russia: The evolution of theory and practice Natalia Kuznetsova Irina Peaucelle JEL Codes: I21; Z1 Keywords: analysis of education, cultural economics, Russia PARIS-JOURDAN SCIENCES ECONOMIQUES LABORATOIRE D’ECONOMIE APPLIQUÉE - INRA 48, BD JOURDAN – E.N.S. – 75014 PARIS TÉL. : 33(0) 1 43 13 63 00 – FAX : 33 (0) 1 43 13 63 10 www.pse.ens.fr CENTRE NATIONAL DE LA RECHERCHE SCIENTIFIQUE – ÉCOLE DES HAUTES ÉTUDES EN SCIENCES SOCIALES ÉCOLE NATIONALE DES PONTS ET CHAUSSÉES – ÉCOLE NORMALE SUPÉRIEURE EducationinRussia:TheEvolutionofTheoryandPractice 1 NataliaKuznetsova Saint-PetersburgStateUniversity IrinaPeaucelle CNRS PSE-Paris-JourdanSciencesEconomiques (JointresearchunitCNRS-EHESS-ENPC-ENS) Abstract ThisarticleinvestigatestherelationshipsbetweentheevolutionofRussiansocialpsychologyand thetransformationsofthemodesofeducationinRussia.Socialpsychologyisasciencebornthe lastcenturyandalsoastatusofthesocialconscienceofpeople,forgedhistoricallyonthebasisof properculturalartifacts.InRussiaeducationismainlytheprocessofhumandevelopmentand,like wherever,itistheinstitutionofknowledgetransmission.WeshowonthecaseofRussianhistory thatthescientificallyproveneducationalpracticecan contributeenrichingdevelopmentofsocial conscienceafterideologicalandeconomicshocks. Keywords :analysisofeducation,culturaleconomics,Russia JELclassification :I21;Z1 1Thistextisthesecondpartofourhistorical,sociologicalandeconomicanalysisofRussianeducation.Thefirstpart, “EducationenRussie”byKuznetsovaandPeaucelle(2005),dealsmainlywitheconomicaspects. 1 Introduction ContradictorydevelopmentofmaterialandspiritualculturesofRussiaduringthereformperiod, andtheimperceptibledisorderandextremevarietyofspiritualandpublicvalueshaveledtosharp polarizationandsocialdegradationofasignificantpartofthesociety,andhaveputitontheedge of cultural, scientific and educational catastrophes or, according to Mamardashvilli (1989) «anthropologicalcatastrophe»p.118). Russia needs a new educational paradigm adequate to the evolutionary economy and to a forward-lookingeducationalsystem,satisfactorybothtothenew"worldofeconomy",andthenew "world of learning". It seems to economists, as we are, that currently the world is changing too quicklycomparedtotheshiftsineducationalpractice.Inertia,stagnation,absenceofflexibilityand conservatism,resultingfromsociety’sneglectofschools,arereflectedinthefulllistofproblems familiartoRussianeducationaspartofEuropeanculturalhangoverinthelasttwodecades.These problemsinclude:theshortageofpublicfundsforfinancingadvancededucationalinstitutions,the gapbetweeneliteandpublicschools,theloweducationallevelofcitizenswhoshowanabsenceof even basic elementary knowledge, the falling prestige of the teaching profession, and the phenomenon of talented and arrogant individuals abandoning the sphere of education. These problemsfinallyleadtothevariousformsofyouthrevolt,frompeacedemonstrationsandstrikes uptotheburningofcities. The restoration of the internal unity and stability of the spiritual, cultural and intellectual domainsofthemodernworldoflearningrequirescertaininteractionandassimilationofprinciples, public responses and methods of education and upbringing in two dimensions: in the system of primary,secondaryandhighereducation,andinthenationalandinternationaleducationalarenas. Thesefactorsdeterminethelogicandstructureofthispapercoveringthecharacteristicsofsome modernproblemsofRussia,inthefirstsection,andtheanalysisofthetheoreticalinvestigationsof Lev Vygotsky in the domain of child psychology and the practical pedagogies of Alexander Makarenko, related in the second section, as a set of interrelated ideas, principles and their reception,applicableinmodernglobalizingeducation. 2 1.SocialandeconomicproblemsofRussiaandthecrisisofvaluesineducation 1.1. Economicgrowthandchangesineducationalpriorities Creation of material values as a result of economic growth does not influence directly the schoolsystem,educationandupbringing.Phasesofeducationalprogressandeconomiccyclical developmentdonotcoincide.ThedevelopmentofRussianschoolsthroughthelastdecadeofthe 20thcenturyshowsquiteclearlythattheeconomyandeducationarenotdirectlyinterconnected. TheRussianpopulationgainedaccesstoeducationinthebeginningofthe20thcentury.The developmentofRussianeducationwasstimulatedbyindustrialcapitalismandwascharacterized byahighdegreeofdifferentiationandspecialization(Peaucelle&Konovalov(2005)).Historical cataclysms interrupted the process of general educational expansion and elementary education became obligatory in the USSR only in 1936. The dynamics and efficiency of the latter introduction in the 1930’s were very high, intensifying “Stalin’s” industrialization and the accelerationoftechnicalandinnovativeprogress.However,themostimportantrolewasplayed (outstripping the economic growth push) by the wide-spread social and cultural paradigms for liquidating illiteracy and providing the population with incentives for a new understanding of humanexistence.EducationwasincludedinthesystemofvaluesoftheSovietsociety,andthis notionwasdevelopingdisregardingthelowlevelofincreaseinhumanwelfarecomparedtothe growth of the country’s industrial potential (Akulenko (1929), p.51). Sociological research concerningtheattitude ofRussianstodifferentaspectsof education,carriedoutin2001bythe Moscow Institute of Public Opinion, concerning the quality of the Russian educational system showsthatopinionswereasfollows:48%ofrespondentsconsideredthattheSovietUnionwas theworld’sleaderinthefieldofeducation;11%believethatRussiaretainsthatdistinctionthis year.ThemajorityofrespondentswereconvincedthatitwasmoredifficultthanduringtheSoviet periodtoreceiveagoodeducation.Morethanhalfoftherespondentsestimatedtheirownlevelof trainingashighandonly5%notedthatitwasdeficient.Themajorityofrespondentswouldlike theirchildrenandgrandchildrentoreceivealongerandmorethorougheducation. Asurveyofthepopulation’spropensitytosaveshowedthat20-22%ofcitizensarereadyto investineducation.Thisindicatoroccupiedthirdplace(aftersavings"forarainyday"andsavings for medical treatments) in the ranking. Despite the level of economic development and the dynamics of economic growth, the attitude of Russians toward education proves the marked discrepancy between economic and educational trends in the current period. According to the 3 opinionpolldatabyKuznetsova(2006)2,thesharpreductioninthestandardofliving,thedown- swingingrowthandthelevellingofeconomicdevelopmentwereaccompaniedbyatraditionally highaspirationofRussianstowardseducationuptotheendofthe80’sandthebeginningofthe 90’s. This survey showed a relative decrease of interest by youth in the period 1990-1995 in studying fundamental, natural and applied engineering sciences, compared to an increase of interestintheeconomicandlegalfields.Since1995therehasbeenarevivalofstudents’interest inengineering,informationtechnologyandcommunicationspecialties. Nowadays Russians are focused on material and individual values. Within such a crisis of ethicalvaluesthepurposesofschooling,alwaysconsideredasacornerstoneinthesocialsystem, becometheobjectiveofreforms.Aimless,vaguevisionaboutthefunctionofeducationbecomes the factor of dissociation inthe understanding of pedagogical tasks, which are connected tothe psychologyofthepersonandofthesociety. Twice during the 20 th century Russia experienced painful economic, spiritual, political and cultural revolutions that caused similar consequences: demographic crisis, social and cultural degradation,disruptionofthesystemofvalues,andanincreaseofchildhomelessness.Welook nowattheRussiansituationsincethesecondrupture,thecollapseoftheSovietUnion. 1.2. Demographiccrisis Reduction of birth rate is a consequence of demographic recession, social, economic and spiritualcrises.Statisticsshowthatsincethe90’s,thenumberofinhabitantsofthecountryhas decreasedby700thousandpeopleannually.Theincreaseinpopulationsince1992isnegative(less than6%since1999,forexample)andisgeneratedbyadecreaseinthebirthrate(from16%in 1985to8%in1999)andanincreaseinthedeathrate(from8,3%in1970upto15,9%in2001). This trend is partly compensated for by migration during recent years (Tinguy de A. (2004)), increasingtheculturaldivisionofthesociety.Demographicalmovementscausedadecreaseinthe numberofchildrenandteenagersintheagegroupof5–14yearsold(-12‰duringtheperiod 2Theauthor(Kuznetsova)withinthelast25yearsofteachingintheeconomicfacultyofSt.PetersburgStateUniversity (abranchofworldeconomicandpoliticaleconomy)questionedstudentsinthefirstcourse.Oneofthequestionswasas follows: «where do you want to work after graduating from the University? ». This question was accompanied by variantsofanswers:attheUniversity,inbusiness,instateorpartymanagement,inasecondaryorhighschool.Upto
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