1 March 30, 2021

Abstract:
The study aimed to identify the extent to which the faculty members of the Hashemite University use social networks, seen from their point of view, and also aimed to identify if there statistically significant differences in the extent to which the faculty members use social networks, by faculty, country of graduation, academic rank, and years of experience variables. The study’s data was collected through a questionnaire distributed to 225 faculty members who were selected in available sample random way in the second semester of the academic year 2019/2020. A tool was developed to measure the faculty members’ use, and it consisted of 42 items. The results showed that the degree of social network use among faculty members was high in all disciplines, from the teaching field (highest) to scientific research and the community service field. There were significant differences in social network use due to faculty variable, in favour of science faculty members. And there were significant differences in social network use due to years of experience variable, in favour to the faculty member who has 5-10 years of experience in teaching, but no statistically significant differences in social networks use due to country of graduation and academic position variables. Researchers recommendations to support faculty members and encourage them to evaluate the impact or effects of using different technologies in the educational process.

URL: http://ejournal1.com/journals_n/1617106974.pdf
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Abstract:
The relevance of the study is due to the need to identify the position of teachers in their professional activities, the manifestation of its reflective activity. A special attitude of the teacher to his own activity, when the very content of this activity is for the teacher as an object of analysis, reflection and evaluation, characterizes the reflective teacher. It is important that each teacher takes a similar position. In the modern conditions, the modernization of the national education takes on a special significance of the teacher's reflection. Without a reflective view of yourself, your activity and its effectiveness, it is not possible for the teacher to develop personally, to identify and comprehend the reasons for his successes and failures, and hence a successful solution. The purpose of this article is to investigate the difficulties in the reflective activity of teachers with different teaching experience. Research methods: In the process of research, an analysis of the scientific literature, included observation, ascertaining the pedagogical experiment, testing, expert survey, analysis of the results of the experimental work of the empirical study, as well as statistical processing of quantitative research results. Results of the study: Diagnosis of the difficulty level in reflexive activity was carried out with the help of the author's test questionnaire "My reflexive difficulties". The questionnaire includes 6 components of reflexive activity difficulties and reveals the difficulties of the theoretical-methodological, motivational, value-semantic, emotional, process-activity and research character. Relevance of the study: The study showed the need to identify reflexive difficulties and the formation of reflexive skills. Awareness of the need for reflexive activity in practical comprehension is developed by the installation for constant introspection, assessment and self-assessment, as well as analysis of the results obtained. Thus a reflexive teacher is formed. The materials of the article can be useful for teachers, teachers of higher educational institutions, researchers for teaching reflexive activity.

URL: http://ejournal1.com/journals_n/1617107072.pdf
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Abstract:
Students’ understanding of genetics and its associated mechanisms can be a difficult task. Though there are several instructional approaches to enhance the teaching and learning of genetics among medical, nursing, midwifery, and other allied health students in Ghana, little is known about the use of the concept mapping teaching strategy. This study aimed to investigate the effect of using concept maps to enhance the teaching and learning of genetics among midwifery students in Ghana. We conducted an experimental study using the pre-test/post-test control group design. Fifty-one (51) midwifery students (females) in Ghana were voluntarily recruited and randomly assigned into either experimental or control groups using a ‘balloting method.’ In the pretest phase, the groups were first administered a Genetics Achievement Test (GAT) to measure their understanding of basic genetic concepts. The experimental and control groups received two (2)-weeks of lessons in genetics using concept mapping and lecture methods respectively during the intervention phase. Following the intervention phase, a posttest (GAT) was administered a week after the intervention to determine whether concept maps significantly improved the learning and achievement of students. Data analysis was conducted using JASP software (Version 0.14.1). Results showed that there was no significant difference in GAT scores between the groups during the pretest phase, (t = 0.763, df = 45, ρ = 0.194, d = 0.214). However, the experiment group performed better in the GAT than the control group, (t = 9.402, df = 45, ρ < .001, d = 2.634). In conclusion, the concept mapping teaching strategy is recommended as a useful approach for the teaching and learning of genetics. Teachers can blend this method with the traditional lecture approach to maximise learning and achievement among students.

URL: http://ejournal1.com/journals_n/1617284239.pdf
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Abstract:
Mathematics is very important in the workplace. Companies, through mathematical models, can filter and interpret the data obtained from sales reports, customer feedback or web traffic, in order to improve the company's strategy and optimize processes and results. However, a problem arises: for the students who will soon enter the work force, mathematics generates anxiety and so, they try to avoid it. This study aims to examine whether there is a difference in university students regarding math anxiety in terms of gender, career, age and semester, as well as the causes of this anxiety. It is a study that is approached from the hypothetical-deductive and cross-sectional method. The sampling was simple random and it was made up by 343 college students from the majors of the administrative economic area. The instrument used is the scale designed by Auzmendi (1992), of which only the anxiety factor was used. The Kruskal-Wallis test was used to analyze the data. The findings indicate that anxiety towards mathematics is the same in men and women, there are no differences in relation to the age and major of the students, but there is a difference regarding the course that the student attends.

URL: http://ejournal1.com/journals_n/1617107663.pdf
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Abstract:
The epidemiological crisis made it necessary to transform the practice of higher education in the conditions of transition to remote mode. Online training has become an alternative to the face-to-face format of classes, which updates the analysis of key risks and problems of the educational process in the context of the pandemic. The leading research method was a questionnaire survey of students with online learning experience (N = 146 people). The survey was conducted in May 2020. For a deeper interpretation of a number of conclusions, the authors conducted a focus group in September 2020 (N = 12 people), which included students of 2-3 years of study at Russian universities. The authors set a goal to study the degree of adaptation of students to new learning conditions, the specifics of their perception of various aspects of learning in an online environment, problems and risks. The results of the study showed that every fourth student when switching to online mode could not successfully adapt to the new format of training. It is concluded that the key risks of online learning are associated with the lack of direct communication channels, the spread of the practice of imitating students’ learning activities in the context of reducing the control function of the teacher. The lack of readiness of students to maintain the necessary level of self-organization led to a decrease in students’ requirements for themselves as an active participant in the educational process, while increasing requirements for digital competencies and personal qualities of the teacher. In terms of online learning, students demonstrate the need for additional measures to maintain interest in learning: game context, network interaction in the "student-student" system, charismatic presentation of material.

URL: http://ejournal1.com/journals_n/1617107757.pdf
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Abstract:
One of several scientific disciplines' significant objectives is to determine the integration of information and communication technologies (ICTs) in the academic setting. This research studies the use of ICTs, especially the Internet, by university students in Hispanic countries. The methodology used is descriptive and quantitative, based on data mining, through a validated and highly reliable instrument. The sample was composed of students from six countries (N = 1893). The results show that the primary interests in using ICTs and the internet are primarily for consuming social networks, obtaining information, and leisure, above and beyond their use for academic and university purposes. This indicates that there is still a lack of sufficient training for the optimal use of these technologies by higher education students. It is urgent to carry out digital literacy processes that allow them to develop a critical sense in using ICTs, nowadays configured as powerful means of communication. Furthermore, this study has been determined that the Hispanic common space has solid cultural roots and everyday practices that lead to quite similar general interests.

URL: http://ejournal1.com/journals_n/1617707333.pdf
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Abstract:
The study aimed at exploring the levels of emotional regulation and social competence among kindergarten children. Further, the relationship between emotional regulation and social competence and its sub-domains: (overall emotional adjustment, social interactions with peers, and social interaction with adults). Furthermore, the significant differences in the relationship between emotional regulation and social competence that are caused by gender. The study researchers used the descriptive and relational approaches to answer the study questions. After ensuring the validity and reliability of the two research instruments, they were applied among 220 (110 females, 110 males) Jordanian kindergarten children: The Social Competence and Behavior Evaluation Preschool Edition (SCBE) and the Emotion Regulation Checklist (ERC). The study results revealed that there is an average level of emotion regulation and an average level of social competence among the participants. There was a statistically significant relationship between children’s emotion regulation competence and their social competence, as a correlation between emotion regulation and each of the social competence subscales (general adaptation, overall emotional adjustment, social interactions with peers, and social interactions with adults) was high and statistically significant. Finally, the results revealed that there was no statistically significant gender discrepancy in the relationship between emotion regulation and social competence. Implications and future research recommendations were discussed.

URL: http://ejournal1.com/journals_n/1617107919.pdf
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Abstract:
The purpose of the current study is to investigate self-assessment as a helpful strategy for facilitating teaching and learning in language classrooms and to investigate the effects of this technique on EFL learners' oral performance. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted. The participants of the study were a group of five EFL learners who were called self-assessment. The self-assessment technique was incorporated to this group. There were a pretest and posttest sessions and four sessions of treatment between the pretest and posttest. The instruments used in this study were storyboards and checklists. The data was collected via a recording device and then it was transcribed for further analysis. Paired sample T-test was used to analyze the quantitative data and for the qualitative analysis, the data on the checklist and students' self-assessment reports were used. The data on the checklist also helped to find the extent to which learners have improved in fluency in their own ideas through self-assessment. The findings of the present study showed self-assessment was helpful in improving Error free clause (p = 0.031) meaning self-assessment group made significant improvement in this feature. Considering the three other features, the comparison of pre- and posttest scores also showed a significant difference which approved effectiveness of the related treatment. The qualitative analysis of the students’ self-assessment report also revealed that students found it as a helpful technique to monitor themselves and reflect on their own work.

URL: http://ejournal1.com/journals_n/1618325271.pdf
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Abstract:
Information and the information revolution have brought many changes to our lives. The most revolutionary is the unlimited access of most people to an incredible amount of information. Today we no longer must "keep important information and facts in our heads". With the right technology, we are always within reach. The new age also changes the nature of education. It is not necessary to remember the massive amounts of information. However, it is necessary to move the student to the position of a logical, creative subject that can effectively process, select and analyze the information obtained. As mathematics teachers, we believe that it is mathematical education that positively affects the development of student creativity. Also, the creative thinking of an individual opens the way for him to solve mathematical problems successfully. New technologies replace routine and stereotypical activities in many areas of life, not excluding mathematical activities. We believe that the human factor is irreplaceable in the area of flexible, creative and resourceful connecting of information and creation of new original ideas. Nowadays, we believe the priority mission of teachers is to identify and develop creativity in students. One of the most significant concerns of teachers is to achieve that the mathematics develops logical thinking in students using constructivist methodologies, to make mathematics a tool to be applied to daily life. In this regard, we presume the existence of the relation between creativity and teaching of mathematics. Mathematical thinking encourages the development of creativity since it requires to make conjectures and distinguish opinions to solve a situation set out. Our article aims to use the statistical tools to verify the hypothesis: more mathematics teaching has a significant impact on the development of students' creative potential. We expected to confirm the positive impact of mathematical education on the development of creative competences. The research was carried out on a sample of 126 students – graduates of secondary schools. To obtain the necessary data, we used the standardized Figurative Urban Creativity Test as a screening tool to provide relevant insight into the creative potential of the individual. The results of the educational experiment confirmed our expectations: mathematical education has a significant impact on the development of students' creative potential.

URL: http://ejournal1.com/journals_n/1617108164.pdf
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Abstract:
The present research featured the operational component of the psychological readiness to cope with stressful events in the workplace and its development in senior university students. The authors believe that only practice-oriented technologies can provide the experience that will help new grades to overcome adversities they might face at work and choose an appropriate coping style. The article introduces some theoretical prerequisites that develop the operational component of psychological readiness, which allow students to cope with stressful events in the workplace. The senior students defined the concept of stressful event, or adversity, as a certain state of uncertainty and ambiguity. The respondents evaluated such a situation as possible or impossible to cope with on their own and described typical stressful events they had to face in their lives or focused on their own experiences. Finding themselves in a situation of uncertainty, the students tried to appraise the situation and plan the mode of action. Upon comprehending their actions in a situation of adversity, they strove to resolve it promptly. An intentional influence based on practice-oriented technologies diversified their responses to the stressful event. In addition, the experimental so improved their ability to compare their own needs and demands with the opportunities provided by the educational environment. In addition, the students learnt to analyze their own previous experience in order to find resources to cope with stressful events in the present. The experiment registered positive changes in the parameters of the operational component of students’ psychological readiness to cope with stressful events. Adequate ideas they acquired about adversities allowed the students to use adaptive coping strategies and use their experience in order to diversify their behavior strategies in stressful events.

URL: http://ejournal1.com/journals_n/1617108223.pdf
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Abstract:
The current research addresses interesting and still mostly neglected question of how introductory philosophical disciplines (such as “Introduction to philosophy”, “Introduction to ethics” etc.) affects students’ comprehension of the concept of critical thinking which is one of the most important descriptive and normative notions in contemporary education. Addressing this issue we formulated following tasks. First, to outline a theoretical framework of the research by introducing models of critical thinking that are relevant in contemporary education. Second, to discover and compare undergraduate students’ understanding of critical thinking before and after the completion of their philosophy classes. To complete the first task, the common methods of literature review (scoping, analysis, synthesis) were applied. The second task was completed by means of empirical (qualitative) research. Actual sample of current research consists of 15 undergraduates (first year) students from study program “Physical education and sports” in Lithuanian Sports University (LSU). The method of semi-structured interview was used in the current research. Participants were asked to give elaborated answers to 10 questions prepared in advance, as well as a range of additional questions which appeared to be relevant in the course of the interview. The participants were interviewed twice: the first time before the beginning of their philosophy classes (module “Philosophy of education”), and the second time after their completion. Our research leads to two conclusions. The first (conceptual) conclusion is that despite a great diversity of definitions and theoretical models of critical thinking the underling idea remains the same, namely, that of reflectivity, a general ability to discern different prospects of actions and to associate particular action with initial motives (needs, goals). The second (empirical) conclusion is that philosophical classes, as a kind of educational intervention, makes the idea of reflectivity more articulated in students’ conceptions of critical thinking.

URL: http://ejournal1.com/journals_n/1617108280.pdf
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Abstract:
The submitted study is of theoretical-empirical character. The theoretical part defines given key terms related to the issue of supervised teaching practice for future teachers. In addition to a brief characterisation of supervised teaching practice, attention is paid to the position and importance of information and communication technologies in the life of young people today. There is a brief definition of virtual reality and the attention of the study is focused on its using by young people, especially university students. The empirical part contains partial results of our own empirical study executed via a quantitative analysis of data acquired through online questionnaires, in which students of teaching answered questions related to using virtual reality during their supervised teaching practice. The acquired data were analysed by a statistical software called SPSS 20. The interpretation of results related to the given issue is based on the results of univariate, bivariate and multivariate data analyses. Multivariate data analyses was realized by correspondence analyses and the most important results of our research are illustrated in the graph of correspondence analyses – correspondence map. The main goal of the study is to emphasize the possibilities and methods of utilising virtual reality in supervised teaching practice for university students – future teachers.

URL: http://ejournal1.com/journals_n/1617108343.pdf
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Abstract:
This paper proposes the production of animated comics in POWTOON to serve as a visual collaborative tool and a teaching-learning strategy for a course on Operations Research. This proposal aims to achieve meaningful learning of the subject matter, incentivizing the creativity of undergraduate students of marketing and business at the Guadalajara University, given that the production of comics develops, in students, cognitive and practical abilities such as the following: reflection; critical thinking; observation; analysis; synthesis; analogy; systematization; a sense of collaboration; and, teamwork. To validate the substantial improvement in student performance after producing the comic, a paired two-sample means t-test was carried out for 35 undergraduate students of marketing and business at the Guadalajara University who were enrolled in the same Operations Research course. The results obtained show that student performance improved considerably after the production of the comics, facilitating both teaching and the students’ significant learning. In this sense, the use of POWTOON demonstrated to be a good learning alternative, since the students for the realization of the comic were able to recover and review the information acquired, write a script, and organize images, videos, sounds, and text in a congruent and didactic way, even when it comes to complex topics.

URL: http://ejournal1.com/journals_n/1617136306.pdf
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Abstract:
This study was conducted to examine the relationship between the living values and life skills of 883 students in five secondary schools in Hanoi, Ho Chi Minh City and Da Nang. The questionnaire used in the study consists of 42 items reflecting 9 living values (Patriotism, Cooperation, Safety, Happiness, Tolerance, Hardworking, Love – Respect, Responsible for the future and Honesty) and 23 items reflecting 3 life skills (Autonomy, Problem Solving and Creativity, and Communication). The results show that: The students made a clear expression of the 9 living values and the 3 life skills. The living values and life skills were positively correlated with the Pearson correlation coefficients of from 0.33 to 0.684. The correlation coefficients between living values and life skills expressed by females are higher than those for males. The correlation coefficients between living values and life skills by grade level are positive. This study also showed the need to focus on educating the living values and life skills under the focus of the general education program in Vietnam today. The research provides a scientific basis and evidence so that many high secondary schools in Vietnam are focusing on educating only life skills in the past decade will review and adjust their model and approach of life skills education. These practical results help reinforce the approach and educational model for integrated living values and life skills. Many schools, especially schools in the sample group of the three provinces of Ho Chi Minh City, Da Nang and Hanoi, can immediately adjust their current model of living values and life skills education.

URL: http://ejournal1.com/journals_n/1617749785.pdf
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Abstract:
The relevance of this study is due to the increasing importance and role of universities in the context of growing competition in the international market of educational services. Higher education institutions face the problem of needing to adapt their educational and socio-cultural environment for international students from different countries. Therefore, the aim of this study is to classify the national cultures of students so as to formulate recommendations for universities regarding the development of effective strategies for helping foreigners adapt to their host socio-cultural and educational environments. The study is interdisciplinary in nature and based on international concepts, approaches and methods from the philosophy of education, sociology, theory of intercultural communication and cross-cultural management. The authors use system-structural and comparative methods of culture analysis, as well as cluster analysis techniques. The authors’ sociological survey of international students studying in Russia during the 2019−2020 academic year formed the empirical base of the research. The regression analysis was applied to reveal correlation relations between indicators such as the degree of socio-cultural adaptation, learning adaptation, and degree of external locus of control of international students. The article presents culture as a multilevel system, with individual, organizational, national and global tiers. Based on the experience gained in scientific literature on the typology of cultures, we can see that students from different countries can be grouped based on two main criteria: Geographic and Mental/Cultural. Detailed recommendations are given for host universities wishing to develop an adaptive socio-cultural and educational environment.

URL: http://ejournal1.com/journals_n/1617136593.pdf
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Abstract:
This paper aims to evaluate students’ attitude to University and their future profession as well as determine the influence of the University on these indicators. For our research, we used qualitative and quantitative data. To collect the data, we conducted two surveys of students in 2018 and 2020 (N1 = 179; N2 = 198). Also, we carried out the Pearson correlation analysis. Results on students’ survey showed that their attitude to the University and attitude to future profession improved during their education. According to the students’ answers on open questions, the most influential factors are academic faculty and project activities of the University. The Pearson correlation analysis showed the positive influence of the University on the students’ attitude to the future profession. This study can be useful for further research on the formation of students’ personality, its components, and correlation between them. By identifying the influence of personality components on its development, it is possible to develop more individual skills to achieve personal, professional success. In our research, we attempted to combine and analyze different criteria of personal perception of University and future carrier, how it was changing during the learning process and how University could influence the students’ attitude to the future profession.

URL: http://ejournal1.com/journals_n/1617136653.pdf
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Abstract:
The study addresses the phenomenon of science teachers’ innovative work activities referring to Rogers’ Diffusion theory of innovation (RDI) based on four countries (Sweden, Norway, Lithuania, Italy) TIMSS 2015 data set. The countries were chosen according to different criteria: 1–years of teaching; 2 – gender; 3 – hours spent for professional development. According to RDI, the innovation process consists of five stages: Knowledge, Persuasion, Decision, Implementation, and Confirmation. Different innovative work activities occur at different stages of innovation process: to generate, to champion, to apply, to promote, and to share new ideas. The aim of the article is to reveal the internal structure of innovative work activity of science teachers, highlighting the associations of innovative work activities on each other. TIMSS 2015 the instrument for science teachers allowed carrying out empirical analysis of science teachers’ innovative work activities. All variables of our interest in innovative work activities of science teachers were directly observable. Taking this into account a path analysis was used. According to the findings of the path analysis all innovative work activities of science teachers directly and positively influence each other. We argue that new idea generation activity of science teachers directly and indirectly influences new ideas sharing activity. The direct effect of new idea generating activity on new idea sharing activity is stronger than the indirect effect.

URL: http://ejournal1.com/journals_n/1617136709.pdf
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Abstract:
The article theoretically interpreted and empirically proved the consistency of the methodology of cooperation of Konstantin Nikolaevich Ventzel, who became one of the consistent supporters of free education and training. On the basis of his own pedagogical experiments at the Yasnaya Polyana school, Tula province, using the approaches and educational methods of L.N. Tolstoy in the 60-70s of the 19th century K.N. Ventzel created his own theory of cooperation pedagogy and free education. The result of such innovations is a “living person” – a vessel of the greatest quantity and the highest quality. It is on the basis of cooperation between a teacher and a student that a harmonious personality is built, whose modal qualities are morality, unity of thoughts and feelings, love of freedom, and creativity, independence, the ability to work collectively, humanity and philanthropy. The creation of such a person is the ultimate goal of cooperation pedagogy. K.N. Ventzel’s pedagogical innovations on the formation of a community of educators and pupils, teachers and students can act as the fundamental principles of the pedagogical process, both in Russia and in other countries of the world. The concept of cooperation currently meets the interests of society and the social basis of the Russian people.

URL: http://ejournal1.com/journals_n/1617136759.pdf
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Abstract:
This work examines the system of public education in Terek Oblast in the period 1860–1917. The present part covers the period 1901–1917. The key source used in putting this work together is the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region’s schools run by the Ministry of Public Education. Methodologically, wide use was made of the statistical method to identify a set of distinctive characteristics of the development of the system of public education in Terek Oblast in the period. To achieve the study’s objectives, use was also made of general research methods such as analysis and synthesis, concretization, and summarization. Of special mention is the use in this study of the historical-situational method. The authors’ conclusion is that between 1900 and 1917 the system of public education in Terek Oblast was in a period of dynamic development. The number of ministerial educational institutions in the region rose 3.3 times, from 182 to 609. Secondary educational institutions abounded in towns and large populated localities across the region. At the same time, there was a sharp increase in the quality and number of lower educational institutions, some of which were reorganized from four-year urban schools into six-year higher primary schools. The region became home to a teacher’s seminary and a teacher’s institute, as facilities for the training of teachers. By the start of World War I, school was attended in Terek Oblast by nearly 55 % of all its school-age children, which, given the large number of mountaineers in the region, was quite a substantial figure.

URL: http://ejournal1.com/journals_n/1617136859.pdf
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Abstract:
This paper continues the authors’ analysis of the policy pursued by the government of the Ukrainian State in the area of public education in 1918. The primary focus in the work’s second part is on the government’s policy on preschool, primary, and secondary education. The key sources employed in the work are materials from the period’s periodical press, memoirs by contemporaries of the events, and published statutory enactments of the government of the Ukrainian State regulating policy on primary and secondary education. It is in the year 1918 that the primary, secondary, and higher education systems in the Ukrainian State were formalized legally. The government was deeply aware of the decisive role of the public education system in the development and strengthening of Ukrainian statehood. The authors drew the conclusion that primary and secondary schools in the region enjoyed a high level of autonomy in terms of organization of the educational process at the time. The exception was that government policy actively facilitated the Ukrainization of the educational process – by way of introduction of instruction in the Ukrainian language and disciplines related to Ukrainian studies. This was a positive influence amid the formation of a young Ukrainian state. Despite a challenging military/political and economic situation, the government did manage to provide most of the region’s educational facilities with all appropriate course materials. The government worked closely with local authorities and the public, which had a positive effect on the development of the systems of primary, secondary, and preschool education locally.

URL: http://ejournal1.com/journals_n/1617136948.pdf
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Abstract:
The source base of the study consists of literary works of fiction and publicistic genre, letters of the Republic citizens and subjects of ancient Roman emperors, who bear witness of the attitude of contemporaries to the profession of a teacher, determine its prestige and social significance. This preconditioned the aim of the study to determine the social status of a Roman teacher. The authors claim that the latter depended on both formal and informal factors. However, personal level of professional achievements, attractive individual traits, morality, support from influential people were more important than belonging to a particular class of mentors or state regulation of education. The teacher's authority regulated his right to corporal punishment of students and influenced the amount of remuneration. The researchers believe, that a certain criterion to determine the prestige of the profession is the quantitative indicator of payment, as well as the regularity of its implementation. The teacher's wealth increased his place in the system of social relations and, conversely, was a consequence of patronage by the authorities. However, the incomes of most teachers remained low, which, in combination with other criteria of prestige of the job, allows to conditionally establish the status of a teacher at a level “below average”.

URL: http://ejournal1.com/journals_n/1617137048.pdf
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Abstract:
The paper explores the complicated path the emerging public education system took in the patriarchate period spanning from 1593 to 1721. It focuses on efforts to establish educational institutions in Russia and the role of the Orthodox Church as a protector of its flock from foreign religious influence. The materials used include works on the history of the public education system, created in Pre-Petrine Russia. The methodology of the research was based on the principles of historicism, system analysis and objectivity. With the scarce number of sources, we also widely utilized the descriptive method to rebuild as a complete picture of events as possible to show how the public education system evolved in Russia in the period from 1593 to 1721. As a summary, the authors point out that the emergence of public education in Russia’s patriarchal period had distinctive features. According to the authors, these comprise attempts by the Orthodox Church to pioneer its own way in matters related to the preservation of the old world order. Maneuvering their way between Greeks and Latins, first centers of religious education in Russia suffered considerable harm, and the controversies caused the expulsion of the Likhud brothers from Moscow. In addition, as early as at the end of the patriarchal period, attempts were made to confer powers of a medieval inquisition on the Moscow Academy to combat dissent in the theological community.

URL: http://ejournal1.com/journals_n/1617284296.pdf
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Abstract:
Recent years have witnessed the publication of a variety of scholarly papers highlighting region-specific peculiarities of education in the Russian Empire. However, they tend to focus on statistical information regarding the number of schools, the number of students, etc. Therefore, theoretical and pedagogical views and unique features of the methodological work done by major provincial teachers remain poorly researched. The paper discusses the case study of the Novocherkassk Gymnasium that was the most prominent scientific and educational center in the Don region in the 19th century and that boasted a teaching personnel of renowned local figures. Remarkably, the material on the actual pedagogical process in the gymnasium was already collected before 1917, mainly in the initiative to celebrate the facility’s centenary, and as many appropriate documents lacked, much attention was paid to gathering information from former gymnasium students. As a result, the knowledge of real teaching practices used in the gymnasium is based both on official documents and on oral, often critical, accounts by contemporaries of its teachers, and the group of teachers include persons who played an important role in the Don history. The third part of the paper analyzes the crisis at the turn of the 1870−1880s, when the Novocherkassk Gymnasium ceased to exist in its initial form. This was the outcome of the conflict between teachers with opposing pedagogical views. In respond to the snowballing problems with the discipline among students, the gymnasium's teaching staff splintered into two groups. The first one was led by gymnasium inspector M.K. Kalmykov, a prominent Don educator and author of a textbook on Russian literature. This group rallied local community support and believed that discipline issues should be addressed by engaging students in extracurricular activities. The leader of the second one was D.F. Shcheglov, the gymnasium's new director and author of works on the history of social doctrines, who came to the Don Host Oblast from another region. His supporters insisted only on punitive measures intended to teach children to be “serious”. The conflict ended when both groups discredited each other and most their members were dismissed, which ultimately destroyed the gymnasium’s authority as the most important cultural, research and educational center of the Don Host.

URL: http://ejournal1.com/journals_n/1617137193.pdf
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URL: http://ejournal1.com/journals_n/1618325289.pdf
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