Authors
- Kilyachina Anna I.
Annotation
In the history of the Russian education, the issue of its accessibility for the entire population is one of the most controversial and difficult to research. However, there are
little comprehensive studies on this problem. In several works devoted to general issues of domestic education development at the beginning of the 20th century, only certain aspects of education accessibility are touched upon, while no comprehensive understanding of this concept is offered. The article reveals the meaning of the concept “education accessibility”, offers the preliminary results of the research and analysis of the approaches available in historical and pedagogical research on this problem. When characterizing the problem of education accessibility, the researchers focused primarily on peasantry and workers, since it was these groups of the population that were characterized as having limited rights to study in secondary and higher educational institutions in comparison with other social classes. However, referring to statistical information from archival and published departmental reports on the activities of educational institutions, reports of trustees of educational
districts and individual educational institutions enables us to discredit the ideas established in historical and pedagogical works. It is also important to consider the fact that the ideas of education accessibility have two sides: state’s implementation of the measures to ensure education accessibility and the need for education among representatives of various classes and social groups. Thus, a comprehensive study of the problem of education accessibility requires a holistic study of all its aspects involving a wide range of different groups of sources to consider its both sides.
How to link insert
Kilyachina, A. I. (2024). ACCESSIBILITY OF EDUCATION AT THE BEGINNING OF THE 20TH CENTURY AS A PEDAGOGICAL PROBLEM IN HISTORICAL AND PEDAGOGICAL RESEARCH Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 18 (2), 35. https://doi.org/10.25688/2076-9121.2024.18.2.02
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