Published online by Cambridge University Press: 24 February 2017
Secondary education is one key area in which academic disciplines build their identity and legitimacy in the public realm. The public image of a science is, of course, constructed by a variety of means and on different platforms, including the generalist media and the lively industry of scientific popularization. However, the school occupies a unique role in representations of science because of its greater degree of formal continuity with the academic environment. The successful institutionalization and maintenance of any discipline depends on it taking root, in some form at least, in the system of public instruction. Because education both fosters and depends on disciplinary reproduction, the concrete shape that school subjects take is of great consequence to the long-term development of related sciences.
1 The introduction of psychology into Russian secondary education coincided with the rise in psychology's popularity among the broader Russian public in the mid- to late-1900s. However, the general public tended to (con)fuse “psychology” with fashionable trends of this era, such as spiritualism, a fascination with the afterlife, decadent literature and pornography. See Rosinskii, V., “Psikhologiia v Rossii.” Vestnik znaniia no. 4 (1908): 562–66. no. 5 (1908): 676–683. On frustrations that experts were encountering when attempting to popularize psychology among the masses see, for example, Rakhmanov, V., “Lektsii po psikhologii dlia rabochikh.” Svobodnoe vospitanie no. 11 (1909–10): 65–74.Google Scholar
2 For similar tensions between scholarly and pedagogical agendas in a different area—that of literary study—see Byford, Andy, “Between Literary Education and Academic Learning: The Study of Literature at Secondary School in Late Imperial Russia (1860s–1900s).” History of Education 33, no. 6 (2004): 637–660. For analogous dilemmas in the area of law and civic education, although in the area of broader popularization and with a more pronounced political resonance, see Michel Tissier, “Le droit pour le peuple: Vulgariser le droit en Russie au tournant du XXe siècle.” Bulletin de l'Institut Pierre Renouvin 18 (2004): 83–103. Jurisprudence (zakonovedenie) was introduced into the secondary curriculum at more or less the same time as psychology and also provoked much debate and controversy. See, for example, Chizhov, N., “O prepodavanii zakonovedeniia v srednikh uchebnykh zavedeniiakh ministerstva narodnogo prosveshcheniia.” Zhurnal ministerstva narodnogo prosveshcheniia (hereafter ZhMNP) no. 10, Sovremennaia letopis’ (1906): 59–75.Google Scholar
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4 The idea of psychology's relevance to education was used as a major argument for the strengthening of its position at university. See speech by Troitskii, Professor M. M. at the opening of the Moscow Psychological Society in 1885. Troitskii, M. M., “Sovremennoe uchenie o zadachakh i metodakh psikhologii.” Voprosy psikhologii (hereafter VP) no. 4 (1995): 93–107, 106. For more detail on psychology's role in the realm of educational theory of this era see especially Nikol'skaia, A. A., Vozrastnaia i pedagogicheskaia psikhologiia dorevoliutsionnoi Rassii (Dubna: Feniks, 1995). On controversies over psychology's role in the educational realm in the early Soviet period (primarily in the context of “pedology” or “child study”) see Alexandre Etkind, “L'essor et l'échec du mouvement ‘paidologique': De la psychanalyse au ‘nouvel homme de masse'.” Cahiers du monde russe et soviétique 23, no. 4 (1992): 387–418, and Ewing, E. Thomas, “Restoring Teachers to Their flights: Soviet Education and the 1936 Denunciation of Pedology.” History of Education Quarterly 41, no. 4 (2001): 471–493.Google Scholar
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24 See editorial footnote in Brailovskii, , “Zametka ob organizatsii zaniatii,” 100–101.Google Scholar
25 Ibid., 100–101.Google Scholar
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28 Ibid., 266. The professor cited here was N. N. Lange, who taught in Odessa.Google Scholar
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34 Ibid., 149 (italics in the original).Google Scholar
35 Ibid.Google Scholar
36 Ibid.Google Scholar
37 Ibid.Google Scholar
38 Ibid., 150–51.Google Scholar
39 Ibid., 152–163.Google Scholar
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41 Ibid., 3.Google Scholar
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96 Blonskii, P. P., Rezul'taty ankety po voprosu o postanovke prepodavaniia psikhologii v srednei shkole (Moscow, 1910).Google Scholar
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98 Miloradovich, , “Psikhologiia v srednei shkole,” 1–3.Google Scholar
99 Solov'ev, , “Kritib i bibliografiia,” 5.Google Scholar
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