This article aims to analyze some of the main aspects of the revision process of textbooks undertaken after Stalin’s death (1953) and particularly in the period between 1954 and 1962. Revisions carried out during de-Stalinization meant not only changes at the ideological level, that were still very important for the communist education of the new generation, but also a long process of updating scientific knowledge in the various school subjects. After an introduction to the historical context of the Khrushchev period which marked the condemnation of Stalin’s cult of personality and the relaunch of the communist project through new social and educational reforms, the two parts of this paper describe the review process with a focus on the debates initiated «from above», within the Ministry of Education, the historians of the Academy of Sciences and the Publishing House for Teaching and Pedagogy (Uchpedgiz), and «from below», among teachers in the journal The teaching of history in school. The first part, in two sections (a and b), analyzes the start of the review and reprinting process that began in 1954 with particular attention paid to the exact sciences textbooks (a) and those of history (b), both for secondary schools, based mainly on the archival documents from the Ministry of Education. The second part (also in two sections a) and b) highlights the teachers’ debates about the renewal of didactical methodology in the postwar secondary school, with a focus on World War II (a) and an in-depth review of the «most stable» textbook in Soviet history, the History of the Soviet Union published under Pankratova’s direction (b).

"Science and didactics" in school textbooks for secondary school during de-Stalinization in the Soviet Union (1954-1962)

CAROLI, DORENA
2016

Abstract

This article aims to analyze some of the main aspects of the revision process of textbooks undertaken after Stalin’s death (1953) and particularly in the period between 1954 and 1962. Revisions carried out during de-Stalinization meant not only changes at the ideological level, that were still very important for the communist education of the new generation, but also a long process of updating scientific knowledge in the various school subjects. After an introduction to the historical context of the Khrushchev period which marked the condemnation of Stalin’s cult of personality and the relaunch of the communist project through new social and educational reforms, the two parts of this paper describe the review process with a focus on the debates initiated «from above», within the Ministry of Education, the historians of the Academy of Sciences and the Publishing House for Teaching and Pedagogy (Uchpedgiz), and «from below», among teachers in the journal The teaching of history in school. The first part, in two sections (a and b), analyzes the start of the review and reprinting process that began in 1954 with particular attention paid to the exact sciences textbooks (a) and those of history (b), both for secondary schools, based mainly on the archival documents from the Ministry of Education. The second part (also in two sections a) and b) highlights the teachers’ debates about the renewal of didactical methodology in the postwar secondary school, with a focus on World War II (a) and an in-depth review of the «most stable» textbook in Soviet history, the History of the Soviet Union published under Pankratova’s direction (b).
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11585/717304
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