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Today, when study by correspondence and in evening courses is becoming substantially the predominant form of training cadres in higher educational establishments, academic work with students who are working in production at the same time, is becoming increasingly important in the activity of departments of social sciences. The departments must solve in practice many questions which arise in this connection: What should the relation be between various kinds of academic studies? How should syllabi for the social-economic disciplines be organized in accordance with the amount of time allotted for studying them? What should teaching-methodological literature be like? How can the independent work of students be best organized?, etc. [ABSTRACT FROM AUTHOR]

The Second Congress of the Society of Psychologists of the RSFSR Academy of Pedagogical Sciences met in Leningrad June 24-29, 1963. In their papers and comments, the delegates to the Congress were guided by the decisions of the June Plenary Meeting of the CPSU Central Committee both in appraising the status of Soviet psychological science today and in defining its cardinal tasks in the immediate future. [ABSTRACT FROM AUTHOR]

Interest in the sociological study of problems of higher education arose at our institute in 1965; the following year, at a conference of social science teachers at Kaunas Polytechnical Institute, an independent sociological research section was organized, at which twenty papers have been presented on various topics. [ABSTRACT FROM AUTHOR]

The problem of instruction and development, which was discussed at Symposium No. 32 of the International Congress of Psychology, was the occasion for statements by psychologists from the USSR, Poland, Hungary, the GDR, Czechoslovakia, Romania, the USA, Norway, and Holland. Soviet psychologists G. S. Kostiuk of Kiev and N. A. Menchinskaia of Moscow were the organizers of the symposium. J. A. Bruner of the USA and Menchinskaia shared the chair. The principal papers were delivered by Kostiuk, N. F. Talyzina (USSR), I. Linhart (Czechoslovakia), R. Hodgman (USA), J. Smedslund (Norway), G. Ebli (Constanz, FRG). The discussion was opened by meaningful and pointed statements by discussants E. Fleszner of Poland and A. Roska of Romania. Menchinskaia, G. A. Konstamm of Holland, B. Inelder of Switzerland, and Bruner of the USA participated in the discussion. [ABSTRACT FROM AUTHOR]

The first practical steps toward the realization of labor education in the general schools of Bulgaria were taken soon after the First World War. Then this work was introduced into the schools for all students - manual training for the boys, handwork and domestic science for the girls. After 1921, "Subotniks" (Sundays) were organized for pupils to do mass work harvesting on school property, planting trees in drought-ridden lands and on treeless hills, cultivating school gardens, flower beds, etc. [ABSTRACT FROM AUTHOR]

Several important articles on the subject of mathematics education in the school have appeared in our periodical press during the past year. Outstanding among them were the articles by A. N. Kolmogorov and A. I. Markushevich, as well as the project outlining the mathematical knowledge to be imparted in the eight-year school, elaborated by the Commission on Mathematics Education of the Division of Mathematics of the Academy of Sciences of the USSR. These papers elucidate major aspects of mathematics education and deserve careful discussion. The present article is directly related to the papers listed at the end of this article. [ABSTRACT FROM AUTHOR]

An all-Russian conference on teaching methods, organized by the Institute of Theory and History of Pedagogy, RSFSR Academy of Pedagogical Sciences, was held in Moscow from November 27 to December 1, 1962. It was attended by more than 200 researchers, instructors at teacher training institutes, elementary and secondary school teachers and principals, as well as visitors from the union republics and some socialist countries (Hungary, Czechoslovakia and Yugoslavia). [ABSTRACT FROM AUTHOR]

This article by the late A. Ia. Khinchin (1894-1959) was recently published in a somewhat abridged form in a symposium entitled Mathematical Education (State Publishers of Physico-Mathematical Literature, 1961). The issues it raises are undoubtedly of interest for the teacher and for the development of mathematical education in general. That is why we consider it of use to reproduce the complete manuscript text of A. Ia. Khinchin's paper, which also contained a sketch of the possibilities of mathematics in inculcating patriotism. The paper was written in the summer of 1947. The fact that the author did not submit it for publication in the course of twelve years apparently indicates a certain dissatisfaction with what he wrote. The reader will undoubtedly notice that at a number of points in the article questions are merely raised and exhaustive answers to them are not provided. The editors believe that this incompleteness in elaborating the topic will certainly stimulate the reader to develop the given topic in various directions. [ABSTRACT FROM AUTHOR]

The chief aims the teacher sets himself at manual training lessons and at lessons devoted to socially useful work may be formulated as follows:Starting with the 1st grade the teacher commences the psychological preparation of the children for work. He instills in them an interest in and a love for work; he encourages a desire to take part (in the future) in the great work being carried out by the socialist society to build communism; he develops and encourages industry; he consolidates the habit of working and the need to perform some kind of work every day. [ABSTRACT FROM AUTHOR]

In our technical school, appraisal of the work done by correspondence students in the periods between sessions is based mainly upon the way these students fulfill their scheduled assignments and on the marks they receive on examination papers. [ABSTRACT FROM AUTHOR]

Early in May the Leningrad Institute of Pedagogy of the Academy of Pedagogical Sciences of the Russian Federation held a scientific conference on questions dealing with the study of age characteristics of children and of improving methods of their education and upbringing. Papers were read by personnel of this institute as well as by staff workers of Leningrad University, the N. K. Krupskaia Library Institute, the P. F. Lesgaft Physical Culture Institute, the University of Latvia, the Ukrainian Institute of Psychology and the Moscow Institutes of the Academy of Pedagogical Sciences - Theory and History of Pedagogy, Psychology, Art Education, Physical Training and School Hygiene. [ABSTRACT FROM AUTHOR]

Geography rooms came into being in Russia in the last quarter of the nineteenth century at the initiative of A. Pulikovskii, a famous methods specialist. In 1875, he presented a paper on the organization of geography rooms at the International Geographical Exhibit in Paris. [ABSTRACT FROM AUTHOR]

The results of the work done by higher schools in the two and one-half years which have passed since the adoption of the law on the reorganization of public education were summed up at the All-Union Conference of Higher School Workers held in July of 1961. [ABSTRACT FROM AUTHOR]

In recent years the pedagogical press has been giving much space to the problem of stepping up the students' learning and practical activity during the process of training. In this paper we shall dwell on an analysis of the ways and means of improving the lesson itself, which still remains the main form of organizing school training, especially in grades 1 to 8. [ABSTRACT FROM AUTHOR]

The decisions issued by the Communist Party and the Soviet Government for improving the higher educational system have enhanced the significance of and interest in our student activities, and in addition have increased their immediate practical value to the people. [ABSTRACT FROM AUTHOR]

In analyzing the documents of inspectors who have checked on schools, the reports of inspectors of city and regional departments of education and the papers of directors and academic directors of schools in checking on the lessons of teachers, we came to the conclusion that it is necessary to think seriously about the methodology of inspection. [ABSTRACT FROM AUTHOR]

In the middle of July in this year the Ministry of Education and the Institute for Advanced Training of Teachers in Tataria, conducted, in collaboration with the V. I. Lenin Institute at Moscow, a scientific and practical conference on problems of increasing the educational effectiveness of the lesson in school. The objective of the Conference was to discuss the results of experimental investigations of this problem, conducted during the past school year in secondary schools Numbers 27 and 85 in Kazan by the Educational Faculty of the V. I. Lenin Institute jointly with the teaching collectives of the schools. [ABSTRACT FROM AUTHOR]

This issue of Soviet Education is the second of two issues made up of papers originally delivered at the First Scientific Conference of Pedagogical Scholars of Socialist Countries (Moscow, 1971) and published in 1973 in the Russian book, Problems of Socialist Pedagogy.* Last month's issue presented selections from the first section of the book dealing with the methodology of educational research. The six papers in this issue are taken from the second section of the book, "Education and the Scientific-Technological Revolution." [ABSTRACT FROM AUTHOR]

Having heard a paper by P. K. Kholmogortsev, assistant in charge of research to the director of the V. P. Potemkin MGPI on the state of research work in the various departments of the Institute, the Collegium of the RSFSR Ministry of Education noted that some of the projects do deal with themes of immediate interest to the schools. Thus, the Department of Education is studying important problems of schooling and character training: "Coordination of education with productive labor," "Stimulating the pupil's initiative during class," "Character training as a method of organizing the pupils' activities." The departments of methods in physics, methods in natural science, and methods in Russian language and literature are conducting methodological investigations of value to teachers. Scientific workers of a number of specialized departments are providing valuable material for schools and teachers. Instructors at the Institute have written textbooks in psychology, literature, history, physical geography, botany, astronomy, and the English language, for the schools. Investigations of significance to theory in general and to the national economy are being conducted in the departments of theoretical and general chemistry, botany, physiology, zoology, organic chemistry, physical and regional geography, and economic geography. Students are involved systematically in the research work of the many departments: about 700 students participate in the work of seventy different clubs. [ABSTRACT FROM AUTHOR]

The relationship between cybernetics and pedagogy can be considered from various perspectives. In this paper, we shall confine ourselves to a single problem: the concept of control [upravlenie] in cybernetics and the possibility of applying this concept in pedagogy. [ABSTRACT FROM AUTHOR]

In a number of schools in Leningrad (Nos. 210, 229, 239 and 259), we made a special investigation for the purpose of studying the most effective ways and conditions to form, in the process of teaching, the bases of the scientific-materialistic world views of class V to VI pupils. Confining our task to lessons alone, we applied the following methods and means: observations of the work of pupils and teachers at lessons in various subjects, study of the content of homework assignments and written class papers of pupils, individual and group talks with them on school program topics passed and on political and ethical problems, study of the diaries of pupils, talks with teachers. [ABSTRACT FROM AUTHOR]

The Correspondence Mathematics School affiliated with the Mechanics-Mathematics Faculty of Moscow University announces new admissions competitions for students. In response to the many letters of teachers, the Correspondence Mathematics School (CMS) announces criteria for admission.Only students of eighth grade take part in the first course. School activities begin September 1, 1970 (when these students will already be in the ninth grade), and will continue for two years. Students admitted to the school will receive assignments in the CMS program regularly, approximately once a month. The assignments contain explanations of theoretical questions and problems to be solved. Completed work will be checked by instructors of the correspondence mathematics school: students, aspirants, and instructors of Moscow University and certain other universities and institutes in which CMS branches are organized. Instruction in the school is free. [ABSTRACT FROM AUTHOR]

The Communist Party and the Soviet Government pay much attention to training specialists in correspondence and evening technical secondary and higher schools. In his reports N. S. Khrushchev has repeatedly referred to the major importance of training specialists without their discontinuing productive activities. At the May 1960 Session of the Supreme Soviet of the USSR a number of deputies emphasized the need for further extending the network of correspondence and evening educational establishments in the country, since the introduction of a shorter working day created favorable conditions for all working people to raise their skills. [ABSTRACT FROM AUTHOR]

Esthetic education is a component and inseparable part of communist education. It is conducted through the entire system of education and with the help of the various art forms, such as painting, music, poetry, sculpture and dancing. It teaches schoolchildren to perceive and appreciate beauty in nature, in the arts, in social life, in human ideas and actions, in everyday life. [ABSTRACT FROM AUTHOR]

Soviet schools of higher education have already paid a great deal of attention to the work of graduate students and have consequently made notable strides in this field. Today a good many of the country's scientists have completed courses at higher schools. [ABSTRACT FROM AUTHOR]

Industrial training in the secondary general-educational polytechnical school must differ from the usual apprentice training above all in that students master the scientific principles of the labor process, thoroughly comprehend the working principles of mechanisms and machine-tools, understand their place and purpose in the general system of production. The school must give its graduates such preparation as will make it possible for them, in the conditions of swift technical progress, to acquire new working methods quickly, to transfer from one machine to another, to master the most promising occupations. Such a task can be successfully solved only i f vocational education has been built on a polytechnical basis. [ABSTRACT FROM AUTHOR]

In the autumn of 1957 two classes in Secondary School No. 3 in the town of Orekhovo-Zuyevo carried on their studies in line with an experimental program which combined the regular curriculum with productive work. The successes scored by these classes were partly due to the practical training received by the pupils of the eighth and ninth classes in the spring of 1957 at the Respirator Works. The pupils of the tenth class began their vocational training at the factory in November of the same year. To meet the requirements of the factory they were trained in the following trades: turner, setter of turret lathes, milling lathe operator, assembly line fitter, and maintenance fitter. [ABSTRACT FROM AUTHOR]

On February 26, 1959, the academy held a scientific session consecrated to the ninetieth anniversary of the birth of the outstanding Soviet pedagogue, Nadezhda Konstantinovna Krupskaya. Among the participants at this meeting were the Old Bolsheviks, workers in the pedagogic sciences and agencies of public education, teachers and educators, and the representatives of the federal republics and of the countries of the people's democracy. [ABSTRACT FROM AUTHOR]

The Presidium of the USSR Academy of Pedagogical Sciences has heard and discussed a communication from the Secretary of its Department of Psychology and Developmental Physiology Academician A. V. Petrovskii, on the USSR Conference on Social Psychology held in Moscow at the end of last year.The conference was participated in by psychologists, philosophers, sociologists, educators, historians, and economists from the faculties and research laboratories of 11 universities 34 teachers colleges, and 20 research institutions of the USSR Academy of Sciences, the Academy of Pedagogical Sciences, and the Academy of Medical Sciences. Forty-five scholars delivered papers or communications, or took the floor in discussion. [ABSTRACT FROM AUTHOR]

The impressive growth of chemistry as a science and the increasing importance of the chemical industry as a cornerstone of our economy are confronting chemists with some major tasks. In the light of scientific and technological progress, the secondary school and higher education institutions[i.e., technical institutes and universities - Ed., SE] must take it upon themselves to raise the scientific level of instruction in chemistry and to improve syllabus outlines and curricula. The physicist, biologist, mechanical engineer, doctor, and agronomist - indeed, every type of specialist and young persons who intend to go directly to work in industry as soon as they graduate from high school - must have some knowledge of chemistry. [ABSTRACT FROM AUTHOR]

In the process of socialist construction in our country a new community of people - the Soviet people - has become a reality. Every person living in the USSR identifies himself as its representative. In his report On the Fiftieth Anniversary of the Union of Soviet Socialist Republics, Comrade L. I. Brezhnev noted that on the basis of the profound and comprehensive social and political changes which have taken place in the past half-century, our society has ascended to a qualitatively new level. The vision of the great Lenin, who emphasized that socialism "will create new, higher forms of human society," has come true (V. I. Lenin, Complete Collected Works, Vol. 26, p. 40). All Soviet people are united by Marxist-Leninist ideology and by the common goal of the construction of the new communist society. This society is based "on profound and real changes in the life of the country, both of a material and a nonmaterial order, and on the origination and development of socialist nationalities within our country among whom relations of a new type have formed" (L. I. Brezhnev, On the Fiftieth Anniversary of the Union of Soviet Socialist Republics, Moscow, Politizdat, 1973, p. 19). [ABSTRACT FROM AUTHOR]

Now that an entirely new syllabus is being used for the high-school course in inorganic chemistry, pupils are proving to be theoretically better prepared for embarking on the study of organic chemistry, above all because of their more thorough knowledge of the periodic law and the periodic system of elements, learned on the basis of the electron theory. They have a clear conception of atomic structure and of how this structure affects the properties of elements. They are able to see the chemical bond as the product of a specific interaction between the electron shells of atoms, and they understand valence. Finally, they are able to explain the properties of matter in terms of charge size, atomic and ionic radii, the type of chemical bond, and the type of crystal lattice. [ABSTRACT FROM AUTHOR]

The purpose of school-leaving examinations is (1) to test as objectively as possible pupils' knowledge in the presence of the school administrators and teachers and of representatives of the public school system, and to give a grade that accurately reflects this knowledge; (2) to check the performance of the teacher and school, since examinations bring to light both the positive and negative aspects of how instruction in each subject is set up; and (3) to raise the level of the pupils' knowledge, to eliminate gaps in their knowledge by the review and summing up of the most important aspects of the given subject during the course of preparing the pupils for taking the examination. [ABSTRACT FROM AUTHOR]

The Twenty-Fourth Congress of the Communist Party of the Soviet Union noted that the cultivation of a Marxist-Leninist outlook, high ideological and political ideals, and the precepts of communist morality among the working populace is now and will continue to be a central task of the ideological work of the Party. An integral part of this work is the fostering of a scientifically based atheistic world-view, which is an inseparable part of any materialist philosophy. [ABSTRACT FROM AUTHOR]

The 1972 competitive examinations in chemistry for entrance to our institute are, as in all cases[i.e., for all Soviet high school, institutes, and universities - Ed., SE], administered on examination cards, the content of which corresponded to approved course syllabus programs. [ABSTRACT FROM AUTHOR]

Let us take a look at how the classroom study of the topic "Mendeleev's Periodic Law and Periodic System; the Structure of Matter" is organized. Our approach to the topic is twofold, with emphasis placed on the historical method, and on the problematic nature of enquiry, (1) The historical approach is usually limited to an account of how Mendeleev discovered the periodic law. In the course of our practical teaching efforts we decided to place more emphasis on the historical method in studying this topic. This, in turn, brought the problematic nature of enquiry into greater relief in our presentation of the topic. Let us be more specific. [ABSTRACT FROM AUTHOR]

Oral and written tests and experiments are the most common methods for testing pupils in chemistry. [ABSTRACT FROM AUTHOR]

With this issue we begin publication of "BriefGuidelines on the'Preschool Education Program' " prepared by the Central Preschool MethodsStudy Group and colleagues of the Sector for Preschool Education of the Institute of RSFSR Schools and by research staff colleagues of the Institute of Preschool Education of the USSR Academy of Pedagogical Sciences. [ABSTRACT FROM AUTHOR]

Exercises[zaniatiia] are the basic form of the education that takes place in a kindergarten. The education of children through learning exercises is an organized process whose task is the "planned, consistent communication of knowledge and skills by the teacher that takes account of the ability of children of preschool age to learn.. . The process of preschool education also includes such a didactic task as the reinforcement of knowledge and abilities." (1) [ABSTRACT FROM AUTHOR]

A key prerequisite to the success of educational and upbringing work in kindergarten is a knowledge of the patterns of the mental development of children and the assessment of age-related and individual psychological differences between children. "If pedagogy is to educate a person in all respects," wrote K. D. Ushinsky, "it must first of all know him in all respects." [ABSTRACT FROM AUTHOR]

The preschool age is the age at which a child acquires the comparatively permanent internal world that for the first time provides a basis for calling him a personality, although, of course, he is still not a completely formed personality and is capable of further development and improvement. [ABSTRACT FROM AUTHOR]

The Soviet general education school is a labor, polytechnical school. All the educational and upbringing work in it is directed toward the formation of a comprehensively developed, harmonious individual capable of finding his place among the ranks of the builders of communist society. Labor training and upbringing are far from least important in the resolution of this important task. A graduate of our school not only must receive a good general preparatory education and sociopolitical, physical, and aesthetic education, but must also master an optimal amount of knowledge and practical skills in order to participate in the productive labor of society. [ABSTRACT FROM AUTHOR]

The problem of improving education under the present conditions of the scientific-technological revolution is now being confronted by many countries of the world. It would be fundamentally wrong, however, to assume that these problems can be resolved in the same way for both the socialist and the capitalist countries, as well as for the developing countries, regardless of the differences in social systems. [ABSTRACT FROM AUTHOR]

So far, our study of physics has followed a coherent plan. In the eighth grade, we studied mechanical motion: the displacement of bodies (or particles) relative to one another in space with time. In the ninth grade we became acquainted with heat processes through the principles of thermodynamics and molecular physics. We then turned our attention to electromagnetic phenomena. But our study of electric currents remained incomplete. Some very important processes still need to be examined, for example, alternating currents, radio waves (electromagnetic waves), etc. However, if you leaf through some of the early pages of the textbook, you will notice that the tenth-grade physics course begins again with mechanics, this time mechanical oscillations. Only later is the study of electrodynamics resumed where it was broken off in the ninth grade. Here is why. [ABSTRACT FROM AUTHOR]

The ninth grade continues its study of the foundations of electrodynamics into the second half of the current school year. The present article consists of brief descriptions of demonstrations and laboratory experiments on this topic that have been selected in accordance with the content of the ninth-grade physics textbook. The order in which these descriptions is given also coincides with the order in which the material is presented in the textbook. In some cases, supplementary experiments are described where it appeared necessary. [ABSTRACT FROM AUTHOR]