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Copyright of Education Sciences: Education - Research - Innovation / Neveléstudomány: Oktatás - Kutatás - Innováció is the property of Education Sciences: Education - Research - Innovation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This case study of the Russian Empire, based on the analysis of more than 100 primary sources in the form of textbooks on domestic history (uchebniki otechestvennoi istorii) and archival documentation, is intended to help understand the evolution of the formation of domestic history as a school subject as an integral part of the imperialist state's historical policy. The essence of the work was an attempt to periodise the development of the educational narrative as one of the components influencing the mentality of the Russian population – or rather, certain segments of it – and the extent of this phenomenon from the point of view of postcolonial studies. Special attention was also paid in the text to considerations based on discourse analysis of how the history of rulers-tsars gradually became the history of the people-Russians. [ABSTRACT FROM AUTHOR]

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Relations between Iran and Russia have a long history. The relationship between the people living in the regions known today as the Russian Federation and the Iranians goes back thousands of years. But it was in the last two hundred years that the relations between the two sides reached their peak. In tsarist Russia, geopolitics and Russia's desire to develop its territory in the south was the most important factor in bilateral relations. With the rise of the Soviet Union, the ideological element was also added to this trend. The Soviet Union considered Iran as one of the countries leaning towards the West and based on this, it adjusted its foreign policy toward Iran. As a result of this historical relationship, different images of Russia have been constructed in the minds of Iranian elites and ordinary people. Many works have been written in Iran about the history of Iran and Soviet / Russian relations, and there is a lot of information about the image of Russians by Iranians. However, Iranian researchers have not paid much attention to the image and position of Iran in the Soviet Union/Russia. This is despite the fact that, according to constructivists, the identity of players of the international system has a vital role in their relations. They believe, identity is a relational phenomenon. This means that regardless of the image that each actor has of himself, the image of other actors will also be of great importance in determining bilateral relations. There are different ways to identify the constructed image of a country in other countries. One of the best sources is to check educational resources. Especially in the Soviet Union, which had a very ideological view of education, examining educational sources can be very useful. Based on this and considering the significant identity changes that occurred with the collapse of the Soviet Union, it is expected that the constructed image of Iran in the educational resources of the Soviet Union/ Russian Federation has faced significant changes. Accordingly, in this article, we examine the image of Iran in the Soviet Union/Russian Federation and determine the impact of identity changes that occurred in Iran and Russia on this image. In this regard, in qualitative research, using the case study method, we examine the constructed image of Iran in history textbooks in the Soviet Union and the Russian Federation . Research Question: During the last one-hundred years, what image of Iran has been created in Russia and how have the developments of the two countries affected it? Research Hypothesis: In the past one-hundred years, a marginal image of Iran has been constructed in Russia, and despite the identity changes that have occurred in Iran and Russia, there has been no change in this constructed image. Methodology (and theoretical framework if there are): According to constructivists, the identity of players has a vital role in forming relationships between them. Constructivists consider identity a relational and variable phenomenon formed in different periods. Another essential characteristic of identity, according to them, is that it is relational. In this sense, regardless of each player's image of themselves, the image that other players make of them also plays a vital role in defining their identity. In this regard, by using the theory of constructivism, we will try to identify the constructed image of Iran in Russia and open a path to identify the effect of this constructed image on the relations between the two countries. This article is the result of qualitative research. We use the case study method to conduct this research. A case study analyzes a specific research plan and examines a problem. Its purpose is to use the available information to predict future trends. Considering that the main sources of our research were the textbooks of the Soviet Union/Russian Federation, we have used the thematic analysis method to conduct our research. Results and Discussion: Based on the information obtained, we concluded that the image of Iran in the Soviet Union/Russian Federation is marginal and unimportant. The identity changes in both countries have not changed this image. Conclusion: The study of the history of relations between Iran and Russia highlights two important features: first, the disconnection and instability of bilateral relations; Second, the dependence of these relations on the position of two countries, especially Russia, in the international system. Another critical point revealed in this article's result is that despite the changes in both countries in the last 100 years, there has been no significant change in the mentality of Russians towards Iran. Based on the travelogues of Russian travelers and textbooks of the era of the Soviet Union and the Russian Federation, it can be said that relations with Iran were not very important for the Russians. In addition, the Russians' narrative of the relations between the two countries is distorted and different from the Iranians' narrative of history. Another noteworthy point is the lack of attention from Russian history education sources to the occurrence of the Islamic Revolution and the fundamental changes that took place in the Islamic Republic of Iran. As a result, considering the demarcations formed by the decision-makers of the Islamic Republic in recent years in the "Looking to the East" policy and expanding relations with Russia, it is appropriate to take measures to portray Iran more accurately in Russian society. With the creation of a more accurate image of Iran in Russia, we can hope for the expansion of mutual relations and more cultural exchanges and strengthen bilateral relations. [ABSTRACT FROM AUTHOR]

This article deals with the Ukrainian-Russian encounters in the field of school history education in 1990s–2010s. The theme investigates the context of the state- and nation-building processes in both countries. Three major topics are considered: history education and textbooks as a tool of civic education and citizenship building, the problem of unification and homogenization of the representations of the past in the light of citizen education, the attempts of Russia to promote a common vision of the past with neighbors, and Ukrainian responses. The major theme ends with the highlights from the most recent developments in the field of school history curriculum and textbooks in both countries in the context of the Russian-Ukrainian conflict and war of 2014–2021. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Modern Turkish History Studies / Cumhuriyet Tarihi Araştırmaları Dergisi (CTAD) is the property of Ataturk Institute for Modern Turkish History and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article deals with consideration of the exam module system and its constituent part of the module "History of Russia". The methodological bases of this module and its competence are revealed and its requirements to the knowledge level on the history of Russian, offered methodologies of preparation and practice of foreign citizens' testing in the area of history are substantiated. Studying the history by migrants arriving in Russia is considered as a means of their adaptation to the general conditions of life in the country. [ABSTRACT FROM AUTHOR]

The article discusses the role of the study of Russian history in schools since 1993 when the Russian Ministry of Security concluded that the philosophy of historical studies can be a destabilizing political factor. Since that time history has assumed a central role in comprehensive high school curricula and students must pass a test in history in order to gain entrance to a university. With these factors in mind, the article reports on the examination of several textbooks with a view to finding chronological mistakes and omissions of sensitive topics especially during the immediate post World War II and the Cold War periods. Discussion centers around the textbook "Istorija Rossii, 1945-2007 gg. 11 klass" by Aleksandra A. Danilova.

The article presents an examination of the history to the state of Bohai, located in the contemporary Russian Maritime Region, which existed from the late 7th and early 10th centuries. The article explores Bohai's relationship with the Chinese Tang Dynasty and Japan and examines what became of the Bohai people after the 10th century. It discusses the study of Bohai in Russia and traces the history of the field to the Russian missionary sinologist Nikita Iakovlevich Birchurin in 1851. It examines the study of Bohai in Russia, China and Korea during the 20th century as well as the lack of study dedicated to Bohai in the West.

Sociological surveys reveal limited historical knowledge among citizens of Russia, both of their own family or regional history and of national or world history. The article calls on the historical profession, the mass media, and even the literary community to improve the public's familiarity with the past, an essential component of patriotism. [ABSTRACT FROM AUTHOR]

Conflicting opinions in Russia on how to view Russian history in general, and the role of Stalin in particular, raise the issue of how to treat painful subjects in school textbooks. As a key goal of education is to inspire students, it is understandable that Russian textbook authors, like those in other countries, may prefer to accentuate the positive and eliminate the negative. [ABSTRACT FROM AUTHOR]

Attempts in Russia to create a nationalistic version of the country's history, in particular the history of Russia's relationship with Europe during the past few centuries, need to be critiqued. Russian history needs to be protected from nationalistic reinterpretations that distort people's views of Russia and its place in the world. [ABSTRACT FROM AUTHOR]

This article analyses how changes in Russian nationality policy after the 1830-31 Uprising in Poland and Lithuania led to the initiative of an historical project that sought to prove the Russian nature of the Grand Duchy of Lithuania. It focuses on the tender organized by the Ministry of Education in the 1830s for the publication of a history textbook, which was to form the canon of Russian interpretations of the history of the Grand Duchy. The most important creator of this narrative was Nikolai Ustrialov. According to Ustrialov, the Grand Duchy of Lithuania was just as much a Russian state as the Grand Duchy of Moscow, with the sole caveat that the tiny Lithuanian nation had played a part in creating it. Territorial rivalry between these two states was a mere 'family quarrel' over which dynasty would prevail. The supremacy of the Lithuanian dynasty did not mean the victory of an alien power since the Lithuanian princes were closely related to Russian princes and moreover, a considerable number of them belonged to the Eastern (Orthodox) Church. Russians could regard therefore them as their own. The last part of this article is devoted to the changes in nationality policy after the 1863-64 Uprising and the requirement for a new interpretation of the history of the Grand Duchy of Lithuania. [ABSTRACT FROM AUTHOR]

Sociological surveys reveal limited historical knowledge among citizens of Russia, both of their own family or regional history and of national or world history. The article calls on the historical profession, the mass media, and even the literary community to improve the public's familiarity with the past, an essential component of patriotism. [ABSTRACT FROM AUTHOR]

The article discusses the new textbooks and educational standards on the history of Russia. It notes that conflicting opinions on how to view the country's history in general and the role of Joseph Stalin has raised the issue on how to treat painful subjects in school's history textbooks. It mentions that due to the key goal of education, which is to inspire students, Russian textbook authors prefer to emphasize the positive and eliminate the negative part of the country's history. It states that the new conception on the country's educational standards for history must include the idea that the main purpose of history education is to form patriots and citizens of their country, whose position will determine Russia's present and future.

The article reviews the historiography in Russia on Russian conservatism, identifying major trends as well as areas for future research. Scholarship conducted in the Soviet Union on conservatism in imperial Russia is reviewed, as is the increasing popularity of conservatism as a topic of study as well as political discourse in the post-Soviet era. Some noteworthy scholars and their works are mentioned, as are trends in the republication of works by prerevolutionary Russian conservatives. Centers for the study of conservatism launched at Russian universities are also discussed.

The dramatic post-Soviet transformations have profoundly affected school education in Russia. History courses were deeply involved in this painful process. They experienced a revolutionary shift in emphasis from class struggle to nationalism and ethnocentrism. Textbooks were rewritten several times over the course of fifteen to twenty years. One of the problems faced by their authors was how to create a balanced presentation of the numerous ethnic groups that constituted the former Soviet Union in textbooks where the dominant majority was represented by ethnic Russians. In this article I demonstrate that an aspiration to depict Russia as a homogeneous civilization led to the biased representation of certain non- Russian ethnic communities. [ABSTRACT FROM AUTHOR]

The article outlines Russian historiography on one of the most troubled episodes in Soviet history—the deportation of populations on an ethnic basis, sometimes in fact of entire national groups. The topic is sensitive since the impact of this practice has continued to trouble Russian politics in the post-Soviet period, and to an extent also the politics of other Soviet successor states. As a result, it is not surprising that historians writing against the backdrop of contemporary developments have tended to put varying emphases on the deportations and occasionally even to differ regarding the facts. [ABSTRACT FROM AUTHOR]

The article analyses how imperial memory is presented in textbooks addressed to the secondary schools of the Russian Federation. During the last decade our Eastern neighbour tends to actualize the issues dealing with the heritage of the Tsarist and Soviet empire as well as pro-imperial discourse. The textbook "History of Western Russia" was chosen for the reason that it reflects history teaching tendencies in general and contemporary history teaching in particular in Russia. The article reviews the usage and explanation of the concept "Western Russia" in the context of the theory of "western borderlands of the empire". Basically, Russia's imperial experience is estimated positively; moreover, the issue of the empire's past remains a politically sensitive question today. Therefore, this textbook, in fact, is a collection of methodological, or even ideological, patterns which is adapted to the above mentioned issues and which is extensively applied to the process of history teaching; it could be even stated that it is supplemented by the postulates of the tsarist historiography. [ABSTRACT FROM AUTHOR]

This article analyses Russian schoolbooks of history, which have been received from bilateral Lithuanian-Russian Commission of Historians in 2007. The group comprises more then ten books selected by the Russian historians, all of which (except the textbook of Russian history) are used in Russian schools (mainly in secondary schools) up until these days. Not included are all subsequently published textbooks of modern Russian history, written for the 10th grade pupils, with a "blessing" of the president of Russian Federation. The analysis highlights "Lithuanian" aspect, that is: how separate subjects of Lithuanian history are being delineated; in what contexts and meanings Lithuania and Lithuanians figure; what particular misapprehensions, mutilations and mistakes are seen. The meaningful passages of the Lithuanian history are discussed in factual, contextual and evaluative aspects. In the textbooks for 6 to 11 grades, the most attention is being paid to the early period of the Grand Duchy of Lithuania (GDL) (till the end of the 14th C.), with special note to the process of the "unification of Russian lands". According to the typology suggested by the Russian historian Alexander Filiyushkin, the GDL is considered to be a "true Rus" and also a "victim of Lithuanians' occupation". Generally, medieval Lithuanian state is being perceived either as a "historical misunderstanding", or as an "essentially Russian lands", while Lithuania in the Union with Poland, and particularly in the composition of the Russian empire receives only episodical mention in separate schoolbooks. In Russian schoolbooks of the modern history two passages are granted with exceptional attention: the events, related to the circumstances and results of the so-called Molotov-Ribbentrop Pact and the collapse of the Soviet Union. Overall, these schoolbooks comprehends a wide variety of material concerning the "Lithuanian question": objective and unfair exposition of major factual data, conscious and unconscious veilings, multiperspective and one-sided interpretations, nuetral and subtle misrepresentations. However, all these problems related with the Lithuanian history are equally characteristic to the representation of Russian history itself. Frequently Russia is being perceived as a historically static and invariable "value". Most of the schoolbooks lack conceptuality, and this shortage is being (consciously or unconsciously) counterbalanced with mythical and ideological "leading ideas", such as political messianism, deterministic apologetics and nationalism of a superstate. These assumptions, conditioned by peculiar outlook and sometimes reinforced with up-to-date principals of politics of history, determine all veiling and sophistications when the matter concerns Lithuanian history. [ABSTRACT FROM AUTHOR]

The article explores the role of political socialization and political literacy in developing a patriotic identity for students at Russian and Cisleithanian primary and secondary schools. The author considers the conflict between official state curricula and politics defined by national communities such as Austria-Hungary and Russia. The article suggests that the theme of conquest dominated historical narratives in the Russian Empire and that the theme of unity among national differences pervaded Austro-Hungarian textbooks. Other topics include passivity of citizenship, the dogma of autocracy, and ethnic hierarchies.

The article profiles Thomas Hiärne, the author of the book "The History of Estonia, Livonia and Latvia." He was born in 1638 on the second marriage of his pastor father Erland Hiärne in Ingermanland, Russia. He was fluent in several foreign languages including Swedish, German, Finnish and Russian. He studied logic, rhetoric, poetry as well as Latin at a trivial school in Nyen. In his early age, he was known to have great interest in history, thus leading him to study the family history of Bengt Horn. Information about the background of his literary works is also provided.

This article considers the external factors influencing Russian historical scholarship after the collapse of the Soviet Union. The following identity crisis created a “social demand” for history. But, paradoxically, this great interest (toska po istorii) proved harmful to the history profession as a whole. The crisis in Russian historical scholarship is illustrated by the depressing working conditions at the history institutes of the Russian Academy of Sciences and, especially, at the Institute of Slavic Studies. The crisis in the discipline was eventually brought to an end in 2001 when President Putin decided to assign professional historians a key role in his long-term nation-building project. Additionally, the main trends in post-Soviet historical research are discussed. It is doubtful whether a change of paradigm has taken place. Many Russian historians have replaced the Marxist formational theory (formacionnyj podchod) by a civilisational approach (civilizacionnyj podchod) and, accordingly, they have prioritised political and cultural history at the expense of socio-economic history. But other historians - perhaps the majority - are still adherents of a “flexible” variant of the formational theory. To-day, there is no longer - as in the 1990s - a conflict between the two camps. A consensus seems to have arisen on a “multifaceted” approach (mnogofaktornyj podchod) to the driving forces of history. This means that, for example, it is legitimate to ascribe greater importance to geographical, ethnic, religious and foreign policy factors than was customary in Soviet history writing. [ABSTRACT FROM AUTHOR]

The article discusses attempts by the author to recapitulate the views of Isaiah Berlin on the author's studies on Russian intellectual history. The author's later correspondence with Berlin was connected with the author's plans to bring out a selection of Berlin's authors in Poland. The author published some of Berlin's letters in the periodical "Res publica."

Analyzes the events and developments that conspired in the last decade in Russian history. Rise of Boris Yeltsin to the presidency, as the first democratic head of state of the country; State of the Russian economy; Impact of the dissolution of the Soviet Union; Contention of the author that a textbook should not limit itself to the dry portrayal of top-down history; Highlights of the events happening for the last decade.

Discusses the role of state power in the historical development of Soviet historiography in Russia. Contention of the author that dilettantism is the defining quality of Soviet scholarship under the regime of Joseph Stalin; Characteristics of Soviet historiography under Stalin; Significance of historical scholarship as dangerous and useful at the same time.

Discusses the modernization of the twentieth-century national history textbook for elementary and secondary schools in Russia. Application in elementary and secondary schools of knowledge acquired through historical research; Criticism attracted by the text books used in teaching history; Discussion by scientists, scholars and instructors and by society as a whole on the problems affecting the teaching of Russian history in schools in Russia.

Discusses the state of history education in Russia after the collapse of the U.S.S.R. Problems that have arisen in history education; Popularity of history among Russian high school students; Problem of national identity and its role in history teaching.

Analyzes several scholarly studies on the social history of Russia. Works of Boris Minorov on Russian history; Paradigm shift in Russian historiography; Views of Russian scholar N. I, Kareev on the concept of historicism for the purposes of historical and sociological research; Status of Peter the Great in the interpretation of the country's history by various historians.

Since the middle of the 1980s, a search for identity has been one of the main cogs driving the mechanisms of memory in Russia Federation. Over several years, this process has completely transformed the views of the past that existed first in Soviet Union and later in Russia. Three main periods can be distinguished. The first--1986-90 was marked by a painful reintegration of the tragic history of the Josef Stalin period into public memory. The second from 1990 to the mid-1990's was characterized by the ouster of Stalinism from memory and by a reinterpretation of October revolution and its idealization of pre revolutionary Russia and the third period from the mid-1990's to the end of the Russian President Boris Yeltsin era in 2000, was a time when something like a new official history emerged, perfecting the myth of tsarist Russia. By analyzing each period, this article explores how the memory of Stalinism has influenced Russian citizens' views of their past during so complex and contradictory a period as the last fifteen years. The author argues that the refusal to acknowledge that great trauma of twentieth-century Russian history is one of the main sources of the memory disorder that Russia is currently experiencing in trying to understand its own past.

Presents the contents of several academic journals published in Russia which deals with social sciences. 'Flood As a Global Multisided Problem,' by A. Avakyan and M. Istomina, from a 2002 issue of the 'Herald of the Russian Academy of Sciences'; 'Russian General Staff Officers, 1917-1920. Results of a Study,' by V. Kaminsky, from a 2002 issue of the 'Problems of History'; 'The Functions and Some Deep Properties of Language,' by Yu. Stepanov, from a 2002 issue of the 'Problems of Linguistics.'

Focuses on the study of the American history among Russian intellectuals. Establishment of the Fulbright Lectureship by Moscow State University; Aspects of Russian American scholarship; Differences between the vernacular and intellectual views of the U.S. and its history.

Examines the historical consciousness of college students in Russia. Historical education; Literary fiction; Works of art.

Examines James F. Voss' review of history education research from a vantage point in the city of Khabarovsk, Russia. Holding of a conference by Russian educators in Khabarovsk in September 1998 to take stock of the state of history teaching and learning in the Russian Far East; Voss' research on history education in North America.

Focuses on the efforts to implement a single approach in the educational system in higher educational institutions in Russia. Issues on the creation of a dual-track system, involving five years of study for a specialist diploma and six for a master's degree, in the training of history teachers; Value of computerized teaching and institutional Web sites; Emphasis on the need in reforming the higher education system to close the gap between classical and teachers' universities.

Discusses the problems of history education in Russia. Necessity to approach educational reform while taking into due consideration the native traditions and values, the specific historical situation, and the past; Importance of the content of historical education; Assertion of the author that the content of historical education should remain in step with public self-awareness.