IN ORDER to understand the In examining the development of Soviet
direction upon which an educational system educational policy, 1 distinction must be made is embarked, it is imperative to identify and between "power" and "authority." In the analyze educational policies which have been Soviet state, "power," or the ability to do, is developed. An examination of educational firmly held by the all-dominant and dom policies along a time continuum additionally inating Communist Party. The Party serves serves as a measure of achieved educational as the seedbed of power not only in economics progress. Furthermore, revealed educational and politics but also in the realms of ideology policies provide a basic framework for under and education. "Authority," or the right to standing a system of education and the as do, is vested within State agencies at 12 pirations of those responsible for policy Soviet administrative levels from the all- development. union, union-republic, region, territory, dis trict, and city down to villages and rural Development of Soviet settlements. Educational Policy As a result of an interlocking direc torate, Soviet power and authority overlap. Not only is it important to examine de Party members are found in leadership posi veloped educational policies; it is also neces tions in each unit of government.- Soviet edu sary to identify the source of educational cation specialist Rudman stated ". . . it is the decision making. That group which formu Party, acting through its membership, that lates educational policy also controls the 1 For a thorough background of Russian and educational system. Control may be central Soviet educational policies, see: Nicholas Hans. ized or decentralized. It may be vested in an History of Russian Educational Policy. 1701-1917. elite few who develop national policy. On New York: Russell and Russell, 1964. 255 pp.; and Donald R. Little, Jr. The Policy-Making Process in the other hand, control may reside in widely- the Soviet Educational System. Ann Arbor, Michi constituted bodies found at several govern gan: University Microfilms, Inc., 1966. 448 pp. mental levels or agencies of government. The 2 Herbert Rudman. The School and State in result here is shared policy making. Central the USSR. New York: The Macmillan Company, 1967. pp. 4, 8, 22-25. ized control is a feature of the Soviet system of education, while decentralized control * A lexander M. Chabe, Professor of Education, typifies the American educational system. State University College, Fredonia, New York
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sons) of the Central Committee of the CPSU CURRENT SOURCE meets in plenary session to discuss and act BOOK upon decisions reached or recommendations 'Self Paced made by the Politburo or the Secretariat/' Supervision of Soviet educational policy -^^ Instruction is conducted by the Department on School WHERE TO FIND THE INDEPENDENT Affairs, Higher Education, and Science PROGRESS TEXTS & MULTIMEDIA IN (Otdel Shkol, VUZov i Naiihi) of the Central STRUCTION TO BEST SERVE YOUR STUDENTS Committee of the CPSU. Counterparts of Annotated listings of programmed & other this department are found in the Party cen self study or self paced instruction, multi tral committees of the union republics. These media systems & equipment assisting in offices supervise the affairs of every educa struction. tional establishment, reporting these to Use this book to help students help them higher level Party organs, and initiating what selves. ever action is deemed advisable." PROGRAMMED LEARNING: A BIBLIOG Educational ideas are often tested in the RAPHY OF PROGRAMS & PRESENTA form of press debates or discussions at meet TION DEVICES, F ourth Edition compiled ings. This method provides the Party leader by Carl H. Hendershot, Ed. D. ship with a sampling of public opinion and a Basic Bibliography & Supplements through late 1970, approx. 700 pp. Two semblance of democratic practice. Decisions volume set—$27.00 reached by the Party are passed on to the Supreme Soviet which makes them law, thus HENDERSHOT LEARNING CONSULTANTS legitimatizing Party policy. The USSR Coun Dept. L, 4114 Ridgewood Dr., Bay City. Mich. 48706 cil of Ministers, acting on behalf of the Su preme Soviet, then passes the directives down the administrative line. 7 controls and is in a true sense the government of the Soviet people." :i Lenin structured the Administration of Soviet Party in the shape of a pyramid, with layer Educational Policies placed upon layer. The smaller the layer, the While the Party guides and controls greater the power. At the top of the pyramid, Soviet education, its actual administration is wherein the Politburo functions, power left to educational ministries.'' The USSR becomes absolute. 4 Ministry of Public Education, in conjunction The real source of all Soviet policy mak with the USSR Academy of Pedagogical Sci ing is the Politburo of the Central Committee ences, works out the details for implementing of the CPSU (Communist Party of the Soviet general education policy. Policy decisions Union). That central organ of power con affecting the general system of education at sists of 12 regular members and 6 alternates. the elementary and secondary levels are Since the Politburo cannot make all decisions, it limits itself to the most fundamental ques r'Rudman, op. cit., p . 21. tions facing the nation. Less fundamental 11 Nicholas DeWitt. T he Soviet System of questions are settled without a full meeting of Education (A Report for the Use of Specialists in the Politburo. Necessary screening of prob the Field of Education Planning To Visit the Soviet Union). N ew York: Institute of International Edu lems is done by the Secretariat of the Party, cation, 1965. p. 4. which serves as the Politburo staff. Peri 7 Nigel Grant. Soviet Education. B altimore, odically the entire membership (100 per- Maryland: Penguin Books, 1964. pp. 33-34; Wasyl Shimoniak. Communist Education: Its History, Phi 3 Ibid, p . 25. losophy, and Politics. Chicago: Rand McNally & 4 State of Delaware Department of Public In Company, 1970. pp. 122-23. struction. The Challenge of Our Times: Democracy s Seymour M. Rosen Significant Aspects of Faces Communism. B ulletin No. 30-63. Dover, Soviet Education. B ulletin 1965, No. 15. Washing Delaware; The Department, 1963. p. 32. ton, D.C.: U.S. Office of Education, 1965. pp. 4-6.
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passed down to the ministers of public edu morality, exemplified in the Moral Code of cation of the 15 constituent republics. There the Builder of Communism, supplanted are official channels to follow, such as re Judeo-Christian morality. The "new" Soviet publican Supreme Soviets and republican man, fit to live in a transforming and eventu Councils of Ministers; however, in practice, ally transformed society, was to be guided direct instruction is applied. by the moral principle "Man is to man a The 15 republican ministries, usually friend, comrade, and brother." 1 2 with Party approval, make changes as local Along with the church-related schools, conditions demand. Decisions from the the Communists eliminated all competing ministerial level are then passed down to private institutions of learning. 1:1 The Tsarist regional or large-city departments of educa educational structure, now minus any com tion, then to district departments, and finally peting systems of education, fell solely into to school directors and teachers. The further the hands of the authoritarian Soviet state. down the hierarchical structure, the greater Education in the USSR became fully cen is the amount of detail laid down for the tralized and completely secularized. conduct of the schools. Another early and important Soviet edu Soviet teachers are permitted little cational policy dealt with the liquidation of voice in basic educational policy decisions. illiteracy. For all practical purposes, illiteracy In the policy development stage an educa in the Soviet Union has been eliminated. 14 tional worker may enter a disagreement. However, it must be noted that Soviet statis However, once policy is set, all teachers, in tics on literacy include only the ages from spectors, and school administrators must 9 to 49. This arrangement of age group follow the "line." Nor are teachers permitted bracketing serves official Soviet propaganda much personal discretion in the selection of exceedingly well. 1 "' The Party's basic interest course content, teaching methods, instruc in and efforts toward achieving universal tional techniques, and similar matters. As a literacy stemmed from a need to indoctrinate result, there is a high degree of educational Soviet citizens and provide them with the uniformity in curriculum, methodology, text reading skills necessary in the performance books, school design, and the like. 0 of work skills. Intellectual and cultural de velopment were secondary aspects in the Soviet Educational Policies Soviet drive toward universal literacy. Loyal and trusted citizens who could efficiently en Early in the establishment of Soviet gage in productive labor were requisites to power it was decided to separate the school raising the standard of living and building a from the church. 1 " This educational policy powerful and industrialized Soviet state. decision meant that any religious influence in Soviet authorities were quick to establish Soviet education would formally cease and universal compulsory education. Such uni that scientific-atheistic thought would sup versal compulsory education has undergone plant religion, the "opiate of the masses." several stages, each progressing to a higher However, the spiritual tenor of the Soviet level as the nation's material base and tech schools was not reduced to religious neutrality nological level improved. Universal compult but moved to anti-religious indoctrination ex pressed in militant atheistic teaching and 12 "Rules of the Communist Party of the So harassment of believers. 11 Marxist ideology viet Union." In: John N. Hazard. The Soviet System of Government. Fourth edition. Chicago: The Uni was being applied to education. Communist versity of Chicago Press, 1968. p. 255. 13 William H. E. Johnson. Russia's Educational » Grant, op. cit., pp. 34-35. Heritage. Pittsburgh, Pennsylvania: Carnegie Press, 10 "Znanie-nashe bogatstvo i sila." Pravda, 1950. p. 255. January 7, 1970, p. 1; Shimoniak, op. cit., p. 129. 11 Ts. Garcia. The Soviet Census, 1970: A 11 George Z. Bereday and others, editors. The Background Paper. No. 34. New York: Radio Lib Changing Soviet School. Boston: Houghton Mifflin erty Committee, 1970. p. 21. Company, 1960. pp. 60-61. is Ibid., p. 12.
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sory education advanced from the four-year preted in the West. In the Soviet context 19 a primary level (1930 introduction 1933 democratic system of education" is one completion), to the seven-year level or which advances the Communist cause. 20 semiletka ( 1949 introduction 1951 com Policy (d), noble in itself, lacks full applica pletion), to the eight-year level or vosmiletka tion in Soviet practice. 21 (1959 introduction 1961 completion), 111 The Soviets have identified several other and finally to the full secondary (general educational policies upon which their system compulsory) ten-year level introduced in is built and through which the system oper 1970. 1T In a phenomenally short 50-odd ates. Such policies include: (a) free educa years, Soviet education has moved from an tion at all levels including that at institutions underdeveloped system to a fully developed of higher learning; (b) instruction in the one. Emerging nations are certain to take native language; (c) coeducation at all levels note of the process followed in the USSR. and in all types of schools; and (d) a uniform Perhaps such nations will want to copy the course of study.-2 Soviet pattern of educational development in Let us briefly examine each above-stated order to modernize and move more quickly educational policy. It is true that no tuition into the 21st century. charge for education is levied in any Soviet Soviet educators enumerate the follow educational institution. However, Soviet edu ing policies as governing their system of pub cation is not free of encumbrance for higher lic education and "guaranteeing equal education graduates or graduates of trade opportunities" for all their citizens: (a) uni and technical secondary schools. These formity and continuity in the educational net young specialists, recipients and non-recipi work from preschool institutions up to higher ents of token stipends, are obligated to work schools; (b) democratic system at all levels, for three years at any determined place of from primary to higher schools; (c) equality employment in accordance with the order of for men and women; (d) equal educational the Ministry concerned. 21 At present, the opportunity for all Soviet peoples; (e) close links between school and life; (f) coordina I!> For examples showing how the Soviets use words for their own ends, see: William W. Brick- tion of studies with socially useful work, with man. "Khrushchev's Vision of the Future Soviet due account to physical abilities depending School." School & Societij 95 (2297): 461-74; No on age; and (g) close links between schools vember 25. 1967. - House of Representatives Committee on Un- and other educational institutions and public American Activities. Language as a Communist organizations and people. 1 " Weapon. Washington, D.C.: Superintendent of Many of the above policies have in Documents, US. Government Printing Office, 1959. herent worth and idealism. However, a few pp. 21. 33. Stefan T. Possony. political scientist at Georgetown University, defines the Communist are restrictive or are not being implemented. meaning of "democracy" as a technique for con Policy (b) uses the word "democratic" but trolling large numbers, a method of familiarizing not in the same semantic meaning as inter- the "masses" with decisions made at the top. and a way of ensuring that the entire nation implements 1(1 M. A. Prokof'ev and others, editors. Na- those decisions to its utmost. rodnoe Obrazovanie v CCCP, 1 917-1967. Moskva: - 1 For a documented study of Soviet practices Izdatel'stvo Prosveshchenie, 1967. pp. 16-18. which restrict the use of non-Russian languages 17 Alexander M. Chabe. "Soviet Curricular De and attack or distort the religious, literary, and velopments and Trends." Educational Leadership historical heritage of the non-Russian peoples, see: 26 (7): 670; April 1969; and USSR Education, Yaroslav Bilinsky. "Education of the Non-Russian Academy of Pedagogical Sciences. Moscow, n.d., Peoples in the Soviet Union." Comparative Educa- p. 13. (.011 K erieu- 8 (1): 78-89; June 1964; and "Nation is Dr. Zoya Mal'kova. "Fifty Years of Soviet alities and Nationalism in the U.S.S.R." P roblems Education." Lecture presented at the "Education of Communism 1 6 (5): September-October 1967. in the U.S.S.R. Exhibition" of the Soviet-American 140 pp. Cultural Exchange Program. Buffalo. New York. De -2 "Soviet Educational Principles." USSR 10 cember 16, 1967; P ublic Education in the Soi'iet (85): 4; October 1963. ^ Union. X XX International Geneva Conference on - ' W. W. Kulski. The Soviet Regime; Commu Public Education. Moskva; Ministerstvo Prosve- nism in Practice. Fourth edition, j Syracuse, New shcheniya CCCP, 1967. pp. 50-51. York: Syracuse University Press. 1963. pp. 294-95.
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Instructor Magazine and INSTRUCTOR Curriculum Materials for the elementary c renting units of instruction . . . planning educational research in current
individualized instruction as practiced in today s school.
The Innlrurlor PubliratlnnH, Inr. Danville, VY. 14437
higher education diploma is withheld, to be as local conditions require. Elective (op
issued only after obligatory State service is tional) subjects -" have been introduced into duly certified as completed. Soviet higher, the new curriculum plan of the general edu trade, and technical secondary education op cation school of the Russian republic. Such erates on a "Study now, pay later plan." electives, designed to meet individual differ Although instruction is carried on in the ences Soviet style, begin in the seventh form native tongue, reportedly conducted in 89 (American eighth grade) and are organized languages, such as Ukrainian, Armenian, in one of the sciences or humanities depend Uzbek, or Latvian, native culture is not per ing upon pupil interest. Thus, some curricu- mitted to flower. Soviet policy is summarized lar flexibility has been introduced into a once by the following slogan, "National in form uniform and prescribed course of study. but socialist in content." Minority nationali Soviet specialist DeWitt has noted other ties are permitted to keep their own language, policies which guide Soviet education. In literature, arts, crafts, music, and dancing. cluded are the following: "(a) the integration Minority nationalities also publish books and of productive work with educational training; newspapers in their own language. However, ( b ) extensive emphasis on scientific-techni all content must be "socialist," that is, reflect cal subjects at all levels of education; (c) Communist beliefs, values, and goals. In intensive political indoctrination both in and such a way, the "national form" is strictly out of school through partisan youth organi controlled by the "socialist content." - 4 zations; and (d) the inclusion of physical and Coeducation is being implemented to military training." -" As a consequence of the day; however, the policy of coeducation did Sino-Soviet confrontation and shoot-out on not apply with regularity throughout the the Ussuri River in Siberia, the policy of Soviet period. As a wartime measure (1943- physical and military training has intensified. 1954 ), separate instruction was provided for The locked steel doors to the school armory boys and for girls. This unexpected move are not opened to Westerners, but that arsenal allowed for differentiating the military- must surely include appropriate weapons for physical preparation of the two groups.--"1 the conduct of paramilitary training. During A uniform course of study is followed the last four years of secondary school, Soviet providing similar education for each age officers and reservists teach teen-agers several group xvhether in Leningrad or Vladivostok. military skills. Such skills include firing auto National minorities are permitted variances matic rifles, basic infantry tactics, how to attack a bridge or to kill a sentry.- 8 24 Leften S. Stavrianos. The Soviet Union: A Culture Area in Perspective. B oston: Allyn and -'" Chabe, op. c it., pp. 667-68. Bacon,, Inc.,, 1965.. pp.. 64-65.. -~ DeWitt, op. c it., p . 5. -~' George Z Bereday and others, op. cit., pp. -s "Moscow's Military Machine: The Best of 82-83. Everything." Time 95 (18): 39; May 4, 1970.
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DeXYitt has further identified other process. Under a Communist regime the Soviet educational policies which are the con tasks of education are too important to be cern of this study. Briefly stated, they are as delegated to professional educators who may follows: (a) selective education is upheld. hold a less zealous commitment to the cause. allowing entry into higher education only to It is the political leaders who are initiators of those with demonstrated ability and motiva educational policy while the educational tion while absorbing those less competent in authorities become implementers of that semi-professional schools or in on-the-job policy. The CPSU fully understands the power training establishments for skilled man of education and insists upon maintaining power; (b) the emphasis in education is on control of that educative power. Stalin specialization, with orientation toward em claimed that "Education is a weapon whose ployment; (c) educational and manpower effect depends upon who holds it in his hands policies are closely integrated with economic and at whom it is aimed." :l1 and political objectives; and (d) separate Soviet educational policies promote the institutions are established for the develop needs and goals of the state rather than the ment of new knowledge.-"' individual. Highly centralized and regimented In applying the principle of selective education under communism serves social. education, the Soviets have encouraged the economic, and political purposes. Soviet formation of a managerial and scientific elite schools function as an agency of their Com which is rewarded with ample rubles and munist government. Education fits the indi privileges resulting in accentuated class dif vidual for service to the state, to the interests ferences. The Soviet emphasis on specializa of the government. Lenin, the founder of the tion has its shortcomings, especially as rapid Soviet state, was convinced that "Without advances in sciences and technology replace teaching, there is no knowledge; without old skills. By integrating their educational knowledge there is no communism." 3- and manpower policies closely with economic The importance of education and school and political objectives, the Soviets are able ing in Soviet society has been cogently ex to attain desired goals faster and more effec pressed by 1. A. Kairov, president of the tively than are those nations holding plural USSR Academy of Pedagogical Sciences. He istic values. The USSR Academy of asserted that "The school must impart to its Pedagogical Sciences serves as the research pupils the foundations of the scientific atti and development arm of Soviet education. tude, the Communist views on nature, society, Presently it is concerned with the integration and man's thinking, the passionate convic of the latest advances of science and tech tion of the greatness of Communist ideals, of nology into the Soviet educational main the historical inevitability of the decline of stream. 11" capitalism, and the complete victory of com munism. . . ." :u Is American education as In summary, from an examination of dedicated to the ideals of democracy as is Soviet educational policy development, ad Soviet education to the ideals of commu ministration, and content, it is apparent that the CPSU has an all-pervading and all-per vasive interest and influence in the educative :u Quoted in: Raymond E. Callahan. An In troduction to Education in American Society. Sec.- -" Nicholas DeWitt "Strategic Problems of ond edition. New York: Alfred A. Knopf, 1967. Educational Policy in the Soviet Union and the p. 35. United States." Comparative Education Review 7 ''-Quoted by: Herold C. Hunt. In: Bereday (1): 5-7; June 1963. and others, op. cit., p . viii. ;!0 Alexander M. Chabe. "Soviet Education :!3 American Association of School Administra Faces the 70's." E ducational Leadership 27 (7): tors Schools in the Soviet. Washington, D.C.: The 680; April 1970. Association, 1965. p. 7.