19. Formation and Development of the System of Secular Secondary Education in Kharkiv (the Second Half of the 18th — the First Quarter of the 19th Century)
Notice bibliographique
Résumé
The article examines the process of transformation of the system of secular secondary education in Kharkiv from the time of the overthrow of the Hetmanate in 1764 to the beginning of the 1830s, when the reactionary policy of the Russian Tsardom began to oppress the autonomy of educational institutions. Four stages in the development of the network of secular secondary education and trends that led to significant changes are identified. During this period, the tsarist government implemented a number of reforms in the educational sphere, which gradually destroyed the national character of education and gradually integrated Kharkiv educational institutions into the all-Russian system. The tsarist government's policy in the field of education is characterized.The socio-economic and socio-political circumstances of the transformation of secular secondary education, the course of educational reforms, their main directions and results are highlighted. The influence of state policy, public charitable organizations, Kharkiv University, Kharkiv elite, and teachers on the processes that took place in the sphere of secondary education, and the results of its development are revealed.In addition to the state network of secular secondary educational institutions, private secondary education was also beginning to emerge at that time. Significant for the establishment and opening of private boarding houses and girls' institutes were the steps taken by the city's advanced intelligentsia, which actively expanded the network of educational institutions and financed them. In this context, the problems of the development of women's and private education are analyzed.The influence of the charitable society on the financing and improvement of the material base of private educational institutions is studied.The dynamics of the growth of secondary educational institutions, their main types are highlighted, the curricula, the educational process, and material and technical support are analyzed. The achievements and shortcomings of the contemporary system of secular secondary education are highlighted.The transformations that took place in the system of secular secondary education fully corresponded to the needs of the time. They contributed to an increase in the number of educational institutions and their varieties. Unfortunately, secondary education was losing its originality, its status and Russification were deepening.
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,004 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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