Slavonic-greek-latin Academy in Moscow and its reforms from the 2d quarter of the XVIIIth c. up to the beginning of the XIXth c. in the context of evolution of the high education in Russia
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The article’s purpose is the analysis of the evolution process and all its main aspects in the history of Moscow Slavonic-greek-latin Academy of the specified period. At the beginning of the XVIII century Moscow Academy was found on a basis of European «pre-classical» university pattern and became the first higher institute for all social estates in Russia. After the Peter’s the Great death the Academy experiences reduction of material security and contraction of the students’ social estate. Another tendency is also observed - the penetration of European university modernization ideas in Russia provokes the start of several national university projects. During the Catherine’s the Second reign these ideas influence on the evolution of the Academy as well as already generated Academy educational tradition influences the specified university projects. This reciprocal effect leads the creation of separate higher educational systems: secular, under the Ministry of National Enlightenment, and theological, under the Holy Synod. The sources allow tracking the participation of higher state and church fi gures working together on both structures. As a result Moscow Academy served as a sample for other theological academies and thus has become the foundation of the whole theological education system
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it