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Безрогов В. Г., Тендрякова М. В. Ясный взгляд на детский мир: первые годы «Детского Мира» Ушинского // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2014. Вып. 2 (33). С. 83-101. DOI: 10.15382/sturIV201433.83-101
The initial concept of the manual of K. D. Ushinsky «The Childrens’ World and Anthology. The book for the cool reading, adapted for gradual intellectual exercises and evident acquaintance to nature subjects» is considered. The principles of the fi rst two editions are analysed, evolution of these principles is tracked up to the 11th, last lifetime reprinting of a textbook. From the textbook’s second till the sixth edition (1861–1865) there was a development to the most optimum style, good size, understandable structure, remembering sequence of texts which mainly simply keep further though the book after the 6th edition undergoes not basic changes in the subsequent reprintings. Besides reduction and strengthening the positive sense of stories, addition in them of folklore, historical legends, Ushinsky develops special trust to the story-teller of stories. Initially accepted approach to sincerity educational narrative when the pupil feels as participants with the author in his story is improved. The name «Kinderwelt» in the Russian practice is applied for the fi rst time to reading-book. It is borrowed from German-language editions of the beginning and the fi rst half of the 19th century. From the same source one of the topic — seasonal tales — is taken, but applied not in philosophical and romantic interpretation of proximity of the child to the nature, and in a pragmatical and realistic key of teaching to the school student a «real knowledge» of the world, school and the person. Harmonization of a material of the manual, reached by 1865, caused its long further popularity.
Konstantin Ushinsky, reading book, childhood, elementary school, reading, natural history, geography, encyclopaedia in education, textbook, childhood, elementary school, educational reading, natural history, geography, enciclopaedia in education, history

1. Batjukova Z. I. 2010 “Sravnitel'noe postizhenie zarubezhnogo pedagogicheskogo opyta v otechestvennoj pedagogike (seredina XIX — nachalo XX veka)” (Comparative Comprehension of Foreign Pedagogical Experience in Russian Pedagogic), in Kornetov G. B. (ed.) Postizhenie pedagogicheskoj kul'tury chelovechestva, Moscow, 2010, vol. 1: Obshhie voprosy. Zarubezhnyj pedagogicheskij opyt, pp. 192–197.
2. Bogomazova O. V. 2012 “150-letnij jubilej V. O. Kljuchevskogo v publikacijah 1991 goda i poiski novoj kul'turnoj identichnosti” (150 Anniversary of V. O. Kljuchevskij in Publicatoins of 1991 and Search of New Culture Identity), in Istorik, tekst, jepoha: tezisy IV Mezhdunar. nauchno-prakt. konferencii Ural'skogo otdelenija Rossijskogo obshhestva intellektual'noj istorii, Ekaterinburg, 2012, pp. 17–19.
3. Bogomazova O. V. 2011 “V. O. Kljuchevskij: aktualizacija pamjati ob istorike v kommemorativnyh praktikah nauchnogo soobshhestva XX veka” (V. O. Kljuchevskij: Actualization of Memory about Historian in Commented Practices of Scientific Society of XX Century), in Alevras N. N., Grishina N. V., Krasnova Ju. V. (eds.) Istorija i istoriki v prostranstve nacional'noj i mirovoj kul'tury XVIII — nachala XXI veka, Cheljabinsk, 2011, pp. 303–314.
4. Buslaev A. I. Imperskie jubilei — tysjacheletie Rossii (1862 god) i devjatisotletie kreshhenija Rusi (1888 god): organizacija, simvolika, vosprijatie obshhestvom (Imperial Jubilees — Millenium of Russia (1862) and 900 Anniversary of Russian Christening (1888): Organization, Symbolism, Perception by Society), Moscow, 2010.
5. Ganelin Sh. I., Golant E. Ja. Istorija pedagogiki (History of Pedagogics), Moscow, 1940.
6. Dneprov Je. D. Ushinskij i sovremennost' (Ushinskij and Modernity), Moscow, 2008.
7. K. D. Ushinskij. Bibliograficheskij ukazatel' trudov i literatury o zhizni i dejatel'nosti K. D. Ushinskogo (1848–1984) (K. D. Ushinskij. Bibliographical Index of Works and Literature about Life and Activity of K. D. Ushinskij (1848–1984)), Moscow, 1985.
8. Kabasheva O. V. 2014 “Uchebnye knigi K. D. Ushinskogo v rossijskoj nauke i publicistike: bibliograficheskij ukazatel'” (Textbooks of K. D. Ushinskij in Russian Science and Social-Political Writings: Bibliographical Index), in Otechestvennaja i zarubezhnaja pedagogika, 2014, vol. 2, pp. 45–53.
9. Kuznecov A., Maslov A. 2013 “Diktatura jubileev: memorial'nyj bum kak priznak inoj povsednevnosti” (Jubilee Dictatorship: Memorial Boom as Sign of Other Daily Routine), in Bordjugov G. A. (ed.) Mezhdu kanunami. Istoricheskie issledovanija v Rossii za poslednie 25 let, Moscow, 2013, pp. 1425–1461.
10. Lihareva T. A. K. D. Ushinskij — avtor uchebnikov po pervonachal'nomu obucheniju (analiz «Rodnogo Slova» i «Detskogo Mira»). Diss. ... kand. ped. nauk (K. D. Ushinskij — Author of Textbooks for Elementary Education (Analysis of “Own Word” and “Children World”). Dissertation), Kiev, 1948.
11. Piskunov A. I. Ocherki po istorii progressivnoj nemeckoj pedagogiki konca XVIII — nachala XIX veka (Essays for History of Progressive German Pedagogics of End of XVIII — Begin of XIX Century), Moscow, 1960.
12. Polivanov L. I. 1876 “Rukovodstvo k prepodavaniju po «Rodnomu slovu»” (Handbook for Education according to “Own Word”), vol. 1, in Uchebno-vospitatel'naja biblioteka (Obzor russkoj pedagogicheskoj literatury), Moscow, 1876, vol. 1/3: Literatura 1875 goda.
13. Romashina E. Ju. Shkol'nyj uchebnik v Rossii XVIII — nachala XX veka: teoreticheskij i istoriko-pedagogicheskij analiz (School Textbook in Russia of XVIII — Begin of XX Century: Theoretical and Historical-Pedagogical Analysis), Tula, 2011.
14. Sen'kina A. A. 2009 “Knigi dlja chtenija i hrestomatii dlja nachal'nogo obuchenija, izdannye v Rossii s 1797 po 1917 gg. (materialy k bibliograficheskomu ukazatelju)” (Books for Readings and Readers for Elementary Education, Published in Russia from 1797 till 1917), in Rebenok XVIII — XX stoletij v mire slov: istorija rossijskogo bukvarja, knigi dlja chtenija i uchebnoj hrestomatii, Moscow, 2009, pp. 187–191.
15. Sobranie sochinenij K. D. Ushinskogo (Collection of Works of K. D. Ushinskij), Moscow, 1948–1952.
16. Ushinskij K. D. Detskij mir i hrestomatij (Children World and Reader), Saint-Petersburg, 1861, vol. 1–2.
17. Cimbaev K. N. 2007 “Gumanitarnye tehnologii v jubilejnyh torzhestvah” (Humanitarian Technologies in Jubilee Feasts), in Kommunikativnye strategii kul'tury i gumanitarnye tehnologii, Saint-Petersburg, 2007, vol. 1, pp. 454–484.
18. Cimbaev K. N. 2005 “Pravoslavnaja Cerkov' i gosudarstvennye jubilei Imperatorskoj Rossii” (Orthodox Church and State Jubilees of Imperial Russia), in Otechestvennaja istorija, 2005, vol. 6, pp. 42–51.
19. Cimbaev K. N. 2005 “Fenomen jubileemanii v rossijskoj obshhestvennoj zhizni konca XIX — nachala XX veka” (Phenomenon of Jubileemania in Russian Public Life of End of XIX — Begin of XX Century), in Voprosy istorii, 2005, vol. 11, pp. 98–108.
20. Denzel’s Entwurf des Anschauungsunterrichts in katechetischer Gedankenfolge; praktisch ausgeführt von C. Wrage, Altona, 1853.
21. Harder F. Theoretisch-praktisches Handbuch für den Anschauungsunterricht: Mit besonderer Berücksichtigung des Elementarunterrichts in den Realien, Altona, 1858.
22. Koerner F. Der Mensch und die Natur, Leipzig, 1853.
23. Mann R. J. Lessons in General Knowledge, London, 1856.
24. Scherr I. T. Leichtfaßliches Handbuch der Pädagogik für Volksschullehrer, gebildete Eltern und Schulfreunde, Zürich, 1839–1847.
25. Schmidt K. Gymnasial-Pädagogik: Die Naturgesetze der Erziehung und des Unterrichts in humanistischen und realistischen gelerten Schulen, Köten, 1857.
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Bezrogov Vitalii
Tendriakova Mariia
Куровская Ю. Г., Безрогов В. Г. Учебники Валентина Икельзамера: когнитивно-лингвистический анализ школьных пособий раннего Нового времени // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2015. Вып. 1 (36). С. 19-31. DOI: 10.15382/sturIV201536.19-31
The national German language training textbooks of 1520–1530-ies authored by Valentin Ickelsamer are considered in the paper. The German pedagogue of the 16-th century is the founder of the Phonics method of literacy, developing learners’ ability to hear and identify phonemes allowing to find and distinguish the sounds from speech. One of the author’s most famous and significant books is the guide to reading “The Genuine Method to Learn to Read in the Shortest Time” (Die rechte Weis auff s kürtzist lesen zu lernen, 1527). In the course of cognitive linguistic analysis of the contents of this book the peculiarities of perception of the “Training to Read” notion in the pedagogical culture of German of that period and its representation in the educational process are revealed. The compositional logic of the textbook is revealed, the lexical and grammatical contours and the linguistic identity and structure are determined in the article. The authors make preliminary conclusions about the degree of formation of the “Textbook” notion.
ABC-book, grammar, primary training, phonics, German language training, Valentin Ickelsamer.

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6. Giesecke Michael. 1979 “Schriftspracherwerb und Erstlesedidaktik in der Zeit des ‘gemein teutsch’ — eine sprachhistorische Interpretation der Lehrbücher Valentin Ickelsamers“, in Osnabrücker Beiträge zur Sprachtheorie, 1979, vol. 11, pp. 48–72.
7. Klages Johanna. Die Lautiermethode, in: http://www.uni-leipzig.de/herder/projekte/alpha/frames/main5.2.htm (Date: 02.01.2014).
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10. Looss Sigrid. 1991 “Der Rothenburger Schulmeister Valentin Ickelsamer“, in Zeitschrift für bayerische Kirchengeschichte, 1991, vol. 60, pp. 1–19.
11. Niederer Heinrich. 1974 “Ickelsamer, Valentin“, in Neue Deutsche Biographie (NDB), Berlin, 1974, vol. 10, p. 112.
12. Noll Heinrich. Der Typus des religiösen Grammatikers im 16. Jahrhundert, dargestellt an Valentin Ickelsamer, Marburg Uni, 1936.
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15. Rössing-Hager Monika. 1998 “Ickelsamer, Valentin“, in Killy W. (ed.) Literaturlexikon. Autoren und Werke deutscher Sprache, Gütersloh; München, 1988–1991 (CD-ROM: Berlin 1998), vol. 6, p. 31.
16. Schnurrer Ludwig. 2002 “Valentin Ickelsamer (ca. 1500–1547), Laientheologe und Pädagoge“, in Fränkische Lebensbilder, Würzburg, 2002, vol. 19 (Reihe VII A), pp. 51–64.
17. Velten Hans Rudolf. 2012 “Frühe Lese- und Schreiblernbücher des 16. Jahrhunderts. Zu Valentin Ickelsamers Die rechte weis, aufs kürtzist lesen zu lernen (1527) und Teütsche Grammatica (1532?)“, in Zeitschrift für Erziehungswissenschaft, 2012, vol. 17, pp. 31–48.
18. Vice Roy L. 1995 “Valentin Ickelsamer. Seine Wandlung vom Rebellen zum Quietisten“, in Die Linde, 1995, vol. 77, pp. 65–70, 73–80.
19. Winters Margaret E., Tissari Heli, Allan Kathryn. Historical Cognitive Linguistics, Berlin; New York, 2010.
20. Wozilka Jenny. 2002 “Lesenlernen im 16. Jahrhundert: Valentin Ickelsamer“, in Arnold Grömminger (ed.) Geschichte der Fibel, Frankfurt am Main, 2002, pp. 201–215.
Kurovskaia Iuliia
Bezrogov Vitalii
Безрогов В. Г. Предисловие к рубрике. Забота о себе как этическая, педагогическая и психологическая реальность // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2015. Вып. 3 (38). С. 77-79.
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Пичугина В. К., Безрогов В. Г. Образование и забота о себе в эпоху метамодерна // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2015. Вып. 3 (38). С. 116-128. DOI: 10.15382/sturIV201538.116-128
Modern reconsideration of ways and means of purposeful socialization of the person in space of the city combine with a reflection of that, how pedagogical reality is integrated into daily reality or isolated from it. New technologies offer many options of this integration, putting in the forefront practicians of the «care for the self» during an era which succeeds a postmodern period. Transition to IT and internet (educational platforms, mobile applications, infographics, etc.) dictate new rules of creation of educational dialogue and new ranges of «care» for the sake of preservation of identity and finding of in culture. The man who cares for the self occupies one of the central places in the modern pedagogics which is diligently modernizing the antique project of education of «care for the self».
care for the self, pedagogics of metamodern, educational space, educational choice, educational success

1. Babushkina D. A. 2002 “Ponimanie v strukture «zaboty o sebe»: obrechennost' na ponimanie. Doklad, predstavlennyj na VII Assamblee molodyh uchenyh i specialistov 23 nojabrja 2002 g.” (Understanding in Structure “Self-Care”: Doom for Understanding. Report on VII Assembly of Scientists and Specialists on 23th November 2002), in Filosofskie i duhovnye problemy nauki i obshhestva, Saint-Petersburg, 2002.
2. Bodrijjar Zh. Simuljakry i simuljacija (Simulacra and Simulations), 2015.
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4. Ivanchenko G. V., Novikov V. V. 2001 “Jekzistencial'nyj opyt uchenichestva” (Existential Experience of Apprenticeship), in 1-ja Vserossijskaja nauchno-prakticheskaja konferencija po jekzistencial'noj psihologii: Materialy soobshhenij, Moscow, 2001, pp. 119–122.
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8. Ljendri Ch. Kreativnyj gorod (Creative City), Moscow, 2011.
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Pichugina Viktoriia
Bezrogov Vitalii
Баранникова Н. Б., Безрогов В. Г. В позднеантичной школе: греко-латинский разговорник как учебное пособие // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 1 (40). С. 46-61. DOI: 10.15382/sturIV201640.46-61
The school dialogues were manuals of late Antiquity that formed the basis for early medieval textbooks of bilingual Latin and Greek education. The analysis of them in the article is accompanied by a Russian translation of one version of the Pseudo-Dositheus manual. In the complex set of learning materials there was part of the dictionary (Glossary), grammar, collections of dialogues, sayings, fables, fragments guidelines for teaching of law and similar guidelines for the short review on history.
school textbook, Late Antiquity, Early Middle Ages, schooling, apprenticeship.

1. Agapov Ju. V. 2013 “Sokraticheskaja beseda kak fenomen kul'turnogo nasledija i sovremennogo obrazovanija” (Socratic Dialogue as Phenomenon of Cultural Heritage and Modern Education), in Psihologo-pedagogicheskij poisk, 2013, vol. 2/26, pp. 83–90.
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9. Tomashevich O. V. 2014 “Uchebnik: pervye opyty (na drevneegipetskom materiale)” (Textbook: First Experiences (on Ancient Egyptian Material)), in Bezrogov V. G., Markarova T. S. (eds.) «Nachalo uchenija detjam»: rol' knigi dlja nachal'nogo obuchenija v istorii obrazovanija i kul'tury, Moscow, 2014, pp. 11–27.
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Barannikova Natal'ia
Bezrogov Vitalii
Безрогов В. Г. Концепция заботы о себе adversus nationеs: воцерковление Арнобия Афра // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 3 (42). С. 51-60. DOI: 10.15382/sturIV201642.51-60
The article deals with the ideas of the Christian apologist of the 3rd - 4th centuries on the issues of man’s self-regard, his anthropological status and possibilities of the personality as a self-transcending subject. It is shown how the dialogue of Christian and Greco-Roman concepts of education produced a particular pedagogical concept that helps to move from the latter to the former.
self-regard, self-transformation, Christian education.

1. Bezrogov V. G. Bor'ba za ili protiv samogo sebja? Samovospitanie glazami Laktancija (Struggle for or against Self? Self-Education in Eyes of Lactantius) (in print).
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Безрогов В. Г. Борьба за или против самого себя? Самовоспитание глазами Лактанция // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 4 (43). С. 54-67. DOI: 10.15382/sturIV201643.54-67
The ideas of the Christian apologist of the 3d-4th centuries on the issues of self-education of a person, his anthropological status and possible boundaries of self-care have been investigated. The author shows how the sustaining power of the individual can use mundane and transcendential external factors of support. Based on the analysis of key works of Lactantius (Institutiones Divinae, Epitome divinarum institutionem, De ira Dei, De opificio Dei, De mortibus persecutorum), the author shows the conviction of the Latin apologetic at the same time of securing a righteous man cares about himself and at the same time the impossibility to reach such care, the pious results of self-education and fight with oneself just alone, by analogy with ancient philosophy. In the article theLactantius’s thesis has been reconstructed and defined that from his point of biew only with the help of God and otherpeople theChristian care of the person about himself is possible.
care of the self, self-transformation, Christian and pagan upbringing, Late Roman Empire, Lactantius, latin apologetics, self-education

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3. Bezrogov V. G. Kontseptsiia zaboty o sebe adversus nationes: votserkovlenie Arnobiia Afra // Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia. 2016. Vol. 3 (43). P. 51–60.
4. Bezrogov V. G. Obrashchenie i preobrazhenie kak zabota o sebe: pedagogicheskaia paradigma khristianskoi kul'tury // My vse v zabote postoiannoi... Kontseptsiia zaboty o sebe v istorii pedagogiki i kul'tury: Materialy Mezhdunarodnoi konferentsii pamiati filosofa, sotsiologa, psikhologa G. V. Ivanchenko (1965–2009) / M. A. Kozlova, V. G. Bezrogov, red. Moscow, 2015. Ch. 2: Chto-to vedet nas v glub' samikh sebia. P. 99–111.
5. Bezrogov V. G. Traditsii uchenichestva i institut shkoly v drevnikh tsivilizatsiiakh. Moscow, 2008.
6. Braun P. Kul't sviatykh. Ego stanovlenie i rol' v latinskom khristianstve / V. V. Petrov, per., S. V. Mesiats, red. Moscow, 2004.
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11. Laktantsii. O tvorenii Bozhiem. O gneve Bozhiem. O smerti gonitelei. Epitomy Bozhestvennykh ustanovlenii / V. M. Tiulenev, per. s lat., vstup. st., komment. i ukaz. Saint-Petersburg, 2007.
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25. Sancti Vincentii Lirinensis Commonitorium. Editio nova. Ingolstadt, 1823.
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27. Thomas L. Die Sapientia als Schlusselbegriff zu den Divinae institutiones des Laktanz, mit besonderer Berucksichtigung seiner Ethik. Freiburg (Swiss.), 1959.
Безрогов В. Г. К вопросу о ранних переводах «Orbis sensualium pictus» Яна Амоса Коменского на русский язык // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2017. Вып. 45. С. 11-30. DOI: 10.15382/sturIV201745.11-30
The paper examines the emergence of interest (in Russian pedagogical culture) in the textbook A World of Things Obvious to the Senses Drawn in Pictures written by the great Moravian educator Jan Amos Comenius. Through the study of the West European editions with handwritten marginalia and unpublished manuscripts containing translations of this textbook from German and Latin into Russian, stages of the prehistory of the fi rst complete edition of Orbis sensualium pictus in Russian are reconstructed. The fi rst survived Russian translations date from the 1710s, when “German schools” ceased to work in Moscow and there appeared an “educational vacuum” in the teaching of foreign languages. The second stage is the period of the 1730s, when the necessity of a multilingual manual emerged. There were attempts at transforming the Latin-German textbook into German-Latin-French-Russian. Approximately semicentennial period of increasing interest in the Orbis pictus results in the Latin-Russian-German-Italian- French edition of 1768, which is based on the four-language Nürnberg edition of 1755. The study of contacts between several pedagogical cultures related to the preparation of textbooks appears to be a signifi cant part of the research into the history of primary education in the Orthodox region.
elementary education, Jan Amos Komenský (Jan Amos Comenius), school, translation, bilingual and multilingual education

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Bartoš F. M. Catalogus codicum manu scriptorum musaei nationalis Pragensis. Pars secunda. Pragae, 1927. № 2533, URL: http:// 147.231.53.91/src/index.php?s=v&cat=36&bookid=380&page=124.
Bezrogov V. G., Kurovskaia Iu. G., K istorii nazvanii uchebnykh knig kak sposobov organizatsii obrazovatel'noi informatsii: Orbis pictus Komenskogo, in: Simvolicheskaia vselennaia rebenka: mezhdu informatsiei i znaniem. Sb. nauchn. tr. ,ed. K. V. Sultanov, St. Petersburg, 2016, 217–225.
Bezrogov V. G., Kurovskaia Iu., G. Mezhdunarodnyi aspekt obrazovatel'nogo prostranstva: Orbis pictus Komenskogo kak proekt uchebnika dlia vsekh stran, in: Informatsionnoe prostranstvo i deti: obrazovatel'nye vozmozhnosti i manipuliativnye vozdeistviia. Sb. nauchn. tr., ed. ,K. V. Sultanov, St. Petersburg, 2016, 298–307.
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Kupriianova T. G., Pervaia dinastiia rossiiskikh izdatelei, Moscow, 2001.
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Pilz K. Die Ausgaben des Orbis Sensualium Pictus. Eine Bibliographie. Nürnberg, 1967.
Ryzhov A. N., Obrazovanie v «nemetskikh» shkolakh Moskvy v pervoi chetverti XVIII veka, in: Voprosy obrazovaniia, 2007, 2.
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Zyrianov V. V., Chto chitali i gde uchilis', in: Rossiia v epokhu Petra Velikogo: putevoditel' puteshestvennika vo vremeni, Moscow, 2016.
Безрогов В. Г., Тендрякова М. В. «Gab ihnen der liebe Gott...», или Бог и природа в немецких и русских учебниках XVIII - начала XIX в. // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2018. Вып. 48. С. 19-48. DOI: 10.15382/sturIV201848.19-48
In the last third of the 18th and early 19th centuries, religious education within courses in natural history appears to be important evidence that reveals the historical and cultural dialogue between the two pedagogical traditions. This article is based on a study of original and translated textbooks by J. Blumenbach, G. Große, G. Raff , V. Zuev (Russ. В. Зуев), N. Ozeretskovsky (Н. Озерецковский) and V. Severgin (В. Севергин), K. Ushinsky (К. Ушинский). The analysis demonstrates conscious and nonconscious differences in comprehending and explaining the role and place of God with regard to nature and humankind. In translated books (e.g. Naturgeschichte für Kinder by Raff ), we can see three levels of the presence of the Lord in nature (in terms of each living creature, their groups and communities, the cosmos as an interrelated system). In similar Russian books only the fi rst of them is regularly presented, if presented at all. The border between nature and God in Russian books on natural history is drawn more distinctly, the boundary between books about God and about nature is less transparent than in Germany. Such a distinction is eff ected by the features of the dialogue between education and religion, characteristic of these countries.
textbook, natural history, religious education, 1700-1799, 1800-1861, Russia, Germany
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Bezrogov Vitaly
Academic Degree: Doctor of Sciences* in Education;
Academic Degree: Candidate of Sciences* in History;
Place of work: Institute for Strategy and Theory of Education of the Russian Academy of Education; 5/16 Makarenko Str., Moscow 105062, Russian Federation;
Post: Senior Research Fellow;
ORCID: 0000-0001-6389-4783;
Email: bezrogov@mail.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
Tendryakova Maria
Academic Degree: Candidate of Sciences* in History;
Place of work: Institute of Ethnology and Anthropology of the Russian Academy of Sciences; 32a Leninskii Prospekt, Moscow 119991, Russian Federation;
Post: Senior Research Fellow;
ORCID: 0000-0001-6206-8439;
Email: mashatendryak@gmail.com. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
The work on the article was supported by the grants 17-06-00066a and 17-06-00288 by the Russian Foundation of the Basic Research (Dept.of the Humanities and Social Sciences).
Безрогов В. Г., Тендрякова М. В. Корф и Город: figura urbis capitis в учебных книгах для земской школы // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2019. Вып. 54. С. 84-105. DOI: 10.15382/sturIV201954.84-105
This article discusses the textbook Наш друг: книга для чтения учащихся в школе и дома и руководство к начальному обучению родному языку (Russ. ‘Our friend: a book for students’ reading at school and at home and a manual for the elementary study of the native language’. It was published 19 times from 1871 to 1908 and was one of the popular textbooks for rural schools (земские школы) of the latter half of the 19th century. Its author is Nikolai Alexandrovich Korff , the “organiser of village schools”. Among his textbooks, Our Friend came to be the most popular. It included 120 topics for reading and discussing that were related to various sides of rural life, people, nature, and alongside this it refl ected those basic concepts that the author was devising for his audience but did not discuss overtly. Among the concepts of peasants’ life, the understanding of which was implied by the didactic aim of Our Friend, the authors of this article distinguish the notion “city” and study how it is refl ected and expressed by Korff in this texbook. The article analyses its fi rst eight editions in which this conception was left unaltered. Its revision is studied in a separate article. The analysis of the first variant of the textbook makes clear that Korff applies the traditional view of the pre-industrial city as a centre of the monarch’s sacral power; hence, the city comes to be capital. The existence of other cities is meaningful only in the light of their relations with the capital or capitals, as in Russia, where Korff emphasises the unity of Petersburg and Moscow. The notion of the capital city embedded in this textbook implies granting to the capital specifi c properties of regulating all space and time in the state. The link “capital — village” appears most important from the semiotic point of view. Manufacturing emerges not in the city and for reasons unrelated to urban development. The city adjacent to the village is seen as a source of power and development of network of education.
Nikolai Korff (1834–1883), elementary school textbook, rural education, educational notion, city image, second half of 19 century, urban idea
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Bezrogov Vitaly
Academic Degree: Doctor of Sciences* in Education;
Academic Degree: Candidate of Sciences* in History;
Place of work: Institute for Strategy and Theory of Education of the Russian Academy of Education; 5/16 Makarenko Str., Moscow 105062, Russian Federation;
Post: Senior Research Fellow;
ORCID: 0000-0001-6389-4783;
Email: bezrogov@mail.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
Tendryakova Maria
Academic Degree: Candidate of Sciences* in History;
Place of work: Institute of Ethnology and Anthropology of the Russian Academy of Sciences; 32a Leninskii Prospekt, Moscow 119991, Russian Federation;
Post: Senior Research Fellow;
ORCID: 0000-0001-6206-8439;
Email: mashatendryak@gmail.com. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
The study was supprted by the Russian Basic Reseach Foundation, grants 17-06-00066\ОГН и 17-06-00288\ОГН.
Безрогов В. Г., Тендрякова М. В. Город и Корф: figura urbis novae в учебных книгах для земской школы // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2019. Вып. 55. С. 110-127. DOI: 10.15382/sturIV201955.110-127
This article continues the publication on the image of the city in N. A. Korff ’s textbook Nash drug: kniga dlya chteniya v shkole i doma (‘Our friend: a book for reading at school and at home’). This manual was fi rst published in 1871, and in 1881 it was signifi cantly amended. The preceding article studies the concept of “the city” in the fi rst eight editions, this article deals with its change that was made in the 9th edition and was registered up to the last, the 19th edition, in 1908. The single textbook was divided into two parts. One retained the former title. The other came to be “Guidelines” to it. In the “Guidelines to «Our Friend»”, Korff added nine special chapters on various Russian cities, from Novgorod, where Russian history started, to Tifl is, where it developed towards the territorial expance. The country where the cities proper were only St Petersburg and Moscow is changed in the new edition into a country where the brilliance of the capitals is secularised. The textbook also expounds on other urban centres. The capital city ceases to be the principal, the singular, the one that determines the being. Its status is already determined not only by the monarch, but by history, trade, education, and gradually by manufacturing. The rejection of cities of the rural Russia, as it existed in the fi rst edition of the textbook, still remains, but the positive role of urbanisation has already been acknowledged. The article shows how N. A. Korff ’s Russian reading textbook was aimed at overcoming the typical (of textbooks of its epoch) idealisation of abstract rural life in order to become for students of rural school the real “friend of ours” in enhancing the village, in establishing its dialogue with the city. The article analyses textual additions and the visual range that has fi rst appeared in this textbook. Before the 9th edition, there were no pictures in Our Friend. The pictures are now placed both in the the fi rst, the main, part of the manual, and in the supplementary. The urban scenes included in the visual range demonstrate the transitional stage in understanding the city from the traditional pre-industrial to the one being modernised. The new understanding of the concept of “the city”, notwithstanding all its controversial character, had conditioned the dawning of the instrumental attitude to the urban phenomenon. Korff ’s new manual nourished the generation from which the “social engineers” of the 1910s and 1920s came, who transformed the actual life of Russian cities.
Nikolai Korff (1834–1883), elementary school textbook, rural education, educational concept, city image, second half of 19th century
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  2. Bezrogov V., Tendryakova M. (2017) “Chto nemtsu dialog, to russkomu uchitel': ot «Estestvennoi istorii» G. K. Raffa k «Detskomu miru» K. D. Ushinskogo” [“What is Dialogue to the German is Teacher to the Russian”: from “Natural History” by G. K. Raff to “Children’s World” by K. D. Ushinsky]. Psikhologo-pedagogicheskii poisk, 3 (43), pp. 58–70 (in Russian).
  3. Bezrogov V., Tendryakova M. (2017) “Chto nemtsu radost' nauki, to russkomu zabota bytiia: ot «Estestvennoi istorii» G. K. Raff a k «Detskomu miru» K. D. Ushinskogo” [What is Joy of Science to the German is Concern for the Being to the Russian: from “Natural History” by G. K. Raff to “Children’s World” by K. D. Ushinsky]. Psikhologo-pedagogicheskii poisk, 4 (44), pp. 22–32 (in Russian).
  4. Bezrogov V., Zaretskiy Iu., Kosheleva O. (eds) (2019) Detstvo v evropeiskikh avtobiografi iakh: ot Antichnosti do Novogo vremeni. Antologiia [Childhood in European Autobiographies: from Antiquity to Modern times. Anthology]. St Petersburg (in Russian).
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  7. Nordeborg M. (2007) The “Good Child” and Nation-Building in Japan — The First Japanese Primary School Reader. Göteborg.
  8. Pantle U. (2009) “Bei uns in der Stadt. Kindliche Lebenswirklichkeiten und fi ktive Stadträume in deutschsprachigen Fibeln”, in A. Sowa, S. Schindler (hrsgg.). Candide. Journal for Architectural Knowledge, 1, pp. 69–96.
  9. Romashina E., Teterin I. (2018) “«Ucheniki k kartine tak vse i tianutsia»: rukovodstvo k nagliadnomu obucheniiu gramote N. A. Korfa” [“«All pupils are being drawn to the picture»: Nikolai Korff 's Guide to Visually-Aided Teaching of Literacy”]. Vestnik PSTGU, ser. 4, 51, pp. 73–81 (in Russian).
  10. Tendryakova M., Bezrogov V. (2019) “Korf i gorod: fi gura urbis capitis v uchebnyh knigah dlya zemskoj shkoly” [Korff and the City: fi gura urbis capitis in Elementary Textbooks for Rural School of the 2nd Half of the 19th Century]. Vestnik PSTGU, ser. 4, 54, pp. 84–105 (in Russian).
Bezrogov Vitaly
Academic Degree: Doctor of Sciences* in Education;
Academic Degree: Candidate of Sciences* in History;
Place of work: Institute for Strategy and Theory of Education of the Russian Academy of Education; 5/16 Makarenko Str., Moscow 105062, Russian Federation;
Post: Senior Research Fellow;
ORCID: 0000-0001-6389-4783;
Email: bezrogov@mail.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
Tendryakova Maria
Academic Degree: Candidate of Sciences* in History;
Place of work: Institute of Ethnology and Anthropology of the Russian Academy of Sciences; 32a Leninskii Prospekt, Moscow 119991, Russian Federation;
Post: Senior Research Fellow;
ORCID: 0000-0001-6206-8439;
Email: mashatendryak@gmail.com. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
The study was supported by the Russian Foundation for Basic Research, grants 17-06-00066\ОГН и 17-06-00288\ОГН.
Безрогов В. Г. Представление непредставимого: Бог и обложка учебной книги // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2020. Вып. 57. С. 25-53. DOI: 10.15382/sturIV202057.25-53
This article deals with subjects presented on covers of textbooks and with images of the divine among them. The analysis highlights the role of the cover as a “pretext” that attracts the reader/viewer, causes his willingness or unwillingness to work with the book. It outlines the characteristic feature of a textbook as an object for “constant opening” with multiple use of its verbal and visual content. In connection with this, the article emphasises the signifi cance of a cover which triggers the process of forming the attitude to the textbook in the student’s mind. This can be an attitude to the teacher, interlocutor, preacher, or to a shop window, advertisement, poster, etc. The cover is seen as a “meta-message” with many meanings, e.g. addressee, means of decoding the content, implied “response” of the reader/viewer; as well as a way of multichannel communication. All elements of the cover act as a “director of the sight”, they educate, shape, and in a special way emphasise the attention of the student, teacher, parents and reviewer. For a systematic analysis of the cover, the article has identified components of its visual range, i.e. letters, words and texts; people, animals, things and their actions; colour, general emotional impression, as well combinations of these elements, their sizes and ranking (hierarchy). Based on an empirical analysis of a significant number of school textbooks (ABC-books, primers, manuals for study of religion and culture) of Russia, Germany, Great Britain and the USA (approx. 80 items), I have identifi ed ways to represent the divine principle on the covers. These are narratives from biblical history; Christ as a teacher, and his presence among people; religious symbols and objects of worship; nature as God’s cathedral; unity and mutual assistance of people (including in the family); existential situations and questions; religious holidays and architecture. The article also compares the implementation of these ways in pedagogical and religious traditions of various countries.
textbook, book cover, image, visualisation, religion, didactics, publishing house
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  2. Bezrogov V. (2017) “Illiustratsiia v uchebnike — kommunikatsiia ili osleplenie?” [Picture in a textbook — communication or blinding?]. Mezhdunarodnyi zhurnal issledovanii kul'tury, 2, pp. 97–111 (in Russian).
  3. Bezrogov V. (2017) “K voprosu o rannikh perevodakh Orbis sensualium pictus Ia. A. Komenskogo na russkii iazyk” [Early Unpublished Russian Translations of Orbis Sensualius Pictus by Jan Amos Comenius]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 45, pp. 11–30.
  4. Bezrogov V. (2017) “Torzhestvo raznorechiia: Orbis sensualium pictus v kontekste pervykh pereizdanii (1653–1703)” [The triumph of multilingualism: Orbis sensualium pictus in the context of first reprints (1653–1703)], in S. Marchukov (ed.) Nasledie Iana Amosa Komenskogo: vzgliad iz XXI v. [Legacy of Jan Amos Comenius: View from the 21st century]. St. Petersburg. Pp. 105–117.
  5. Bezrogov V. (2018) “Rannie etapy retseptsii sochinenii Komenskogo v Rossii” [Early statges in reception of works of Jan Amos Comenius in Russia], in V. Bezrogov, K. Milovanov (eds) Ia. A. Komenskii i sovremennost' [Jan Amos Comenius and present day]. Moscow. Pp. 121–129.
  6. Bezrogov V. (2018) “Die un/sichtbare Welt: retseptsiia Orbis sensualium pictus Ia. A. Komenskogo v Rossii pervoi pol. XVIII v.: obrazovatel'nye praktiki i rannie perevody” [Die un/sichtbare Welt: Reception of J. A. Komensky’s Orbis sensualium pictus. Pedagogical practices and early translations]. Detskie chteniia, 1 (013). Pp. 220–284.
  7. Bezrogov V. (2018) “Posobie Komenskogo Vestibulum v russkoiazychnom regione: k istorii russkikh perevodov” [Komensky’s manual Vestibulum in the Russian-speaking region: The history of Russian translations]. Intellektual'nye traditsii v proshlom i nastoiashchem, 4. Pp. 29–59.
  8. Bezrogov V., Kurovskaia Iu. (2016) “Mezhdunarodnyi aspekt obrazovatel'nogo prostranstva: Orbis pictus Komenskogo kak proekt uchebnika dlia vsekh stran” [The international aspect of the educational space: Komensky’s Orbis pictus as a textbook project for all countries], in K. Sultanov (ed.) Informatsionnoe prostranstvo i deti: obrazovatel'nye vozmozhnosti i manipuliativnye vozdeistviia [Information space and children: educational opportunities and manipulative influences]. St Petersburg. Pp. 298–307.
  9. Bezrogov V., Kurovskaia Iu. (2017) “Vizual'nyi kod v literature dlia nachal'nogo obucheniia kak faktor formirovaniia kartiny mira obuchaiushchegosia: ot Iakoba Griusboitelia k Ianu Komenskomu” [The visual code in literature for elementary education as a factor in the formation of the student’s worldview: from Jacob Grusbeutel to Yan Komensky], in A. Borkowski, R. Mnich (eds) Orbis Comenianus. Vol. 1. Comenius and the Problem of Interdisciplinary. Siedlce. Pp. 117–136.
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  11. Bezrogov V., Makarevich, G. (2014) “Bukvar' 1930-kh gg.: ideal'nye deti na oblozhke shkol'nogo uchebnika” [ABC-book of the 1930s: Ideal children on the cover of a school textbook], in A. Sadrieva (ed.) Detskaya kniga: radosti i goresti shkol'noj pory [Children's book: Joys and sorrows of the school age. Conference materials]. Nizhnii Tagil. Pp. 120–128.
  12. Levinson K., Kurovskaia Iu., Bezrogov V. (eds) (2017) Shkol'nye posobiia rannego Novogo vremeni: ot Chasoslova k Orbis sensualium pictus [Early Modern school manuals: from Chasoslov to Orbis sensualium pictus]. Moscow.
  13. Makarevich G., Bezrogov V. (2014) “Rebenok v lokal'nom i global'nom mire: analiz obrazov detstva v uchebnike «Rodnaia rech'»” [The child in the local and global world: Analysis of childhood images in the textbook “Native speech”], in Aksiologiia massovoi kul'tury. Materialy XXI mezhdunarodnoi konferentsii “Rebenok v sovremennom mire. Detstvo i massovaia kul'tura” [Axiology of mass culture. Materials of the conference “A child in the modern world. Childhood and popular culture”]. St Petersburg. Pp. 563–571.
  14. Romashina E., Bezrogov V. (2015) “«Novyi rossiiskii bukvar' s kratkimi nravoucheniiami i povestiami» (1775–1785 gg.): opyt istoriko-pedagogicheskogo detektiva” [“The new Russian ABC-book with brief moral teaching and tales” (1775–1785): An attempt of a historical and pedagogical detective], in M. Tendriakova, V. Bezrogov (eds) “V Rossii nado zhit' po knige”: nachal'noe obuchenie chteniiu i pis'mu (stanovlenie uchebnoi knigi v XVI–XIX vv.)” [“In Russia one has to live according to a book”: Elementary instruction in reading and writing (Development of a textbook in the 16th — 19th cc.)]. Moscow. Pp. 87–108.
  15. Skliarova T., Ageeva A. (2017) Metodologicheskie osnovy issledovaniia uchebnykh posobii dlia nachal'nogo pravoslavnogo obrazovaniia detei [Methodological foundations of a study of textbooks for the primary Orthodox education of children]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 47. Pp. 11–17.
  16. Tendriakova M., Bezrogov V. (2018) “‘Gab ihnen der liebe Gott…’, ili Bog i priroda v nemetskikh i russkikh uchebnikakh XVIII — nachala XIX v.” [“Gab ihnen der liebe Gott...”, or God and nature in German and Russian textbooks of the late 18th — early 19th centuries”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 48. Pp. 19–48.
Bezrogov Vitaly
Academic Degree: Doctor of Sciences* in Education;
Academic Degree: Candidate of Sciences* in History;
Place of work: Institute for Strategy and Theory of Education of the Russian Academy of Education; 5/16 Makarenko Str., Moscow 105062, Russian Federation;
Post: Senior Research Fellow;
ORCID: 0000-0001-6389-4783;
Email: bezrogov@mail.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.