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Чмелева Е. В. Взгляды М. М. Манасеиной на религиозное воспитание // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2013. Вып. 2 (29). С. 89-98.
This article analyses pedagogical conception by M. M. Manaseina. Some elements of the theory can used in school education of today. Pedagogical theory and practice of nowadays needs M. M. Manaseina's brilliant ideas
history of pedagogy, pedagogical system of M. M. Manaseina, faith and science
1. Ushinskij K. D. Pedagogicheskie sochinenija (Pedagogical Works), Moscow, 1988, vol. 1.
2. Metod nauchnoj pedagogiki Marii Montessori (Method of Scientifical Pedagogics of Maria Montessori), Kiev, 1993.
Прокофьева Е. А., Чмелева Е. В. Взгляды Н. И. Пирогова на воспитание детей // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2013. Вып. 4 (31). С. 102-112.
The article analyzes some pedagogical ideas of an outstanding surgeon, pedagogue, supervisor of the Kiev and Odessa educational districts N. I. Pirogov, expressed by him in his works: a view on the early specialization of children, an attitude to punishments in general and to corporal punishments, in particular, an argument about the moral principle in the upbringing, the study of children's nature and others. The ideas, expressed by N. I. Pirogov in the works considered in this article, do logically continue his pedagogical theory to be found in his fundamental and programme-aimed work "Problems of Life". The aim of the Russian Pedagogy and the Russian School has always been upbringing of a Person, being able to subjugate the material side of Life to the side of Life, moral and spiritual. Being engaged in the school problems in practice as a supervisor of the educational districts, N. I. Pirogov was a categorical opponent of corporal punishments, quite justifiably considering that a fear of such humiliates the pupil, causing him to be irresponsible for his deeds, but rather to lie and use every subterfuge, what leads to a great damage of an upbringing of Man within a man. Likewise the early specialization of schoolchildren doesn't lead to the main aim of Pedagogy, as it primarily is aimed at career achievements and detriments the child's spiritual development. N. I. Pirogov was one of the first researchers to express a thought, worth of being recollected today: youth requires a respectable, dearing, and sensitive attitude to itself; every student is very individual, and the task of the teacher is to understand this individuality. The pedagogical heritage of N. I. Pirogov has not lost its importance till to-day and may be of a considerable interest for the theory and practice the modern Pedagogy.

Prokofeva Elena Anatolyevna
Chmeleva Elena Viktorovna
Чмелева Е. В. Отечественные педагоги конца XIX в. об обучении детей языкам // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2015. Вып. 2 (37). С. 72-79. DOI: 10.15382/sturIV201537.72-79
In article the early pilot studies in the field of training of children of early and preschool age in the languages, presented in I. A. Sikorsky and M. M. Manaseina's concepts are analyzed. National teachers of the late nineteenth century gave a scientifi c justification of the importance of learning languages for child development, showed the ratio of thinking and speech, opened the question of «competition» native language with a foreign language in the field has not yet fully formed thought processes, identifi ed the principles and methods of language teaching, it was determined the child's ability for languages. And one more important conclusion to which they came the scientists: a pedagogical complexity of solving this problem requires treatment to related Sciences physiology, psychology, experimental pedagogy, philosophy and cultural studies. The pedagogical heritage of these scientists didn't lose the relevance and can be of interest to modern teachers, in practice solving problems of training of children to native and foreign languages.
Keywords: the pedagogical theory, I. A. Sikorsky, M. M. Manaseina, early training in languages, a ratio of the speech and thinking, a native and foreign language, methods of training in the languages, optimum age for training in foreign languages.

1. Belenchuk L. N., Prokof'eva E. A., Chmeljova E. V. 2012 “Razvitie idej M. V. Lomonosova v otechestvennoj pedagogike XIX v.” (Development of Ideas of M. V. Lomonosoc in Russian Pedagogic of XIX Century), in Pedagogika, 2012, vol. 2, pp. 86–94.
2. Kudrjavcev V. T. 2001 “Issledovanija detskogo razvitija na rubezhe dvuh stoletij” (Studies on Children Develoopment at Turning Point of Two Centuries), in Voprosy psihologii, 2001, vol. 2, pp. 3–21.
3. Lombina T. N., Luksha V. G. 2010 “Psihologicheskie osobennosti rechevogo razvitija doshkol'nikov v situacii bilingvizma” (Psychological Features of Speech Development of Preschool Children in Situation of Bilinguism), in Detskij sad ot A do Ja, 2010, vol. 5, pp. 80–85.
4. Protasova E. Ju. Deti i jazyki: organizacija zhiznedejatel'nosti detej v dvujazychnom detskom sadu (Children and Languages: Organization of Vital Activity of Children in Bilingual Kindergarten), Moscow, 2008.
5. Frumkina R. M. Psiholingvistika: Uchebnik (Psycholinguistic: Textbook), Moscow, 2001.
6. Chmeljova E. V. Pedagogika doshkol'nogo detstva v Rossii konca XIX — nachala XX v.: istoriko-pedagogicheskij ocherk (Pedagogic of Preschool Childhood in Russia of End of XIX — Begin of XX Century: Historical-Pedagogical Survey), Smolensk, 2008.
Чмелёва Е. В. Авторы сборника «Вехи» и К. Н. Вентцель о формировании творческого самосознания личности // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2018. Вып. 49. С. 119-126. DOI: 10.15382/sturIV201849.119-126
This article analyses the views of the authors of the collection of papers Vekhi (“Milestones”) and the views of K. N. Wentzel on the choice of the way to reform Russia and to educate the new man. The turning to the topics of the Vekhi is connected in this context with the fact that spiritual quests of Russian philosophers of the early 20th century (N. Berdyaev, S. Bulgakov, M. Gershenzon, B. Kistyakovsky, P. Struve, S. Frank, A. Izgoev) and of K. Wentzel coincided in time. It was a logical consequence rather than a mere coincidence. A comparison of their ideas as to education and upbringing shows a striking similarity of their views, observations and conclusions. They gave an accurate diagnosis of social and moral diseases of intelligentsia and young intellectuals and identifi ed the directions of spiritual quests for positive life-building goals. Despite all the diff erence in the world outlook of these thinkers, their quests were built on the same grounds, namely on the foundation of spiritual transformation of the growing personality. They related the outcomes of educations to the infl uence of the family, school, social milieu. Up to now, the ideas proposed by them are relevant to our society and pedagogy.
history of national pedagogy, early 20th century, Vekhi, K. N. Wentzel, education, creative self-consciousness
  1. Vehi. Intelligencija v Rossii: sb. st. 1909–1910, Moscow, 1991.
Chmeleva Elena
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Smolensk State University; 4 Przevalskogo street, Smolensk 214000, Russian Federation;
Post: Professor;
ORCID: 0000-0001-8775-9535;
Email: Elenaviktoria@yandex.ru. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.