St. Tikhon’s University Review . Series IV: Pedagogy. Psychology

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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

1. Bezrogov V. (2016) “Uchebnik i ego istoriia kak predmet pedagogicheskogo issledovaniia” [Textbook and its history as a topic of a pedagogical study], in R. Boziev, V. Pichugina, V. Serikov (eds) Metodologiia nauchnogo issledovaniia v pedagogike [Methodology of a scientific study in pedagogy]. Moscow. Pp. 171–175.
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.
10. Bezrogov V., Makarevich G., Tendriakova M. (2013) “Pravilo v(z)gliada: k teorii semantikopedagogicheskogo analiza illiustratsii v uchebnike” [The rule of view: to the theory of semantic and pedagogical analysis of illustrations in the textbook], in N. Barannikova, V. Bezrogov, M. Kozlova (eds) “Kartinki v moem bukvare”: pedagogicheskaia semantika illiustratsii v uchebnike dlia nachal'noi shkoly [“Pictures in my ABC-book. Pedagogical semantics of illustrations in the textbook for primary school]. Moscow. Pp. 9–62.
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

*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.

By the mid-19th century, a children’s picture book had become a fairly widespread phenomenon in European publishing practice. Now an adult not only could read aloud for the child, but could also view pictures with the child, discuss their subjects, use visual images for teaching, developing and educating children. In addition to the traditional decorative function, book images acquired a didactic function. The interaction of verbal and visual narratives of a children’s book is studied in this article using an illustration from Die Kinderstube (Nursery, 1860) by the German artist Oscar Pletch. The article highlights characteristic features of the plot and its didactic orientation, i.e. emotional unity of an adult and children, attention to the text of the book, enlightenment, spiritual search of an infant and an adult. The work of Oscar Pletch is incorporated in the broader context of Biedermeier cultural era, when the values of family, home, and the interaction of adults and children prevailed. It was in this time that in Europe appeared special literature for parents, developed toy industry and emerged specifi c children’s fashion. In this discourse, Pletch’s book graphics are of particular importance, as they visibly reveal to adults “the spring world of childhood”. The article uses the method of analysis of a local case and creates a fi eld of an interdisciplinary study: pedagogical, philological, anthropological, and that of art criticism.

children literature, book graphics, illustration, text, image, Oscar Pletch, didactic function

1. Andert F. (2013) “Oscar Pletsch –– Zeichner der Kinderwelt”. Kötzschenbrodaer Geschichten, 59 (https://www.apotheke-radebeul.de/fi leadmin/user_upload/doc/apothekenspiegel/Koetzschenbrodaer_Geschichten_59.pdf , accessed 24.03.2020).
2. Bark J. (2001) Biedermeier und Vormärz/Bürgerlicher Realismus. Geschichte der deutschen Literatur, Bd. 3. Stuttgart.
3. Bochow F. “Pletsch, Oscar (Oskar)”, in Sächsische Biografi e, hrsg. vom Institut für Sächsische Geschichte und Volkskunde e. V. (http://saebi.isgv.de/biografi e/Oscar_Pletsch_(1830–1888), accessed 24.03.2020).
4. Füller K. D. (2005) Erfolgreiche Kinderbuchautoren des Biedermeier. Christoph von Schmid, Leopold Chimani, Gustav Nieritz, Christian Gottlob Barth. Frankfurt am Main.
5. Ivanova E. (2006) “Bidermeier: problema stilia” [Biedermeier: Problem of style]. Vestnik OGU, 9/1, pp. 167–168.
6. Vlasov V. (2004) “Biedermeier”, in Novyi entsiklopedicheskii slovar' izobrazitel'nogo iskusstva [New encyclopaedic dictionary of visual arts], vol. 2. St. Petersburg. Pp. 173–180.

Romashina Ekaterina

*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.

This article is an attempt to develop an understanding of characteristic features of scientific heritage of Vitaly Bezrogov (1959–2019), Doctor of Sciences in Education, Corresponding Member of the Russian Academy of Education, leading researcher of the Laboratory of History of Pedagogy and Education, Institute for Strategy and Theory of Education of Russian Academy of Education. The article deals with one direction of his academic work which related to the study of history of educational texts and to promoting historical and pedagogical sources in present-day study materials. One of the results of this study came to be making of tens of anthologies and collections of texts, in which Vitaly Grigoryevich was editor, translator, author of commentaries and introductions. The preparation of the anthologies had taken about twenty years and became a unique path of teaching/learning, the parts of which he went through with those who helped him in the work on these books. The author of this article was one of the members of an ad hoc research group that for the last three years had been preparing under guidance of Vitaly Grigoryevich a series of anthologies of Western pedagogical legacy in the framework of a special state assignment to the Institute for Strategy of Education Development of the Russian Academy of Education. The multidimensional character of this team’s work, in which about thirty people were involved, demonstrates a special approach to research, typical of Vitaly Bezrogov. His scientifi c life was a kind of anthology, and his colleagues and students entered it like diff erent but congenial texts.

anthology, apprenticeship, Vitaly Bezrogov, Institute for Strategy of Education Development of the Russian Academy of Education

1. Barannikova N., Bezrogov V. (eds) (2013) Uchitel' i uchenik: stanovlenie intersub’’ektnykh otnoshenii v istorii pedagogiki Vostoka i Zapada (tsivilizatsii Drevnosti i Srednevekov'ya): kollektivnaia monografiia [Teacher and student: Formation of intersubject relations in the history of pedagogy of the East and West (Civilisations of Antiquity and the Middle Ages)]. Moscow (in Russian).
2. Bezrogov V. (2008) Traditsii uchenichestva i institut shkoly v drevnikh tsivilizatsiiakh [Traditions of apprenticeship and the institution of the school in ancient civilisations]. Moscow (in Russian).
3. Bezrogov V. (2013) “Pedagogika uchenichestva v traditsionnom mire” [Pedagogy of apprenticeship in the traditional world]. Vestnik Vladimirskogo gosudarstvennogo universiteta im. Aleksandra Grigor'evicha i Nikolaia Grigor'evicha Stoletovykh. Ser.: Pedagogicheskie i psikhologicheskie nauki, 13/32, pp. 25–34 (in Russian).
4. Bezrogov V. (2017) “Antichnoe uchenichestvo v ponimanii Tsitserona i ego khristianskie interpretatory” [Ancient apprenticeship in the understanding of Cicero and his Christian interpreters]. Hypothekai, 1, pp. 162–190 (in Russian).
5. Bezrogov V. (2017) “Colloquium Harleianum kak uchebnyi tekst” [Colloquium Harleianum as an educational text], in Cursor mundi: chelovek Antichnosti, Srednevekov'ia i Vozrozhdeniia: nauchnyi al'manakh, posviashchionnyi problemam istoricheskoi antropologii [Cursor mundi: Man of Antiquity, Middle Ages, and Renaissance: A scientific almanac devoted to issues in historical anthropology]. Ivanovo, 9, pp. 6–21 (in Russian).
6. Bezrogov V. (2018) “Greko-latinskie shkol'nye dialogi kak uchebnye posobiia” [Graeco-Latin school dialogues as educational texts], in Poznanie pedagogicheskogo proshlogo: kontseptual'nye podkhody, metody izucheniia, issledovatel'skaia problematika: monografi ia [Cognition of the pedagogical past: conceptual approaches, methods of study, research issues: A monograph]. Moscow, pp. 166–190 (in Russian).
7. Bezrogov V. (2019) “Ot belykh klassnykh sten do voska na tablichkakh: obrazy shkoly v pozdneantichnykh uchebnykh tekstah” [From white classroom walls to wax on tablets: Images of school in Late Ancient educational texts]. Hypothekai, 3, pp. 223–249 (in Russian).
8. Bezrogov V. (2019) “Obrazovatel'nye prostranstva pozdnego Srednevekov'ia i rannego Novogo vremeni v nemetskoi istoriko-pedagogicheskoi nauke” [Educational spaces of the Late Middle Ages and Early Modern times in German history of education]. Istoriko-pedagogicheskii zhurnal, 1, pp. 155–177 (in Russian).
9. Bezrogov V. (ed.) (1997) Solomon i “literatura premudrosti” [Solomon and the “literature of wisdom”]. Moscow (in Russian).
10. Bezrogov V. (ed.) (2000) Kej-Kavus [Kay Kāvus]. Moscow (in Russian).
11. Bezrogov V. (ed.) (2002) Blazhennyi Avgustin [St. Augustine]. Moscow (in Russian).
12. Bezrogov V. (ed.) (2003) Religioznaia sotsializatsiia i konfessional'nyi konfl ikt: dokumenty i materialy [Religious socialisation and confessional confl ict: Documents and materials]. Taganrog (in Russian).
13. Bezrogov V. (ed.) Apostol Pavel i drugie ucheniki Khrista [Apostle Paul and other disciples of Christ]. Moscow (in Russian).
14. Bezrogov V., Matulis T. (eds) (1998) Ot glinianoi tablichki –– k universitetu. Obrazovatel'nye sistemy Vostoka i Zapada v epokhu drevnosti i srednevekov'ia [From the clay tablet to the university. Educational systems of East and West in the era of Antiquity and the Middle Ages]. Moscow (in Russian).
15. Bezrogov V., Pichugina V. (2017) “Antichnoe pedagogicheskoe nasledie v antologiiakh i khrestomatiiakh: na puti k tsifrovym istochnikam soderzhaniia obrazovanij a” [Classical Ancient pedagogical heritage in anthologies and text collections: On the way to digital sources of educational content], in Sbornik nauchnykh trudov mezhdunarodnoi nauchno-prakticheskoi konferentsii “Obrazovatel'noe prostranstvo v informatsionnuiu epohu” (EEIA-2017) [Collection of articles from the International Conference “Education Environment in the Information Age” (EEIA-2017)]. Moscow. Pp. 219–224 (in Russian).
16. Bezrogov V., Pichugina V. (2018) “Frantsuzskii opyt sozdaniia antologii po istorii pedagogiki” [French experience in creating anthologies on the history of pedagogy]. Otechestvennaia i zarubezhnaia pedagogika, 4/53, book 2, pp. 90–100 (in Russian).
17. Bezrogov V., Pichugina V. (2018) “Ramki dlia istoriko-pedagogicheskoi antologii, ili Skal'pel' Jellvuda Kabberli” [A framework for an anthology of the history of pedagogy, or Scalpel of Ellwood Cabberley]. Istoriko-pedagogicheskii zhurnal, 2, pp. 41–52 (in Russian).
18. Bezrogov V., Uvarov P. (eds) (1996) Poslushnik i shkoliar, nastavnik i magistr. Srednevekovaia pedagogika v litsakh i tekstakh [Novice and schoolboy, mentor and master. Mediaeval pedagogy in personalities and texts]. Moscow (in Russian).
19. Bezrogov V., Var'iash O. (eds) (1994) Antologiia pedagogicheskoi mysli khristianskogo Srednevekov'ia [Anthology of the pedagogical thought of the Christian Middle Ages]. Moscow (in Russian).
20. Fiialkovskii A. (2017) “Latinskii tekst “zvuchashchego alfavita” v Orbis sensualium pictus Ia. A. Komenskogo” [The Latin text of the “sounding alphabet” in Orbis sensualium pictus by Jan Amos Comenius]. Tsennosti i smysly, 4/50, pp. 136–156 (in Russian).
21. Krenshou D. (2018) “Tema priobreteniia znanii v “literature premudrosti” drevnego Vostoka” [The topic of acquisition of knowledge in the literature of wisdom of the Ancient East]. Tsennosti i smysly, 4/56, pp. 149–161 (in Russian).
22. Maso S. (2019) “Risk v obrazovatel'noi strategii Seneki” [The risk in the educational strategy of Seneca]. Tsennosti i smysly, 2/60, pp. 26–48 (in Russian).
23. Mitsis F. (2019) “Seneka o razume, pravilakh i nravstvennom razvitii” [Seneca on reason, rules, and moral development]. Tsennosti i smysly, 5/63, pp. 8–52 (in Russian).
24. Pichugina V. (2017) “Istoriia pedagogiki v soderzhanii vysshego pedagogicheskogo obrazovaniia v usloviiah formirovaniia novogo obrazovatel'nogo prostranstva” [The history of pedagogy in higher pedagogical education in the context of formation of a new educational space]. Obrazovanie i obshchestvo, 4/105, pp. 74–79 (in Russian).
25. Pichugina V. (2017) “Istoriia pedagogiki, sravnitel'naia pedagogika i pedagogicheskoe obrazovanie: problemy i perspektivy konstruktivnogo vzaimodejstviia” [The history of pedagogy, comparative pedagogy and teacher education: problems and prospects of constructive interaction]. Pedagogicheskii zhurnal Bashkortastana, 4/71, pp. 57–61 (in Russian).
26. Pichugina V. (2017) “Antichnoe pedagogicheskoe nasledie v soderzhanii vysshego pedagogicheskogo obrazovaniia” [Ancient pedagogical heritage in the content of higher teacher education]. Vestnik Tiumenskogo gosudarstvennogo universiteta. Gumanitarnye issledovaniia. Humanitates, 3/2, pp. 213–224 (in Russian).
27. Pichugina V. (2018) “Mnogogrannost' pedagogiki Avreliia Avgustina: postroenie paideii dlia khristianina” [The versatility of pedagogy by Aurelius Augustinus: The construction of a paideia for a Christian”]. Religiia. Tserkov'. Obshchestvo. Nauchnyi al'manakh, 4, pp. 198–210 (in Russian).
28. Pichugina V. (2019) “Antichnye teksty in statu quo: istoki zhanra pedagogicheskoi antologii kak formy istoricheskoi pamiati” [Ancient texts in statu quo: The origins of the pedagogical anthology genre as a form of historical memory]. Dialog so vremenem, 66, pp. 19–36 (in Russian).
29. Pichugina V. (2019) “«Litsom k litsu…»: k iubileiu V. G. Bezrogova” [“Face to face ...”: for the anniversary of Vitaly G. Bezrogov”]. Istoriko-pedagogicheskii zhurnal, 3, pp. 11–15 (in Russian).
30. Pichugina V. (ed.), Belenko A., Zianshina R. (transl.) (2019) Ibn Sukhnun. Kniga pravil povedeniia dlia uchitelei [Ibn Sukhunun. The book of rules of conduct for teachers]. Tsennosti i smysly, 3/61, pp. 118–137 (in Russian).
31. Pichugina V., Bezrogov V. (2017) “Pedagogical legacy of the Classical Antiquity in Anthologies and Source Books: Toward the Sources for Education’s Digital Content”, in 2017 International Conference “Education Environment for the Information Age” (EEIA-2017), Moscow, June 7–8, 2017, pp. 173–181.
32. Pichugina V., Bezrogov V. (2018) “Educational landscape of the past for future”, in 2018 International Conference “Education Environment for the Information Age” (EEIA-2018), Moscow, June 5–6, 2018, pp. 596–603.
33. Pichugina V., Bezrogov V. (eds) (2019) Antologiia pedagogicheskogo naslediia drevnei Gretsii i drevnego Rima [Anthology of the pedagogical heritage of Ancient Greece and Ancient Rome]. Moscow (in Russian).
34. Pichugina V., Bezrogov V., Volkova Ia. (2019) “Quotation as the basis for education: the experience of “Anthology” by Ioannes Stobaeus”, in 2019 International Conference “Education Environment for the Information Age” (EEIA-2019), Moscow, June 4–5, 2019, vol. LXIX, pp. 630–638.
35. Rybakov V. (2018) “Sbornik aforizmov ili kniga dlia nachal'nogo chteniia v shkole? Zhanrovoe svoeobrazie «Distikhov Katona»” [Collection of aphorisms or a book for primary reading at school? Genre originality of Distichs of Cato]. Otechestvennaia i zarubezhnaia pedagogika, 4/53, book 2, pp. 56–65.
36. Rybakov V. (2017) “Predislovie Ia. A. Komenskogo k ego uchebniku Vestibulum («Preddverie»)” [Foreword by Jan Amos Comenius to his textbook Vestibulum]. Otechestvennaia i zarubezhnaia pedagogika, 5, pp. 65–76.
37. Zhukov A., Kurovskaia Iu. (2018) “Vol'fgang Ratke «Vseobshchaia grammatika: v sootvetstvii s metodom prepodavaniia Ratikhiia»” [Wolfgang Ratke “Universal Grammar: In accordance with Ratichius’ teaching method”]. Tsennosti i smysly, 2/54, pp. 129–143 (in Russian).
38. Zianshina R. (2017) “Gumanisticheskii potentsial pedagogicheskoi mysli Islama” [The humanistic potential of Islamic pedagogical thought]. Problemy sovremennogo obrazovaniia, 5, pp. 9–15 (in Russian).
39. Zianshina R. (2017) “Pedagogicheskii potentsial islamskoi kul'tury” [The pedagogical potential of Islamic culture], in Metodologiia etnopedagogicheskogo issledovaniia: kollektivnaia monografi ia k 90-letiiu so dnia rozhdeniia akademika G. N. Volkova [Methodology of ethnopedagogical research: A collective monograph for the 90th anniversary of Academician Gennady N. Volkov]. Elista; Moscow. Pp. 47–50 (in Russian).
40. Zianshina R. (2019) “Gumanisticheskie idei prosvetitel'skogo dvizheniia Dzhadidov i ikh vozmozhnoe razvitie v sovremennom mire” [Humanistic ideas of the educational movement of the Jadids and their possible development in the modern world], in Istochniki issledovaniia o pedagogicheskom proshlom: interpretatsij a problem i problemy interpretatsii [Sources of research on the pedagogical past: interpretation of problems and problems of interpretation]. Moscow. Pp. 615–620 (in Russian).
41. Zianshina R., Belenko A. (2018) “Idei obrazovaniia v musul'manskom prave” [Ideas of education in Muslim law]. Pravo i obrazovanie, 5, pp. 72–83 (in Russian).

Pichugina Victoria

*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.

The article is devoted to humanist Vegio’s looks on the children’s behaviour in his pedagogical treatise “De educatione liberorum clarisque eorum moribus”. Vegio connects the children’s behaviour with the morality. Using classical and early-christian authores, also own observations, humanist describes diff erent species of the behaviour (in conversation, face’ expression, gestures, walk and another) and teaches to proper, free, and worthy behaviour. Vegio’s recommendations on the behaviour corresponded to his understanding of personality. External appearance and behavior of man in his treatise reflect with adequacy the traits of new type of personality which discussed and himself Vegio, and another humanists.

education, behavior, morality, appearance, personality, humanism

1. Gumanisty epokhi Vozrozhdeniia o formirovanii lichnosti. XIV–XVI vv. (2015) [The Humanists of the Renaissance epoch on formation of personality (14th — 16th centuries)]. Moscow; St. Petersburg (in Russian).
2. Ital'ianskie gumanisty XV v. o tserkvi i religii (1963) [Italian Humanists of the 15th century on church and religion]. Moscow. Pp. 55–99 (in Russian).
3. Reviakina N. (2016) “Nekotorye voprosy formirovaniia lichnosti v pedagogicheskom traktate ital'ianskogo gumanista Maff eo Vedzho” [Some issues in formation of personality in the pedagogical treatise of Maff eo Vegio]. Cursor mundi. Chelovek Antichnosti, Srednevekov'ia i Vozrozhdeniia. Nauchnyi al'manakh, posviashchennyi problemam istoricheskoi antropologii [Cursor mundi. Man in Antiquity, Middle Ages, and Renaissance. Scientific almanac devoted to issues in historical anthropology], 8, pp. 195–205 (in Russian).

Revyakina Nina

*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.

This article raises a question about to what extent grammatical and rhetorical education was available to women during Late Antiquity in the Latin West. The aim is to demonstrate that in Western Europe (Italy and Gaul are studied in the fi rst hand) of the turn of the 5th — 6th centuries, traditions of Roman social life were largely preserved. Available sources allow us to see that in aristocratic families girls were given at least grammatical education. Then, in the course of her life, a Roman matron could attain perfection in literature and rhetoric. It is known that women took part in exchanges of letters, pursued literary activities and cared for their children’s education. On the other hand, under the infl uence of Christianisation, the very foundation of education was changing, which manifested itself in addressing the Bible and patristic literature. Besides, through monasteries and monastery schools, an opportunity was being opened for a comparatively wide circle of commoners to obtain a basic education. Finally, the study of court culture (with Ravenna court of the Ostrogoths as an example) shows that traditions of Roman grammatical and rhetorical education were assimilated by the barbarian world through women. Ostrogoth princesses purposefully studied Latin, the basics of Roman versifi cation, and rhetoric. Following this, we can see not only the fact that women of Late Antiquity belonged to book culture, but also the fact that in society of that period there were changes, which were caused — sometimes primarily — by women. The conclusions of the article are based on analysis of the epistolary heritage of Ennodius, as well as on works of Flavius Cassidorus.

Late Antiquity, Latin West, school, women’s education

1. Aleksandrova T. (2015) “Imperatritsa Evdokiia i pochitanie Bogomateri v 5 veke” [Empress Eudocia and the cult of the Theotokos in the 5th century AD]. Cursor mundi, 7, pp. 88–95 (in Russian).
2. Bergh R. van den. (2000) “The role of education of women in Roman society and legal position of women in Roman society”. Revue Internationale des droits de l’Antiquité, XLVII.
3. Bezrogov V. (2008) Traditsii uchenichestva i institut shkoly v drevnikh tsivilizatsiiakh [Traditions of apprenticeship and the institution of school in ancient civilisations]. Moscow (in Russian).
4. Bolgova A. (2018) “Gipatiia i ee shkola v Aleksandrii (nachalo 5 veka)” [Hypatia and her school at Alexandria (early 5th century)”]. Problemy istorii, fi lologii, kul’tury, 1/59, pp. 184–196 (in Russian).
5. Bolgova A., Chueva Iu. (2017) “Edesiia — mat’ aleksandriiskogo neoplatonizma” [Edesia, the mother of Alexandrian Neoplatonism]. Nauchnye vedomosti BelGU. Seriia Istoriya. Politologiia, 8 (257)/42, pp. 30–33 (in Russian).
6. Brown P. R. L. (1961) “Aspects of the Christianization of the Roman aristocracy”. The Journal of Roman Studies, 51, pp. 6–7.
7. Donovan S. (2008) Hypatia: Mathematician, inventor, and philosopher. Mankato.
8. Hemelrjik E. A. (2004) Matrona Docta. Educated women in the Roman elite from Cornelia to Julia Domna. London.
9. Marrou H.-I. (1965) Histoire de l’Éducation dans l’Antiquité. Paris.
10. Nenarokova M. (ed.) (2017) «Vozliublyu slovo kak blizhnego»: uchebnyi tekst v pozdniuiu Antichnost' i rannee Srednevekov'e: issledovanie sostava shkol'nogo kanona 3–11 vv. [“I will love the word as the fellowman”: Educational text in Late Antiquity and Early Middle Ages: A study of composition of the school canon of the 3rd — 11th centuries]. Moscow (in Russian)
11. Riché P. (1962) Éducation et culture dans l’Occident barbare. VI-e – VIII-e siècles. Paris.
12. Shkarenkov P. (2004) Rimskaia traditsiia v varvarskom mire. Flavii Kassiodor i ego epokha [Roman tradition in the barbarian world. Flavius Cassiodorus and his era]. Moscow (in Russian).
13. Tyulenev V. (2016) “Traditsii greko-rimskoi obrazovannosti pri ostgotskom korolevskom dvore na rubezhe 5–6 vv.” [Traditions of Graeco-Roman education at the Ostrogothic royal court at the turn of the 5th — 6th centuries”]. Intelligentsiya i mir, 1, pp. 35–44 (in Russian).
14. Tyulenev V. (2019) Rimskaia shkola na pozdneantichnom Zapade (Iuzhnayia Galliia i Italiia v 5 — pervoi polovine 6 v.) [Roman school in Late Roman West (Southern Gaul and Italy at the turn of the 5th — 6th centuries)]. Ivanovo (in Russian).
15. Vitiello M. (2006) “‘Nourished at the breast of Rome’. The queens of Ostrogothic Italy and education of the Roman elite”. Rheinisches Museum für Philologie, 149, 3/4, pp. 398–401.
16. Yarbrough A. (1993) “Christianization in the fourth century: The example of Roman woman”, in D. Scholer (ed.) Women in Early Christianity. New York; London. Pp. 149–165.

Tyulenev Vladimir

*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.

This article deals with Scuola antica architettata all'Egiziana e alla Greca (“Ancient school built in Egyptian and Greek styles”) by the great Giovanni Battista Piranesi. The publication of “Opere Varia II”, which contains this engraving by Piranesi, cannot be dated precisely, but it is known that it appeared after 1761, despite the fact that it bears the date of 1750. This engraving refl ects the idea of an idealised ancient school, which, due to Piranesi, formed in Europe in the second half of the 18th century. Piranesi thought of the school as an open sacred temple of science placed in the centre of an ideal city. The article also identifi es sources for the “Ancient School” of Piranesi, which are architectural and artistic traditions from Antiquity to Early Modern Time. The article reveals the social aspect of Piranesi’s work, since his “Ancient School” focuses on the ideal of access to education for wider strata of population. The infl uence of this engraving by Piranesi was traced in the project of Etienne-Louis Boullée in the creation of the Royal Library (1784), which was an original look at the educational space of the library and demonstrated a striking resemblance to the interior of the “Ancient School”. Echoes of Etienne-Louis Boullée’s project are visible in the implementation of Moscow underground station Biblioteka imeni Lenina (Lenin Library).

ancient school, Piranesi, Boullée, Royal Library, engraving, educational space of 18th century

1. Bezrogov V. (2019) “Ot belykh klassnykh sten do voska na tablichkakh: obraz shkoly v pozdneantichnykh uchebnykh tekstakh” [From white class walls to wax on tablets: The image of school in educational texts of Late Antiquity]. Hypothekai, 3, pp. 223–249.
2. Davies P. et al. (2011) Janson's History of Art: The Western Tradition. Upper Saddle River.
3. Dobrovol'skaia M., Mozhaiskii A. (2012) Arkheologiia [Archaeology]. Moscow (in Russian).
4. Ficacci L. (2016) Giovanni Battista Piranesi. The Complete Etchings. Cologne.
5. Fontenrose J. (1998) Didyma: Apollo's Oracle, ult, and Companions. Berkeley.
6. Forster K. W. (1976) “The Palazzo Rucellai and Questions of Typology in the Development of Renaissance Buildings”. The Art Bulletin, 58/1, pp. 109–113.
7. Greaves A. M. (2002) Miletos. London.
8. Jacobs S. (2016) “Eisenstein’s Piranesi and Cinematic Space”, in D. De Meyer, B. Verschaffel, P.-J. Cierkens (eds) Aspects of Piranesi: Essays on History, Criticism and Invention. Ghent. Pp. 142–159.
9. Kavtaradze S. (2019) Anatomiia arkhitektury. Sem' knig o logike, forme i smysle [Anatomy of architecture. Seven books on logic, form and meaning]. Moscow (in Russian).
10. Lawrence A. W. (1996) Greek Architecture. New Haven.
11. Lukacher B. (2007) “Architecture Unshackled, 1790–1851”, in Nineteenth Century Art: A Critical History. London. Pp. 160–179.
12. Nielsen I. (2014) “Creating Imperial Architecture”, in R. Ulrich, C. Quenemoen (eds) A Companion to Roman Architecture. Malden. Pp. 47–50.
13. Panza P. (2009) “Piranesi e i faraoni”. Egyptian and Egyptological Documents, Archives, Libraries, 1, pp. 29–34.
14. Stamper J. W. (2014) “Urban Sanctuaries: The Early Republic to Augustus”, in R. Ulrich, C. Quenemoen (eds) A Companion to Roman Architecture. Malden. Pp. 207–227.
15. Summerson J. (2018) The Classical Language of Architecture. London.
16. Uspenskii V. (2012) Mif molodogo Piranezi: katalog vystavki «Dzhovanni Battista Piranezi. Dvortsy, ruiny i temnitsy» v Ekaterinburgskom muzee izobrazitel'nykh iskusstv 14 noyiabrya 2012 — 24 fevralia 2013 g. [The myth of the young Piranesi: Catalogue of the exhibition “Giovanni Battista Piranesi. Palaces, Ruins, and Dungeons” at Yekaterinburg Museum of Fine Arts, November 14, 2012 — February 24, 2013]; Ekaterinburg (in Russian).

Mozhajsky Andrej

*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.

This article presents a research project, the work on which the author of the article starts as part of a team of Russian historians, specialists in pedagogy, culturologists and sociologists. The project deals with the image of a city, especially the large one and/or a capital, in contrast to a provincial, small one, in educational literature of Early Modern and Modern Time. The source base is made up by books used in Russia, America, and German states in teaching literacy, arithmetic and several other subjects. The aim is to identify and systematise textual and visual representations of urban phenomena in relevant texts, conceptualise and analyse them, as well as to formulate hypotheses as to their functions. As an example of such work, this article analyses several German textbooks of the 1930s and 1940s which demonstrate various representations of both a specifi c city (Bremen) and generalises “large” and “small” cities.

history of education in Russia, history of education in Germany, history of education in USA, history of school, history of textbooks, primers, city, representation the city

1. Vsia Odeshchina. Adresnaia i spravochnaia kniga na 1926 god (1926) [The Entire Odessa Region. An Address and Reference Book for 1926]. Odessa (in Russian).
2. Barlösius E. (1997) Naturgemäße Lebensführung. Zur Geschichte der Lebensreform um die Jahrhundertwende. Frankfurt am Main.
3. Baumgartner J., Wedemeyer-Kolwe B. (2004) Aufbrüche, Seitenpfade, Abwege. Suchbewegungen und Subkulturen im 20. Jahrhundert. Festschrift für Ulrich Linse. Würzburg.
4. Breuer S. (2008) Die Völkischen in Deutschland. Darmstadt.
5. Breuer S. (2009) Anatomie der Konservativen Revolution. Darmstadt.
6. Eliseeva I., Gribova E. (eds) (2003) Sankt-Peterburg. 1703–2003: Iubileinyi statisticheskii sbornik. 2. [St. Petersburg. 1703–2003: An Anniversary Statistical Compendium]. St. Petersburg (in Russian).
7. Hubert M. (1998) Deutschland im Wandel: Geschichte der deutschen Bevölkerung seit 1815. Stuttgart.
8. Malakhov V., Stepanenko B. (2004) Odessa 1900–1920. Liudi… Sobytiia… Fakty… [Odessa 1900–1920. People... Events... Facts...]. Odessa (in Russian).
9. Matthes E. (2004) “Die Stadt im Schulbuch des Nationalsozialismus. Vortrag, gehalten auf der Jahrestagung der “Internationalen Gesellschaft für historische und systematische Schulbuchforschung“ am 24.09.2001”. Paedagogica Historica, 45, pp. 37–49.
10. Roland-Fibel (1935). Erstes Lesebuch für die Bremer Jugend. Mit Bildern von Ernst Kutzer. Bremen.
11. Weißler S. (2001) Fokus Wandervogel. Der Wandervogel in seinen Beziehungen zu den Reformbewegungen vor dem Ersten Weltkrieg. Marburg.
12. Zimmel' G. (2002) “Bol'shie goroda i dukhovnaia zhizn'” [Large cities and mental life]. Logos, 3 (34), p. 1 (in Russian).

Levinson Kirill

*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 is supported by the Russian Foundation for Basic Research, grant #20-013-00227 "The Representation of Capital Cities in late 18th and 19th c. National Pedagogical Literatures: A Study in Comparative Pedagogy"

This article studies main tactics and practices of the Soviet government aimed at eradicating religious consciousness and religious attitudes among Tatar schoolchildren in the 1920s — early 1930s. Special attention is paid to the specifi city of implementation of the decree of the Council of People’s Commissars’ (Rus. Совет народных комиссаров) “On freedom of conscience, church and religious societies” (January 20, 1918) in Kazan Guberniya (since 1920, Tatar Autonomous Soviet Socialist Republic) aimed at superseding of the Tatar religious school by the Soviet national school of the new type. Drawing on regulatory documents, the article traces main stages in the solution to this problem, including fl uctuations in the course conditioned by the development of the general political situation in the country which were totally in line with the relationship between the state and the church in Soviet Russia of the studied period. The article also emphasises the meaning of the “graphic reform” of 1927 which established Yanalif, i.e. the Latin alphabet as the offi cial Tatar writing system, in eliminating Muslim national education in Soviet Tataria. The article studies the specifi city of the early Soviet essayism and textbooks for the Soviet Tatar school and, particularly, of ABC-books in non-religious education of Tatars. It identifi es the transition from nonreligious to antireligious education of Tatar schoolschildren that took place at the turn of the 1920s — 1930s. It outlines main directions of antireligious work among Tatar children and teenagers. It analyses antireligious methodological literature in the Tatar and Russian languages designed for those in charge of antireligious work in the Tatar school of the 1st and 2nd grades. It identifi es the role and determines the place of certain Tatar- and Russian-language magazines for adults and children, i.e. Фен hем дин, Oktеbr balasь, Юные безбожники (Rus. ‘Adolescent atheists’) which contained both instructive guidelines for adults and stories for children as well as information on results of antireligious work in various locations in educating the younger generation. It makes a conclusion about contradictions between antireligious practices, forcibly introduced in the Soviet Tatar school in the late 1920s — early 1930s, and religious family practices as a characteristic feature of “religious socialisation” of a Tatar child.

Soviet national educational policy, Soviet confessional policy, Tatar national school, “non-religious” education, antireligious education, young atheists, Yanalif, antireligious literature, Kazan Guberniya, TASSR, 1920s — early 1930s

1. Adibekov G. (ed.) (2000) Politbiuro TsK-RKP(b) — VKP(b). Povestki dnia zasedanii. 1919−1952 [Politbureau of the Central Committee of the RCP(b) — CPSU(b). Meeting agendas. 1919−1952]. Moscow (in Russian).
2. Agiev F., Ibragimov G. (1924) Kyzyl joldyz [Red Star]. Moscow (in Tatar).
3. Alekseev V. (1991) Illiuzii i mify [Illusions and myths]. Moscow (in Russian).
4. Antireligioznoe vospitanie i uviazka ego s programmami GUSa v natsmenskoi shkole I stupeni (1929) [Antireligious education and linking it with programmes of the GUS in the national school of the 1st grade]. Kazan (in Russian).
5. Bezrogov V. (2006) “Mezhdu Stalinym i Khristom: religioznaia sotsializatsiia detei v sovetskoi i postsovetskoi Rossii (na materialakh vospominanii o detstve)” [Between Stalin and Christ: Religious socialisation of children in Soviet and Post-Soviet Russia (based on materials of memoirs about childhood)”]. Antropologicheskii forum, 4, pp. 130–162 (in Russian).
6. Beliaev E. (1932) “Protiv Kurban-Bairama” [Against Kurban-Bairam]. Iunye bezbozhniki, 3, pp. 15−16 (in Russian).
7. Gai M. (1932) “My khotim uchit’sia, a ne molit’sia” [We want to learn, not to pray]. Iunye bezbozhniki, 7−8, pp. 31−33 (in Russian).
8. Ibragimov G. (1930) Kak vesti antireligioznoe vospitanie v sovetskoi natsional’noi shkole (Instruktivnoe pis’mo) [How to conduct antireligious education in Soviet national school (Letter of guidelines)]. Moscow (in Russian).
9. Kurbangaliev M. (1912) Tatar ‚lifbasy [Tatar primer]. Kazan (in Tatar).
10. Liutsyk (1932) “Uraza i deti” [Uraza and children]. Iunye bezbozhniki, 11−12, pp. 12−14 (in Russian).
11. Medvedkova N. (1932) “Tsarskaia gramota” [The Tsar Charter]. Iunye bezbozhniki, 3, pp. 26−28 (in Russian).
12. Minnullin I. (2002) “Delo ‘nelegal’nogo medrese’ v Kazani. 1927−1928 gg.” [The Case of the ‘illegal madrassah’ in Kazan. 1927−1928”]. Gasyrlar avazy — Ekho vekov, 3−4, pp. 110−117 (in Russian).
13. Mukhamadeeva L., Faizullin A. (2019) “Antireligioznaia politika v Tatarstane (1920−e gg.)” [Antireligious policy in Tatarstan (1920s)]. Minbar. Islamic Studies, 12 (2), pp. 438−450 (in Russian).
14. Nabiev R., Gafarov A., Ibragimov R. (2013) Gosudarstvenno-konfessional’nye otnosheniia v Rossii [State-confessional relations in Russia]. Kazan (in Russian).
15. Odintsov M. (ed.) (2017) Konfessional’naia politika sovetskogo gosudarstva 1917−1991: dokumenty i materialy v 6 t. Т. 1. Kn. 3 [Confessional policy of the Soviet state. 1917−1991: Documents and materials in 6 vols. Book 3]. Moscow (in Russian).
16. Saifi-Kazanly F. (1922) Din bel‚n nichek k‡r‚sherg‚ [How to struggle with religion]. Kazan (in Tatar).
17. Saifi-Kazanly F. (1927) Tatar dine [Tatar religion]. Kazan (in Tatar).
18. Salnikova A., Galiullina D. (2014) Tatarskaia “Alifba”. Natsional’nyi bukvar’ v mul’tikul’turnom prostranstve (konets XIX — nachalo XXI vv.) [Tatar “Alifba”. National primer in a multicultural space (late 19th — early 21st centuries)]. Мoscow (in Russian).
19. Salnikova A., Galiullina D. (2016) “The Revolution and the National Primer: the Tatar ‘Alifba’ of the 1920s — early 1930s”. History of Education & Children's Literature, 11 (1), pp. 61−78.
20. Shaidullin R., Abliazov K. (2004) Musul’manskoe religioznoe obrazovanie v derevne Tatarstana (1917−1929 gg.). [Muslim religious education in the village of Tatarstan (1917−1929). Kazan (in Russian).
21. Suleimanov R. (2015) “Soiuz voinstvuiuschih bezbozhnikov v Tatarskoj ASSR v 1920-e gg.” [Union of militant atheists in Tatar ASSR in the 1920s]. Musul’manskii mir, 2, pp. 16−52 (in Russian).
22. Sultanov F. (ed.) (1998) Iasykovaia politika v Respublike Tatarstan. Dokumenty i materialy (20−30 gg.) [Language policy in the Republic of Tatarstan. Documents and materials (20‒30s)]. Kazan (in Russian).
23. Tatar ‚lifbasy (1922) [Tatar primer]. Kazan (in Tatar).
24. Tserkov’ i shkola: Tematicheskaia publikatsiia dokumentov [Church and school: Thematic publication of docunents]. Мoscow (in Russian).

Salnikova Alla

*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.

Galiullina Dilyara

*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.

Knowledge of natural sciences for children was transmitted not only in a school textbook, but also in fi ction. Literature about animals was always in the focus of pedagogical attention, which was being formed both under the infl uence of evolution of methodological thought about methods and content of natural-scientifi c education, and to a certain extent due to transient ideological, and even political, reference points and dominating views. In the early 20th century, fi ction about animals was mostly represented by translated literature and to a lesser extent by texts of Russian authors. Those educationalists who evaluated this sphere of children’s literature argued in favour of decreasing anthropomorfi sm and increasing the realistic element. These demands accorded with the development of biological trend going on in Russian methodology of natural science of that time. Vitaly Bianki’s work met this requirement to the fullest extent. At the same time, Vitaly Bianki’s innovation was in creating a new narrative structure for the text about animals, cf. montage-like organisation of composition of the “Forest Newspaper” (Rus. Лесная газета). He combined various genres in a single book, where fragments of the natural world acquired a unity. The book was created according to the principle of contrastive montage, and Vitaly Bianki was the fi rst author who used this instrument in children’s fiction. Constructing the landscape by combining several scenes into a cohesive frame allows one to look at this book in the context of avant-garde literary experiments.

fiction about animals, Vitaly Bianki, criticism of children’s literature, teaching natural science, anthropomorphism, montage

1. Alekseeva A. (1933) “Slovom i kist'iu (Charushin E. «Volchishko i drugie»)” [By word and brush (Charushin E. “Little Wolf and others”)]. Detskaia i iunosheskaia literatura, 9, pp. 18–19 (in Russian).
2. Bezrogov V. (2012) “Vizual'nye obrazy detstva v uchebnikakh po chteniiu: vozmozhnosti semantiko-pedagogicheskogo podkhoda” [Visual images of childhood in reading textbooks: The possibilities of a semantic and pedagogical approach]. Mirovaia slovesnost' dlia detei i o detiakh. Moscow. Pp. 190–197 (in Russian).
3. Bezrogov V., Makarevich G. (2011) “Ideia modernizatsii v detskikh vizual'nykh obrazakh: bukvari 1930-kh gg.” [The idea of modernisation in children's visual images: ABC-books of the 1930s], in T. Markarova, V. Bezrogov (eds) Bukvar' — eto molot. Uchebniki dlia nachal'noi shkoly na zare sovetskoi vlasti, 1917–1932 gg. [ABC-book is a hammer. Textbooks for primary school at the dawn of the Soviet state, 1917‒1932]. Moscow. Pp. 125–132 (in Russian).
4. Bezrogov V., Makarevich G. (2011) “Rol' vizual'nogo v modelirovanii uchebnoi knigi: traditsii i novatsii sovremennoi pedagogiki” [The role of the visual in modelling a textbook: Traditions and innovations of modern pedagogy]. Pedagogika i psikhologiia v Rossii: vchera, segodnia, zavtra. Aleisk; Barnaul. Pp. 65–70 (in Russian).
5. Bezrogov V., Tendriakova M. (2017) “Chto nemtsu dialog, to russkomu uchitel': ot “Estestvennoi istorii” G. K. Raff a k “Detskomu miru” K. D. Ushinskogo” [“What is a dialogue for the German, is a teacher for the Russian”: From G. K. Raff ’s “Natural History” to the “Children's World” by K. D. Ushinsky]. Psikhologo-pedagogicheskii poisk, 3/43, pp. 59–71 (in Russian).
6. Bezrogov V., Tendriakova 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 a joy of science for the German, is a concern for existence for the Russian: from G. K. Raff ’s “Natural History” to the “Children's World” by K. D. Ushinsky]. Psikhologo-pedagogicheskii poisk, 4, pp. 22–32 (in Russian).
7. Bezrogov V., Kurovskaia Iu., Levinson K. (2017) “Pictura et educatio v preddverii Komenskogo: illiustratsiia mezhdu drobnost'iu i tselostnost'iu v zapadnoevropeiskikh uchebnikakh nachala XVII veka” [Pictura et educatio on the eve of Comenius: An illustration between fragmentation and integrity in Western European textbooks of the beginning of the 17th century]. Psikhologo-pedagogicheskii poisk, 2/42, pp. 26–44 (in Russian).
8. Bezrogov V., Tendriakova M. (2018) “«Gab ihnen der liebe Gott…»: ili Bog i priroda v nemetskikh i russkikh uchebnikakh” [‘Gab ihnen der liebe Gott…’: God and nature in German and Russian textbooks]. Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Ser. 4: Pedagogika. Psikhologiia, 48, pp. 19–48 (in Russian).
9. Chertova S. (1924) “Retsenzii o knigakh dlia detei doshkol'nogo i shkol'nogo vozrasta” [Book reviews for children of preschool and school age]. Na tret'em fronte, 1/4, pp. 77–82 (in Russian).
10. Grodenskii G. (1972) “Bianki Vitalii Valentinovich”, in Bianki V. Sobranie sochinenii v 4-kh t. Leningrad. Pp. 5–18 (in Russian).
11. Iakhontov A. (1929) “Svezhaia struia v nashei detskoi zoobelletristike (O knizhkakh Vitaliia Bianki)” [A fresh stream in our children's animal fi ction (About Vitali Bianki's books)]. Kniga detiam, 4–5, pp. 47–52 (in Russian).
12. Kasatkina N. (1928) “Predel dopustimosti antropomorfi zma v detskoi knizhke” [The tolerance limit of anthropomorphism in a children's book]. Kniga detiam, 2, pp. 4–6 (in Russian).
13. Khanzen-Leve O. (2001) Russkii formalizm. Metodologicheskaia rekonstruktsiia razvitiia na osnove printsipa ostraneniia [Russian formalism. Methodological reconstruction of its development from the principle of alienation]. Moscow (in Russian).
14. Kondakov V. (1924) “Knigi Vitaliia Bianki” [Books by Vitali Bianki]. Na tret'em fronte, 1/4, p. 82 (in Russian).
15. Kukulin I. (2015) Mashiny zashumevshego vremeni: kak sovetskii montazh stal metodom neofi tsial'noi kul'tury [Machines of noisy time: How the Soviet montage became a method of unoffi cial culture]. Moscow (in Russian).
16. Lebedev V. (1934) “Vitalii Bianki” [Vitaliy Bianki]. Literaturnaia gazeta, 10 May, p. 2 (in Russian).
17. Prushitskaia R. (1928) “Predely antropomorfi zma v detskoi knizhke” [The limits of anthropomorphism in a children's book]. Kniga detiam, 3, pp. 4–5 (in Russian).
18. Raikov B. (1960) “O russkom biologicheskom napravlenii” [About the Russian biological direction], in Puti i metody naturalisticheskogo prosveshcheniia [Paths and methods of naturalistic education]. Moscow. Pp. 380–394 (in Russian).
19. Savvin N. (1921) “Ocherki detskoi literatury. Zoologicheskaia belletristika” [Essays on children's literature. Animal fi ction]. Pedagogicheskaia mysl', 9–12, pp. 1–11 (in Russian).
20. Sergeeva E. (1933) “Bianki V. Rasskazy ob okhote” [Bianki V. Stories about hunting]. Detskaia i iunosheskaia literatura, 3, pp. 5–7 (in Russian).
21. Shteinberg E. (1933) “...put' Vitaliia Bianki” [...path of Vitaly Bianki]. Detskaia i iunosheskaia literatura, 10, pp. 1–4 (in Russian).
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23. Ushakin S. (2019) “Aeroplan vmesto krestika, ili Kak rabotat' glazu” [Airplane instead of a cross, or How the eye should work]. Detskie chteniia, 16/2, pp. 8–25 (in Russian).

Maslinskaya Svetlana

*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.

This article studies the classical ancient (in particular, Platonic) idea of “care for oneself” in its contradictory relation to Protagoras’ thesis about “man as a measure of things”. With regard to the principle of “man-measure”, the idea of “care for oneself” reveals a rather signifi cant extension, i.e. man comes to be a problematic place of conjoining of various cares, i.e. the “small” care for oneself and the “big” one, not for oneself but for others and for the world (clearly including polis-related/political conditions of existence, and much more). Following this, the thesis about man as “measure of things” and the idea of “care for oneself” should be dealt with in their mutually conditioning unity. The article attempts to demonstrate that this interpretation of care for oneself was, in fact, predetermined by Heidegger's understanding of “Protagoras’ thesis” (undertaken in the “Supplements” to the “Time of the World Picture” and “European Nihilism”). Later, it was developed by V. Bibikhin (in particular, in his course “Possession”) in his interpretations of Plato’s Alcibiades I. At the same time, the article notes that the complex connection between the principle of self-care with the principle of “man as measure” was practically unused by M. Foucault.

man as measure, self-care, self-own, epimeleia, epimeleia heautou, M. Heidegger, V. Bibikhin, M. Foucault, H. Arendt, T. Vasil'eva

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Asoian Iulii

*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.