Introduction.
Relevance. The rapidly changing socio-economic phenomena that are occurring today throughout the world, and the problems that people will need to solve in the new 21st century, require the search for unconventional ways to improve the fundamental factors that have a special impact on the development of each individual person. These factors include the education system in general and vocational education in particular.
Vocational education is one of the fundamental individual rights enshrined in the Universal Declaration of Human Rights. The domestic system of vocational education is currently undergoing serious changes. They are due to the changing sociocultural situation, orientation towards universal ideals, reform of the entire education system, which is characterized by a change in paradigms and educational technologies. A natural consequence of this is a revision of the place and role of vocational education in the country’s educational system, the idea of optimizing its structure and management, the formation of a personally oriented pedagogical process, its content, forms, methods and technologies.
In this regard, the study and rethinking of historical experience is of particular importance, since the accumulated positive ideas of progressive teachers of the past, the experience of the activities of vocational educational institutions and their governing bodies will make it possible to critically comprehend and borrow all the most advanced for the further improvement of the vocational education system. Conceptually holistic generalization and systematization, identification of leading trends in the development of the vocational education system should serve as a scientific basis for an objective assessment of its current state and determination of prospects.
The purpose of our research is to reveal the historical and pedagogical development of higher pedagogical education in Bashkiria.
The object of our research includes higher pedagogical education.
The subject of our research is the process of formation and development of higher pedagogical education.
In accordance with the purpose, object, subject of research, the following tasks are distinguished:
1) reveal and characterize the features of the formation of the first higher pedagogical education in Bashkiria;
2) use historiographic and archival-bibliographic methods;
3) summarize the literature studied.
The following methods were used in the study: theoretical (analysis, synthesis, abstraction, generalization, systematization); archival and bibliographic (bibliography).
The theoretical significance of our course work lies in the generalization, comprehension and evaluation of past experience, revealing the specifics of the development of higher pedagogical education based on historical and pedagogical aspects and various research methods.
Chapter. History and development of education in Bashkiria.
1.1. Concept of education.
Any society exists only on the condition that its members follow its accepted values and norms of behavior, determined by specific natural and socio-historical conditions. A person becomes an individual in the process of socialization, thanks to which he acquires the ability to perform social functions. Some scientists understand socialization as a lifelong process, linking it with a change in place of residence and group, and marital status, and with the advent of old age. Such socialization is nothing more than social adaptation. However, socialization does not end there. It involves development, self-determination, and self-realization of the individual. Moreover, such problems are solved both spontaneously and purposefully, by the entire society, by institutions specially created for this purpose, and by the individual himself. This purposefully organized process of managing socialization is called education, which is a complex socio-historical phenomenon with many sides and aspects, the study of which, as already noted, is carried out by a number of sciences.
The concept of "education" (similar to the German "bildung") comes from the word "image". Education is understood as a unified process of physical and spiritual development of the individual, a process of socialization, consciously oriented towards some ideal images, towards social standards historically recorded in the public consciousness (for example, a Spartan warrior, a virtuous Christian, an energetic entrepreneur, a harmonious developed personality). In this understanding, education acts as an integral aspect of the life of all societies and all individuals without exception. Therefore, it is, first of all, a social phenomenon, which is a purposeful process of education and training in the interests of the individual, society and the state.
Education has become a special sphere of social life from the time when the process of transferring knowledge and social experience stood out from other types of life activity of society and became the work of persons specially engaged in training and education. However, education as a social way of ensuring the inheritance of culture, socialization and personal development arises along with the emergence of society and develops along with the development labor activity, thinking, language.
Scientists studying the socialization of children at the stage of primitive society believe that education in that era was woven into the system of social and production activities. The functions of training and education, transmission of culture from generation to generation were carried out by all adults directly in the course of introducing children to the performance of labor and social duties.
Education as a social phenomenon is, first of all, an objective social value. The moral, intellectual, scientific, technical, spiritual, cultural and economic potential of any society directly depends on the level of development of the educational sphere. However, education, having a social nature and historical character, in turn, is determined by the historical type of society that implements this social function. It reflects the tasks of social development, the level of economy and culture in society, the nature of its political and ideological attitudes, since both teachers and students are subjects of social relations. Education as a social phenomenon is a relatively independent system, the function of which is the systematic training and education of members of society, focused on mastering certain knowledge (primarily scientific), ideological and moral values, abilities, skills, norms of behavior, the content of which is ultimately determined socially -economic and political system of a given society and the level of its material and technical development.
Education as a social phenomenon is also a system, which is characterized by the presence of invariant qualities inherent both to it as a whole and to each component. Such qualities include: flexibility, dynamism, variability, adaptability, stability, predictability, continuity, integrity (B. G. Gershunsky).
1.2. Characteristics of the historiography of vocational education in Bashkiria.
The first researchers of the Soviet period covering the history of education in Bashkiria included Sh.K.Abzanov, G.Gazizov, G.Ibragimov, A.Salazkin and others. Their works were distinguished by their straightforwardness and categorical assessments, and touched upon certain problems of primary Russian-language and Muslim schools . There are no special studies that address issues of vocational education.
Since the mid-30s, dissertations and monographs of a historical and pedagogical nature have appeared that analyze the formation and development of primary schools in the region. One of the first in this series was K. Idelguzhin’s dissertation “On the Question of the History of the Bashkir School,” written in 1935. In the 40s, A.K. Rashitov’s work “Primary School of Bashkiria for XX Years” was published. Dissertations by A.A. Enikeev “Russian-Bashkir primary school in pre-revolutionary Bashkiria.” N.A. Selezneva “Non-Russian schools in Bashkiria in the second half of the 19th century and the beginning of the 20th century.” Monograph by A.F. Efirov “Non-Russian schools of the Volga region, the Urals and Siberia.” In the studies of the 30-40s, there was a noticeable increase in the scientific level; they widely used printed and archival materials.
Since the mid-50s, there has been a noticeable desire for a systematic study of the history of public education, expanding the topics and source base of research. The works of this period include publications by S.R. Alibaeva, A.Kh. Vildanova, T.M. Mamleeva, A.Kh. Makhmutova, S.M. Mikhailova, F.Kh. Mustafina, G.S. Kunafina, G.N. Fatikhova, A.I. Kharisova, B.Kh. Yuldashbaeva. Their works are devoted, first of all, to state general education, individual religious educational institutions, as well as the pedagogical views of specific educators. The authors use rich statistical and analytical material, but they also lack general studies on the history of vocational education in the region.
The ideological attitudes and methodological approaches of the Soviet period did not allow researchers to fully illuminate the positive contribution accumulated by vocational education and made by it to the development of all education of the pre-revolutionary period. This has become an obstacle to more complete and effective use positive experience in the Soviet education system.
The modern period is quite productive in the formation of scientific knowledge about the history of education of pre-revolutionary Bashkiria. The research of this group includes the works of: G.B. Azamatova, R.Z. Almaeva, L.Ya. Aminova, Z.Yu. Akhmadeeva, R.S. Ayupova, I.N. Baisheva, M.M. Bikbaeva, M.G. Valeeva, Yu.V. Ergina, G.D. Irgalina, F.S. Iskhakova, I.P. Malyutina, S.G. Mirsaitova, L.Sh. Suleymanova, R.A. Utyabai-Karimi, M.N. Farkhshatova, G.Kh. Khairullina and others. A positive role in understanding the history of education is played by the publication of the republican encyclopedia, which reflects certain information about the professional sector of the education system.
A historiographic review indicates that the history of education in Bashkiria has not been deprived of attention from researchers representing a very wide range of humanitarian knowledge. But, despite this, historiography does not provide an exhaustive answer to many questions of a theoretical and specific historical nature. There is not a single generalizing work in the research that would specifically and systematically examine the history of vocational education of the indicated period.
1.3. History and dynamics of development of higher pedagogical education in Bashkiria.
On March 7, 1906, the City Duma heard a report from the Ufa City Council on filing a petition to transfer the Office of the Orenburg Educational District to Ufa and to open a teacher's institute in the city.
Both events, of course, were beneficial from the point of view of better organization and development of the cause of public education in the Ufa province. During their discussion, the issue of locating the district office was generally resolved relatively simply: the Ufa Secondary School, without any practical inconvenience, could initially allocate the necessary premises for this purpose.
It turned out to be more difficult to resolve the issue of constructing a building for the teachers' institute, since the city treasury was virtually empty. The government saw its contribution to the opening of the institute of government in Ufa only in the real possibility of free allotment of the necessary urban territory for the construction of a building. Sharing the conclusion of the council and approving the report presented by it, the City Duma determined “to instruct the council to initiate, in accordance with the established procedure, a petition for the transfer of the Orenburg District Administration to Ufa and for the opening of a teacher’s institute in the city.”
When considering the initiative of the district trustee, the Ufa Provincial Zemstvo Assembly of Nobles and Assessors went much further, considering on March 23, 1906 the issue of opening in Ufa “an educational institution of the highest type that could train teachers for secondary educational institutions and was equal to universities.” Because at that time, of course, there was no way to open a university in Ufa like a higher educational institution like a pedagogical institute. It was for the creation of such a university that the Ufa nobility agreed to “cede” to the Ministry of Public Education a 3-story stone building, just built for a boarding house and shelter for noble children, located on Telegrafnaya Street, building 9 (now in this building on Tsuryupy Street, 9 after its reconstruction The theater and art department of the Ufa Institute of Arts is located).
The documents stored in the Central State Historical Archive of the Republic of Belarus make it possible to literally follow the further comparative development of events day by day. On May 3, 1906, the Administration submitted its petition dated March 7 to Ufa Governor A.S. Klyucharaev. Who, already on June 16 of the same year, notified her that on May 12, the trustee of the Orenburg educational district informed him that a petition had been filed with the Ministry of Public Education to transfer the Administration of the Orenburg educational district to Ufa and to open a pedagogical institute in Ufa. At the end of May 1906, the minister agreed to take over the ministry a house belonging to the Ufa nobility for the establishment of “an educational institution, gymnasiums and pro-gymnasiums, lower classes of men’s gymnasiums, as well as city schools.”
On June 30, 1906, the Ufa provincial zemstvo assembly, at its XXXVIII extraordinary session, heard a detailed report from the administration “On the opening of a pedagogical institute in Ufa.” We present to the reader’s attention a facsimile of the first page of the “Draft Regulations on the Pedagogical Institute in Ufa,” which, according to its developers, had as its goal “the preparation of teachers for women’s gymnasiums and pro-gymnasiums, for the four lower classes of men’s secondary educational institutions and for urban, regulations of 1872, schools." The course of study at the Ufa Pedagogical Institute was supposed to be two years, consisting of 4 semesters. Subjects of teaching were divided into compulsory (theology, logic, psychology, fundamentals of pedagogy and its history, general didactics, physiology, hygiene, Russian language and literature) and special. The latter were distributed into 5 groups: Russian language and literature, history, mathematics and elements of astronomy, natural science (divided into biological and inorganic sciences) and foreign languages (French, German and English subgroups).
The “Draft Regulations on the Pedagogical Institute in Ufa” provided for the admission to the 1st year of: a) girls who have successfully completed 7 classes of women’s gymnasiums and pro-gymnasiums or educational institutions equal to them and have studied one of foreign languages; b) young people who have successfully passed 6 classes of a men's gymnasium, as well as graduated from real schools. All applicants had to pass verification tests in the Russian language, one of the foreign languages and the subject that was chosen by the applicant as a future specialty. Persons who have completed a full course at the Ufa Pedagogical Institute would have all the rights of those who have graduated from other Russian educational institutions in the corresponding specialty.
The Ufa Pedagogical Institute was supposed to graduate teachers of the Russian language, history, natural science and geography, mathematics, physics and physical geography, as well as new languages. It was assumed that the staff of the institute would consist of a director, an inspector, two of his assistants, fourteen teachers, three of their assistants, a secretary of the teachers' council, a hygiene teacher, a librarian, his assistant, a laboratory assistant and an economist. Preliminary calculations showed that the annual cost of maintaining the Ufa Pedagogical Institute will be 69,200 rubles, of which at least 5,000 rubles. should have been covered by tuition fees for students.
If the “Draft Regulations on the Pedagogical Institute in Ufa” proposed by the district trustee had been adopted, then the institute would actually have become one of the few higher educational institutions of this kind in Russia. However, a discussion of the project showed that there was no money in the provincial treasury for its implementation, and if the Ministry of Public Education does not take on all the costs of maintaining the institute, then opening a pedagogical university in Ufa will be unrealistic. The contribution of the local nobility to the implementation of the project of opening such an institute in Ufa could not be greater than a free donation in its favor of only a three-story stone building located on Telegrafnaya Street, building 9.
The discussion of the “Project...” also showed that the only type of higher education institution that could provide training for teachers in all disciplines specified in the project should have been, at a minimum, a university with two faculties and five departments. This was considered completely unrealistic in the conditions of Ufa. The Ufa nobility believed that even under the most favorable circumstances it would not be possible to create an educational institution with a status greater than higher courses with a program of only one faculty. However, such single-profile teacher training did not at all meet the requirements of the educational district, which is experiencing an acute shortage of personnel for public education institutions.
After a long debate, it was proposed to adopt §1 of the “Project...” in the wording: “The Pedagogical Institute has the task of training teachers for junior (4th) grades of women’s gymnasiums and pre-gymnasiums, for urban schools according to the regulations of 1872, and for primary schools advanced". In this regard, do not require applicants to have compulsory knowledge of a foreign language, except in cases where one was chosen as such, as a specialist, and it was proposed to replace the entrance exams with a certificate competition.
In connection with all that has been said, the final result of the discussion of the “Draft Regulations on the Pedagogical Institute in Ufa” came down to the following wording: “Assuming that a pedagogical institute with a two-year period of study will provide teachers capable of meeting the requirements of the educational institutions listed above, the Provincial Government would consider recognizing project of the Trustee deserving of the Ministry of Public Education."
After it became clear that material resources To open a higher pedagogical institution in Ufa, there is neither the place nor the Ministry of Public Education; the enthusiasm of both the Ufa nobility and the city government first fell sharply, and then things took a different direction.
The question of opening an educational institution for teacher training was raised again only a year later (in August 1907), when a meeting of heads of educational institutions in Ufa, considering the pressing problems of providing teaching staff, pointed out the urgent need to restore in the District at least the previously operating teacher's institute . At the same time, the following considerations were expressed: firstly, this institute should be restored not in Orenburg, but in Ufa, since the northern part of the educational district was primarily in need of training professional teaching staff. Secondly, although it was still desirable to open a teacher institute of an advanced type in comparison with the institutes then existing in Russia according to the “Charter of May 31, 1872” (of the usual type), the very acute and urgent need for rapid training of personnel was recognized as so urgent that it was simply impossible to wait. At the same time, it was understood that the reform expected in Russia in the near future, the reorganization of ordinary teachers' institutes into institutes of an advanced type, would automatically make the Ufa Teachers' Institute the same.
It was in this direction that the administration of the Orenburg educational district acted, filing corresponding petitions with the Ministry of Public Education, first in September 1907, and then in February 1908. A certain obstacle in the implementation of this project was the already mentioned above decision of the Ufa Zemstvo Assembly to “concede” the building of the noble shelter on the street. Telegrafnaya, building 9 only on the condition that an educational institution such as a pedagogical institute is opened in Ufa.
On January 8, 1908, the Ufa City Duma instructed the government to, in accordance with the established procedure, initiate a petition to open in Ufa “a city school of the highest type, which, as a continuation of four-year city schools, would provide secondary education with the right to transfer to receive further education in higher educational institutions.” In subsequent documents of the Duma dated February 20, March 18 and April 29, 1908, it appeared quite modestly under the name of “the third city four-year school, according to the regulations of May 31, 1872.” By petitioning for the opening of this school at the expense of the treasury (the required amount is about 70,500 rubles), the Duma provided free of charge a city location for the construction of the building necessary for it. Wanting to open a new educational institution as early as 1908, the City Duma undertook to rent them before the construction of the appropriate premises, allocating 1,500 rubles annually for this purpose. All this testified to the significance of the new educational institution for Ufa, which was also intended for teaching practice for students of the graduating class of the future Ufa Teachers' Institute.
On January 24, 1909, the Ufa City Duma heard a detailed report from the council “Concerning the opening of a teacher’s institute in Ufa, and with it a third city four-grade school.” It was reported that the petitions previously initiated by the City Duma were finally crowned with success. The estimate of the Ministry of Public Education for 1909 included a loan for the maintenance of a teacher's institute in Ufa from July 1 current year, and the requested funds necessary for its complete equipment (library, furniture, appliances, manuals) have been allocated in full. With great satisfaction, the Duma stated that with the opening of the said institute, “one of the few educational institutions in Russia and the first in the entire local Educational District is emerging in our city, which should affect the strengthening of Ufa as the educational center of the District.” Confirming all previously assumed financial and economic obligations, the city government agreed to allocate funds in the amount of 1,500 rubles per year for three years before the construction of the building necessary to house the teacher’s institute and school. For the construction of the building, at the choice of the directorate of the institute, the Duma allocated free of charge one of three sections of the city territory ranging in size from 2000 to 2400 square fathoms, as well as a plot of land for the production of rubble stone and water required for the corresponding construction. Since the institute and the school attached to it were supposed to train teachers not only for educational institutions in Ufa, the city duma turned to the provincial zemstvo with a request to take an active financial part in the construction of the institute building.
On May 19, 1909, the City Duma finally decided on the location of the construction of the new educational institution of the church, the measure, as indicated on the plan in the amount of 1924.7 square fathoms... is transferred to the jurisdiction of the Ministry of Public Education for the entire existence of the institute and the city four-year school. The allocated area was a quadrangle with an area of about 90 acres behind the almshouse estate, oriented deep into Nikolskaya Square towards Malo-Kazanskaya Street (now Sverdlova Street). There is a complete main plot; later a two-story stone building was built, in which already in Soviet times for a long time Secondary school No. 2 of the city of Ufa was located, and since 1986, after its reconstruction, the Ufa Choreographic School has been located. Rudolf Nureyev.
The history of the opening of the Ufa Teachers' Institute dates back to Order No. 15340 of the Ministry of Public Education dated July 2, 1909, “On the opening of a teacher’s institute in the city of Ufa: “The manager of the Ministry of Public Education notified for the relevant orders that, after approving the estimate of the Ministry of Public Education in 1909, he allows the opening of a teacher's institute in the city of Ufa from July 1 of this year. To this it is added that the amounts due for the maintenance of the said teacher’s institute were allocated to the educational district authorities according to the expenditure schedules of 1909.”
Then the Ufa provincial leader of the nobility agreed to locate the Teachers' Institute and the school under him on the 1st and 3rd floors of the building of the noble boarding house on the street. Telegrafnoy, building 9. Taking advantage of this, the Ufa City Duma, at its meetings on August 13 and 24, 1909, urgently considered the relevant financial questions to reimburse all expenses associated with the need to adapt the building provided by the nobles for the Teachers' Institute and School, provided that they will be open from October 1 of the same year.
In connection with the opening of the Ufa Teachers' Institute, the Ministry of Public Education telegraphed to the trustee of the Orenburg district with a proposal to find a suitable candidate for the position of director. The choice fell on A.N. Lisovsky.
Already on August 16, 1909, the trustee informed the director of the Ufa Men's Gymnasium: “Following a telegraphic representation to the Administrator of the Ministry of Public Education, a telegram dated August 14, No. 369022, notified me that the teacher of the Ufa Gymnasium, Lisovsky, is being sent to perform the duties of the Director of the Ufa Teachers' Institute.
Notifying Your Excellency of this for immediate appropriate orders.”
The following entry appeared in the official list of A.N. Lisovsky: “By the highest order of the civil department of August 25, 1809, No. 64, he was appointed director of the Ufa Teachers’ Institute from July 1, one thousand nine hundred and nine.”
On August 25, 1909, Order No. 64 was issued on the appointment of State Councilor A.N. Lisovsky No. 1 July" director of the Ufa Teachers' Institute.
In his speech at the grand opening of the Ufa Teachers' Institute, held on October 4, 1909, its first director A.N. Lisovsky noted the great role of the Ufa nobility of the zemstvo and city administration, who did a lot for the institution intended to satisfy the needs of the entire Urals, being “a breeding ground for future sebol districts.”
The opening of the Ufa Teachers' Institute was written in his report for 1909: “The Ufa Teachers' Institute was officially opened on October 4, from which date classes began. The opening took place after a solemn prayer service of thanksgiving to the Lord God, performed by His Grace Nathanael, Bishop of Ufa and Menzelinsky, co-served by the most honorable city clergy.
At the end of the prayer service and after the proclamation of many years to His Imperial Majesty, the Sovereign Emperor and the entire reigning house, the Trustee of the educational district declared the institute open. A telegram was immediately drawn up and sent on behalf of all those present, not in the name of the Minister of Public Education, expressing loyal feelings to the Emperor. On the report of the Mr. Minister of the said telegram to the Sovereign Emperor, on the eighteenth day of last November, it was good for him to write with his own hand “I sincerely thank everyone,” these highly merciful words of the Sovereign Emperor were announced by the Director of the Institute to the students on December 17th after prayer before the teaching and caused a feeling of joy and delight that poured out in repeated singing of the Anthem “God Save the Tsar” and incessant “Hurray!”
Of the 130 people who applied for admission to the first year of the Ufa Teachers' Institute in 1909, only 26 students were enrolled. There was not a single Tatar or Bashkir among them: for non-traditional Christians, as well as Muslims, to enter the institute, special permission from the Ministry of Public Education was required, which was quite difficult to obtain at that time.
The number of students at the Ufa Teachers' Institute was set by the Ministry of Public Education at 75 people (25 people for each class). In fact, the number of students at the institute by year was: 1909 - 26 people, 1910 - 51, 1911 - 71. 1912 - 72, 1913 - 69, 1914 - 72, 1915 - 63, 1917 - 70. Only after the February Revolution of 1917, the number of people admitted to the first year was 121 people.
When it opened, the Ufa Teachers' Institute had the minimum number of full-time teachers. Even on October 7, 1910 (the 2nd year of the institute’s existence), there were only 6 people in the public service at the teachers’ institute: director A.N. Lisovsky, teacher of Russian language and literature - N.F. Sysoev, mathematicians – I.S. Grushin, natural science P.P. Kinsemsky, graphic arts - V.S. Murzaev, singing - I.P. Ishpaikin, and in the city school attached to him there are 4 teachers (Russian language, geography and history, arithmetic and geometry, natural science). All of them had higher education (graduates of Novorossiysk, Yuryev, Kazan universities, Kazan Teachers' Institute and Art School), and three had a high civil rank (state and court councilor).
On January 1, 1913, the number of teachers at the institute was already 12 people (director, 4 full-time mentors, 8 teachers, a doctor, a clerk) and 2 law teachers (for hire). )