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What Soviet formation differs from modern. Soviet school. Brand or myth? Expert opinions. Technique does not obscure the soul

Soviet education in certain circles is considered to be the best in the world. In the same circles, it is customary to consider the modern generation lost - they say, these young "victims of the exam" are not withstanding any comparison with us, who passed the horn of Soviet schools by technical intellectuals ...

Of course, it is true that there is far away from these stereotypes. The certificate of the end of the Soviet school is also a sign of the quality of education, except in the Soviet sense. Indeed, some people who studied in the USSR affect us the depth of their knowledge, but at the same time many other no less affect us the depth of their ignorance. Do not know Latin letters, do not be able to add simple fractions, physically not understand the simplest written texts - alas, for Soviet citizens it was an option for the norm.

At the same time, the Soviet schools had both undeniable advantages - let's say, the teachers then had the opportunity to freely put two and leave the "non-pulling" students for the second year. This whip created that the attitude of the attitude that is so lacking now in many modern schools and universities.

Smoothly turn to the essence of the post. At the "Certificate of Patriot" the efforts of the authors team, a long time ago already a crowned article about the advantages and minuses of Soviet education. Publish this article here and ask you to join the discussion - and if necessary, even add and fix the article right on the "Directory", the benefit of this Wikiproject, which is available for editing everyone:

This article discusses the Soviet system of education in terms of its advantages and disadvantages. The Soviet system followed the task of education and personality formation worthy of implementing for future generations the main national idea of \u200b\u200bthe Soviet Union is a bright communist future. This task was subject not only to the teaching of knowledge about nature, society and the state, but the upbringing of patriotism, internationalism and morality.
\u003d\u003d Pluses (+) \u003d\u003d
Massiness. In Soviet times, for the first time in the history of Russia, almost universal literacy was achieved, close to 100%.
Of course, even in the era of the late USSR, many people of the older generation had only 3-4 class of education behind the back, because everyone could pass a full course school learning Because of the war, mass relocations, the need to go early to work. Nevertheless, almost all citizens have learned to read and write.
For a mass education, thanks to the Tsarist Government, which for 20 pre-revolutionary years has practically doubled the level of literacy in the country - by 1917, almost half of the population was competent. The Bolsheviks, as a result, received a huge number of competent and prepared teachers, and they had only remained a second time to double the share of competent people in the country, which they did.
Wide access to education for national and linguistic minorities. During the process of the so-called deenipation of the Bolsheviks in the 1920s and 1930s. For the first time introduced education in the languages \u200b\u200bof many small peoples of Russia (often, in terms of creating and implementing alphabets and writing for these languages). Representatives of the outbound peoples were able to communicate to a diploma first in their native language, and then in Russian, which accelerated the elimination of illiteracy.
On the other hand, this very corregeneration, partially twisted in the late 1930s, managed to make a considerable contribution to the future collapse of the USSR on national borders.
High availability for most people (universal free secondary education, very common higher). In Tsarist Russia, education was associated with class limitations, although as its availability increases, these restrictions weakened and blurred, and by 1917, with money or special talents, representatives of any class could receive good education. With the arrival of the Bolsheviks, the estate restrictions were finally removed. The initial, and then the secondary education became universal, and the number of students in higher educational institutions has grown multiple times.
High Motivation of Pupils, Respect Society for Education. Young people in the USSR really really wanted to learn. In the Soviet environments, when the right of private ownership was seriously limited, and entrepreneurial activities were practically suppressed (especially after the closure of artels during Khrushchev), education was the main way to move into life and start well earned. There were few alternatives: it was not enough for the Stakhanovian handheld labor health, but for a successful party or military career, it was also necessary to increase their level of education (illiterate proletarians were gained without regard to the first decade after the revolution).
Respect for teacher and teacher's work. At least until the 1960s and 1970s, while the USSR was the elimination of illiteracy and the formation of a system of universal secondary education, the teacher's profession remained one of the most respected and popular in society. The teachers walked relatively competent and capable people, besides, motivated idea to take enlightenment into the masses. In addition, it was a real alternative to hard work in a collective farm or production. A similar situation was in the highest school, where, in addition, in the days of Stalin, there were very good salaries (already in Khrushchev, however, the salaries of the intelligentsia were reduced to the level of workers and even lower). About the school composed songs, filmed films, many of which entered the Golden Foundation of Patriotic Culture.
A relatively high level of initial training received to higher educational institutions. The number of students in the RSFSR on the maintenance of the Soviet era was at least twice lower than in modern Russia, and the proportion of young people in the population was higher. Accordingly, under the similarity of the population in the RSFSR and in the modern Russian Federation, the competition for each place in Soviet universities was two times higher than in modern Russian, and as a result of the contingent, a better and capable one was gained. It is with this circumstance that the complaints of modern teachers on a sharp drop in the level of preparation of applicants and students are associated primarily.
Very high quality higher technical education. Soviet physics, astronomy, geography, geology, applied technical disciplines and, of course, mathematics, no doubt were at the highest world level. The very number of outstanding discoveries and technical inventions of the Soviet era speaks for itself, and a list of world-famous Soviet scientists and inventors looks very impressively. However, and here it is necessary to say a special thank you very much pre-revolutionary Russian science and high school, which served as a solid basis for all these achievements. But it is impossible not to admit that the Soviet Union succeeded - even despite the mass emigration of Russian scientists after the revolution - to fully revive, continue and develop a domestic tradition in the field of technical thought, natural and accurate sciences at the highest level.
Satisfying the colossal request of the state to new frames in the conditions of a sharp growth of industry, army and science (due to large-scale government planning). During the mass industrialization in the USSR, several new industries were created and significantly, many times and dozens of times, an increase in production in all sectors. For such impressive growth, it was necessary to train many specialists who could work with the most modern technique. In addition, it was necessary to replenish significant personnel losses as a result of revolutionary emigration, civil war, repression and the Great Patriotic War. The Soviet education system has successfully coped with the preparation of many millions of specialists on the hundreds of specialties - due to this, the most important government challenges related to the country's survival were solved.
Reparatively high scholarships. The average scholarship in Latest USSR was 40 rubles, while the engineer's salary was 130-150 rubles. That is, scholarships reached about 30% of wages, which is significantly higher than in the case of modern scholarships, which are quite large only with excellent students, graduate students and doctoral students.
Developed and free out-of-school education. Thousands of palaces and houses of pioneers, stations of young technicians, young tourists and young naturalists, many other circles operated in the USSR. Unlike most today's circles, sections and electives, Soviet extracurricular education was free.
The world's best sports education system. The Soviet Union from the very beginning paid great attention to the development of physical education and sports. If in Russian Empire Sports education only originated, then in the Soviet Union it came to the advanced position in the world. The success of the Soviet sports system is well visible on the results at the Olympic Games: the Soviet team constantly occupied the first or second place at every Olympics since 1952, when the USSR began to participate in the International Olympic Motion.
\u003d\u003d Cons (-) \u003d\u003d
Low quality humanitarian education due to ideological restrictions and stamps. Almost all humanitarian and public disciplines in schools and universities of the USSR were in one way or another were loaded by Marxism-Leninism, and during the life of Stalin - also Stalinism. The concept of teaching the history of Russia and even the history of the ancient world lay "short course of the history of WCP (b)", according to which all world history It was presented as a process of ripening the prerequisites for the 1917 revolution and the future of building a communist society. In the teaching of the economy and politics, the main place was held by Marxist political economy, in teaching philosophy - dialectical materialism. These directions themselves are worthy of attention, but they were announced the only true and correct, and all the others were declared either their predecessors or false directions. As a result, huge layers of humanitarian knowledge were either completely fallen out of the Soviet education system, or were presented dosage and exclusively in the critical vele as "bourgeois science". The history of the party, Political Economy and Diamat were mandatory objects in Soviet universities, and in the Longsovtsky period, they were among the least favorite students (as a rule, they were far from the main specialty, torn off from reality and are relatively complex, so their study is mainly It was reduced to the memorization of template phrases and ideological formulations).
Evidence of the history and distortion of moral landmarks. In the USSR, school and university teaching of history was characterized by discharge royal period In the history of the country, and in the Rankanest period, this outline was much more large-scale than the post-pre-drawing outline of Soviet history. Many pre-revolutionary state figures They were announced by "tsarism servants", their names were crossed out of history textbooks, or mentioned in a strictly negative context. And vice versa, candid robbers, like a wall of razin, declared " folk heroes", And terrorists, like the killers of Alexander II, were called" freedom fighters "and" advanced people. " In the Soviet concept of world history, there was extremely much attention to the whole oppression of slaves and peasants, all sorts of uprisings and rebellions (of course, these are also important topics, but by no means less important than the history of technology and military business, geopolitical and dynastic history, etc.) . The concept of "class struggle" was imposed, according to which representatives of the "exploitative classes" were to be subjected to persecution or even destruction. From 1917 to 1934 History in universities was not taught at all, all the historical faculties were closed, traditional patriotism was condemned as "great-maintenance" and "chauvinism", and instead the "proletarian internationalism" was put on. Then Stalin sharply changed the course towards the revival of patriotism and returned a story in universities, but the negative consequences of the post-revolutionary denial and distortion of historical memory are still felt: many historical heroes were forgotten, in several generations of people, the perception of history has a sharply broken during the periods before the revolution and after Many good traditions are lost.
The negative impact of the ideology and political struggle for academic personnel and individual disciplines. As a result of the revolution and civil War In 1918-1924 Of the RSFSR, about 2 million people were evigaled (so on. White emigration), and most of the emigrants were representatives of the most educated layers of the population, including extremely much emigrated scientists, engineers and teachers. According to some estimates, at that time, about three quarters of Russian scientists and engineers died or emigrated. However, before the First World War, Russia ranked first in Europe in the number of students in universities, so that the country remained a lot of specialists prepared in the royal time (although, in most, rather young professionals). Due to this, the acute lack of teaching personnel that arose in the USSR managed in most industries to successfully fill out by the end of the 1920s (partly due to an increase in the load on the remaining teachers, but mainly due to the strengthened preparation of new ones). Subsequently, however, Soviet scientific and teaching staff were seriously weakened during the repression and ideological campaigns held by the Soviet authorities. The geneticism is widely known, because of which Russia, at the beginning of the 20th century, formerly one of the world leaders in biological science, by the end of the 20th century, passed into the discharge of lagging behind. Due to the introduction of ideological struggle to science, many outstanding scientists of humanitarian and public areas (historians, philosophers and economists of Nemarxistsky, Linguists who participated in Discussions on marrism, as well as Slavists, and Slavists are injured; Visantologists and theologians; Orientalists - many of them were shot on false accuse Spyage to Japan or other countries because of their professional relationships), but also affected representatives of natural and accurate sciences (Mathematics of Luzin, Pulkovo case of astronomers, Krasnoyarskoy geologists). As a result of these events, whole scientific schools were lost or depressed, and in many areas there was a noticeable lag from world science. Excessively ideologized and politicized was the culture of the scientific discussion, which, of course, had a negative effect on education.
Restrictions on access to higher education for individual populations. In fact, it is possible to receive higher education In the USSR of the 1920s and 1930s. The so-called devalents were deprived, including private traders, entrepreneurs (using hired work), representatives of the clergy, former policemen. Children from the families of the nobles, merchants, clergy often faced obstacles when trying to get a higher education in the pre-war period. In the Union Republics of the USSR, representatives of title nationalities received preferences at admission to universities. In the post-war period, the percentage rate on admission to the most prestigious universities was grossly introduced against Jews.
Restrictions on familiarization with foreign scientific literature, restrictions on the international communication of scientists. If in the 1920s. In Soviet science, a pre-revolutionary practice continued, involving very long-term foreign business trips and internships for scientists and best students, ongoing participation in international conferences, free correspondence and unlimited receipt of foreign scientific literature, In the 1930s. The situation began to change to the worst. In particular, in the period after 1937, and before the war, the presence of foreign relations was simply dangerous for life and career of scientists, since very many then were arrested on sibrified accusations in espionage. In the late 1940s. During the ideological campaign to combat cosmopolitanism, it came to the fact that references to the work of foreign authors began to be regarded as a manifestation of "low-planness in front of the West", and many were forced to accompany such references with critical and template condemnation of "bourgeois science". Also condemned the desire to be printed in foreign journals, and, most unpleasant, almost half of the leading scientific journals of the world, including editions like Science and Nature, were withdrawn from free access and sent to special. This "turned out to be in hand the most mediocre and unprincipled scientists," for whom, "a massive separation from foreign literature facilitated its use for the hidden plagiarism and issuing him for the original study". As a result, in the middle of the 20th century, Soviet science, and after her education, Under conditions of limited external relations, they began to fall out of the global process and "boiling in their own juice": it was much more difficult to distinguish with world-class scientists from compilers, plagiarifiers and false taught, many achievements of Western science remained unknown or little-known in the USSR. In the post-residential period "Soviet science was fixed only in part, as a result there is still a problem of the low quotability of Russian scientists abroad and insufficient acquaintance with advanced foreign studies.
Relatively low quality teaching foreign languages. If in the West in the post-war time, the practice of attraction to the teaching of foreigners - native speakers was established, as well as the practice of large-scale student exchanges, in which students could live in another country and to explore the best way colloquial, the Soviet Union lagged significantly in teaching foreign languages Due to the closure of the borders and the almost complete absence of emigration from the West in the USSR. Also on the censorship considerations was limited to the Soviet Union of Foreign Literature, Films, Song records, which did not contribute to the study of foreign languages. Compared to the USSR, in modern Russia, the ability to study languages \u200b\u200bis much more.
Ideological censorship, autarky and stagnation in artistic education in late USSR. Russia at the beginning of the 20th century and early USSR were among the world leaders and modes of modes in the field of artistic culture. Avant-garde painting, constructivism, futurism, Russian ballet, Stanislavsky system, the art of cinema is and much more caused admiration for the whole world. However, by the end of the 1930s. The variety of styles and directions was changed by the dominance of the exhaustable socialist realism, it was very worthy and interesting style, but the problem was an artificial suppression of alternatives. The support was proclaimed on his own traditions, while attempts to new experiments began to condemn ("Supbar instead of music"), and the borrowings of Western cultural techniques are subject to restrictions and persecutions, as in the case of jazz, and then rock music. Indeed, not in all cases, experiments and borrowing were successful, but the scale of condemnation and restrictions were so inadequate that it led to the presenlation of innovations in art and to a gradual loss by the Soviet Union of World Cultural Leadership, as well as to the emergence of "underground culture" in the USSR.
Degradation of education in the field of architecture, design, urban planning. In the period of the Khrushchev "Combating Architectural Excesses", the entire system of architectural education, design and construction was seriously affected. In 1956, the Academy of Architecture of the USSR was reorganized and renamed the Academy of Construction and Architecture of the USSR, and in 1963 it was also closed at all (until 1989). As a result of the era of the late USSR, it became the time of decline in the design and an increasing crisis in the field of architecture and the urban environment. The architectural tradition was interrupted and was replaced by the soulless construction of uncomfortable microdistrict, instead of a "bright future" in the USSR, built "gray present".
Canceling the teaching of fundamental classical disciplines. In the Soviet Union, the school program was excluded such an important thing as logic (it was studied in pre-revolutionary gymnasiums). The logic was returned to the program and released a textbook only in 1947, but in 1955 they again removed, and, with the exception of fizmat-lyceum and other elite schools, the logic of schoolchildren in Russia still do not teach. Meanwhile, logic is one of the foundations scientific method And one of the most important items, giving skills to distinguish truth and lies, to conduct discussions and confront the manipulation. Another important difference between the Soviet school program from the pre-revolutionary gymnasic was the abolition of the teaching of Latin and Greek. Knowledge of these ancient languages \u200b\u200bmay seem useless only at first glance, because they have built almost all modern scientific terminology, medical and biological nomenclature, mathematical notation; In addition, the study of these languages \u200b\u200bis a good gymnastics for the mind and helps to develop the discussion skills. Several generations of outstanding Russian scientists and writers who worked before the revolution and in the first decades of the USSR were raised in the tradition of classical education, which included the study of logic, Latin and Greek, and practically a full refusal of all this was hardly a positive effect on education in the USSR and Russia.
Problems with the upbringing of moral values, partial loss of the educational role of education. The best Soviet teachers always insisted that the purpose of education is not only the transfer of knowledge and skills, but also the upbringing of moral, cultural person. In many ways, this task was able to solve in the early USSR - then it was possible to solve the problem of mass children's carelessness and adolescent crime, which established after the civil war; It was possible to raise the cultural level of significant masses of the population. However, in some respects, Soviet education not only did not cope with the upbringing of morality, but in something even aggravated the problem. Many educational institutions of pre-revolutionary Russia, including church education and institutes of noble maidens, directly set themselves the main task of raising a moral person and prepare him either by the role of the spouse in the family, or to the role of "brother" or "sisters" in the community of believers. Under the Soviet power, all such institutions closed, they did not create specialized analogues, the upbringing of morality was entrusted to the usual mass school, separating it from religion, which was replaced by the propaganda of atheism. The moral purpose of Soviet education was no longer upbringing a decent member of the family and community, as it was before, but the upbringing of a member of the working team. For the accelerated development of industry and science, it may have been not bad. However, such an approach could solve the problems of a high level of abortion (for the first time in the world legalized in the USSR), a high level of divorce and the overall degradation of family values, a sharp transition to low-rise, increasing mass alcoholism and extremely low on world standards of life expectancy in Latest USSR.
Almost complete elimination of home education. Very many outstanding figures of Russian history and culture received a home education instead of school, which proves what education can be very effective. Of course, this form of education is not available for everyone, and either for relatively secured people who can hire teachers or just for intelligent and educated people who can devote quite a long time to their children and personally go with them school Program. However, after the revolution, home education in the USSR was not encouraged at all (in many ways, according to ideological reasons). The external system in the USSR was introduced in 1935, but for a long time it was calculated almost exclusively on adults, and the full possibility of external learning for schoolchildren was introduced only in 1985-1991.
Unlternative sharing boys and girls. One of the dubious Soviet innovations in education was the mandatory joint training of boys and girls instead of a pre-revolutionary separate education. Then this step was justified by the struggle for women's rights, lack of personnel and premises for the organization of individual schools, as well as the widespread training for joint training in some leading countries of the world, including in the United States. but newest research In the same United States show that separate training increases the results of students by 10-20%. Everything is simple enough: in joint schools, boys and girls are distracted by each other, conflicts and incidents occur markedly; The boys up to the last school classes are lagging behind in training from the Girls of Christmas, since the male body develops slower. On the contrary, when separate learning, it is possible to better take into account the behavioral and cognitive features of different floors to improve performance, the self-assessment of adolescents is more dependent on academic performance, and not from some other things. Interestingly, in 1943, the cities were introduced separate training of boys and girls, which after the death of Stalin was again liquidated in 1954
System of orphanages in late USSR. While in western countries In the middle of the 20th century, they began to massively close children's homes and arrange orphans in families (this process was generally completed by 1980), in the USSR, the system of orphanages not only persisted, but even degraded compared with pre-war times. Indeed, in the time of combating carelessness in the 1920s, according to the ideas of Makarenko and other teachers, the chief element of the re-education of former homeless workers was, while the pupils of labor communities were given the possibility of self-government, in order to produce independence and socialization skills. This technique gave excellent results, especially given the fact that most of the streets still have any experience before the revolution, civil war and hunger family life. However, later due to the ban on child labor from this system in the USSR refused. In the USSR, by 1990 there were 564 orphanages, the level of socialization of children's houses pupils was low, very many former orphans fell into the ranks of criminals and marginals. In the 1990s. The number of orphanages in Russia almost tripled, but in the second half of the 2000s, the process of their liquidation began, and in 2010. He is close to completion.
Degradation of a secondary vocational education system in late USSR. Although in the USSR, the human labor in every way and promoted the workers professions, by the 1970s. The system of secondary vocational education in the country began to clearly degrade. "Will you go bad at school - you will go to vocational school!" (PROFESSIONAL SCHOOL) - Approximately the parents told the parents with negligent schoolchildren. In Ptop, they were taken by the universities of two young criminals who did not enrolled in the universities, and all this is on the background of a comparative excess of workers' specialists and the weak development of the service sector due to the lack of developed entrepreneurship (that is, alternatives in employment, as now, then not It was). Cultural and educational work in PTU turned out to be delivered poorly, students "PTU-Schnika" began to be associated with hooliganism, drunkenness and a general low level of development. The negative image of vocational education on working specialties is still held in Russia so far, although qualified turaries, locksmiths, milloverings, plumbing are now among highly paid professions whose representatives are in short supply.
Insufficient education of critical thinking among citizens, excessive unification and paternalism. Education, like the media and Soviet culture as a whole, was brought up in citizens faith in a powerful and wise party, which leads everyone, cannot lie or make large mistakes. Of course, faith in the strength of their people and the state is an important and necessary thing, but for the sake of supporting this faith, it is impossible to go too far, systematically grind the truth and sustain alternative opinions. As a result, when during the years of restructuring and publicity, they gave freedom to these alternative opinions when they began to massively emerge earlier facts about the history and modern problems of the country, huge masses of citizens felt deceived, lost confidence in the state and to all of what they were taught in School in many humanitarian subjects. Finally, citizens were unable to confront frank lies, myths and media manipulations, which eventually led to the collapse of the USSR and the deep degradation of society and the economy in the 1990s. Alas, but the Soviet educational and social system could not educate a sufficient level of caution, critical thinking, tolerance to alternative opinions, the culture of discussion. Also, the formation of a context sample did not help to bring up in citizens sufficient independence, the desire to personally solve their problems, and not wait for you for you or someone else. All this had to learn from the bitter post-Soviet experience.
\u003d\u003d Conclusions (-) \u003d\u003d
In assessing the Soviet education system, it is difficult to come to a single and comprehensive conclusion due to its contradictions.
Positive moments:
Final elimination of illiteracy and ensuring universal secondary education
- world leadership in the field of higher technical education, in natural and accurate sciences.
- the key role of education in the provision of industrialization, victory in the Great Patriotic War and scientific and technical advances in the post-war period.
- High prestige and respect for the profession of teacher, a high level of motivation of teachers and students.
- High level of development of sports education, wide promotion of sports activities.
- emphasis on technical education made it possible to solve the most important tasks for the Soviet state.
Negative moments:
Rapping from the West in the field of humanitarian education due to the negative impact of the ideology and foreign policy situation. Especially strongly used to teach history, economics and foreign languages.
- excessive unification and centralization of school and, to a lesser extent, university education together with its small contacts with foreign world. This led to the loss of many successful pre-revolutionary practices and to the growing lag from foreign science in a number of directions.
- Direct wine in the degradation of family values \u200b\u200band the total fall of the morals in the late USSR, which led to negative trends in the development of demographics and public relations.
- Insufficient education of critical thinking among citizens, which led to the inability of society to effectively resist manipulations during the information war.
- art education suffered from censorship and high refinery, as well as from obstacles to mastering foreign techniques; One of the most important consequences of this - decay of design, architecture and urban planning in the late USSR.
- That is, in his humanitarian aspect, the Soviet education system ultimately not only did not make it helped to solve the key objectives for preserving and strengthening the state, but also became one of the factors of the moral, demographic and social decline of the country. What, however, does not cancel the presence of impressive achievements of the USSR in the field of humanitarian sciences and art.

PS.. By the way, about logic. The textbook of logic, as well as other entertaining materials on the art of conducting a civilized discussion, can be found here.

It is impossible to talk about any advantages of the Soviet education system, without understanding how, when and where she appeared from. The basic principles of education for the near future were formulated back in 1903. At the second congress of the Russian Social Democratic Workers Party, it was stated that education should be universal and free for all children up to 16 years, regardless of gender. In addition, class and national schools should be eliminated, as well as to separate the school from the Church. 9 1917 is a day of establishment of the State Enlightenment Commission, which was supposed to develop and control the entire system of education and culture of the huge country of advice. The position "On the Unified Labor School of the RSFSR", dated October 1918, provided for the mandatory visit to the schools by all citizens of the country aged 8 to 50 years, which were not yet able to read and write. The only thing that could be chosen was to learn a diploma (Russian or native).

At that time, most of the labor population was illiterate. The country of the Soviets was considered heavily lagging behind Europe, where the general education for all was introduced almost 100 years earlier. Lenin believed that the ability to read and write could give the impetus to every person to "improving his farm and his state."

By 1920, more than 3 million people trained literacy. The census of the same year has shown that more than 40 percent of the population over 8 years old can read and write.

The 1920 census was incomplete. She was not held in Belarus, Crimea, Transcaucasia, in the North Caucasus, in Podolskaya and Volyn provinces, a number of local areas of Ukraine.

Indigenous changes were waiting for the education system in 1918-1920. School separated from the church, and the church from the state. The teaching of any creed was under the ban, boys and girls were now studied together, and for the lessons no longer needed to pay anything. At the same time, began to create a system of pre-school education, revised the rules for admission to higher educational institutions.

In 1927, the average learning time for people over 9 years old was a little over a year, in 1977 - almost 8 full years.

By the 1930s, illiteracy as a phenomenon was defeated. The education system was organized as follows. Almost immediately after the birth of a child, he could be given to Nursery, then in kindergarten. And there were both kindergartens of daytime stay and round-the-clock. After 4 years of study in the elementary grades, the child became a high school student. Upon graduation, he could receive a profession in a school or a technical school or continue learning in high school core schools.

The desire to educate the trustworthy members of the Soviet society and competent specialists (especially engineering and technical profile) made the Soviet system of formation of the best in the world. Total reform was subjected during liberal reforms in the 1990s.

One of the most significant advantages of the Soviet school system was its availability. This right was enshrined constitutionally (Article 45 of the USSR Constitution of 1977).

The main difference between the Soviet system of education from American or British was the unity and coherence of all units of education. Clear vertical stage (initial, high school, university, doctoral studies) allowed to accurately plan the vector of their learning. For each stage, uniform programs and requirements were developed. When moving parents or changing schools for any other reason, there was no need to re-study the material or try to delve into the system adopted in a new educational institution. The maximum of trouble that could deliver the transition to another school is the need to repeat or catch up with 3-4 topics for each discipline. Textbooks in the school library were issued free and were available to everyone.

Teachers of Soviet school gave basic knowledge of their subjects. And they were enough for a graduate of the school on his own (without tutors and bribes) entered the highest educational institution. Nevertheless, Soviet education was considered fundamental. The general education level meant a wide range. In the USSR there was not a single graduate of the school, who would not read Pushkin or did not know who Vasnets.

Now in Russian schools, exams may be mandatory for students even primary classes (depending on the internal policies of the school and the decision of the Pedagogical Council). In the Soviet school, children surrendered final final exams after 8 and after grade 10. There were no speech testing. The knowledge control method is both in the lessons and during the exams was understandable and transparent.

Each student who decided to continue his studies at the university, at his end he was guaranteed to work. First, the number of places in universities and institutes was limited to a social order, and secondly, after the end of the training, a mandatory distribution was carried out. Often young professionals were sent to the virgin, all-Union construction sites. However, it was necessary to work out there for only a few years (so the state compensated for training costs). Then there was an opportunity to return to the native city or stay there, where they fell by distribution.

It is mistaken to believe that in the Soviet school, all students had the same level of knowledge. Of course, the overall program must be learned by everyone. But if a teenager is interested in some separate subject, he was given all the possibilities for his additional study. In schools there were mathematical circles, mugs of lovers of literature and so on. In addition, there were profile classes and profile schools where children were able to in-depth to study certain items. The reason for the special pride of the parents was children studying in a mathematical school or school with a linguistic bias.

The best in the world - just never otherwise talked about Soviet education. And today there is no opinion about that one. Most of this is how it remembers. Someone persistently refers to an inflexible ideological orientation.

But still, why is the best? Without a doubt, there is something in this from propaganda. So after all, they were their foundations. In a short time, the illiteracy of the population was eliminated. Yes, and the number of Nobel laureates in the USSR, even in the economy, the science that was not the most strong side In the Soviet state, speaks in favor of Soviet education. Schoolchildren of the Soviet school became repeatedly winners of international olympiads on natural science disciplines. And this is all despite the fact that in the West general education appeared earlier for a hundred.

Humanitarian sciences were under strongest ideological pressingTherefore, it was more complicated with them. Soviet school, even in the most deaf village prepared for admission to the university. It was just enough to learn well that without attracting tutors to successfully pass exams at the Institute or University. And at the same time the level of education in the family did not mean. To enroll in a more prestigious university, it was enough to study in a specialized school.

Every graduate was employedMoreover, as a young specialist, he was provided with housing. Of course, the graduate could be distributed in any region, the city or village. But worked there for three years, he could return home and change jobs. And there was no mass of young pedagogical frames behind the counters of shops.

Graduate of Higher School received fundamental education And deep knowledge, let it be prepared for work, not always well.

Why about Soviet education so many disputes? Because, like any other system, education in the Soviet Union had its undoubted advantages, both in front of the Western Education System and before the modern one. But she had her drawbacks. And it is difficult to say that "outrests".

pros

Massiness. It was Soviet formation that made it possible to achieve universal literacy in the country. And let a lot of older people managed to graduate only 3-4 class schools. Someone prevented the war, someone was evaluated, and for someone much more important was to go to work and feed the family. They failed to complete the full course of school learning, but to read and write almost all of them learned. By the way, almost half of the population of the Russian Empire has already knew a diploma to the revolution.
Access to education for all national and linguistic minorities. It was the Bolsheviks who were engaged in the introduction of education in the languages \u200b\u200bof many small nations. Often, both writing and alphabet were created for these very languages. Representatives of the most outskirts of peoples could join the literacy, first on their own, then in Russian.
Availability (Universal average, fairly widespread higher free). All the estimated limitations were removed. And any child had the right to get first the initial, then harmful to education, which a little later fell universal. Having good knowledge and high points of the certificate, it was real, successfully passing the entrance exams on a competitive basis to enter the university.
Motivation of education. Respect for public education. It was possible to advance in life only by receiving a decent education, as well as get good work, decent to earn. That party that military career demanded an increase in the level of education, which served as a good stimulus for the one who sought it.
Respect for teacher labor. Often people are most competent and capable of becoming teachers. This profession was among the most respected and demanded. In addition, the work at school was a real alternative to the gravity of the Father of the collective farmers and workers.
High level of preparation Enrolled in higher educational institutions. Competitions in place in any Soviet University were quite high to become a student, not only a good certificate was needed, but high marks on entrance exams. So it came out that the students became capable and competent guys.
High quality higher technical education. It is mentioned above all, outstanding discoveries and technical inventions that the Soviet era was so rich. And how an impressively looks like a list of scientists and inventors.
System of sports education - No better in the world. Medals of the Olympic Games - the best thing the confirmation.

Satisfying the needs of the state in new frames when there was a sharp rise in industry, the creation of new industries, a new technique appeared.
Relatively high scholarships, which were almost a third of the average salary in the country.
Free out-of-school education.

Minuses

Doubtful quality of humanitarian education due to ideological orientation.
The outline of the speakers of history, deformation of moral landmarks.
Leakage and other losses of academic personnel under the influence of ideology and political struggle
Restrictions on access to higher education that existed for some groups of the population (children of noble families, merchant, clergy, etc.).
Obstacles to communicate with scientists of different (especially western) countries.
Low quality teaching foreign languages.
Lack of home education
The mass development of orphanages with a very low level of socialization of pupils in the Late Union.
Lack of alternative to joint teaching girls and boys.
The degeneracy of the Profteh formation system in the late Soviet Union, when PTU Schnikov stopped perceived as future qualified workers, and were already associated with drunkards and hooligans.

You can, of course, continue this list. But still, I want to believe that it was the best, Soviet education. A fly spoon is always. But why not use what was really the best.

In record-time deadlines, the illiteracy of the population was eliminated, education was publicly available.
There were many Nobel laureates and winners of international olympics. Soviet schoolchildren defeated international olympiads, including naturally science disciplines.

The famous teacher Novator Viktor Shatalov said: "In the post-war years, cosmic, the defense industry arose in the USSR. All this could not grow from nothing. Everything was based on education. Therefore, it can be argued that our education was not bad. "

Pluses really had a lot. We will not talk about the massaciousness and availability of the school level of education: today this principle is preserved. Let's talk about the quality of learning: this property of the Soviet past love to compare with the quality of learning in modern society.

Despite the fact that in the Soviet school there was a powerful number of leading items, among whom was Russian, biology, physics, mathematics - the study of disciplines that give a systematic representation of the world was mandatory. As a result, the student left the school bench, having almost encyclopedic knowledge. These knowledge became the strong foundation at which it was possible to "build" anything and subsequently bring up a specialist in any profile.

The pledge of quality education was the synchronization of the knowledge gained in different subjects. Facts recognizable by students in the lessons of physics have echoed with the information obtained in the study of chemistry and mathematics. Thus, new concepts and terms were introduced in parallel, which helped strudule the knowledge and form in children a holistic picture of the world.

Today, teachers beat the alarm: schoolchildren have no motivation to study, many high school students are not responsible for their own future. In Soviet times, it was possible to create motivation due to the interaction of several factors:

1. Estimates on subjects corresponded to the knowledge gained. In the USSR, they were not afraid to put two and three even for the year. Statistics on classes, of course, played a role, but did not have paramount importance. The two-year-olds could leave for the second year: it was not only a shame in front of other children, but also a powerful stimulus to take up his studies. It was impossible to buy an assessment: I had to learn, because in another way to earn an excellent result was impossible.

2. The system of patronage and custody in the USSR was an indisputable advantage. The weak student did not remain one on one with his problems and failures. The excellent student took him under his care and was engaged in until the two-way succeeds. For strong children, this was also a good school: to explain the subject to another student, they had to work in detail the material, to study the optimal pedagogical methods themselves. The system of paternalism has brought plenty of Soviet scientists, teachers who later became laureates of prestigious international premiums.

3. Holder conditions for all. The social status and the financial situation of the student's parents did not influence the results at school. All children were in equal terms, studied according to one program, so the road was open to all. School knowledge was enough to enroll in the university, without hiring tutors. Mandatory distribution after the institute, though perceived as an undesirable phenomenon, but guaranteed the work and demand of the knowledge gained and skills.

4. The emphasis is not only for training, but also on education. Soviet school covered free time The student was interested in his hobbies. Sections, extracurricular activities that were mandatory, almost no time for an aimless time and gave rise to interest in further learning.

5. Availability of free optional classes. In the Soviet school, except for the mandatory program, optional was regularly conducted. Classes on additional disciplines were free and accessible to everyone, who had time and interest them.

6. Material support for students - scholarships accounted for almost a third of the average wages countries.

The combination of these factors gave rise to a huge stimulus to study, without which Soviet education would not be so effective.

The teacher in the Soviet school is an image with a high social status. Teachers respected and belonged to their profession as a valuable and socially significant work. The films were filmed about the school, the songs were greeted, representing teachers in them as intelligent, honest and high moral people who need to be even needed. Being a teacher was considered honorable.

For this there were grounds. The teacher's personality in the Soviet school was presented with high demands. People who graduated from universities and who had inner vocation teach children to teach children.

This situation remained until the 1970s. Teachers had relatively high salary even compared to qualified workers. But closer to the "restructuring" the situation began to change. A decrease in the authority of the personality of the teacher contributed to the development of capitalist relations. Installation on the material values \u200b\u200bthat have now become achievable, made the profession of the teacher of the unfavorable and discern, which led to the leveling of the true value of school marks.

So, Soviet education was based on the three main "whales":
1. Encyclopedic knowledge achieved through versatile learning and synchronization of information obtained as a result of studying various items.
2. Availability of a powerful incentive in children to study, thanks to paternalism and free out-of-school classes.
3. Respect for teacher labor and school institute as a whole.

Looking at the Soviet education system with the "bell tower" of modernity, some disadvantages can be noted. It can be said that they are something like a brick, which we, after many years, could add to the temple of science built by the Great Country.

We will not touch the problem of the abundance of ideology and subordination to it by the humanitarian sciences. To criticize today the ideological system of that time is like criticizing the history of your country. Let's look at some disadvantages that can serve us with invaluable experience.

1. Focus on theory, and not to practice. Famous phrase A. Raikina: "Forget everything you have been taught at school, and listen ..." Born not in scratch. It is hidden in reinforced study of the theory and the lack of communication of knowledge gained with life. Nevertheless, the lack of practical experience did not prevent the brief designers, engineers.

2. Low level of learning foreign languages. The lack of experience with media gave rise to the study of languages \u200b\u200bbased on stamps, which did not change in textbooks from year to year. Soviet schoolchildren after the 6th years of studying foreign ones could not talk on it even within everyday topics, although grammar knew perfectly well. Inaccessibility of training foreign literature, audio and video recordings, the lack of the need to communicate with foreigners took the study of foreign languages \u200b\u200binto the background.

3. Lack of access to overseas literature. The iron curtain created a situation in which to refer to foreign scientists in student and scientists, it became not only ashamed, but also dangerous. The lack of a fresh jet of information gave rise to some conservation methods of training. In this regard, in 1992, when Western trends became affordable, the school system seemed obsolete and requiring the reformation.

4. Lack of home education and external. It is difficult to judge, it's good or bad, but the lack of opportunity for strong disciples to hand over the external objects and go to the next class slowed down the development of future advanced frames, equalized them with the main mass of schoolchildren.

But no matter how hard we tried today to find the "Spoon of Deaf" in the Soviet system of education, its advantages remain obvious. Perhaps the time will come, and we will return to the experience of the USSR, having mastered its positive parties, taking into account the modern requirements of society.

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At the same time, the Soviet schools had both undeniable advantages - let's say, the teachers then had the opportunity to freely put two and leave the "non-pulling" students for the second year. This whip created that the mood needed to study, which is so lacking now in many modern schools and universities.

This article discusses the Soviet system of education in terms of its advantages and disadvantages. The Soviet system followed the task of education and personality formation worthy of implementing for future generations the main national idea of \u200b\u200bthe Soviet Union is a bright communist future. This task was subject not only to the teaching of knowledge about nature, society and the state, but the upbringing of patriotism, internationalism and morality.
\u003d\u003d Pluses (+) \u003d\u003d
Massiness. In Soviet times, for the first time in the history of Russia, almost universal literacy was achieved, close to 100%.
Of course, even in the era of the late USSR, many people of the older generation had only 3-4 class of education behind his back, because everyone could pass a full course of school learning because of war, mass relocations, the need to go early to work. Nevertheless, almost all citizens have learned to read and write.
For a mass education, thanks to the Tsarist Government, which for 20 pre-revolutionary years has practically doubled the level of literacy in the country - by 1917, almost half of the population was competent. The Bolsheviks, as a result, received a huge number of competent and prepared teachers, and they had only remained a second time to double the share of competent people in the country, which they did.
Wide access to education for national and linguistic minorities. During the process of the so-called deenipation of the Bolsheviks in the 1920s and 1930s. For the first time introduced education in the languages \u200b\u200bof many small peoples of Russia (often, in terms of creating and implementing alphabets and writing for these languages). Representatives of the outbound peoples were able to communicate to a diploma first in their native language, and then in Russian, which accelerated the elimination of illiteracy.
On the other hand, this very corregeneration, partially twisted in the late 1930s, managed to make a considerable contribution to the future collapse of the USSR on national borders.
High availability for most people (universal free secondary education, very common higher). In Tsarist Russia, education was associated with class limitations, although as its availability increases, these restrictions weakened and blurred, and by 1917, with money or special talents, representatives of any class could receive good education. With the arrival of the Bolsheviks, the estate restrictions were finally removed. The initial, and then the secondary education became universal, and the number of students in higher educational institutions has grown multiple times.
High Motivation of Pupils, Respect Society for Education. Young people in the USSR really really wanted to learn. In the Soviet environments, when the right of private ownership was seriously limited, and entrepreneurial activities were practically suppressed (especially after the closure of artels during Khrushchev), education was the main way to move into life and start well earned. There were few alternatives: it was not enough for the Stakhanovian handheld labor health, but for a successful party or military career, it was also necessary to increase their level of education (illiterate proletarians were gained without regard to the first decade after the revolution).
Respect for teacher and teacher's work. At least until the 1960s and 1970s, while the USSR was the elimination of illiteracy and the formation of a system of universal secondary education, the teacher's profession remained one of the most respected and popular in society. The teachers walked relatively competent and capable people, besides, motivated idea to take enlightenment into the masses. In addition, it was a real alternative to hard work in a collective farm or production. A similar situation was in the highest school, where, in addition, in the days of Stalin, there were very good salaries (already in Khrushchev, however, the salaries of the intelligentsia were reduced to the level of workers and even lower). About the school composed songs, filmed films, many of which entered the Golden Foundation of Patriotic Culture.
A relatively high level of initial training received to higher educational institutions. The number of students in the RSFSR on the exhaust of the Soviet era was at least twice lower than in modern Russia, and the proportion of young people in the population was higher. Accordingly, under the similarity of the population in the RSFSR and in the modern Russian Federation, the competition for each place in Soviet universities was two times higher than in modern Russian, and as a result of the contingent, a better and capable one was gained. It is with this circumstance that the complaints of modern teachers on a sharp drop in the level of preparation of applicants and students are associated primarily.
Very high quality higher technical education. Soviet physics, astronomy, geography, geology, applied technical disciplines and, of course, mathematics, no doubt were at the highest world level. The very number of outstanding discoveries and technical inventions of the Soviet era speaks for itself, and a list of world-famous Soviet scientists and inventors looks very impressively. However, and here it is necessary to say a special thank you very much pre-revolutionary Russian science and high school, which served as a solid basis for all these achievements. But it is impossible not to admit that the Soviet Union succeeded - even despite the mass emigration of Russian scientists after the revolution - to fully revive, continue and develop a domestic tradition in the field of technical thought, natural and accurate sciences at the highest level.
Satisfying the colossal request of the state to new frames in the conditions of a sharp growth of industry, army and science (due to large-scale government planning). During the mass industrialization in the USSR, several new industries were created and significantly, many times and dozens of times, an increase in production in all sectors. For such impressive growth, it was necessary to train many specialists who could work with the most modern technique. In addition, it was necessary to replenish significant personnel losses as a result of revolutionary emigration, civil war, repression and the Great Patriotic War. The Soviet education system has successfully coped with the preparation of many millions of specialists on the hundreds of specialties - due to this, the most important government challenges related to the country's survival were solved.
Reparatively high scholarships. The average scholarship in Latest USSR was 40 rubles, while the engineer's salary was 130-150 rubles. That is, scholarships reached about 30% of wages, which is significantly higher than in the case of modern scholarships, which are quite large only with excellent students, graduate students and doctoral students.
Developed and free out-of-school education. Thousands of palaces and houses of pioneers, stations of young technicians, young tourists and young naturalists, many other circles operated in the USSR. Unlike most today's circles, sections and electives, Soviet extracurricular education was free.
The world's best sports education system. The Soviet Union from the very beginning paid great attention to the development of physical education and sports. If sports education only originated in the Russian Empire, then in the Soviet Union it came to the advanced position in the world. The success of the Soviet sports system is well visible on the results at the Olympic Games: the Soviet team constantly occupied the first or second place at every Olympics since 1952, when the USSR began to participate in the International Olympic Motion.
\u003d\u003d Cons (-) \u003d\u003d
Low quality humanitarian education due to ideological restrictions and stamps. Almost all humanitarian and public disciplines in schools and universities of the USSR were in one way or another were loaded by Marxism-Leninism, and during the life of Stalin - also Stalinism. The concept of teaching the history of Russia and even the history of the ancient world lay the "short course of the history of WCP (b)", according to which all world history was presented as a process of ripening the prerequisites for the revolution of 1917 and the future construction of a communist society. In the teaching of the economy and politics, the main place was held by Marxist political economy, in teaching philosophy - dialectical materialism. These directions themselves are worthy of attention, but they were announced the only true and correct, and all the others were declared either their predecessors or false directions. As a result, huge layers of humanitarian knowledge were either completely fallen out of the Soviet education system, or were presented dosage and exclusively in the critical vele as "bourgeois science". The history of the party, Political Economy and Diamat were mandatory objects in Soviet universities, and in the Longsovtsky period, they were among the least favorite students (as a rule, they were far from the main specialty, torn off from reality and are relatively complex, so their study is mainly It was reduced to the memorization of template phrases and ideological formulations).
Evidence of the history and distortion of moral landmarks. In the USSR, school and university teaching of history was characterized by an outlining of the royal period in the history of the country, and in the Rabnes period, this outline was much more large-scale than the post-pre-triggering evidence of Soviet history. Many pre-revolutionary state figures were announced by the "tsarism servants", their names were dealt with history textbooks, or mentioned in a strictly negative context. And vice versa, candid robbers, like a wall of razin, declared "folk heroes", and terrorists, such as the killers of Alexander II, were called "freedom fighters" and "best people." In the Soviet concept of world history, there was extremely much attention to the whole oppression of slaves and peasants, all sorts of uprisings and rebellions (of course, these are also important topics, but by no means less important than the history of technology and military business, geopolitical and dynastic history, etc.) . The concept of "class struggle" was imposed, according to which representatives of the "exploitative classes" were to be subjected to persecution or even destruction. From 1917 to 1934 History in universities was not taught at all, all the historical faculties were closed, traditional patriotism was condemned as "great-maintenance" and "chauvinism", and instead the "proletarian internationalism" was put on. Then Stalin sharply changed the course towards the revival of patriotism and returned a story in universities, but the negative consequences of the post-revolutionary denial and distortion of historical memory are still felt: many historical heroes were forgotten, in several generations of people, the perception of history has a sharply broken during the periods before the revolution and after Many good traditions are lost.
The negative impact of the ideology and political struggle for academic personnel and individual disciplines. As a result of the revolution and civil war in 1918-1924. Of the RSFSR, about 2 million people were evigaled (so on. White emigration), and most of the emigrants were representatives of the most educated layers of the population, including extremely much emigrated scientists, engineers and teachers. According to some estimates, at that time, about three quarters of Russian scientists and engineers died or emigrated. However, before the First World War, Russia ranked first in Europe in the number of students in universities, so that the country remained a lot of specialists prepared in the royal time (although, in most, rather young professionals). Due to this, the acute lack of teaching personnel that arose in the USSR managed in most industries to successfully fill out by the end of the 1920s (partly due to an increase in the load on the remaining teachers, but mainly due to the strengthened preparation of new ones). Subsequently, however, Soviet scientific and teaching staff were seriously weakened during the repression and ideological campaigns held by the Soviet authorities. The geneticism is widely known, because of which Russia, at the beginning of the 20th century, formerly one of the world leaders in biological science, by the end of the 20th century, passed into the discharge of lagging behind. Due to the introduction of ideological struggle to science, many outstanding scientists of humanitarian and public areas (historians, philosophers and economists of Nemarxistsky, Linguists who participated in Discussions on marrism, as well as Slavists, and Slavists are injured; Visantologists and theologians; Orientalists - many of them were shot on false accuse Spyage to Japan or other countries because of their professional relationships), but also affected representatives of natural and accurate sciences (Mathematics of Luzin, Pulkovo case of astronomers, Krasnoyarskoy geologists). As a result of these events, whole scientific schools were lost or depressed, and in many areas there was a noticeable lag from world science. Excessively ideologized and politicized was the culture of the scientific discussion, which, of course, had a negative effect on education.
Restrictions on access to higher education for individual populations. In fact, the possibility of obtaining higher education in the USSR of the 1920s and 1930s. The so-called devalents were deprived, including private traders, entrepreneurs (using hired work), representatives of the clergy, former policemen. Children from the families of the nobles, merchants, clergy often faced obstacles when trying to get a higher education in the pre-war period. In the Union Republics of the USSR, representatives of title nationalities received preferences at admission to universities. In the post-war period, the percentage rate on admission to the most prestigious universities was grossly introduced against Jews.
Restrictions on familiarization with foreign scientific literature, restrictions on the international communication of scientists. If in the 1920s. In Soviet science, a pre-revolutionary practice continued, involving very long-term foreign business trips and internships for scientists and best students, ongoing participation in international conferences, free correspondence and unlimited receipt of foreign scientific literature, then in the 1930s. The situation began to change to the worst. In particular, in the period after 1937, and before the war, the presence of foreign relations was simply dangerous for life and career of scientists, since very many then were arrested on sibrified accusations in espionage. In the late 1940s. During the ideological campaign to combat cosmopolitanism, it came to the fact that references to the work of foreign authors began to be regarded as a manifestation of "low-planness in front of the West", and many were forced to accompany such references with critical and template condemnation of "bourgeois science". Also condemned the desire to be printed in foreign journals, and, most unpleasant, almost half of the leading scientific journals of the world, including editions like Science and Nature, were withdrawn from free access and sent to special. This "turned out to be in hand the most mediocre and unprincipled scientists," for whom, "a massive separation from foreign literature facilitated its use for the hidden plagiarism and issuing him for the original study". As a result, in the middle of the 20th century, Soviet science, and after her education, Under conditions of limited external relations, they began to fall out of the global process and "boiling in their own juice": it was much more difficult to distinguish with world-class scientists from compilers, plagiarifiers and false taught, many achievements of Western science remained unknown or little-known in the USSR. In the post-residential period "Soviet science was fixed only in part, as a result there is still a problem of the low quotability of Russian scientists abroad and insufficient acquaintance with advanced foreign studies.
Relatively low quality teaching foreign languages. If in the West in the post-war time, the practice of attraction to the teaching of foreigners - native speakers was established, as well as the practice of a large-scale exchange of students, in which students could live in another country in another country and to explore the spoken language, the Soviet Union lagged significantly in teaching foreign languages \u200b\u200bfrom - The closure of the boundaries and the almost complete absence of emigration from the West in the USSR. Also on the censorship considerations was limited to the Soviet Union of Foreign Literature, Films, Song records, which did not contribute to the study of foreign languages. Compared to the USSR, in modern Russia, the ability to study languages \u200b\u200bis much more.
Ideological censorship, autarky and stagnation in artistic education in late USSR. Russia at the beginning of the 20th century and early USSR were among the world leaders and modes of modes in the field of artistic culture. Avant-garde painting, constructivism, futurism, Russian ballet, Stanislavsky system, the art of cinema is and much more caused admiration for the whole world. However, by the end of the 1930s. The variety of styles and directions was changed by the dominance of the exhaustable socialist realism, it was very worthy and interesting style, but the problem was an artificial suppression of alternatives. The support was proclaimed on his own traditions, while attempts to new experiments began to condemn ("Supbar instead of music"), and the borrowings of Western cultural techniques are subject to restrictions and persecutions, as in the case of jazz, and then rock music. Indeed, not in all cases, experiments and borrowing were successful, but the scale of condemnation and restrictions were so inadequate that it led to the presenlation of innovations in art and to a gradual loss by the Soviet Union of World Cultural Leadership, as well as to the emergence of "underground culture" in the USSR.
Degradation of education in the field of architecture, design, urban planning. In the period of the Khrushchev "Combating Architectural Excesses", the entire system of architectural education, design and construction was seriously affected. In 1956, the Academy of Architecture of the USSR was reorganized and renamed the Academy of Construction and Architecture of the USSR, and in 1963 it was also closed at all (until 1989). As a result of the era of the late USSR, it became the time of decline in the design and an increasing crisis in the field of architecture and the urban environment. The architectural tradition was interrupted and was replaced by the soulless construction of uncomfortable microdistrict, instead of a "bright future" in the USSR, built "gray present".
Canceling the teaching of fundamental classical disciplines. In the Soviet Union, the school program was excluded such an important thing as logic (it was studied in pre-revolutionary gymnasiums). The logic was returned to the program and released a textbook only in 1947, but in 1955 they again removed, and, with the exception of fizmat-lyceum and other elite schools, the logic of schoolchildren in Russia still do not teach. Meanwhile, logic is one of the foundations of the scientific method and one of the most important items, which gives skills to distinguish truth and lies, to conduct discussions and confront the manipulation. Another important difference between the Soviet school program from the pre-revolutionary gymnasic was the abolition of the teaching of Latin and Greek. Knowledge of these ancient languages \u200b\u200bmay seem useless only at first glance, because they have built almost all modern scientific terminology, medical and biological nomenclature, mathematical notation; In addition, the study of these languages \u200b\u200bis a good gymnastics for the mind and helps to develop the discussion skills. Several generations of outstanding Russian scientists and writers who worked before the revolution and in the first decades of the USSR were raised in the tradition of classical education, which included the study of logic, Latin and Greek, and practically a full refusal of all this was hardly a positive effect on education in the USSR and Russia.
Problems with the upbringing of moral values, partial loss of the educational role of education. The best Soviet teachers always insisted that the purpose of education is not only the transfer of knowledge and skills, but also the upbringing of moral, cultural person. In many ways, this task was able to solve in the early USSR - then it was possible to solve the problem of mass children's carelessness and adolescent crime, which established after the civil war; It was possible to raise the cultural level of significant masses of the population. However, in some respects, Soviet education not only did not cope with the upbringing of morality, but in something even aggravated the problem. Many educational institutions of pre-revolutionary Russia, including church education and institutes of noble maidens, directly set themselves the main task of raising a moral person and prepare him either by the role of the spouse in the family, or to the role of "brother" or "sisters" in the community of believers. Under the Soviet power, all such institutions closed, they did not create specialized analogues, the upbringing of morality was entrusted to the usual mass school, separating it from religion, which was replaced by the propaganda of atheism. The moral purpose of Soviet education was no longer upbringing a decent member of the family and community, as it was before, but the upbringing of a member of the working team. For the accelerated development of industry and science, it may have been not bad. However, such an approach could solve the problems of a high level of abortion (for the first time in the world legalized in the USSR), a high level of divorce and the overall degradation of family values, a sharp transition to low-rise, increasing mass alcoholism and extremely low on world standards of life expectancy in Latest USSR.
Almost complete elimination of home education. Very many outstanding figures of Russian history and culture received a home education instead of school, which proves what education can be very effective. Of course, this form of education is not available for all, or either for relatively secured people who can hire teachers or just for intelligent and educated people who can devote a lot of time to their children and personally go with them to the school curriculum. However, after the revolution, home education in the USSR was not encouraged at all (in many ways, according to ideological reasons). The external system in the USSR was introduced in 1935, but for a long time it was calculated almost exclusively on adults, and the full possibility of external learning for schoolchildren was introduced only in 1985-1991.
Unlternative sharing boys and girls. One of the dubious Soviet innovations in education was the mandatory joint training of boys and girls instead of a pre-revolutionary separate education. Then this step was justified by the struggle for women's rights, lack of personnel and premises for the organization of individual schools, as well as the widespread training for joint training in some leading countries of the world, including in the United States. However, the latest research in the same US shows that separate training increases the results of students by 10-20%. Everything is simple enough: in joint schools, boys and girls are distracted by each other, conflicts and incidents occur markedly; The boys up to the last school classes are lagging behind in training from the Girls of Christmas, since the male body develops slower. On the contrary, when separate learning, it is possible to better take into account the behavioral and cognitive features of different floors to improve performance, the self-assessment of adolescents is more dependent on academic performance, and not from some other things. Interestingly, in 1943, the cities were introduced separate training of boys and girls, which after the death of Stalin was again liquidated in 1954
System of orphanages in late USSR. At the time, in Western countries in the middle of the 20th century, they began to massively close children's homes and arrange orphans in families (this process was generally completed by 1980), in the USSR, the system of children's homes was not only preserved, but even degraded by Compared with presenter time. Indeed, in the time of combating carelessness in the 1920s, according to the ideas of Makarenko and other teachers, the chief element of the re-education of former homeless workers was, while the pupils of labor communities were given the possibility of self-government, in order to produce independence and socialization skills. This technique gave excellent results, especially with the fact that the majority of the streets still had any experience of family life before the revolution, civil war and hunger. However, later due to the ban on child labor from this system in the USSR refused. In the USSR, by 1990 there were 564 orphanages, the level of socialization of children's houses pupils was low, very many former orphans fell into the ranks of criminals and marginals. In the 1990s. The number of orphanages in Russia almost tripled, but in the second half of the 2000s, the process of their liquidation began, and in 2010. He is close to completion.
Degradation of a secondary vocational education system in late USSR. Although in the USSR, the human labor in every way and promoted the workers professions, by the 1970s. The system of secondary vocational education in the country began to clearly degrade. "Will you go bad at school - you will go to vocational school!" (PROFESSIONAL SCHOOL) - Approximately the parents told the parents with negligent schoolchildren. In Ptop, they were taken by the universities of two young criminals who did not enrolled in the universities, and all this is on the background of a comparative excess of workers' specialists and the weak development of the service sector due to the lack of developed entrepreneurship (that is, alternatives in employment, as now, then not It was). Cultural and educational work in PTU turned out to be delivered poorly, students "PTU-Schnika" began to be associated with hooliganism, drunkenness and a general low level of development. The negative image of vocational education on working specialties is still held in Russia so far, although qualified turaries, locksmiths, milloverings, plumbing are now among highly paid professions whose representatives are in short supply.
Insufficient education of critical thinking among citizens, excessive unification and paternalism. Education, like the media and Soviet culture as a whole, was brought up in citizens faith in a powerful and wise party, which leads everyone, cannot lie or make large mistakes. Of course, faith in the strength of their people and the state is an important and necessary thing, but for the sake of supporting this faith, it is impossible to go too far, systematically grind the truth and sustain alternative opinions. As a result, when during the years of restructuring and publicity, they gave freedom to these alternative opinions when they began to massively emerge earlier facts about the history and modern problems of the country, huge masses of citizens felt deceived, lost confidence in the state and to all of what they were taught in School in many humanitarian subjects. Finally, citizens were unable to confront frank lies, myths and media manipulations, which eventually led to the collapse of the USSR and the deep degradation of society and the economy in the 1990s. Alas, but the Soviet educational and social system could not educate a sufficient level of caution, critical thinking, tolerance to alternative opinions, the culture of discussion. Also, the formation of a context sample did not help to bring up in citizens sufficient independence, the desire to personally solve their problems, and not wait for you for you or someone else. All this had to learn from the bitter post-Soviet experience.
\u003d\u003d Conclusions (-) \u003d\u003d
In assessing the Soviet education system, it is difficult to come to a single and comprehensive conclusion due to its contradictions.
Positive moments:
Final elimination of illiteracy and ensuring universal secondary education
- world leadership in the field of higher technical education, in natural and accurate sciences.
- the key role of education in providing industrialization, victory in the Great Patriotic War and scientific and technical advances in the post-war period.
- High prestige and respect for the profession of teacher, a high level of motivation of teachers and students.
- High level of development of sports education, wide promotion of sports activities.
- emphasis on technical education made it possible to solve the most important tasks for the Soviet state.
Negative moments:
Rapping from the West in the field of humanitarian education due to the negative impact of the ideology and foreign policy situation. Especially strongly used to teach history, economics and foreign languages.
- Excessive unification and centralization of school and, to a lesser extent, university formation together with its small contacts with the outside world. This led to the loss of many successful pre-revolutionary practices and to the growing lag from foreign science in a number of directions.
- Direct wine in the degradation of family values \u200b\u200band the total fall of the morals in the late USSR, which led to negative trends in the development of demographics and public relations.
- Insufficient education of critical thinking among citizens, which led to the inability of society to effectively resist manipulations during the information war.
- art education suffered from censorship and high refinery, as well as from obstacles to mastering foreign techniques; One of the most important consequences of this - decay of design, architecture and urban planning in the late USSR.
- That is, in his humanitarian aspect, the Soviet education system ultimately not only did not make it helped to solve the key objectives for preserving and strengthening the state, but also became one of the factors of the moral, demographic and social decline of the country. What, however, does not cancel the presence of impressive achievements of the USSR in the field of humanitarian sciences and art.

PS.. By the way, about logic. The textbook of logic, as well as other entertaining materials on the art of conducting a civilized discussion, can be found here:

P3S.. If you let go of the echidinal replicas about the exam, please immediately point out in the comments, did you try to solve the tasks from the exam in person personally, or do you need about the exam "Moisha put on".

P4S.. Just in case. The page of the discussion of the article on the "Patriot Directory" is at this address.

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