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Ideological Basis Of The National Education Development Of The 20th Century

This article reviews the research and interpretation of the national education and pedagogy development process of the first half of the 20th century. It underlines the historical distinctiveness of the process due to the deep political transformations experienced by Russia at that time. In the early 20th century, national pedagogical science had five leading development courses: Orthodox pedagogical, social pedagogical, individual humanistic, cognitive, and cultural anthropological. Following the revolution of 1917, all those schools continued being effectively developed and enriched. But due to the historical and geographical division of research programs, some of them began to develop in a latent manner. Leaders of the Soviet education system made efforts to get rid of all the theoretical and practical pedagogical legacy from the pre-October period, by claiming it to be backward, retrogressive, and reactionary. The study showed that in the 20s – 40s, the Soviet pedagogy developed mostly in the social pedagogical and cognitive directions, while the immigrant pedagogy followed the cultural anthropological path, which later on, gave way to the Christian anthropological, Orthodox pedagogical, and individual humanistic, and cognitive schools. In this respect, that period of time can be viewed as a time to cast away stones, i.e. the diaspora period. It was found out that conservative education reforms of the early 30s and late 50s of the 20th century generally confirmed the idea of a constant disconnection within the pedagogical tradition and the absence of ancestral succession in the national pedagogical process development.