Abstract
The historical and pedagogical process is considered from the perspective of a synergetic methodological approach, which allows the author to show the polyphony and non-linearity of pedagogical systems and values of teachers working in the first decade of Soviet Russia. The research material used includes the works of famous teachers, which most clearly outlines their axiological priorities. Using the methods of analysis and synthesis, systematization and generalization, the author shows the potential of a synergetic approach to analyzing historical development of education in Russia as seen during a period of critical change in the early twentieth century.
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