The Debate about Methods of Using the Laboratory Plan (Dalton Plan) During History and Social Studies Classes in the “Istorik-Marxist” Journal in 1927

Ayrat H Tuhvatullin

doi:10.5539/jsd.v8n4p24

Abstract

The importance of the problem investigated is caused by modern trends in the Russian educational system which aims to seek new teaching methods for various disciplines including historical ones. The reference to debates about teaching methods in History and Social Studies in the second half of 1920s allows to make a practical use of the ideas that were never realized because the unified Soviet educational system was established in 1930s. The purpose of the article is in investigation of the debate that took place in 1927 in “Istorik-Marxist” journal, as well as the analysis of the main problems that arise in the process of using the Dalton Plan and ways of their solution. The leading approaches to investigating the problem given are the comparative-historical method and the essential-substantional analysis. The article shows in retrospect the condition of teaching historical and public disciplines in the Soviet system of education, examines the process of the debate about methods of using the Dalton Plan in the “Istorik-Marxist” journal, reveals certain complications that teachers of the second half of 1920s faced and offers the ideas of their solution. The ideas of the article can be useful for researchers in the field of education history, varieties of pragmatic methods use while teaching the Humanities, the USSR public opinion in the second half of 1920s.

Highlights

1.1 Urgency of the IssueThe key approach to teaching in the modern education is the teaching process as a systematically arranged teacher-student interaction aiming at solving and revealing educational and development tasks
The reference to debates about teaching methods in History and Social Studies in the second half of 1920s allows to make a practical use of the ideas that were never realized because the unified Soviet educational system was established in 1930s
The purpose of the article is in investigation of the debate that took place in 1927 in “Istorik-Marxist” journal, as well as the analysis of the main problems that arise in the process of using the Dalton Plan and ways of their solution

Summary

Introduction

The key approach to teaching in the modern education is the teaching process as a systematically arranged teacher-student interaction aiming at solving and revealing educational and development tasks. Modern school should equip the growing generation with the basic means of socialization (Khoraskina, 2010). The up-to-date content of education at all stages including higher education is developing together with the world trends in informational, tolerant and civil society and demands of making up a free and harmonious personality. In the post-industrial society education ceased to be a way of acquiring generally recognized and ready knowledge. The perfection of education consists in rethinking the scientific knowledge and solving a number of problems including mistakes and delusions. Revealing the truth of knowledge is up to a student. The majority of pedagogical theories of the past century and educational practices were guided by the idea of achieving some definite educational standards

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Conclusion