Abstract
The article is devoted to the history of the development of female education in the Dagestan region in the second half of the 19th – early 20th centuries. It examines the system of women’s education, features of its development, formation, support and organization of the educational process, its impact on the education system of Dagestan as a whole. The chronological framework of the study covers the second half of the 19th – early 20th centuries. During this period, religious schools functioned in parallel with Russian educational institutions, which emerged in the places of deployment of military units and settlements with a Russian-speaking population. An important issue, reflected in the study, is the disclosure of the peculiarities of homeschooling, the content of which depended on the preferences of parents.
 An analysis of the diverse historical literature made it possible to conclude that women’s educational institutions in pre-revolutionary Dagestan, regardless of their form and content of education, raised the educational and cultural level of girls, introduced them to the achievements of world culture, and prepared them for family life.
 The teaching process in religious and Russian schools varied greatly. Thus, for example, Muslim traditional education was divided into two stages. Dagestan people received their primary education in maktabs (mosque schools), the main goal of which was to teach reading and writing in Arabic and reading the Koran, to introduce students to the scientific achievements of the Muslim Orient. After that, those wishing to gain in-depth knowledge of classical Muslim sciences continued their studies in numerous madrasahs, the level of which varied depending on the established traditions and teaching staff.
 In Russian schools, the educational process was regulated by the curriculum and curricula in general subjects, theology and home economics. The task of Russian schools was to help students integrate into the all-Russian cultural field, to introduce them to the achievements of Russian and European cultures.
Highlights
После присоединения Дагестана к Российской империи царское самодержавие столкнулось здесь с уже сложившейся системой образования горцев
Что, когда ей было шесть лет, они из своего имения переехали в Дербент, где родители наняли ей гувернантку, которая обучала ее русскому и французскому языкам
В то же время, несмотря на свою малочисленность и сословность, русские школы сыграли положительную роль в истории просвещения народов Дагестана, они содействовали в изучении русского языка, который стал насущной необходимостью, знакомили с достижениями русской и мировой культуры, идеями русских и европейских демократов, способствовали созданию национальной интеллигенции
Summary
После присоединения Дагестана к Российской империи царское самодержавие столкнулось здесь с уже сложившейся системой образования горцев. Именно этот период стал временем больших перемен для Дагестана, особенно в области образования. Здесь насчитывалось 10 школ, где обучалось 270 детей, в том числе 40 девочек [9, с. В немного более выгодных условиях находились дочери представителей мусульманской духовной элиты (кадиев, шейхов, преподавателей мусульманских школ), которых не только обучали чтению и письму на арабском языке, правилам чтения и рецитации Корана, но и давали возможность получить более глубокое мусульманское образование.
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