Social Portrait of Honorary Members and Doctors of the Kharkiv Imperial University (1804–1917)

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Contemporary Education Pub Date : 2023-06-05 DOI:10.13187/ejced.2023.2.692

Andrii Lebid, V. Stepanov

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Abstract

The article reconstructs the social portrait of honorary members and doctors of the Kharkiv Imperial University in 1804–1917 (from its foundation till the Russian Empire collapse). The research is based on rare sources. All honorary members and doctors were analyzed from the social, national, occupational and other perspectives. We verified 255 persons with honorary university titles. In some cases, no important biography features resulted in the incomplete problem reflection. However, it did not prevent us from summarizing obvious trends in the imperial and Ukrainian higher education. In particular, the rate of honorary title conferment differs in various periods: the lowest amount for the 1870s and the 1910s, the highest amount for the university first years and the 1850s. Most honorary members and doctors of the Kharkiv Imperial University came from nobles, clergies and petits bourgeois. Sometimes, peasants were represented as well. Ethnically, most members and doctors were Russians or foreigners. Ukrainians covered under a quarter of them. In general, the honorary staff of the Kharkiv Imperial University reflected main development trends of the imperial higher education.

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哈尔科夫帝国大学荣誉院士和博士的社会肖像(1804-1917)

本文重构了哈尔科夫帝国大学1804-1917年（从其成立到俄罗斯帝国崩溃）名誉成员和博士的社会画像。这项研究是基于罕见的来源。从社会、国家、职业和其他角度对所有荣誉会员和医生进行了分析。我们核实了255名具有大学荣誉称号的人员。在某些情况下，没有重要的传记特征导致问题反思不完整。然而，这并没有阻止我们总结出帝国主义和乌克兰高等教育的明显趋势。特别是，不同时期的荣誉称号授予率不同：19世纪70年代和19世纪10年代的授予率最低，大学第一年和19世纪50年代授予率最高。哈尔科夫帝国大学的名誉成员和博士大多来自贵族、神职人员和小资产阶级。有时，农民也有代表。在种族上，大多数成员和医生都是俄罗斯人或外国人。乌克兰人占了四分之一以下。总的来说，哈尔科夫帝国大学的荣誉教职员工反映了帝国高等教育的主要发展趋势。

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来源期刊

European Journal of Contemporary Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The journal aims to facilitate shaping a novel, broader view of issues in present-day education, enhancing the caliber of Humanities research through active use of best domestic and foreign practices, and integrating the achievements of various sciences and knowledge areas with unconventional approaches. It seeks to familiarize specialists and all interested readers with the latest achievements of scholars from various knowledge areas in resolving issues in present-day education, facilitate the development of interinstitutional and international scholarly partnership in the frame of relevant scholarly issues, and boost the scholarly ethics and publication activity of young researchers. The journal publishes scholarly articles that introduce innovative approaches to resolving issues in present-day education from the perspective of various sciences, scholarly paradigms and methodological approaches, as well as peer reviews of scholarly and research-and-methodology publications and surveys of scholarly activities on these issues in the English language. Among the qualities that set our journal apart is its consistent ability to present the reader with a variety of theoretical and empirical data and feature the latest methodological approaches to resolving current issues in education, as well as its continued focus on the diversity of opinions, researcher stances, worldview concepts, and interdisciplinary approaches to resolving issues in education.