《锡拉与卡瑞布狄斯之间》(极权社会中的学校)

Halyna Dokashenko
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引用次数: 0

摘要

在文章中使用了一种相当有效的科学方法——通过社会精神生活的某些领域来研究极权主义,这是人类社会生活中最复杂和最矛盾的领域。本研究的对象是保加利亚在社会主义时期的学校教育,从1944年9月与爱国阵线政府上台有关的事件到1989年的“宫廷政变”,当时该国的教育工作者面临着在深厚的民族教育传统和社会主义时代的统一方法之间做出选择。国家的选择是为了分析苏联模式下的教育发展情况,而不是苏联的“人民民主”制度,并在前“社会主义阵营”之一的国家中定义这种制度的特点。在这些特征中,确定了个人因素在这个巴尔干国家党政领导中的作用。保加利亚的历史和教学进程的特点是有几个层次的指标。从总体上看,教育系统是人类文明的重要组成部分和主要特征。在某一时期,保加利亚教育空间发展的一般模式(即一项适用于所有或至少绝大多数国家的指标)是教育在公共进步中的作用不断增强的稳定趋势,教育和养育的重点是面向人口的所有阶层。特定国家群体所固有的特殊性,是社会主义国家教育发展的特征:党的领导和对党体的严格控制,教育过程和课外工作的意识形态化,过于高度的计划化,国家机构从属于党的机关,过度的中央集权等;个人特征包括在精神领域保留公共国家领导的国家制度、个人的宗教和世俗民主意识的非对立共存以及保加利亚教师在社会中的崇高作用和地位。与极权主义统治相反,保加利亚教师耐心地教导儿童和成人和平、容忍和社交、尊重工作和社会正义。作者的进一步探索将致力于分析巴尔干地区各国教育发展的共同特征,这些国家历史上一直处于东西方趋势的交叉点,受到多向量方法和方向的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
BETWEEN SCYLLA AND CHARYBDIS (School in a Totalitarian Society)
In the article a rather effective scientific approach is used – the study of totalitarianism through certain spheres of the spiritual life of society, that is the most complex and contradictory sphere of life of the human community. The object of the study is the school education of Bulgaria in the socialist period from the September 1944 events connected with the rise to power of the Patriotic Front Government to the “palace coup” in 1989, when the country’s educators were faced with the choice between deep national traditions of schooling and the unified approaches of the socialist era. The choice of the country is connected with the intention to analyze the situation in education development under the conditions of the Soviet model of the regime other than it was in the USSR, which was called “People’s Democracy”, and to define the peculiarities of this regime in one of the countries of the former “socialist camp”. Among these features it is identified the role of the personal factor in the party – governmental leadership of this Balkan country. The historical and pedagogical process in Bulgaria is characterized by the indicators of several levels. At the general level, it is shown that the education system is an important component and a leading feature of human civilization. The general pattern (that is, an indicator that applies to all or at least the vast majority of states) of the educational space development of Bulgaria in a certain period was a steady trend of increasing the role of education in public progress, when education and upbringing were focused on reaching all the segments of the population. The peculiarities, inherent in particular groups of states, were the features characteristic for the education development in socialist countries: the party leadership and a strict control of party bodies, ideologization of the educational process and extracurricular work, too high degree of planning, the subordination of state structures to party organs, an excessive centralization, etc; the individual features include the preservation of the national system of public-state leadership in the spiritual sphere, the non-antagonistic coexistence of religious and secular-democratic consciousness of an individual and a high role and place of a Bulgarian teacher in the society. Contrary to the totalitarian rule, the Bulgarian teacher patiently taught children and adults to peace, tolerance and sociability, respect for work and social justice. Further explorations of the author will be devoted to the analysis of the common features of the education development in the countries of the Balkan region, which have historically been at the intersection of western and eastern trends, under the influence of multi-vector approaches and orientations.
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