By Jeanne Sutherland
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Additional resources for Schooling in New Russia: Innovation and Change, 1984-95
Sample text
Visitors remarked on the grim post-war buildings, 'dingy on the outside and starkly neat on the inside'. Large classes made it difficult for children to be allowed to move around. Discipline was strict, both in primary and secondary classes, which were usually housed together. There was little decoration allowed on walls or in classrooms, and imaginative attitudes were discouraged, both from teachers and pupils. School was run according to the Soviet principles of upbringing, and learning by rote was the major method used.
Attention was to be paid to the development of thinking, reasoning individuals, capable of being taught not merely by rote but also by the 31 J. Sutherland, Schooling in the New Russia © Jeanne Sutherland 1999 32 Schooling in the New Russia development of a young person's personality. It is possible that this was the beginning of a call for real change in Soviet educational methods. Gorbachev was presumably involved in the drawing up of the Guidelines as he was to head the Politburo Commission on educational reform after Chernenko became General Secretary in February 1984.
An article in Pravda on 26 February 1985 by V. Zhelagin, a physics teacher and head of the department of technical teaching materials of a scientific research institute, described the use of a computer in a Russian literature class in School No. 10 in Novosibirsk, and went on to discuss the need to discover how to use computers to teach. 23 This was certainly not the situation when I was at School No. 10 on the same visit to Novosibirsk in February 1985. It was a fairly typical special school for English with 1700 pupils and 70 teachers, 22 of whom were teachers of English.
