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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Some problems in the application of Marxist philosophy by selected contemporary neo-Marxist educational theorists /

Robenstine, Clark January 1987 (has links)
No description available.
2

Propaganda in the schools of Communist Romania /

Luca, Laurentiu, January 2005 (has links)
Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 80-86).
3

The influence of historical events and social agents on the development of Serbian education

Sterdjevich, Boryanka Arandjelovich, 1928- January 1973 (has links)
No description available.
4

The influences of Marxism-Leninism on Chinese educational reforms, 1958, 1960 /

Cheng, Wing-chung. January 1982 (has links)
No description available.
5

The influences of Marxism-Leninism on Chinese educational reforms, 1958, 1960 /

Cheng, Wing-chung. January 1982 (has links)
No description available.
6

Antonio Gramsci's proposal for the political education of the proletariat

Smith, Robert W. G. January 1988 (has links)
No description available.
7

Socialistiese opvoedings en onderwijsdenkbeelen ... /

Klinkenberg, Pieter. January 1933 (has links)
Thesis--Amsterdam, 1933. / Includes bibliographical references (p. 185-193) and index.
8

Erwachsenenbildung in Kuba Beispiel einer integrierten Bildungspolitik /

Krüger, Ursula, January 1982 (has links)
Thesis (doctoral)--Johann Wolfgang Goethe-Universität zu Frankfurt am Main, 1982. / Includes bibliographical references (p. 233-245).
9

Antonio Gramsci's proposal for the political education of the proletariat

Smith, Robert W. G. January 1988 (has links)
No description available.
10

Teaching Russian classics in secondary school under Stalin (1936-1941)

Malinovskaya, Olga January 2015 (has links)
This thesis contributes to existing discussions of Soviet subjectivity by considering how the efforts of the Party leadership and state agencies to shape personal and collective identities were mediated by the teaching of Russian classics to teenagers. It concentrates in particular on the history of literature course provided by Soviet schools for the upper years. The study addresses the following questions: (1) How was literary expression employed to instigate children's emotions and create interpretive habits as a way of inculcating a Soviet worldview? (2) What immediate effects did the methods have on teenagers? (3) What were the long-term effects of this type of indoctrination? Answering these questions required close reading of material produced by official authorities, such as methodological programmes, teachers' aids, professional journals, and textbooks for class instruction, and also of material produced by those at the receiving end of Stalinist literary instruction, including both sources contemporary to the period under scrutiny (i.e. diaries written between 1936-1941), and later autobiographical material (memoirs, oral history). I argue that for many teenagers growing up during this period, indoctrination in the classroom blurred the boundary between reality and fiction, and provided a moral compass to navigate their social environment, to judge others as well as themselves along prescribed lines, and model their lives on the precepts and slogans of the characters and authors they encountered, particularly the 19th-century radical democrats. Retrospective accounts - interviews, memoirs, and written responses to questions - expose the durability of the moral and ethical lessons derived from Russian classics and reveal the enduring Soviet emotional complex formed by this literary instruction. Investigating the impacts of the study of Russian classics on Soviet recipients, particularly from elite groups such as the city intelligentsia, my discussion highlights the political traction of the literary in, for instance, forming feelings of group belonging and strong emotional responses to differing views. I conclude with a discussion of the relation of this to long-term political effects, including the re-appraisal, in the twenty-first century, of Stalin-era teaching methodology as an effective way of instilling patriotic sentiments in students, and the legacy of Soviet perceptions and practices in the expression of personal and collective identities in the post-Soviet period.

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