Generation, Age, and Time: The Dynamics of Political Learning during Russia's Transformation
Generation, Age, and Time: The Dynamics of Political Learning during Russia's Transformation
复制标题
世代、年龄和时间：俄罗斯转型期间政治学习的动力
DOI：
10.1111/j.1540-5907.2007.00283.x
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发表时间：
2007
影响因子：
4.2
通讯作者：
Mishler W
中科院分区：
文献类型：
--
作者：
Mishler W
当苏联解体时，大多数俄罗斯人一生都生活在典型的专制文化中。在这样的环境中被社会化之后，公民如何才能获得支持一个新的、更加多元化的政权所必需的态度和行为呢？政治学习的文化理论强调童年社会化的首要地位，并认为改变最初的态度是一个长达数十年的过程，取决于代际更替。制度理论强调成人的再学习，以应对不断变化的环境，而不管社会化。终身学习整合了相互竞争的观点。多层次模型使用新俄罗斯晴雨表数据从1992年至2005年证实了俄罗斯政治态度的一些代际差异的持久性，但表现出更大的影响，从成人再学习。终身学习提供了最全面的说明，并表明，俄罗斯人将很快获得适当的民主态度和行为，如果俄罗斯精英提供更真实的民主制度。
When the Soviet Union collapsed, most Russians had lived their entire lives in a quintessentially authoritarian culture. Having been socialized in this environment, how could citizens acquire the attitudes and behaviors necessary to support a new, more pluralistic regime? Cultural theories of political learning emphasize the primacy of childhood socialization and hold that altering initial attitudes is a decades‐long process that depends on generational replacement. Institutional theories emphasize adult relearning in response to changing circumstances regardless of socialization. Lifetime learning integrates the competing perspectives. Multilevel models using New Russia Barometer data from 1992 to 2005 confirm the persistence of some generational differences in Russian political attitudes but demonstrate even larger effects resulting from adult relearning. Lifetime learning provides the most comprehensive account and suggests that Russians would quickly acquire the attitudes and behaviors appropriate to democracy—if Russian elites supply more authentic democratic institutions.