A Comprehensive Research on the Elite Education System and the Social Change in Imperial Russia : Transition from the Soslovie (Estate) Principle to Meritcracy

本研究项目旨在调查俄罗斯帝国的中等和高等教育系统的结构和社会功能，该系统由沿三个基本维度或坐标轴分布的各种类型的机构和学校组成：种族，阶级-等级（soslovie）和性别。俄罗斯教育体系最重要和最具体的结构特征是教育机构按种族、等级和性别划分为子系统，以及从19世纪下半叶到20世纪初的结构转变(即等级原则的衰落和精英制度的兴起，非俄罗斯省份的大学和学校的俄罗斯化，以及女性教育的兴起)。在这个项目中，我们对地产原则进行了史学研究，并对19世纪初到20世纪初更为复杂的中学和高等学校体系，“大革命”以来的结构和功能变化，以及各种技术高等学校的发展和新职业阶层的兴起进行了全面的描绘。我们还研究了西方经典教学（希腊语和拉丁语）的功能，在考虑的时期，这是由政府在政治上引入的，作为纪律化的工具，而不是soslovie（国家）秩序。此外，我们还描绘了俄罗斯作为帝国的教育系统的特点。它在帝国内部按民族划分为不同的子系统。我们特别关注西部（东乌克兰、白俄罗斯和立陶宛）和波罗的海（拉脱维亚和爱沙尼亚）各省，并特别注意统治民族与被统治民族之间的关系。最后，我们也研究了女性的高等教育。自“大改革”时期以来，俄罗斯妇女在国内和国外（特别是瑞士和德国）寻求高等教育的机会，并在知识社会的帮助下克服了许多困难，实现了大学式的妇女高等课程和女子高等医学院。我们将在即将出版的关于妇女中等和高等教育的专著中描述这一进程。少

This research project aims at the investigation on the structure and social function of the secondary and higher education system in imperial Russia, which consisted of the various types of institutions and schools distributed along the three fundamental dimensions or coordinate axes : ethnicity, class-estate (soslovie) and gender. The most significant and specific structural characteristic of the Russian educational system was the division of educational institutions into subsystems differentiated by ethnicity, estate and sex, and its structural transformation from the second half of the nineteenth century to the beginning of the twentieth century (the decline of soslovnoe nachalo i.e. the estate principle and the rise of meritcracy, the russification of universities and schools in non-Russian provinces, and the rise of women's education).In this project we have made the historiographical study on soslovnoe nachalo i.e. the estate principle and given the comprehensive portraits on the … More complicated system of secondary and higher schools from the beginning of the 19th century to the beginning of the 20th century, their structural and functional change since the period of "Great Reforms", and the development of various technicai higher schools and the rise of new professional class.We have also investigated the function of the western instruction of classics (Greek and Latin language), which was politically introduced by the government as the instrument for disciplinarization instead of the soslovie (state) order in the period under consideration.Moreover we have depicted the characteristics of the education system in Russia as Empire. It was divided into the subsystems differentiated along the ethnic group in the empire. We have especially focused on the western (east Ukraine, Belorus' and Lithuania) and the Baltic (Latvia and Estonia) provinces and given special attention to the relation between ruling ethnic groups and ruled ones.Finally we have studied about the higher education for women, too. Since the period of "Great Reforms" Russian women sought the opportunities of higher learning both in Russia and in foreign countries (especially in Switzerland and Germany), and realized the university-type higher courses for women and women's higher medical schools, overcoming a lot of difficulties with the aid of intellectual society. We will depict the process in a forthcoming monograph on secondary and higher education for women. Less