Abstract
This article explores the kinds of response John Dewey (1859–1952) received in Russia between 1900 and 1930, and the impact he had on the educational debate there. The study’s main findings are: Both before and after the Socialist October Revolution of 1917, Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey’s pedagogy towards the end of the 20s was not due to educational but to political and ideological reasons.
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I. Materials from the Scientific Archive of the Russian Academy of Education (sarae) Moskow
F. (Fond [achival fund]) 23, op. (opis [file]) 1, ed. khr. (edinitsa khranenia [depository]) 13: The personal archive of K. N. Ventsel, including the memoirs of his work of 1912–1915.
II. Printed sources: Journals of educational congresses, PROTOCOLS, RESOLUTIONS, ANNUAL REPORTS, OFFICIAL BULLETINS AND OTHER DOCUMENTS
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Doklady, prenia i postanovlenia vtoroi sektsii Pervogo Vserossyskogo syezda po voprosam narodnogo obrazovania [Lectures, discussions and resolutions of the Second Section of the First All-Russian Congress on National Education], 1915, n.publ., Petrograd.
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Otchyot o deyatelnosti pedagogicheskogo obschestva [Report on the Activities of the Pedagogical Society], 1899, n.publ., Moskva.
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Mchitarjan, I. John Dewey and the development of education in russia before 1930 — report on a forgotten reception. Stud Philos Educ 19, 109–131 (2000). https://doi.org/10.1007/BF02764155
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DOI: https://doi.org/10.1007/BF02764155