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Known as "the father of Russian Marxism," G.V. Plekhanov (1856-1918) was an outstanding theoretician of prerevolutionary Marxism whose works were relegated to virtual oblivion during the Stalin era. In the wake of the collapse of Marxism-Leninism, his interpretation of Russian history and of the Bolshevik revolution are once again attracting the attention of Russian scholars

Claudia Lenz / Sanna Brattland / Lise Kvande (Eds.): Crossing Borders.
Combining Human Rights Education and History EducationMartin Lücke / Felisa Tibbitts / Else Engel / Lea Fenner (Eds.): Change. Handbook for History Learning and Human Rights Education. For Educators in Formal, Non-Formal and Higher Education

Pvt. George Skomsky (1925-), U.S. Army, 133rd AAA Gun Battalion, the son of Ukrainian immigrants, grew up and came of age during the defining moments of the 20th century: the Great Depression and World War II, respectively. The following examines his experiences in the context of these events, through his letters written home during World War II, recollections and reflections.

A review essay on books by: Steven Mintz & Susan Kellogg, Domestic Revolutions: A Social History of American Family Life (New York: Free Press, 1988); Elizabeth Pleck, Domestic Tyranny: The Making of American Social Policy against Family Violence from Colonial Times to the Present (New York: Oxford U Press, 1987); & Linda Gordon, Heroes of Their Own Lives: The Politics and History of Family Violence (New York: Viking, 1988). Mintz & Kellogg provide a narrative history of the transformation of the US family over nearly four centuries, identifying three profound shifts in structure, role, conception, & emotional dynamics. An alternative model is proposed that emphasizes the continuity, with the possible exception of the decade of the 1950s, of the modern family after the initial "domestic revolution" -- the increasing emphasis on family privacy, mutual affection, conjugal & family rights, & the preservation of the family -- of 1770-1830. Pleck's study draws on primary source material to chronicle the history of domestic violence in the US, challenging the conventional history of the family by demonstrating that Mintz's & Kellogg's "domestic revolutions" were in fact domestic nightmares, signaling the end of reform against family violence. Gordon's monograph uses the case records of the Massachusetts Society for the Protection of Cruelty to Children & other Boston social welfare agencies from 1880 to 1960 to analyze four types of family abuse: violent assault, child neglect, sexual abuse, & wife beating. Besides providing a historical profile of abuse victims, Gordon also modifies the social control thesis of historians critical of Progressive reformers, arguing that a gendered interpretation, rather than class analysis, is the most useful framework for understanding family violence. Gordon is criticized, however, for ignoring the role of ethnicity & cultural values. AA

In spite of required state curriculum objectives, American history textbooks often become the de facto curriculum defining history. Self-imposed censorship by textbook publishers defines how individuals, groups, and events are portrayed. A 2004 Thomas B. Fordham Institute report concluded that today's history textbooks are bland with no voice or storyline and have been sanitized and filled with history rewritten to meet the demands of special interest groups. The report also concluded that while American history textbooks now contain more pages, they include less content. Paradoxically, when a well-crafted textbook is created, students may never have access to it. Efforts by special interest groups to censor such books are not uncommon. A case study of one author's efforts to have her award-winning history textbook adopted for classroom use and the ensuing censorship efforts by special interest groups are described.

U radu se razmatraju koncepcije obrazovanja odraslih u Srbiji početkom XX veka. Dva su osnovna pravca u razvoju andragoške misli toga doba. Prvi predstavljaju ideje socijal-demokrata, nastale u okviru radničkog i sindikalnog pokreta u Srbiji. U njihovim shvatanjima narodno prosvećivanje je bilo sistematska kulturno-prosvetna aktivnost sa izraženim političkim karakterom. Ideološko-koncepcijski je ovom pravcu blizak pokret tzv. naprednog učiteljstva. Drugi značajan pravac predstavljaju autori građanske provinijencije, koji se oslanjaju na nacionalno-romantičarske i racionalno-prosvetiteljske ideje. Rešenje aktualnih pitanja duhovnog, moralnog, kulturnog i privrednog napretka oni traže, pre svega, u pokretu narodnog prosvećivanja. Filozofska osnova ovih koncepcija mogla bi se nazvati poznim prosvetiteljstvom. U oblikovanju koncepcija i ciljeva narodnog prosvećivanja ovi autori polaze od konkretnih socio-kulturnih prilika, ali uzimaju u obzir i evropska iskustva u obrazovanju odraslih. U radu se posebno analiziraju koncepcije narodnog prosvećivanja: R. Vasića, Č. Marjanovića, Lj. Ljotića, M. Krstića, Đ. Grujića, R. Vrhovca i M. Kosića. Teorijska polazišta ovih autora su vrlo raznolika, što utiče na različito rešavanje konkretnih problema narodnog prosvećivanja. ; In this paper the conceptions of education of adults in Serbia on the beginning of the 20th century are discussed. There are two basic streams in the development of andragogy thought of this period. First stream represents the ideas of social democrats appeared within the workers' and trade union movements in Serbia. According to their conceptions people's education was systematical educational activity with distinct political character. So called progressive teaching movement is ideologically and conceptionally close to this stream. Second important stream is characterized with authors with bourgeois (conservative?) provenance, who are relied on national and romantic, and rational - educational ideas. They search for the solution of the spiritual, moral, cultural and economic progress current problems mainly in the people's education movement. Philosophical foundation of this conception could be named as late education. In the modeling of conceptions and goals of people's education these authors begin their discussions with concrete social and cultural conditions, while taking into account European experiences in adult education. In this paper the conceptions of following authors are discussed: R. Vasić, Č. Marjanović, Lj. Lotić, M. Krstić. Đ. Grujić, R. Vrhovec and M. Kosić. Theoretical starting points of these authors are diverse implying different ways of solving concrete problems of people's education.