Suchergebnisse

In article, the author analyzed the essays on the topic: «What I experienced during the Great Patriotic War / occupation», written by pupils of the 6th-8th grades in Konstantinovka and Snezhnoe Donetsk region in May 1946, on the occasion of anniversary of the victory over Germany in the World War II. The author tried to reconstruct social values, stereotypes, children's emotional experiences connected with their own military experience. Reconstruction is carried out on the basis of Textual Analysis of narratives (30 essays). The work combines qualitative and quantitative content analysis for greater validity of the results.Evaluation of the facts and events which are described in the essays are not the main subject of research because they are duplicated in the essays. The main focus was given to how children remembered and described their own military experience and personal private impressions.During the survey, the author paid considerable attention to revealing Cultural models of Soviet society, stereotypes and Children's perception of military reality. Scientist discovered that the most common Children's emotions during the War were fear, yearn for the family, confusion, grief, despair, anger, hope, belief in the victory, the triumph.Except of individual characteristics survey also showed gender differences of the Pupils' works, which is evidenced by the size and content and content of essays.The clear majority of essays disclose image of «happy Soviet childhood, which was interrupted by the war» and «a return to a happy childhood after the Liberation». Soviet social stereotypes, connected with the cult of personality of the Soviet leader, education and religion, are also reflected in the most of the essays. So, pupils intimately associated a happy childhood with the ability to study, which was typical to Soviet traditions. Even a hint of religiosity was absent in analyzed works.Essays help to understand individual and collective opinions of young people about «the other» and «personal» and help to reconstruct understanding of the military reality and to identify the most influential «social fathers» for children. The organization of the essays allows to understand social values and priorities for the young generation. Criticism of the reality in the essays shows pragmatic children's thinking, despite the fact that totalitarian system tried to strain the system of values of its own citizens. The author made up conclusions, that even a cursory evaluation of school essays gives insight of cultural values, which were typical for the country in wartime. Moreover, such a survey allows to recreate spiritual world of «children of war», feelings of youth, their perception of military events, sympathy and ideals, and provides an opportunity to talk about some regional features. Besides being considerably independent, rational and humanistic, Children's thoughts about the war were influenced by Soviet propaganda. Author's appealing to social stereotypes demonstrates success of Soviet propaganda and children's acknowledgement of the system of moral values in the Soviet society during the war. ; В работе анализируются сочинения школьников городов Константиновка и Снежное Донецкой области на тему: «Что я пережил(а) во время Великой Отечественной войны / оккупации», написанные в мае 1946 г. по случаю годовщины победы над Германией. На основе контент-анализа нарративов сделана попытка реконструировать ценностные ориентиры, стереотипы, эмоциональные переживания детей, связанные с их собственным военным опытом. Сделаны выводы о том, что школьные сочинения дают представление о культурных моделях, характерных для страны военного времени, а также открывают широкие возможности для воссоздания духовного мира «детей войны». Представленный в сочинениях детский взгляд на войну, хотя и ощутил влияние советской пропаганды, но в значительной мере был самостоятельным, характеризовался рациональностью и гуманизмом. ; У роботі аналізуються твори школярів міст Костянтинівка і Сніжне Донецької області на тему: «Что я пережил(а) во время Великой Отечественной войны / оккупации», написані у травні 1946 р. з нагоди річниці перемоги над Німеччиною. На основі контент-аналізу наративів робиться спроба реконструювати ціннісні орієнтири, стереотипи, емоційні переживання дітей, пов'язані з власним воєнним досвідом. Зроблено висновок, що шкільні твори дають уявлення про характерні для країни воєнної доби культурні моделі, відкривають широкі можливості відтворення духовного світу «дітей війни». Представлений у творах дитячий погляд на війну, хоч і зазнав впливу радянської пропаганди, але значною мірою був самостійним, характеризувався раціональністю та гуманізмом.

In article, the author analyzed the essays on the topic: «What I experienced during the Great Patriotic War / occupation», written by pupils of the 6th-8th grades in Konstantinovka and Snezhnoe Donetsk region in May 1946, on the occasion of anniversary of the victory over Germany in the World War II. The author tried to reconstruct social values, stereotypes, children's emotional experiences connected with their own military experience. Reconstruction is carried out on the basis of Textual Analysis of narratives (30 essays). The work combines qualitative and quantitative content analysis for greater validity of the results.Evaluation of the facts and events which are described in the essays are not the main subject of research because they are duplicated in the essays. The main focus was given to how children remembered and described their own military experience and personal private impressions.During the survey, the author paid considerable attention to revealing Cultural models of Soviet society, stereotypes and Children's perception of military reality. Scientist discovered that the most common Children's emotions during the War were fear, yearn for the family, confusion, grief, despair, anger, hope, belief in the victory, the triumph.Except of individual characteristics survey also showed gender differences of the Pupils' works, which is evidenced by the size and content and content of essays.The clear majority of essays disclose image of «happy Soviet childhood, which was interrupted by the war» and «a return to a happy childhood after the Liberation». Soviet social stereotypes, connected with the cult of personality of the Soviet leader, education and religion, are also reflected in the most of the essays. So, pupils intimately associated a happy childhood with the ability to study, which was typical to Soviet traditions. Even a hint of religiosity was absent in analyzed works.Essays help to understand individual and collective opinions of young people about «the other» and «personal» and help to reconstruct understanding of the military reality and to identify the most influential «social fathers» for children. The organization of the essays allows to understand social values and priorities for the young generation. Criticism of the reality in the essays shows pragmatic children's thinking, despite the fact that totalitarian system tried to strain the system of values of its own citizens. The author made up conclusions, that even a cursory evaluation of school essays gives insight of cultural values, which were typical for the country in wartime. Moreover, such a survey allows to recreate spiritual world of «children of war», feelings of youth, their perception of military events, sympathy and ideals, and provides an opportunity to talk about some regional features. Besides being considerably independent, rational and humanistic, Children's thoughts about the war were influenced by Soviet propaganda. Author's appealing to social stereotypes demonstrates success of Soviet propaganda and children's acknowledgement of the system of moral values in the Soviet society during the war. ; В работе анализируются сочинения школьников городов Константиновка и Снежное Донецкой области на тему: «Что я пережил(а) во время Великой Отечественной войны / оккупации», написанные в мае 1946 г. по случаю годовщины победы над Германией. На основе контент-анализа нарративов сделана попытка реконструировать ценностные ориентиры, стереотипы, эмоциональные переживания детей, связанные с их собственным военным опытом. Сделаны выводы о том, что школьные сочинения дают представление о культурных моделях, характерных для страны военного времени, а также открывают широкие возможности для воссоздания духовного мира «детей войны». Представленный в сочинениях детский взгляд на войну, хотя и ощутил влияние советской пропаганды, но в значительной мере был самостоятельным, характеризовался рациональностью и гуманизмом. ; У роботі аналізуються твори школярів міст Костянтинівка і Сніжне Донецької області на тему: «Что я пережил(а) во время Великой Отечественной войны / оккупации», написані у травні 1946 р. з нагоди річниці перемоги над Німеччиною. На основі контент-аналізу наративів робиться спроба реконструювати ціннісні орієнтири, стереотипи, емоційні переживання дітей, пов'язані з власним воєнним досвідом. Зроблено висновок, що шкільні твори дають уявлення про характерні для країни воєнної доби культурні моделі, відкривають широкі можливості відтворення духовного світу «дітей війни». Представлений у творах дитячий погляд на війну, хоч і зазнав впливу радянської пропаганди, але значною мірою був самостійним, характеризувався раціональністю та гуманізмом.

The work is an attempt to recreate the image of a Soviet teacher in the late 30's. XX century, and based on a comprehensive analysis of typical materials for the Soviet Ukraine newspaper – the printed organ of the Vinnitsa regional committee of the KP(b)U, periodical magazine of Regional Executive Committee and the Regional Council, «Bilshovitska Pravda» for 1937 – 1939 (700 numbers). Quantitative and qualitative analysis of the newspaper's materials shows that publications about education, teachers, students and students occupy a significant, though not the main, place. Teachers were given the leading role in the education of the younger generation of «builders of communism». Therefore, a lot of attention in the articles of «Bilshovitska Pravda» is given to the creating of the image of an ideal Soviet teacher. The teacher had such important features as social activity, mastery of the fundamentals of the theory of Marxism-Leninism, high level of professionalism, atheistic views, high authority among pupils and the population. The appearance of the teacher, which was maximally fitted to the standard, occupied a significant place in the image of the Soviet teacher. Various articles about the high social status of Soviet teachers were published in order to form representations about the prestige of the teaching profession whose aim was to emphasize the high social status of Soviet educators. «Bilshovitska Pravda» in every possible way praised the best teachers of the USSR and the Ukrainian SSR, popularized professional and social experience of teachers. The authors of the articles drew the image of a negative teacher in order to contrast the to an ideal teacher. The negative teacher had such characteristic features as low level of useful social activity, lack of professional qualifications, various ideological «deviations» (Trotskyism, bourgeois nationalism, fascism) «wrecking activity» in education, drunkenness, professional negligence, immoral behavior and low authority. Such a teacher was strongly condemned and was not desirable to follow. Author of the scientific article concluded that the materials of the newspaper allow to reconstruct about the hero and antihero of the «educational front» given by the government. The image of the Soviet teacher, which press created, was idealized and had little in common with the real average teacher of this era. ; У роботі на основі комплексного аналізу матеріалів типової для Радянської України газети – друкованого органу Вінницького обкому та міському КП(б)У, облвиконкому та облпрофради «Більшовицька правда» за 1937 – 1939 рр. робиться спроба відтворити образ радянського вчителя кінця 1930-х років, який насаджувався у радянському соціумі. Зроблено висновок, що матеріали газети відкривають широкі можливості реконструкції уявлень владних структур про героя і антигероя «освітнього фронту». Змальований пресою образ радянського вчителя мав не багато спільного з реальним пересічним вчителем доби.