Biblioteca Digital de VanguardiaThe role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931)
The study of the history of primary education in Azerbaijan expands the boundaries of pedagogical thinking. The re-introduction of the progressive aspects of the historical and pedagogical heritage of the 20th century into scientific circles plays an important role in the formation of modern educati...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Inglés Portugués |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2021
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/15005 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66165 |
| _version_ | 1782340129494401024 |
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| author | Mammadova, Aytekin |
| author_facet | Mammadova, Aytekin |
| author_sort | Mammadova, Aytekin |
| collection | Repositorio |
| description | The study of the history of primary education in Azerbaijan expands the boundaries of pedagogical thinking. The re-introduction of the progressive aspects of the historical and pedagogical heritage of the 20th century into scientific circles plays an important role in the formation of modern educational culture. Historical and pedagogical heritage is a source of renewal of pedagogical knowledge, acquisition of qualitatively new content, as well as its sustainability. It is important to study the history of primary education, as it helps to solve two problems that are closely related to each other. Firstly, what happened when one first examined the historical pedagogical heritage? How did it happen? Why did it happen and what was the result? What was the significance of what happened during that period and further development? Secondly, by referring to the historical pedagogical heritage, it is possible to understand the theory and practice of today's education, the problems of modern pedagogical thinking and worldview. The article examines and compares the role of tradition and innovation in the development of the theory of primary education in Azerbaijan in the 1920s. For this purpose, the article analyzes the educational technologies used in that period, general scientific approaches, curricula and content of textbooks prepared for primary schools, and quality criteria in teacher training. It is argued that this period was politically complex, economically difficult, characterized by a general decline in the common cultural and educational level of the population, but was interesting in terms of the building of a new society and a new state. Reforms in the field of education in Russia were repeated in Azerbaijan. Although experiments in the field of education were aimed at raising the cultural level of society, eliminating illiteracy, establishing new approaches to education, innovations (application of "complex" approach, use of active learning methods, application of project method, etc.), they did not improve the quality of education. The introduction of innovations sometimes led to the denial and oblivion of traditions. The new teaching methods applied in Azerbaijani schools without any expertise, as they were brought from European and American schools, created serious problems in the formation of education because the new technology denied the tradition. The class-lesson system with strict regulations, exhaustive structure and function, and rich traditions were replaced by the laboratory-brigade method. The results of incorrect experiments became a serious obstacle to the development of education. For this reason, in the early 1930s, official government decisions banned experiments that hindered the development of education. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO66165 |
| institution | CLACSO, Repositorio Digital |
| language | Inglés Portugués |
| publishDate | 2021 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO661652022-03-18T19:31:00Z The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931) El papel de la tradición y las innovaciones en el desarrollo de la teoría de la educación primaria en Azerbaiyán (1920-1931) O papel da tradição e das inovações no desenvolvimento da teoria da educação primária no Azerbaijão (1920-1931) Mammadova, Aytekin Azerbaijan Primary education Content of education Traditional education Innovative education Alphabet reform Project method Azerbaiyán Educación primaria Contenido de la educación Educación tradicional Educación inovadora Reforma alfabética Método de proyectos Azerbaijão Educação primária Conteúdo da educação Educação tradicional Educação inovadora Reforma do alfabeto Método de projeto The study of the history of primary education in Azerbaijan expands the boundaries of pedagogical thinking. The re-introduction of the progressive aspects of the historical and pedagogical heritage of the 20th century into scientific circles plays an important role in the formation of modern educational culture. Historical and pedagogical heritage is a source of renewal of pedagogical knowledge, acquisition of qualitatively new content, as well as its sustainability. It is important to study the history of primary education, as it helps to solve two problems that are closely related to each other. Firstly, what happened when one first examined the historical pedagogical heritage? How did it happen? Why did it happen and what was the result? What was the significance of what happened during that period and further development? Secondly, by referring to the historical pedagogical heritage, it is possible to understand the theory and practice of today's education, the problems of modern pedagogical thinking and worldview. The article examines and compares the role of tradition and innovation in the development of the theory of primary education in Azerbaijan in the 1920s. For this purpose, the article analyzes the educational technologies used in that period, general scientific approaches, curricula and content of textbooks prepared for primary schools, and quality criteria in teacher training. It is argued that this period was politically complex, economically difficult, characterized by a general decline in the common cultural and educational level of the population, but was interesting in terms of the building of a new society and a new state. Reforms in the field of education in Russia were repeated in Azerbaijan. Although experiments in the field of education were aimed at raising the cultural level of society, eliminating illiteracy, establishing new approaches to education, innovations (application of "complex" approach, use of active learning methods, application of project method, etc.), they did not improve the quality of education. The introduction of innovations sometimes led to the denial and oblivion of traditions. The new teaching methods applied in Azerbaijani schools without any expertise, as they were brought from European and American schools, created serious problems in the formation of education because the new technology denied the tradition. The class-lesson system with strict regulations, exhaustive structure and function, and rich traditions were replaced by the laboratory-brigade method. The results of incorrect experiments became a serious obstacle to the development of education. For this reason, in the early 1930s, official government decisions banned experiments that hindered the development of education. El estudio de la historia de la educación primaria en Azerbaiyán amplía los límites del pensamiento pedagógico. La reintroducción de los aspectos progresivos del patrimonio histórico y pedagógico del siglo XX en los círculos científicos juega un papel importante en la formación de la cultura educativa moderna. El patrimonio histórico y pedagógico es fuente de renovación del conocimiento pedagógico, adquisición de contenidos cualitativamente nuevos, así como de su sostenibilidad. Es importante estudiar la historia de la educación primaria, ya que ayuda a resolver dos problemas estrechamente relacionados entre sí. En primer lugar, ¿qué sucedió cuando se examinó por primera vez el patrimonio histórico pedagógico? ¿Como paso? ¿Por qué sucedió y cuál fue el resultado? ¿Cuál fue el significado de lo que sucedió durante ese período y el desarrollo posterior? En segundo lugar, al referirse a la herencia histórica pedagógica, es posible comprender la teoría y la práctica de la educación actual, los problemas del pensamiento pedagógico moderno y la cosmovisión. El artículo examina y compara el papel de la tradición y la innovación en el desarrollo de la teoría de la educación primaria en Azerbaiyán en la década de 1920. Para ello, el artículo analiza las tecnologías educativas utilizadas en ese período, los enfoques científicos generales, los planes de estudio y el contenido de los libros de texto elaborados para las escuelas primarias, y los criterios de calidad en la formación docente. Se argumenta que este período fue políticamente complejo, económicamente difícil, caracterizado por un declive general en el nivel cultural y educativo común de la población, pero fue interesante en términos de la construcción de una nueva sociedad y un nuevo estado. Las reformas en el campo de la educación en Rusia se repitieron en Azerbaiyán. Aunque los experimentos en el campo de la educación tenían como objetivo elevar el nivel cultural de la sociedad, eliminar el analfabetismo, establecer nuevos enfoques de la educación, innovaciones (aplicación de un enfoque "complejo", uso de métodos de aprendizaje activos, aplicación del método de proyectos, etc.), no mejoraron la calidad de la educación. La introducción de innovaciones a veces condujo a la negación y al olvido de las tradiciones. Los nuevos métodos de enseñanza aplicados en las escuelas azerbaiyanas sin ningún conocimiento, ya que fueron traídos de escuelas europeas y americanas, crearon serios problemas en la formación de la educación porque la nueva tecnología negaba la tradición. El sistema de lecciones de clase con regulaciones estrictas, estructura y función exhaustivas y ricas tradiciones fue reemplazado por el método de brigada de laboratorio. Los resultados de experimentos incorrectos se convirtieron en un serio obstáculo para el desarrollo de la educación. Por esta razón, a principios de la década de 1930, las decisiones gubernamentales oficiales prohibieron experimentos que obstaculizaran el desarrollo de la educación. O estudo da história da educação primária no Azerbaijão expande os limites do pensamento pedagógico. A reintrodução dos aspectos progressivos do patrimônio histórico e pedagógico do século 20 nos círculos científicos desempenha um papel importante na formação da cultura educacional moderna. O patrimônio histórico e pedagógico é uma fonte de renovação do conhecimento pedagógico, de aquisição de conteúdo qualitativamente novo, bem como de sua sustentabilidade. É importante estudar a história da educação primária, pois ela ajuda a resolver dois problemas que estão intimamente relacionados um com o outro. Em primeiro lugar, o que aconteceu quando se examinou pela primeira vez o patrimônio histórico pedagógico? Como isso aconteceu? Por que aconteceu e qual foi o resultado? Qual foi o significado do que aconteceu durante esse período e do desenvolvimento posterior? Em segundo lugar, referindo-se ao patrimônio histórico pedagógico, é possível compreender a teoria e a prática da educação atual, os problemas do pensamento pedagógico moderno e a visão do mundo. O artigo examina e compara o papel da tradição e da inovação no desenvolvimento da teoria da educação primária no Azerbaijão nos anos 20. Para este fim, o artigo analisa as tecnologias educacionais utilizadas naquele período, abordagens científicas gerais, currículos e conteúdo de livros didáticos preparados para escolas primárias, e critérios de qualidade na formação de professores. Argumenta-se que este período foi politicamente complexo, economicamente difícil, caracterizado por um declínio geral no nível cultural e educacional comum da população, mas foi interessante em termos da construção de uma nova sociedade e de um novo estado. Reformas no campo da educação na Rússia foram repetidas no Azerbaijão. Embora as experiências no campo da educação visassem elevar o nível cultural da sociedade, eliminando o analfabetismo, estabelecendo novas abordagens para a educação, inovações (aplicação de abordagem "complexa", uso de métodos de aprendizagem ativa, aplicação de método de projeto, etc.), elas não melhoraram a qualidade da educação. A introdução de inovações às vezes levou à negação e ao esquecimento das tradições. Os novos métodos de ensino aplicados nas escolas azerbaijanesas sem nenhum conhecimento especializado, pois foram trazidos de escolas européias e americanas, criaram sérios problemas na formação da educação porque a nova tecnologia negou a tradição. O sistema de aulas de classe com regulamentos rigorosos, estrutura e função exaustivas e ricas tradições foram substituídos pelo método de brigada de laboratório. Os resultados de experimentos incorretos se tornaram um sério obstáculo ao desenvolvimento da educação. Por esta razão, no início dos anos 30, as decisões oficiais do governo proibiram os experimentos que dificultavam o desenvolvimento da educação. 2021-03-01 2022-03-18T19:31:00Z 2022-03-18T19:31:00Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/15005 10.22633/rpge.v25iesp.1.15005 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66165 eng por https://periodicos.fclar.unesp.br/rpge/article/view/15005/10688 https://periodicos.fclar.unesp.br/rpge/article/view/15005/10689 https://periodicos.fclar.unesp.br/rpge/article/view/15005/10690 Copyright (c) 2021 Revista on line de Política e Gestão Educacional https://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf application/pdf text/html Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 25, n. esp. 1, mar. (2021) - Education and research; 654-672 1519-9029 10.22633/rpge.v25iesp.1 |
| spellingShingle | Azerbaijan Primary education Content of education Traditional education Innovative education Alphabet reform Project method Azerbaiyán Educación primaria Contenido de la educación Educación tradicional Educación inovadora Reforma alfabética Método de proyectos Azerbaijão Educação primária Conteúdo da educação Educação tradicional Educação inovadora Reforma do alfabeto Método de projeto Mammadova, Aytekin The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931) |
| title | The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931) |
| title_full | The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931) |
| title_fullStr | The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931) |
| title_full_unstemmed | The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931) |
| title_short | The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931) |
| title_sort | role of tradition and innovations in the development of the primary education theory in azerbaijan (1920-1931) |
| topic | Azerbaijan Primary education Content of education Traditional education Innovative education Alphabet reform Project method Azerbaiyán Educación primaria Contenido de la educación Educación tradicional Educación inovadora Reforma alfabética Método de proyectos Azerbaijão Educação primária Conteúdo da educação Educação tradicional Educação inovadora Reforma do alfabeto Método de projeto |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/15005 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66165 |