Suggests that the socialization of children works against their creativity. Argues that increasing children's exploratory opportunities results in raising the likelihood of new discoveries. Concludes that the establishment of a structure for fostering creativity is a key factor in promoting child development. (SG)

At the age of six Russian children are taught to sing "We all love Lenin". But how effective is this kind of socialization in the long term? Author reflects on a recent visit to Russia. (Editor/RK)

Suggests that Soviet school administration theory should be studied in combination with social administration. Presents as a goal of the educational system a model secondary school graduate who is disciplined, organized, and capable of both self-restraint and mobilization of will. Notes that such a personality approach requires perfecting existing…

An ethnic studies program, developed at St. Josaphat's Ukrainian Catholic School in Parma, Ohio, was developed in order to instill in students an appreciation of the Byzantine Ukrainian Catholic rite, the Ukrainian language, and the uniqueness of their cultural heritage. (Author/RK)

Discusses the status and future of the rural former Soviet school. Reports that rural education has been restructured to influence students' lives, even outside school. Argues that the rural school schedule must promote comprehensive, harmonious individual development. Describes the schedule and some of the problems with rural education. (SG)

Examines the role of self-directedness or "learning education" in student development. Discusses a study of a group of Moscow (Russia) social science classes. Reports that children who studied a topic as a whole during each class outperformed students for whom the material was divided into separate lessons. Suggests that the holistic…

Expresses concern over increasing number of divorces in Soviet Union. Offers reasons gleaned from survey research. Concludes that one of reasons for fragility of marriage today is misunderstanding of true meaning of family and inability to protect values. Warns that young people are being prepared only for work to the detriment of their health and…

Discusses difficulties in designing a curriculum for Soviet schools that will allow students to master subjects and develop their individual personalities. Describes specific problems in designing secondary research: formulation of specific teaching/learning goals, integration of content, and reflection of the tasks of upbringing. Maps out…

Argues that years of domination by an administrative command system has nearly destroyed former Soviet entrepreneurship, business acumen, and initiative. Proposes a program of entrepreneurial training that includes (1) evaluation of the student's personality; (2) destruction of the socioeconomic stereotypes of the old system; (3) enhancement of…

Describes the teaching-upbringing complex (UVK) educational facilities in rural areas. Argues that UVKs create conditions that foster social, spiritual, and moral-esthetic development of rural students. Emphasizes the need for UVKs to provide guidance in literature, music, culture, and ethics. Encourages the channeling of students' free time into…

Offers examples of good Soviet art teachers and their ideas. Describes an art teacher who allows children to draw in any position so as to free natural creativity. Tells of programs to develop children's interest and ability in folk art, architecture, and life. Stresses the importance of sincerity of interaction and innovation. (DK)

Advocates developing Soviet secondary students' understanding of economics, conservation consciousness, and practical skills. Outlines several rural programs that involve students on collective farms and in school activities that promote these skills. Recommends teachers and youth organization leaders accommodate student age differences and…

Examines issues raised at the third meeting of experimental educators, held in Moscow in 1988. Argues a teacher's creativity guarantees an educational system's health and successful reform. In a question-answer format, analyzes resistance to educational change, and teachers' responsibilities, rights, and relationships with students and…

Offers excerpts from Shalva Amonashvili's 1983 teaching guide, "Hello Children." Includes chapters on Amonashvili's analysis of Day No. 122 in the school year and reflections on the last day. The guide is based on Amonashvili's experiences teaching six-year olds that incorporated his love for children and humanistic teaching methods. (CH)

Provides excerpts from Shalva Amonashvili's 1983 teacher's guide, "Hello Children." Explains that "Hello Children" is based on Amonashvili's successful experience teaching six-year olds and increasing the elementary grades to four (now implemented throughout the USSR). Amonashvili stresses teachers' love for children and…