| Annotation |
The article examines the issues of schools’ politicization in the domestic pedagogical thought
of the pre-war period. The theoretical and methodological relevance of the study lies in the need to
study the theory and practice of school education, modernization models and educational strategies
of the Soviet period. No less important is the relevance of the historical dimension of the problem
of the development of school education in the USSR in the context of the scientific reconstruction
of the main stages of its evolution. The author has used historical-structural, historical-typological,
historiographic and source study methods in his work. The purpose and practical significance of
scientific work are associated with the tasks of interpreting and revising the activities of historically
established educational systems, and with the possibility of their retrospective use for examining
the state of the modern Russian school and building innovative concepts that generate new pedagogical
knowledge. The study postulates the assertion that the upbringing system in the Soviet
period was part of the ideological work of the ruling party, which had a huge impact on society. The
views of prominent figures in pedagogical science and education system on the problem of raising
the younger generation are characterized. The leading tendencies of etatization and politicization
of school educational practice in the historical period under consideration are revealed. The main
parameters of the modernization of the system of cultural, educational and educational activities of
the united labour socialist school have been determined. It has been established that during the
Soviet period, a worldwide recognized system of general education appeared. At the same time, the era under consideration was marked by the politicization of education, formation and subsequent
development of the state-party management of the public education system.
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