Restoring Teachers to Their Rights : Soviet Education and the 1936
نویسنده
چکیده
I. Teachers’ Practices as “Pedological Distortions” In early 1937, one-third of sixth graders in a school near Leningrad were not passing their Russian-language course. Their teacher, Tomsinskaia, told the school director that the failures were due to circumstances beyond her control: chldren had received inadequate preparation in previous grades, textbooks were in short supply, and pupils had “weak reading habits.” Other teachers in the Krasnosel’skii district offered similar justifications for pupils’ poor performance. Sakhanova claimed that low levels of achievement were due to “bad home conditions.” Velichko asserted that her seventeen failing pupils all suffered from inherited conditions such as “mental retardation,” “underdevelopment,” or “congenital laziness.” Semenovskii, who had completed higher education and considerable teaching experience, admitted he had no explanation why one-half of his pupils were failing every year.‘ According to the regional educational journal, however, these poor results were evidence that teachers were “shirking their responsibility for pupils’ lack of achievement.” While blaming lack of preparation in earlier grades, an article in that journal charged that Tomsinskaia had conveniently “forgotten” that one-half of “failing” pupils had studied with her the previous year and thus she was responsible for promoting them, just as she had “forgotten” to mention that she made little effort to correct mistakes, provide remedial assistance, or encourage independent reading. Yet this article went beyond simply asserting that teachers should be held accountable
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تاریخ انتشار 2006