Ben Eklof – författare

Nikolai Charushin's memoirs of his experience as a member of the revolutionary populist movement in Russia are familiar to historians, but A Generation of Revolutionaries provides a broader and more engaging look at the lives and relationships beyond these memoirs. It shows how, after years of incarceration, Charushin and friends thrived in Siberian exile, raising children and contributing to science and culture there. While Charushin's memoirs end with his return to European Russia, this sweeping biography follows this group as they engaged in Russia's fin de siècle society, took part in the 1917 revolution, and struggled in its aftermath.  A Generation of Revolutionaries provides vibrant and deeply personal insights into the turbulent history of Russia from the Great Reforms to the era of Stalinism and beyond. In doing so, it tells the story of a remarkable circle of friends whose lives balanced love, family and career with exile, imprisonment, and revolution.

Nikolai Charushin's memoirs of his experience as a member of the revolutionary populist movement in Russia are familiar to historians, but A Generation of Revolutionaries provides a broader and more engaging look at the lives and relationships beyond these memoirs. It shows how, after years of incarceration, Charushin and friends thrived in Siberian exile, raising children and contributing to science and culture there. While Charushin's memoirs end with his return to European Russia, this sweeping biography follows this group as they engaged in Russia's fin de siècle society, took part in the 1917 revolution, and struggled in its aftermath.  A Generation of Revolutionaries provides vibrant and deeply personal insights into the turbulent history of Russia from the Great Reforms to the era of Stalinism and beyond. In doing so, it tells the story of a remarkable circle of friends whose lives balanced love, family and career with exile, imprisonment, and revolution.

"[The book] succeeds remarkably in providing a multifaceted, yet interconnected, analysis of this signal era of modern Russian history and it is heartily recommended." —The HistorianThis volume, the work of an international group of scholars that includes historians from Russia, maps out the major landmarks in the conceptualization and implementation of the Great Reforms during the reign of Alexander II and proposes a variety of perspectives from which to view them.

Framed by an introductory essay by Ben Ekiof, the translated documents in this volume are crucial to understanding Russian educational reform efforts. These primary sources, based on previously unpublished statistical data and public opinion surveys, depict current conditions in Russia's schools. Reflecting the approach of the leading historian of education Edward Dneprov—now the powerful minister of education serving under Boris Yeltsin—the documents describe the radical reform philosophy and program first published in Teachers' Gazette in 1988, which now serve as the operative legislation for all secondary schools. The VNIK (Temporary Scientific Research Collective on the Schools) reform movement is a fascinating microcosm of perestroika in terms of goals, mobilization, and the complicated, painful process of implementation. This unique glimpse into Russian education in a period of turmoil will interest all those who follow Russian politics and society.

This book is crucial to understanding Russian educational reform efforts since 1984. It describes the radical reform philosophy and program first published in Teachers' Gazette in 1988, which serve as the operative legislation for all secondary schools.

In writing this book I incurred a number of debts, which I now gratefully acknowledge. During a year at the Kennan Institute for Advanced Russian Studies in the Wilson Center of the Smithsonian Institution, I attended many seminars and discussions on current events. In one way or another the ideas, information, and debates that took place during my stay contributed to my opinions and shaped the direction of my research; unfortunately I cannot list all the names of those from whom I benefited. The Kennan Institute itself provided a stimulating and supportive environment for my work. I am especially thankful to Peter Reddaway and Ted Taranovski for all they have done.

This volume consists of a collection of essays devoted to study of the most recent educational reform in Russia. In his first decree Boris Yeltsin proclaimed education a top priority of state policy. Yet the economic decline which accompanied the collapse of the Soviet Union dealt a crippling blow to reformist aspirations, and to the existing school system itself. The public lost faith in school reform and by the mid-1990s a reaction had set in. Nevertheless, large-scale changes have been effected in finance, structure, governance and curricula. At the same time, there has been a renewed and widespread appreciation for the positive aspects of the Soviet legacy in schooling.The essays presented here compare current educational reform to reforms of the past, analyze it in a broader cultural, political and social context, and study the shifts that have occurred at the different levels of schooling 'from political decision-making and changes in school administration to the rewriting textbooks and teachers' everyday problems. The authors are both Russian educators, who have played a leading role in implementation of the reform, and Western scholars, who have been studying it from its very early stages. Together, they formulate an intricate but cohesive picture, which is in keeping with the complex nature of the reform itself.Contributors: Kara Brown, (Indiana University) * Ben Eklof (Indiana University) * Isak D. Froumin, (World Bank, Moscow) * Larry E. Holmes (University of South Alabama) * Igor Ionov, (Russian History Institute of the Russian Academy of Sciences) * Viacheslav Karpov & Elena Lisovskaya, (Western Michigan University) * Vera Kaplan, (Tel Aviv University) * Stephen T. Kerr, (University of Washington) * James Muckle, (University of Nottingham) * Nadya Peterson, (Hunter College) * Scott Seregny, (Indiana University-Purdue University Indianapolis) * Alexander Shevyrev, (Moscow State University) * Janet G. Vaillant, (Harvard University)

Framed by an introductory essay by Ben Ekiof, the translated documents in this volume are crucial to understanding Russian educational reform efforts. These primary sources, based on previously unpublished statistical data and public opinion surveys, depict current conditions in Russia''s schools. Reflecting the approach of the leading historian of education Edward Dneprov-now the powerful minister of education serving under Boris Yeltsin-the documents describe the radical reform philosophy and program first published in Teachers'' Gazette in 1988, which now serve as the operative legislation for all secondary schools. The VNIK (Temporary Scientific Research Collective on the Schools) reform movement is a fascinating microcosm of perestroika in terms of goals, mobilization, and the complicated, painful process of implementation. This unique glimpse into Russian education in a period of turmoil will interest all those who follow Russian politics and society.

Framed by an introductory essay by Ben Ekiof, the translated documents in this volume are crucial to understanding Russian educational reform efforts. These primary sources, based on previously unpublished statistical data and public opinion surveys, depict current conditions in Russia''s schools. Reflecting the approach of the leading historian of education Edward Dneprov-now the powerful minister of education serving under Boris Yeltsin-the documents describe the radical reform philosophy and program first published in Teachers'' Gazette in 1988, which now serve as the operative legislation for all secondary schools. The VNIK (Temporary Scientific Research Collective on the Schools) reform movement is a fascinating microcosm of perestroika in terms of goals, mobilization, and the complicated, painful process of implementation. This unique glimpse into Russian education in a period of turmoil will interest all those who follow Russian politics and society.

This pioneering study of primary schools in the Russian countryside during the late tsarist period examines the contribution of education to the transition to modernity. The author links social, institutional,and cultural history, thus providing a multi-dimensional description of the village response to pressures of the modern world.This title was originally published in 1987. This pioneering study of primary schools in the Russian countryside during the late tsarist period examines the contribution of education to the transition to modernity. The author links social, institutional,and cultural history, thus providing a multi-d

This volume consists of a collection of essays devoted to study of the most recent educational reform in Russia. In his first decree Boris Yeltsin proclaimed education a top priority of state policy. Yet the economic decline which accompanied the collapse of the Soviet Union dealt a crippling blow to reformist aspirations, and to the existing school system itself. The public lost faith in school reform and by the mid-1990s a reaction had set in. Nevertheless, large-scale changes have been effected in finance, structure, governance and curricula. At the same time, there has been a renewed and widespread appreciation for the positive aspects of the Soviet legacy in schooling.The essays presented here compare current educational reform to reforms of the past, analyze it in a broader cultural, political and social context, and study the shifts that have occurred at the different levels of schooling 'from political decision-making and changes in school administration to the rewriting textbooks and teachers' everyday problems. The authors are both Russian educators, who have played a leading role in implementation of the reform, and Western scholars, who have been studying it from its very early stages. Together, they formulate an intricate but cohesive picture, which is in keeping with the complex nature of the reform itself.Contributors: Kara Brown, (Indiana University) * Ben Eklof (Indiana University) * Isak D. Froumin, (World Bank, Moscow) * Larry E. Holmes (University of South Alabama) * Igor Ionov, (Russian History Institute of the Russian Academy of Sciences) * Viacheslav Karpov & Elena Lisovskaya, (Western Michigan University) * Vera Kaplan, (Tel Aviv University) * Stephen T. Kerr, (University of Washington) * James Muckle, (University of Nottingham) * Nadya Peterson, (Hunter College) * Scott Seregny, (Indiana University-Purdue University Indianapolis) * Alexander Shevyrev, (Moscow State University) * Janet G. Vaillant, (Harvard University)

In writing this book I incurred a number of debts, which I now gratefully acknowledge. During a year at the Kennan Institute for Advanced Russian Studies in the Wilson Center of the Smithsonian Institution, I attended many seminars and discussions on current events. In one way or another the ideas, information, and debates that took place during my stay contributed to my opinions and shaped the direction of my research; unfortunately I cannot list all the names of those from whom I benefited. The Kennan Institute itself provided a stimulating and supportive environment for my work. I am especially thankful to Peter Reddaway and Ted Taranovski for all they have done.

In writing this book I incurred a number of debts, which I now gratefully acknowledge. During a year at the Kennan Institute for Advanced Russian Studies in the Wilson Center of the Smithsonian Institution, I attended many seminars and discussions on current events. In one way or another the ideas, information, and debates that took place during my stay contributed to my opinions and shaped the direction of my research; unfortunately I cannot list all the names of those from whom I benefited. The Kennan Institute itself provided a stimulating and supportive environment for my work. I am especially thankful to Peter Reddaway and Ted Taranovski for all they have done.

First published in 1990 The World of the Russian Peasant is designed to provide a wide-ranging survey of new developments in Russian peasant studies. Editors Eklof and Frank paint a broad picture of what life was like for the vast majority of Russia’s population before 1917. Individual authors treat the intricacies of the village community and peasant commune, social structure, the everyday life and labour of peasant women, the impact of migration, the spread of education, and peasant art, religion, justice, and politics. The result is a portrait of a people greatly influenced by rapid and radical changes in the world yet seeking to maintain control over their lives and their communities. This is a must read for students of Russian history, Russian peasantry and rural sociology.

First published in 1990 The World of the Russian Peasant is designed to provide a wide-ranging survey of new developments in Russian peasant studies. Editors Eklof and Frank paint a broad picture of what life was like for the vast majority of Russia’s population before 1917. Individual authors treat the intricacies of the village community and peasant commune, social structure, the everyday life and labour of peasant women, the impact of migration, the spread of education, and peasant art, religion, justice, and politics. The result is a portrait of a people greatly influenced by rapid and radical changes in the world yet seeking to maintain control over their lives and their communities. This is a must read for students of Russian history, Russian peasantry and rural sociology.

This volume consists of a collection of essays devoted to study of the most recent educational reform in Russia. In his first decree Boris Yeltsin proclaimed education a top priority of state policy. Yet the economic decline which accompanied the collapse of the Soviet Union dealt a crippling blow to reformist aspirations, and to the existing school system itself. The public lost faith in school reform and by the mid-1990s a reaction had set in. Nevertheless, large-scale changes have been effected in finance, structure, governance and curricula. At the same time, there has been a renewed and widespread appreciation for the positive aspects of the Soviet legacy in schooling.The essays presented here compare current educational reform to reforms of the past, analyze it in a broader cultural, political and social context, and study the shifts that have occurred at the different levels of schooling ''from political decision-making and changes in school administration to the rewriting textbooks and teachers'' everyday problems. The authors are both Russian educators, who have played a leading role in implementation of the reform, and Western scholars, who have been studying it from its very early stages. Together, they formulate an intricate but cohesive picture, which is in keeping with the complex nature of the reform itself.Contributors: Kara Brown, (Indiana University) * Ben Eklof (Indiana University) * Isak D. Froumin, (World Bank, Moscow) * Larry E. Holmes (University of South Alabama) * Igor Ionov, (Russian History Institute of the Russian Academy of Sciences) * Viacheslav Karpov & Elena Lisovskaya, (Western Michigan University) * Vera Kaplan, (Tel Aviv University) * Stephen T. Kerr, (University of Washington) * James Muckle, (University of Nottingham) * Nadya Peterson, (Hunter College) * Scott Seregny, (Indiana University-Purdue University Indianapolis) * Alexander Shevyrev, (Moscow State University) * Janet G. Vaillant, (Harvard University)

This volume consists of a collection of essays devoted to study of the most recent educational reform in Russia. In his first decree Boris Yeltsin proclaimed education a top priority of state policy. Yet the economic decline which accompanied the collapse of the Soviet Union dealt a crippling blow to reformist aspirations, and to the existing school system itself. The public lost faith in school reform and by the mid-1990s a reaction had set in. Nevertheless, large-scale changes have been effected in finance, structure, governance and curricula. At the same time, there has been a renewed and widespread appreciation for the positive aspects of the Soviet legacy in schooling.The essays presented here compare current educational reform to reforms of the past, analyze it in a broader cultural, political and social context, and study the shifts that have occurred at the different levels of schooling ''from political decision-making and changes in school administration to the rewriting textbooks and teachers'' everyday problems. The authors are both Russian educators, who have played a leading role in implementation of the reform, and Western scholars, who have been studying it from its very early stages. Together, they formulate an intricate but cohesive picture, which is in keeping with the complex nature of the reform itself.Contributors: Kara Brown, (Indiana University) * Ben Eklof (Indiana University) * Isak D. Froumin, (World Bank, Moscow) * Larry E. Holmes (University of South Alabama) * Igor Ionov, (Russian History Institute of the Russian Academy of Sciences) * Viacheslav Karpov & Elena Lisovskaya, (Western Michigan University) * Vera Kaplan, (Tel Aviv University) * Stephen T. Kerr, (University of Washington) * James Muckle, (University of Nottingham) * Nadya Peterson, (Hunter College) * Scott Seregny, (Indiana University-Purdue University Indianapolis) * Alexander Shevyrev, (Moscow State University) * Janet G. Vaillant, (Harvard University)