Pre-revolutionary Russian universities in modern historiography

709 s., where she goes beyond the Polish set of problems to discuss how the idea invested in the University by the Russian government related to the realities of the second half of the 19^th -- early 20^th centuries.

In addition, it should be pointed out that by far the majority of Polish works on university history focus on the development of certain branches of university science, with much less attention paid to the professoriate as a social group.

The 200^th anniversary of the University of Warsaw caused the intensification of research, which brought about many publications, including biographical dictionaries of professors. Of particular interest among them is a substantial scholarly monograph Dzieje Uniwersytetu Warszawskiego. 1816-1915 (History of the University of Warsaw, 1816-1915) Dzieje Uniwersytetu Warszawskiego. 1816-1915 / ed. by prof. Wojciech Tygielski. Warszawa, 2016., which was not a jubilee informational and advertising edition as it was a serious summarizing work on pre-revolutionary university history, with three chapters devoted to the period under study. Two of these chapters describe scientific development and the student body, yet the most interesting is the third one -- “Cesarski uniwersytet Warszawski: Mi^dzy edukacjq a politykq. 1869-1917” (Imperial University of Warsaw: Between Education and Politics, 1869-1917). In spite of an expected emphasis on the relationship between the official Russian university and the Polish component and attempts by some professors to gain the right to teach in the Polish language, the authors create a complex and ambiguous picture of the university life in the second half of the 19^th and early 20^th centuries, thus demonstrating that contemporary Polish historians have managed to avoid stereotypically negative assessments of the past.

Modern Estonian historians of university history are Lea Leppik and Sirje Tamul, to name just a few. L. Leppik's areas of research interest include social mobility of professors of the Dorpat (Yuryev) University Leppik L.: 1) Tartu Ülikooli teenistujate sotsiaalne mobiilsus 1802-1918. Tartu, 2006; 2) Social Mobility and Career Patterns of Estonian Intellectuals in the Russian Empire // Historical Social Research. 2008. No. 33 (2). P 42-62; 3) Tartu ülikool ja meditsiiniteenuste turg 19 Sajandil // Eesti Tervisekaitse seltsi 54. konverentsi ettekannete kogumik. Tallinn, 2008. L. 28-29; 4) Kalefaktoripojast professoriks. Tartu ülikooli teenistujate sotsiaalne mobiilsus 1802-1918. Tartu, 2011., while S. Tamul focuses more on the student body of the University of Yuryev, university charity, the influence of WWI on the university in the Baltic region Tamul S.: 1) Über die Studentenschaft der russifizierten Tartuer Universität (1883-1918) // Universitätsgeschichte in Osteuropa, Stuttgart, 2001. S. 102-111; 2) Donatsioonid Tartu ülikoolile aastatel 1802-1918 // Ajalooline Ajakiri. 2002. S. 177-192; 3) Die Bedeutung des Krieges für die Universität Jurev: Schließungsabsichten und Evakuierungsmaßnahmen (1915-1918) // Kollegen -- Kommilitonen -- Kämpfer. Europäische Universitäten im Ersten Weltkrieg / Hrsg. von T Maurer. Stuttgart, 2006. S. 223-238..

Unlike Russian, the so-called “western” historiography was not so discrete by nature in the 20^th century and remained almost the same in the “post-Soviet” stage.

As for narrowly specialized research, the internal development of Russian universities received little, if any, attention in Western historiography until present. In most cases, Russian universities were studied as part of the socio-political history of Imperial Russia. According to St. Petersburg historiographers, Western researchers treat this topic as secondary for the university history of the West, which is why Russian universities are more interesting for specialists in the history of Russia rather than historians of education Rostovtsev E. A., Barinov D. A., Krivonozhenko A. V., Sidorchuk I. V. Akademicheskaia korporatsiia stolichnogo universiteta v fokuse istoriografii // Klio. 2012. No. 7. P 55..

Western historiography of the 1990s -- 2010s retained its traditional interest in the relationship between the university (represented by the scholarly community and the student body) and Russian society Morrissey S. K. Heralds of Revolution. Russian Students and the Mythologies of Radicalism. Oxford; New York, 1998; Konecny P. Builders and Deserters: Students, State and Community in Leningrad, 1917-1941. Montreal, 1999.. The first chapter of the monograph Builders and Deserters: Students, State and Community in Leningrad, 1917-1941 by P. Konecny focuses on the pre-revolutionary period and describes the daily life of the St. Petersburg students and their relationships with professors.

The book Civil Society and Academic Debate in Russia. 1905-1914 by D. Wartenweiler is an interesting attempt to combine the intellectual and social history of late Imperial Russia. In his case study of two largest universities -- St. Petersburg and Moscow -- the author explores how liberal university professors participated in the creation of civil society in Russia in the early 20^th century, or, more precisely, the efforts of the academic community to translate the ideas of civil society into practice through educational projects. D. Wartenweiler acts out on the assumption that liberal professors pursued two, often contradictory, goals: as professionals -- to preserve the university as a center of pure science, and as citizens -- to promote the independence of subjects from a monarchical state Wartenweiler D. Civil Society and Academic Debate in Russia. 1905-1914. Oxford, 1999. XII, 252 p..

The book aroused much interest among specialists as can be understood from a series of positive reviews Stockdale M. K. Civil Society and Academic Debate in Russia, 1905-1914 by David Wartenweiler [Review] // Russian History. 2000. Vol. 27, no. 3. P 348-350; Hickey M. C. Civil Society and Academic Debate in Russia, 1905-1914 by David Wartenweiler [Review] // History of Education Quarterly. 2000. Vol. 40, no. 4. P. 483-485; Kassow S. D. Civil Society and Academic Debate in Russia, 1905-1914 by David Wartenweiler [Review] // The American Historical Review. 2001. Vol. 106, no. 2. P. 683-684; Balzer H. Civil Society and Academic Debate in Russia, 1905-1914 by David Wartenweiler [Review] // The Russian Review. 2004. Vol. 63, no. 1, pp. 166-167..

A qualitatively new approach to the study of the university history of Russia in European historiography is associated with T. Maurer and her works, which have already been discussed above.

West European and American researchers take a detached view of the past of Russian universities as they do not write the story of “their” Alma Mater. There is no doubt that such a view is extremely important for the formation of an objective historical evaluation.

Thus, the conducted analysis has shown that contemporary Russian historiography of the pre-revolutionary universities in Russia is developing very rapidly seeking new approaches to studying the past. It is supplemented by foreign researches, particularly in those countries where former Russian Imperial Universities are located. In this respect Ukrainian researchers (namely, from Kharkiv) and, to a lesser extent, Polish and Estonian, with their typically indifferent attitude to the past of “Russian universities” are most productive.

The recent decades have been marked by a growing demand for social history in Russian scholarship. Following European and American practices, Russian historians widely employ social approaches in their research, which brings about increased cognitive abilities of history. Now researchers are eager to analyze various social groups, looking at the past from multiple angles. Being centred on people, this approach turns out to be very effective in the studies of higher education history.

Since 2018, Tomsk, St. Petersburg and Moscow historians have been implementing the project “Collective Biography of Professors of Russian Universities in the Mirror of Social History (the second half of the 18^th -- early 20^th centuries) supported by the Russian Scientific Foundation, which aims at filling the historical gaps by creating a wide portrayal of social history of Russian universities for the entire pre-revolutionary period.

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