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The conceptual changes of Russian military education in the 19th century: the Crimean war – before and after
The process of foundation and development of military education system in Russia is considered to be the essential part of historical and pedagogical heritage of our country. The priority task of our military school has been determined as providing not only the professional compliment training, but upbringing the true patriots as well. Nevertheless, the military educational Concept has always been directly influenced by the foreign military policy, armed threats, means and ways of conducting the war. So, one of the main episodes of the Russian Empire history which influenced the process of foundation of an entirely new model of military education is the resistance of Russia to the Allied coalition containing Great Britain, France, Turkey and the Kingdom of Sardinia. This event is scripted in world history as the Crimean War or the Crimean Campaign (1853-56). As for as in the middle of the 19th century the Eastern question really turned into the key problem of Russian Imperial policy causing some international contradictions, it turned into a period of weaponry revolution in order for Russia to be able to defend itself. New classes of ships, such as, for example, armored cruisers or destroyers started to be produced, which required fundamental changes in the system of naval education. In the present research which is based on studying the historical chronicle the authors demonstrate the evolution of the military educational concept on the example of the Crimean War – the event that preceded the global changes in the sphere of the Navy tactics that caused the changes of military educational content.
Keywords: military art, naval tactics and strategy, practical skills, educational activity, military potential, training the efficient personnel
For Reference: Delvig, N. A. & Redkina, L. I. (2019). The conceptual changes of Russian military education in the 19th century: the Crimean war – before and after. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 38 (2), 374-384. doi: 10.32744/pse.2019.2.28
Information about the authors:
Natalya A. Delvig (Russia, Sevastopol) - PhD in Pedagogical sciences, Associate professor of “Theory and Practice of Translation” Department. Sevastopol State University. E-mail: email@example.com Ludmila I. Redkina (Russia, Yalta) - Doctor of Education, Professor, Head of the Department of Pedagogy and Management of Educational Institutions. Humanities and Pedagogical Academy. Crimean Federal University named after V.I. Vernadsky. E-mail: firstname.lastname@example.org