Tambov University Review. Series: Humanities
ISSN (print): 1810-0201, ISSN (online): 2782-5825 Founder: Derzhavin Tambov State University Editor-in-Chief: Sysoyev Pavel Viktorovich , Doctor of Pedagogical Sciences, Professor Frequency / Access: 6 issues per year / Open Included in: Higher Attestation Commission List, RISC
Tambov State University - G.R. Derzhavin
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An error analysis approach to teaching specialized translation
Importance. Improving translation quality has become increasingly important to meet the growing demand for accuracy and fidelity in conveying meaning, both for professional human translators/interpreters and for machine translation and AI systems. This demand has led to a greater focus on minimizing errors and enhancing the competence of novice specialized translators and interpreters. Materials and Methods. First, we conducted a survey of experienced translation instructors to identify the most frequently used and effective student assignments that incorporate translation error analysis. Second, we surveyed undergraduate and graduate students in translation studies. Statistical methods were applied to process and visualize the results. Results and Discussion. Our study highlights the importance of integrating error analysis into the translation curriculum. Both instructors and students reported clear benefits from assignments focused on identifying and correcting errors. The error analysis approach enhances student motivation to improve their translation skills, fosters awareness of the importance of prompt error detection and correction, and strengthens the ability to identify and rectify errors in both their own and others’ translations. It also encourages engagement with translation editing tasks and promotes a critical perspective on one’s work. Conclusion. Examining the nature of translation errors and identifying strategies for their prevention allows for the development of effective teaching methods that cultivate sustainable skills in error detection and elimination. The error analysis approach presented here supports comprehensive development of translator competencies, contributing to higher translation quality and reducing semantic distortions and communication failures in mediated intercultural interactions.
Copyright (c) 2025 Stepanova M.M. https://creativecommons.org/licenses/by/4.0
Artificial intelligence and foreign language teaching: problems and solutions
Importance. The professional pedagogical community shows genuine interest in the use of generative artificial intelligence in teaching a foreign language. There is a need to generalize the accumulated experience, to define a methodology for an orderly search for solutions to the problems that arise. Materials and Methods. The research material was a collective monograph edited Sysoyev P.V. (ed.) (2023). Foreign Language Teaching Based on Artificial Intelligence Technologies (Tambov, Publishing House “Derzhavinsky”, 132 p.). The ideas presented in it are integrated into the context of similar studies by other authors. Results and Discussion. A comprehensive collective monograph analysis revealed its theoretical and practical significance. The terminological apparatus has been clarified, and the vectors of research on the artificial intelligence technologies’ integration into foreign language teaching have been outlined. The linguistic and didactic potential of chatbots is indicated. The possibilities and risks of using them are described. The importance of using corpus tools based on artificial intelligence in the educational process is shown. The role and place of advertising and media products developed on the basis of virtual and augmented reality technologies in teaching a foreign language, their potential for the development of socio-cultural competence of students are determined. The possibilities of using ChatGPT in the research activities of future teachers are described. The ways of teacher training for the competent use of artificial intelligence are revealed. Conclusion. The authors of the monograph managed to summarize a set of various theoretical and applied data on the studied issues, organize and logically arrange the accumulated material in the form of a book that can become the basis for further research of the problems of using artificial intelligence outlined in it, as well as a source of professional knowledge for practitioners and future teachers.
Copyright (c) 2025 Aleksich E.V. https://creativecommons.org/licenses/by/4.0
On interdisciplinary approach to English training manuals for international masters
Importance. Interdisciplinary links in foreign language teaching in higher education is revealed. The purpose of the study is to substantiate the concept of a profession-oriented English textbook for master’s students in International Relations which incorporates information-analytical Media and scientific articles of political analysts. Materials and Methods. The main research methods used are: a theoretical analysis, interpretation and synthesis of the current approaches to interdisciplinary and methods of teaching foreign languages, an analysis of scientific research in the field of stylistics and media linguistics, content analysis of textbooks for master’s students. Results and Discussion. A comparative analysis of the working programs in the English language and that of specialization in “International Relations” is made. The research proved the need to correlate basic topics of disciplines of specialization with that of the English language, implemented at the Diplomatic Academy. It outlined the criteria for English texts selection due to the two periods of study at higher educational establishment. Types of media texts, their typological characteristics are considered. The use of news, information-analytical and text-features is substantiated in the textbooks depending on the period of study. The typical features of the style of scientific prose and the genre of scientific article are outlined. The research proved the relevance of using as text material the scientific articles of political analysts in the practice of teaching English to master’s students. The textbook for master’s students is written and tested in the education process. Conclusion. It is advisable to take into account interdisciplinary connections in manuals for international students. The results obtained are of practical importance for the methodology of teaching foreign languages.
Copyright (c) 2025 Nasyrova G.N. https://creativecommons.org/licenses/by/4.0
A methodical model of teaching students foreign language written interaction and mediation based on practice with chatbots
The current stage of development of the higher education system is characterized by a period of fundamental changes caused by a complex of interrelated processes. The contradiction between the didactic potential of AI-based chatbots and their fragmented use in the educational process becomes obvious. The purpose of the study is to develop a methodological model for teaching students foreign language written interaction and mediation based on practice with chatbots, which will overcome the indicated contradiction. The main problem that the methodological model is aimed at solving is the lack of speech practice in classroom learning, where interaction is often artificial within the framework of the thematic content of training and limited in time. Research Methods. To achieve the research goal of developing a methodological model, a set of theoretical (analysis of scientific literature) and empirical methods (modeling method) was applied. Definition of Concepts. The key concept is the methodological model of teaching. Among the main characteristics of the methodological model, it is necessary to single out purposefulness, consistency, hierarchy, adaptability and diagnosability. Results and Discussion. A methodological model of teaching students foreign language written interaction and mediation based on practice with chatbots has been developed. The methodological model is an integrated structure consisting of five blocks: 1) prerequisites that exclude the requirements of regulatory documents, social order and didactic contradictions; 2) the target block designating the purpose of the study – the formation of skills of written interaction and mediation; 3) a theoretical block represented by personal-activity, competence, communicative-cognitive, systemic and axiological approaches, as well as a system of didactic, general methodological and particular methodological principles; 4) a technological block represented by organizational and pedagogical conditions, organizational forms, methods, means and content of teaching; an evaluative and effective block, including criteria and assessment indicators, as well as learning outcomes. Conclusion. The conducted research has shown that the developed methodological model is aimed at resolving the systemic contradiction between the didactic potential of AI technologies and the actual practice of their use. The methodological model is aimed at the system integration of chatbots into the educational process. The research perspective is related to the testing of a methodological model within the framework of experimental learning.
Copyright (c) 2025 Chetyrina N.V. https://creativecommons.org/licenses/by/4.0
Reading as a way to prevent attrition in children who are heritage speakers of Russian
Importance. The connection between language attrition in children from Russian-speaking families living abroad and reading books in Russian is considered. It is hypothesized that reading is the primary method of preventing attrition caused by the influence of the dominant language in the country of residence. The relevance of the topic arises from the need to support the Russian language abroad, especially among the younger generation of native speakers. The aim of the study is to confirm or refute the hypothesis that reading plays a priority role in forming a child’s competent spoken language in conditions where the use of the native (family) and dominant (school and society) languages is clearly separated. Materials and Methods. The research material consisted of results from a longitudinal survey and observation conducted within the Russian-speaking community of Dubai (UAE) from 2023 to 2025. Data was analyzed across three age groups of children from Russian-speaking families studying in English at international schools. Parents (43 respondents) participated in written and oral surveys, describing the characteristics of their children’s speech development (70 children) after moving abroad. Results and Discussion. The collected data was systematized, processed, and presented in charts and diagrams. The primary methods included studying scientific literature and statistical data, questionnaire surveys, oral interviews, naturalistic observation without experimental intervention, analysis, and mathematical data processing. The research is based on a communicative-activity approach, which establishes the interrelation of speech activity types; the theory of speech input (S. Krashen); and the concept of heritage language (S. Montrul, S. Köpke, et al.). Conclusion. Despite Russian being used as the only family language, the spoken language of children living in conditions of a dominant second language is subject to attrition if they do not read books in Russian. Reading difficulties are caused by insufficient motivating actions from parents, limited access to free books, and the lack of reading skills in Russian developed at school. The role of reading in preventing attrition outweighs the influence of other types of speech input (such as watching cartoons, internet content, etc. in Russian), which was most clearly observed in children of primary school age.
Copyright (c) 2025 Kozhevnikova M.N., Strelchuk E.N. https://creativecommons.org/licenses/by/4.0
Integration of international students into the Russian linguistic and cultural space through distance learning
Importance. In the context of higher education globalization, Russia is actively attracting international students, whose successful adaptation impacts university reputation and the country's global standing. The purpose of the research is to analyze the potential of distance learning for integrating international students into the Russian linguistic and cultural space and to develop corresponding practical recommendations. Materials and Methods. The study involved 67 international students from Botswana, Algeria, Egypt, Morocco, Tunisia, China, Turkmenistan, and Kyrgyzstan, who were enrolled at the following Russian universities: Stroganov Russian State University of Design and Applied Arts (Moscow), Derzhavin State University (Tambov), ITMO University (Saint-Petersburg), Nosov Magnitogorsk State Technical University (Magnitogorsk), Saint Petersburg Electrotechnical University “LETI”, Tambov State Technical University (Tambov). The sample is of particular interest as it includes both representatives from CIS countries (Turkmenistan, Kyrgyzstan), known for their closer historical and cultural ties with Russia, and China, whose educational connections with Russia are strengthening, as well as students from Maghreb countries, North (Algeria, Tunisia, Egypt) and Southern Africa (Botswana), who experience a greater linguistic and cultural distance. The objects of analysis were the key advantages and barriers to academic and sociocultural integration. The analysis of the results was based on methods of qualitative and quantitative analysis of empirical data. The goal of the analysis was to identify the key advantages and barriers and, based on the empirical data, to propose specific mechanisms for successful integration. Results and Discussion. The analysis of the empirical data revealed not only varying levels but also a differing structure of difficulties in academic and sociocultural integration, which directly correlates with the students' initial linguacultural preparation. Statistically significant differences in the structure of difficulties proved to be dependent on the region of origin: for the vast majority (95 %) of non-CIS students, the key problems were listening comprehension and speaking practice (t = 2.81 at p ≤ 0.05), indicating difficulties in overcoming the initial communication barrier. At the same time, students from Turkmenistan and Kyrgyzstan reported difficulties with academic writing and mastering specialized vocabulary significantly more often (t = 2.14 at p ≤ 0.05), which signifies their transition to the next stage – mastering the cognitive-academic language proficiency. The analysis of specific integration barriers showed a statistically significant prevalence of the following difficulties: In the sphere of academic communication: understanding lectures (41.7 %; t = 1.81 at p ≤ 0.05) and, particularly, communication with instructors (58.3 %; t = 2.46 at p ≤ 0.05); In the sphere of social interaction: communication with Russian students (50.0 %; t = 2.14 at p ≤ 0.05); In the sphere of academic skills: reading academic literature (58.3 %; t = 2.46 at p ≤ 0.05) and writing academic papers (58.3 %; t = 2.46 at p ≤ 0.05). The study did not reveal statistically significant difficulties in the area of everyday communication (33.3 %) or for the group of students reporting no problems (16.7 %). This is explained by the successful completion of this integration stage by the time of the survey, as well as by the formation of close-knit ethnic communities that minimize the need for daily interaction with the host environment. Conclusion. The study proves that distance learning is a promising tool for integrating international students, provided all adaptation aspects are digitalized. The findings are useful for creating educational programs that facilitate socio-cultural adaptation and strengthen international academic cooperation.
Copyright (c) 2025 Miloserdova E.M., Morozov E.A. https://creativecommons.org/licenses/by/4.0
A model for teaching oral Russian to foreign students using debate technology
Importance. The current stage of higher education development in Russia is characterized by a significant increase in the number of international students, which highlights the task of developing their communicative competence, particularly in productive speech activities like speaking. This article addresses the problem of finding effective methodological solutions for developing oral speech skills among foreign learners. The technology of debates is proposed as a promising tool with significant didactic potential, yet it remains under-researched in the context of teaching Russian as a foreign language. Unlike classroom discussions, debates, as a strictly regulated form of communication, lack systematic methodological description for use with a foreign-language audience. The study aims to develop and theoretically substantiate a methodical model for teaching oral Russian speech to international students using debate technology. The model is designed to resolve the contradiction between the acute need for developing spontaneous speech skills and the lack of systemic approaches that facilitate the transition from reproductive to productive skills in the context of professionally-oriented communication. The model is based on the principles of the communicative-activity approach, and its structure comprises target, methodological, content-procedural, and assessment-result blocks. The purpose of the research is to develop and theoretically substantiate a methodological model for teaching oral Russian to foreign students using debate technology. Materials and Methods. The research materials and methods comprise a comprehensive analysis of scientific literature on foreign language teaching methodology in general and Russian as a foreign language (RFL) in particular, a systems approach to designing the educational process, as well as methods of modeling and theoretical substantiation of the pedagogical technology. Results and Discussion. A four-component teaching model has been proposed, comprising target, methodological, content-procedural, and assessment-result blocks. The model is based on the integration of the person-activity approach with the debate technology and provides for the gradual development of oral speech skills in simulated professional communicative situations. A system of criteria for assessing learning outcomes has been developed, which takes into account content-related, discursive, and linguistic aspects of oral speech. Conclusion. The theoretical significance of the study lies in the development of the methodology for teaching Russian as a foreign language (RFL) by substantiating the integration of debate technology into the process of forming communicative competence. The prospects for further research are associated with the adaptation of the developed model for different student training profiles, taking into account the specifics of their specialization.
Copyright (c) 2025 Leshutina I.A., Vorobeva A.A. https://creativecommons.org/licenses/by/4.0
Russian song, pronunciation training, phonetic and phonological competence, Vietnamese students, didactic potential, pedagogical conditions
Importance. The need to improve methodological approaches to teaching Russian pronunciation to Vietnamese students learning Russian as a foreign language is a promising research direction. A particular challenge for this category of learners is the intonation and rhythmic features of Russian speech, which differ from analogous characteristics in the Vietnamese language. The scientific and methodological rationale for using songs in pronunciation training remains insufficiently developed. Therefore, this work aims to investigate the features of Russian pronunciation and intonation that are particularly difficult for Vietnamese students and to develop an algorithm for organizing a Russian as a Foreign Language lesson using song materials and artificial intelligence technologies to optimize the Russian as a Foreign Language learning process. The objective of the study is to examine the didactic potential of songs in teaching pronunciation and to provide a rationale and methodological recommendations for the development and use of song materials and artificial intelligence technologies in teaching Russian as a Foreign Language to Vietnamese students, with the aim of improving their pronunciation and developing listening skills. Aim of the research is to identify the didactic potential of Russian-language songs in developing pronunciation skills among Vietnamese students and to substantiate methodological recommendations for their use in the Russian as a Foreign Language system. Tasks: 1) analyze the cross-linguistic differences between the Russian and Vietnamese phonetic systems; 2) identify the typical difficulties Vietnamese students face in perceiving and reproducing Russian intonation and rhythm; 3) characterize the didactic factors that facilitate and hinder the development of pronunciation skills when working with song material; 4) propose an algorithm for organizing an Russian as a Foreign Language lesson utilizing songs and artificial intelligence technologies. Research Methods. The content analysis of scientific literature on the problem, structural and semantic analysis of song texts from the point of view of their phonetic value are used (the study includes a selection of songs (“Katyusha”, “Moscow evenings”, “Oh, frost, frost”, “Dark night”, “Oh, the viburnum blooms”, “I’m walking on Moscow”, “Kalinka”, etc.), their phonetic analysis (rhythm, intonation, stress), as well as pedagogical observation of students’ reactions), generalization and systematization of pedagogical experience. Results and Discussion. The analysis showed that the use of song material contributes to the development of the intonation-rhythmic component of pronunciation as a particular aspect of phonetic and phonological competence. Positive didactic factors were identified: authenticity (with simultaneous linguistic complexity), emotional involvement (despite possible interference of the native language), rhythmic organization (at the risk of distortion of prosodic models). Popular Russian songs (“Katyusha”, “Moscow evenings”, “How delightful evenings are in Russia”) with high potential for the development of auditory and pronunciation skills are considered as examples of song material. Based on them, exercises have been developed aimed at perceiving rhythmic patterns, working out reduction, accentuation and intonation patterns. Based on the proposed model, an algorithm for organizing Russian as a Foreign Language lesson using songs and artificial intelligence technologies has been developed, including the stages of goal setting, material selection and adaptation, task creation, visualization and control of results. Conclusion. The use of Russian songs in pronunciation training contributes to the formation of phonetic and phonological competence of Vietnamese students, the development of rhythmic, intonation and articulation skills, and also increases the motivation and involvement of students. The developed algorithm and methodological recommendations can be used both in pronunciation courses for students with tonal native languages, and in advanced training programs for Russian as a Foreign Language teachers.
Copyright (c) 2025 Vu T., Tarasova E.N. https://creativecommons.org/licenses/by/4.0
Cultural Studies of Russia as a component of a practical course of Russian as a foreign language for Chinese students
Importance. The key problems of socio-cultural concept formation among Chinese students in the process of learning Russian as a foreign language are considered. Insufficient integration of the cultural component into teaching Russian as a foreign language to Chinese philology students hinders the effective formation of their socio-cultural competencies. The purpose of the research is to develop and test the textbook “Cultural Studies of Russia”, aimed at the formation of the above competence through a systematic study of Russian traditions, values and modern socio–cultural reality. Materials and Methods. The methods of analytical review of scientific literature, comparative analysis of Russian and Chinese educational approaches, pedagogical observation and content analysis of Vesti FM radio broadcasts, literary texts, and visual sources are used. Results and Discussion. The methods of analytical review of scientific literature, comparative analysis of Russian and Chinese educational approaches, pedagogical observation and content analysis of Vesti FM radio broadcasts, literary texts, and visual sources are used. Conclusion. The possibility of including cultural studies as a component of the RFL course and prospects for further research in the field of cultural studies and foreign language education are substantiated.
Copyright (c) 2025 Zhao S. https://creativecommons.org/licenses/by/4.0
The pedagogical model of the formation of self-development culture of the future teacher-psychologist at the university
Importance. The culture of students’ self-development is an integral part of professional training, ensuring competitiveness and relevance in the labor market. The Federal State Educational Standard of the new generation points to the need for future specialists in the psychological field to develop the ability to independently extract the necessary information, be able to process it, analyze and synthesize it in accordance with the educational task. An important task facing the higher education system today is to assist future psychological educators in the process of creative creation and self-development, and to create the necessary conditions for this in the educational space of the university. The idea of self-development and self-education in education is of crucial importance today, plays a dominant role in the formation of a future teacher-psychologist. Psychological and pedagogical research in recent years has been aimed at finding optimal ways of self-development, however, modern pedagogical theory and practice urgently needs a comprehensive, systematic consideration of this issue. The construction of a pedagogical model for the formation of self-development culture of a future teacher-psychologist at a university can deepen existing theoretical views on the culture of self-development and provide valuable empirical material for practice. The purpose of the study is to build a pedagogical model for the formation of self–development culture for future psychology teachers at the university. Research Methods. The study uses a modeling method, which made it possible to consider the self-development culture as a complex phenomenon, including methodological aspects, structural components, technologies and means of its formation, diagnostic criteria, indicators and levels of development. Results and Discussion. The pedagogical model of the formation of self-development culture of a future teacher-psychologist at a university includes a block of methodological support (methodological approaches and principles); substantive support (structural components: value-semantic, cognitive-operational, regulatory-evaluative, reflexive-analytical); technological support (stages of program implementation, technologies, forms and methods of formation culture of self-development); evaluative performance indicators (criteria, indicators, levels); pedagogical conditions (objective and subjective). Conclusions. The pedagogical model of the formation of a culture of self-development of a future teacher-psychologist serves as the basis for the scientific organization of educational activities for the training of psychological and pedagogical personnel in this area. The model is a multi-component integrative system that ensures the full-fledged purposeful formation of a culture of self-development of a future teacher-psychologist as a professional quality that ensures the effectiveness of professional activity.
Copyright (c) 2025 Abdalina L.V., Romanova Y.Y. https://creativecommons.org/licenses/by/4.0
Developing creative abilities in primary school students through project-based activities
The relevance of this study stems from the need to develop key creative competencies in primary school students in the modern school environment, which requires empirically substantiated methodological approaches and practical recommendations for organizing project-based activities in grades 1–4. The purpose of the study is to evaluate the effectiveness of a specially designed project-based curriculum aimed at developing divergent thinking, originality of ideas, productive creative solutions, and motivation for creative activity in primary school students. Materials and Methods. The study is conducted using a quasi-experimental design with the participation of 124 students from three urban elementary schools (aged 7–10 years): the experimental group (EG, n = 64) completed a course of systemic project-based interventions, and the control group (CG, n = 60) studied according to the traditional program with the episodic use of project tasks. Descriptive statistics, t-criteria, and ANCOVA with pre-test values control are used for statistical analysis; the significance level was set at p < 0.05. Results and Discussion. In the experimental group, a significant increase in divergent thinking indicators is noted: the average total score increased from M = 14.2 (SD = 3.1) to M = 17.3 (SD = 3.5), which is an increase of 3.1 points (≈ 21.8 %). In the control group, the increase is 0.7 points (≈ 5.0 %). Comparison of the gains revealed a statistically significant difference (t(122) = 4.12, p < 0.001). On the creative productivity scale, the average score in the EG increased from 3.1 to 4.0 (Δ = 0.9, ≈ 29.0 %), while in the CG it increased from 3.0 to 3.2 (Δ = 0.2, ≈6.7 %); this difference is also statistically significant (t(122) = 3.86, p < 0.001). ANCOVA, controlling for pretest values, confirmed a significant effect of the intervention on divergent thinking (F(1,119) = 10.7, p = 0.0012, partial η² = 0.083) and on other dependent variables. Conclusion. Systematic project-based learning, tailored to the age-appropriate needs of primary school students and supported by teachers, is an effective tool for developing creativity: it enhances divergent thinking, project originality, the productivity of creative solutions, and student motivation.
Copyright (c) 2025 Usik D.A. https://creativecommons.org/licenses/by/4.0
The 10th accelerated wartime graduation of the Pavlovsk Military School in the faces and fates of the natives of the Ostsee provinces
Importance. The approach of the 110th anniversary of the Brusilov breakthrough brings to mind the direct participants in the First World War – the lower ranks and representatives of the officer corps of the Russian Imperial Army, who demonstrated a wide ethnic reach. As a result of the fierce and protracted nature of the First World War and the retreat of the Russian Imperial Army in 1915, there was an acute shortage of combat units (including junior officers), which necessitated a large-scale mobilization of the male population in the occupied front-line territories. One of these front-line zones was the Ostsee provinces of the Russian Empire. The purpose of the study is to identify the persons of graduates of the tenth accelerated wartime graduation of the Pavlovsk Military School by personally identifying and examining the fate of natives of the Ostsee provinces of the Russian Empire. Materials and Methods. The research is based on documents from Baltic museums that are currently unavailable to Russian specialists, as well as files from national federal and regional archives. The methodological basis of the research is the principles of historicism, general scientific, source studies and special historical methods. Results and Discussion. Based on the work carried out, the full names of 20 natives of the Ostsee provinces of the Russian Empire who received the rank of junior officer of the Russian Imperial Army after graduating from the Pavlovsk Military School in June 1916 were established. The information on the size, national and confessional composition of the specified territories, data on the birth and education level of the cadets, their life and military service in the ranks of the Russian Imperial Army, their place and role at the time of the collapse of the Russian Empire and subsequent fate are given. Conclusion. Based on various sources, it can be stated that the information found concerns ordinary people unknown to the general public, their names and surnames will not say anything to the ordinary man in the street. At the same time, the example of a specific course shows the massive presence of East Guards in the ranks of cadets of the Pavlovsk Military School. The existing level of education, qualifications and practical experience allowed the majority of former East Guard officers to successfully cope with their duties in the civil service.
Copyright (c) 2025 Svekolkin N.I. https://creativecommons.org/licenses/by/4.0
“I was alone among everyone...”: a brief triumph of authoritarian political leadership in the provinces of the Central Black Earth Region in October 1917 – February 1918
Importance. The October Revolution in the Central Black Earth Region was carried out by leaders of the leader-type, who established a new government by their own will. They were resisted by no less authoritative state and public figures. At the same time, the style of political behavior of such leaders varied, which requires understanding, since leaderism is usually associated with the peremptory nature of words and actions. The purpose of the study is to study political leaderism from October 1917 to February 1918, the role of authoritarian leaders at this time and the situation of their rapid disappearance from the political scene. Methods and Materials. Historical-systemic, historical-comparative and prosopographical methods. Materials from the central archives, archives of Voronezh, Tambov, Kursk and Lipetsk; periodicals; memoirs. Results and Discussion. In the first half of autumn 1917, political activists of the region openly discussed the need for a coup d'etat to implement the tasks of the revolution. There was no unity among the revolutionaries on this issue. As a result, the transfer of power to the new political regime that took place in October 1917 – February 1918 turned out to be associated with the actions of specific political leaders: A.S. Moiseyev in Voronezh, E.N. Zabitsky in Kursk and S.A. Evforitsky in Tambov. This situation was repeated in the counties, which is analyzed using the examples of I.I. Fokin in Bryansk in Bryansk, Oryol province, N.N. Ispolatov in Usman, Tambov province. By the summer of 1918, these leaders, especially at the level of provincial centers, ceased to play the role of leaders of the revolution. The phenomenon of leaderism in the period under study also turned out to be associated with the actions of politicians of the liberal and right-socialist wing. The figures of the leader of the Cadets A.I. Shingarev and the leader of the Voronezh People's Socialists Party N.V. Chekhov are analyzed as examples. Conclusion. Local leaders-chiefs, who were able to act by force of will, achieved the greatest success in implementing the tasks of transferring power to the October regime. Leaders of other types looked less bright against their background, but were able to solve the problem of gradual transfer of power to the Bolsheviks, or act as an opposition from the right. By the summer of 1918, the most prominent leaders, who showed a tendency towards an authoritarian style of action and individual decisions, were ousted from the sphere of making important political decisions. This is due not only to the collapse of the left coalition, but also to the specifics of the emerging political system, where individualism was not welcomed. The need to create detailed biographies of political figures of the revolutionary period is emphasized in order to better understand the nature of the processes taking place in the political sphere.
Copyright (c) 2025 Razinkov M.E. https://creativecommons.org/licenses/by/4.0
The activities of the political departments of MTS of the Chernozem Center of Russia on the organizational and economic strengthening of collective farms
Importance. The main activities carried out by the political departments of machine and tractor stations (MTS) to bring the Soviet agricultural sector of the economy out of the crisis state in which it found itself as a result of forced collectivization are examined. Without establishing a normal dialogue between the village and the authorities in the context of the formation of a planned economic system, it was impossible to consolidate Soviet society in the face of upcoming upheavals. A closer study of the experience of the functioning of political departments will allow us to point out the boundaries of the application of state intervention in the economic sphere of public life. Materials and Methods. The chronological method is necessary to understand the development of the phenomenon under study, and the comparative historical method made it possible to compare the experience of different political departments of the MTS of the Chernozem Center of Russia in the context of implementing measures to strengthen the collective farm system. Results and Discussion. A fairly extensive archival material, as well as special literature on this issue, shows the measures taken by the personnel of the MTS political departments to bring agriculture of the USSR out of a severe crisis. It is demonstrated that the main components of the policy pursued in rural areas through political departments were the active mobilization of various categories of the population (women, youth), as well as repressive measures that, according to the Soviet authorities, allowed to stabilize the socio-political situation in the Soviet village by removing “sabotage and wrecking elements” from it. Conclusion. The political departments introduced by the decision of the joint Plenum of the Central Committee and the Central Committee of the CPSU (b) in January 1933 played a decisive role in the organizational and economic strengthening of collective farms. Using a wide range of tools, employees of the political departments dealt with the repair of machinery in machine and tractor workshops, paying special attention to tractors, since the sowing campaign and other agrotechnical measures on collective farm fields depended on their serviceability. Propaganda campaigns were often crowned with success, leading to acts of labor heroism among men and women (especially among the representatives of the “fairer sex”). It was also found that some of the political departments were understaffed, which led to their poor performance in the areas entrusted to them. In general, despite all the costs and large-scale repressions, the political departments coped with the task, and by the end of 1934, the crisis of the agricultural sector in the Central Executive Committee was overcome.
Copyright (c) 2025 Zaitsev N.A. https://creativecommons.org/licenses/by/4.0
History of relations between the Russian Imperial Consulate in Jerusalem and the Russian Ecclesiastical Mission in Jerusalem
Importance. The Holy Land, centered in Jerusalem, has always been for Russia not only one of the most important spiritual centers, but also an object of foreign policy interests (within the framework of the political strategy of the Russian Empire, the Soviet Union and modern Russia). However, many aspects of the activities of Russian institutions in Jerusalem have not been sufficiently investigated to date. One of them is the relationship between the Russian Consulate and the Russian Ecclesiastical Mission. The purpose of the study is to analyze their interaction and identify the causes of its intense nature in the second half of the 19th century. Materials and Methods. The work is based on a comparative analysis of both archival documents and works published at the turn of the 19th and 20th centuries concerning the history of the Russian Empire’s presence in the Middle East and Jerusalem, as well as the activities of the Russian Ecclesiastical Mission, the Russian Consulate in Jerusalem and the Imperial Orthodox Palestinian Society. In addition to comparative analysis, the methodological basis of the study was made up of systematic and socio-cultural approaches, as well as the principles of objectivity and historicism. Results and Discussion. It is shown that the activities of the Russian Consulate in Jerusalem and the Russian Ecclesiastical Mission are clearly regulated by the relevant instructions, which did not allow for double interpretation. At the same time, the instructions that the Mission received are contradictory: on the one hand, its superiors are required to avoid conflicts with foreign structures, primarily with the Jerusalem Patriarchate, and on the other, they were instructed to make efforts to get out of the latter’s care. Conclusion. Russian Embassy in Jerusalem proved that the primary cause of the strained relations between the Russian Consulate in Jerusalem and the Russian Ecclesiastical Mission in Jerusalem was the contradiction between the current state expediency, within which the Russian Consulate in Jerusalem operated, and the political goals of the Russian Empire in the Holy Land, which were pursued by the Russian Ecclesiastical Mission in Jerusalem.
Copyright (c) 2025 Georgi F.V., Georgi D.G. https://creativecommons.org/licenses/by/4.0
The extrapolation of the political struggle in Austria to the corps of civil service of employees of state institutions and the phenomenon of forcing them to loyalty as a reflection of authoritarian tendencies in domestic politics. The second half of the 1920s – early 1930s
Importance. The transformation of the phenomenon of loyalty as an integral part of the professional ethos of civil servants in Habsburg Monarchy institutions is analyzed, following its collapse in 1918 and the establishment of a parliamentary republic in Austria. It traces the formation process of political camps in Austria in the 1920s, accompanied by the promotion of their own narrow-party and, as a rule, utopian ideas about democracy, which differed from its classical parliamentary version. At the same time, special attention is paid to the development by the Austrian government of measures to counter the abuse of their official positions by employees of state institutions for party and political purposes. The purpose of the study is to examine the activities of political parties and extra-parliamentary forces represented in the Austrian Parliament in the second half of the 1920s and early 1930s, in particular, the Heimwehr, aimed at using the professional experience of government officials in party and political interests. Materials and Methods. The content of the concept “employees of state institutions” is revealed. Based on a critical analysis of statistical data, individual documents of political parties in domestic and foreign research literature using historical and comparative historical and genetic methods, the process of extrapolation of the political struggle in Austria in the second half of the 1920s and early 1930s to the official activities of government officials has been traced. Results and Discussion. Cases of violations of the principle of “party neutrality” by employees of state institutions in Austria in the second half of the 1920s and early 1930s have been identified, the practice of using “administrative resources” in some government departments to ensure the loyalty of their employees to the government has been analyzed, and measures taken by them at the legislative level to prevent politically motivated behavior have been highlighted officials. Conclusion. The collapse in 1920 of the Austrian government coalition formed as part of the Social Democratic Party of Austria (hereinafter referred to as the SDPA) and the Christian Social Party (CSP) in Austria contributed to the widespread dissemination of party thinking, which penetrated, among other things, into the corps of government employees considered neutral in this sense. The Government sought to prevent the growing politicization of government employees in the context of socio-economic and instability in the second half of the 1920s and early 1930s. To this end, the “administrative resource” was widely used in key government departments to purge the state apparatus of supporters of the SDPA and fill it with representatives of the government CSP. As a result, the inadmissibility of the participation of employees of state institutions in political activities was fixed at the legislative level.
Copyright (c) 2025 Mironov V.V. https://creativecommons.org/licenses/by/4.0
The organization’s specifics of research and development activities in Canada during the Second World War
Importance. The relevance of the chosen topic is justified from both a scientific and, to a certain extent, a practical perspective. Despite a number of domestic studies dedicated to Canada during World War II, there have been no works concerning the scientific sphere of this North American dominion. However, a more important aspect is the fact that studying the organization of interaction between Canadian science, business, and the state during the global conflict could be useful in the current situation for modern Russia. Of course, Canada of the 1940s and the Russian Federation of 2025 are very different countries. But studying Canada’s experience, its mistakes and successes in organizing military production and research in strategic areas could help to avoid similar mistakes or to competently scale successful models for our conditions. An argument in favor of this concept is that Canada faced the task of organizing military production within a market economy, in some cases “from scratch”. A similar situation exists in modern Russia – the existence of a market and the consequences of the 1990s allow for some parallels to be drawn. Materials and Methods. This research relies on a body of official Canadian materials related to the work of various divisions of the National Research Council (hereinafter – NRC) of Canada, as well as a number of studies on the Canadian war economy and works dedicated to Canada’s participation in World War II. The methodological basis of the study is founded on a number of specialized historical research methods: the historical-systemic, historical-genetic, and historical-comparative methods. Results and Discussion. The war fundamentally changed the NRC, transforming it from a small scientific council into a central body for mobilizing Canadian science and industry. Its structure became complex and branched. The structure of the NRC from 1939–1945 was a flexible and powerful network, with the Council itself as its central node, coordinating the efforts of science, the military, and industry through a system of committees, its own laboratories, and controlled corporations. It was not a rigid vertical but rather a “hub-and-spokes” model, where the NRC acted as the coordination center. In “long-term” projects, the use of associate committees allowed for combining the advantages of three elements: creativity from science, resources and capabilities from the state, and swift decision-making combined with pragmatism from business structures. Conclusions. The system created by the National Research Council of Canada proved to be quite effective for solving problems “in the long run” and only through the combination of “science – state – business”. The NRC created a large national innovation network. This decentralized, yet excellently coordinated structure allowed Canada, a country with a relatively small population, to make a significant contribution to the scientific and industrial support for the Allied victory.
Copyright (c) 2025 Uchaev A.N., Uchaeva N.A. https://creativecommons.org/licenses/by/4.0
On contractual and legal aspects of Russian-South Korean military-political relations in 1991–2022
Importance. The purpose of the study is to consider the legal aspects of the process of evolution of military-political relations between Russia and the Republic of Korea (ROK) in 1991-2022. Of interest are the peculiarities of the approaches of the two countries to the formation of the legal basis for military cooperation, which influenced its level and content. Materials and Methods. The materials of the Archive of Foreign Policy of the Russian Federation are used, as well as studies of Russian and South Korean scientists, twhich examine issues of legal support for the cooperation between Moscow and Seoul in the military-political and military-technical spheres. Along with general scientific methods, such as systemic historical analysis, comparative-historical and axiological methods were used, as well as the method of systemic-functional analysis of military-political relations as an integral system developing under the influence of external factors. Results and Discussion. It was found that the military-political dialogue between the Russian Federation and the Republic of Korea was built primarily on the basis of memoranda of understanding on the field of military-diplomatic exchanges. Some agreements were also signed, including in the area of military-technical cooperation (MTC), which contributed to the establishment of practical cooperation. At the same time, Seoul refrained from conclusion of documents that were of fundamental importance for giving bilateral military ties a sustainable positive impetus. Conclusion. The basis of relations between Russia and the Republic of Korea in the military field, in the absence of agreements defining long-term goals for cooperation, was built on a very fragile and fragmentary legal framework. This circumstance, ultimately, determined the susceptibility of bilateral military and political relations to the destructive influence of external factors.
Copyright (c) 2025 Maloletko A.V. https://creativecommons.org/licenses/by/4.0