Creating a New Culture.pptx
- Количество слайдов: 32
Soviet cultural modernization in Kazakhstan • • What is the cultural revolution Development of education in Kazakhstan Soviet language policy Development of science in Kazakhstan
Literature • Suleimenov R. B. Sot sialisticheskiĭ putʹ kulʹturnogo progressa otstalykh narodov : istorii a stroitelʹstva sovetskoĭ kulʹtury Kazakhstana, 1917 -1965. Almaty. 1967 • Bennigsen, Alexandre, and Chantal Quelquejay (1961). The Evolution of the Muslim Nationalities of the USSR and Their Linguistic Problems. Oxford: Central Asian Research Centre. • Olcott, Martha Brill (1985). "The Politics of Language Reform in Kazakhstan. " • Isayev, M. I. (1977). National Languages in the USSR: Problems and Solutions • Kreindler, Isabelle (1982). "Lenin, Russian, and Soviet Language Policy. " International Journal of the Sociology of Language 33. 129135. • Martin Terry. The Affirmative Action Empire: Nations and Nationalism in the Soviet Union, 1923 -1939. 2001
What is the cultural revolution The term Cultural Revolution is more often associated with China and Mao Zedong in the 1960 s than with the USSR, however, social historians over the past decade have increasingly used this term in relation to the social and cultural changes experienced in Soviet Union during the period of the First Five Year Plan, 1928 -1931.
The Cultural Revolution involved a struggle against the old intelligentsia, a struggle against bourgeois cultural values, elitism, privilege and bureaucratic routine. Even institutions such as law and education were threatened by this revolution.
The political purpose of the Cultural Revolution : The Cultural Revolution is closely linked with Stalin's struggle against the Right, whom he accused of being "protectors of bourgeois intelligence"; over-reliant on advice from non-party experts and "prone to infection of rotten liberalism and bourgeois values". Stalin saw working class resentment against Old Bolshevik intellectuals as a political resource to be used both against his opponents in the leadership and as a means of re-creating a revolutionary atmosphere of crisis and struggle after the lull of NEP.
Social purpose of the Cultural Revolution To establish Communist and proletarian hegemony - that is, the assertion of party control over cultural life, and the opening up of the administration and professional elite to a new cohort of young communists and workers. One major goal was the creation of a new elite - one that was both Red and expert. This new elite would replace the old, bourgeois elite, which had persisted in the professional and administrative spheres in the 1917 -1927 period.
In the field of social science and philosophy, Stalin sometimes used young Cultural Revolutionaries and the party leadership to discredit theories associated with Trotsky and Bukharin, and to attack former Mensheviks or to facilitate the subordination of respected "bourgeois cultural institutions" to party control.
Creating a New Culture Cultural revolution as revolutionary project: A. Long-term cultural transformation B. Short-term crisis of cultural values
Long-term cultural transformation Norms for socialist living • 1. Old norms • a. Nepmen • b. kulaks • c. religion • 2. New norms • a. godlessness • b. leisure (Trotsky: "Vodka, the Church, and the Cinema") • c. manners and morals (gender relations) • d. new soviet rituals • E. Cult of the machine
Phases of the literacy campaign • • • 1918 -1920, the first phase of the literacy campaign was finished, but, although progress had been made, results were minimal, partly because of the effects of the Civil War that was going on at this time. It was recognized that better teacher training, better materials, and better teaching techniques were needed. Primers were developed, employing such phrases as "We have fought for the Soviets, " "The Soviets have given us land, factories and plants, " and "The Soviets are our strength" The second phase of the literacy campaign began in 1921, its completion coinciding with that of the First Five-Year Plan in 1932 The third phase in the campaign began in 1933 and, by the time of the 1939 census, the literacy rates in the Kazakh SSR were 83. 6%.
"Literates - teach one illiterate!" • The 1919 decree “On the Eradication of Illiteracy Among the Population of the Russian Federation”, declared: "All illiterate citizens of the Soviet Republic aged between 8 and 50 years are required to learn to read and write in their native language, or in the Russian language, as they prefer“ • Commissions, such as the All-Russian Extraordinary Commission for the Liquidation of Illiteracy, were formed and congresses convened to deal with the problem.
Ways to combat illiteracy in 1920 s. • Creating mobile summer schools and likbez ( on abbreviation for the elimination of illiteracy ). In 1922 -1923 school year were 248 likbez points in Kazakhstan with more than four thousand students • the main centers of literacy in a nomadic village were special yurt (red ) • Special women’s yurts carry the task of cultural enlightenment of women in nomadic areas
• organized short-term teacher training courses and teachers' schools. For 1922 - 1925 taught in such courses 2 800 teachers, of them 1345 were Kazakhs • new forms of self-study courses, where teachers could exchange experiences and discuss new teaching methods
Ways to combat illiteracy in 1930 s. • This period gave the mass movement for the elimination of illiteracy in Kazakhstan such forms as the culture relay and the culture storm. • Culture storms were a specific form of voluntary-assistance. These instructors were given a military –like name: cultural soldiers. 40 000 soldiers were mobilized for teaching totally. • In 1932 the government of Kazakhstan issued another decree on the universal eradication of illiteracy which stipulated that all illiterate people between the ages of 10 and 50 in both urban and rural areas had to be taught to read and write • Schools were supplied with textbooks and educational material. In 1934 , Kazgosizdat publishers printed 150 thousand copies issued in likbez.
The first higher institution in Kazakhstan • In 1928 the first Kazakh state Pedagogical Institute, where training of specialists for schools of general education and secondary schools was carried out, was founded. The idea of general literacy was promoted as the first and foremost challenge or graduating students. • Cattle-breeding districts of Kazakhsatn had waited for the opening of The Veterinary Institute in 1929 impatiently. • 1934 was the year of the grand opening of Kazakh State University. The famous history of this institute of higher education's activity became the model for a whole era of education. Kazakh State University was the first to provide brainpower and scientific elites to the Kazakh Republic.
SOVIET LANGUAGE POLICY • The early years of the Communist era were characterized by an active promotion of the minority languages in the Soviet Union. It is difficult to separate benevolent from political motivations at this stage in Soviet history. Whereas Russian had been the official language in Tsarist period, in the new Soviet state, all of the peoples and languages were declared to be equal. There was no official language de jure and everyone was declared to have the right to education in his own language. Lenin wrote that "the workers support the equality of nations and languages. . . full equality includes the negation of any privileges for one of the languages" Lenin spoke out against "Great Russian chauvinism", criticizing those who wished to make Russian the official language of the Soviet Union.
ALPHABET REFORM • One of the alphabets for reform was the Arabic script used throughout Central Asia and Kazakhstan, as well as among the other Muslim nationalities in the newly-formed Soviet Union. • Various pragmatic reasons were given for the proposed reforms and indeed there were certain Central Asian and Kazakhstan intellectuals who wanted to get rid of the script. One of the chief problems was that the rich system of vowel harmony found in Turkic languages cannot be represented adequately by the Arabic alphabet, since it has letters for only three vowel phonemes.
Why the Arabic alphabet was not satisfactory to the new Soviet rulers • political reasons: 1. as the alphabet of the Qur'an and of all the great Islamic literature of the past, whether Arabic or Persian, it served as a powerful symbol of the natural ties that the Turkestans had with the rest of the Muslim world, particularly the Arabs and Persians, who had so shaped the religious and cultural landscape of the area 2. In an atheistic state that realized the power of symbols, such a potential rallying point for pan-Islamism could not be permitted to remain. 3. In addition, the common alphabet made communication between the Turkic peoples of the Soviet Union, as well as their kinsmen across the border, all too easy. The spectre of pan-Turkism was equally as threatening to the Soviets as that of pan-Islamism.
LATINIZA Yanalif • The next step of alphabet reform was at the 1926 Baku (Azerbaijan) Turkological Congress, which proposed the adoption of the Latin script for all Turkic languages in the USSR. By 1928, the Arabic script had been replaced by the New Unified Turkic alphabet. • By 1935, a total of seventy Soviet languages (not all of them Turkic), representing 36 million people, were being written in the Latin alphabet, modified by diacritics where needed. Although this slowed down the literacy campaign, it also came at a time when there was a new push to eliminate illiteracy.
• Furthermore, this changeover coincided with the adoption of the Latin alphabet in Turkey, at the instigation of Ataturk. The alphabet was viewed as a culturally neutral script, unlikely to communicate any desires for Russification on the part of the Communist leadership.
Cyrillic alphabet • In the late 1930's, the suggestion was made that the Latin script should be replaced by the Cyrillic. Many of the potential voices of opposition had been silenced in the terrible purges carried out by Stalin during that decade, in which the majority of the Central Asian and Kazakhstan intelligentsia were liquidated and the remainder were reduced to unwilling collaboration with the regime. The switch to Cyrillic in Central Asia and Kazakhstsn was largely completed by 1940. The alphabet was reworked by Sarsen Amanzholov and accepted in its current form in 1940.
Political reasons for the transition to Cyrillic alphabet 1. With the demise of the Latin alphabet, a potential bridge for pan-Turkic ideas to travel from Turkey into the Soviet Union had been removed. 2. Furthermore, most significantly of all, the Russian alphabet would facilitate the incorporation of more Russian words into the Kazakh languages as well as making it easier for the people to learn the Russian language, two themes to be explored below. It is notable that no effort was made to unify the Cyrillic transcription of non-Russian phonemes in the different languages.
The Association of Proletarian Writers During the Cultural Revolution was created Russian Association of Proletarian Writers (RAPP, 1925). In 1926 established the Kazakh Association of Proletarian Writers, which in its early years, actively fought the nationalist manifestations in the literature. RAPP desired to dominate the literary field and be acknowledged as the Communist Party's only accredited representative among literary organisations - a role it had unsuccessfully attempted to secure during NEP. RAPP encouraged cultural activities in factories and attempted to open channels of communication between professional writers and the working class.
• Traditional literary values, the actual concepts of literature itself were threatened in the period of the Cultural Revolution. Many writers believed that literature should be put at the service of the Five Year Plan and that it should be organized by analogy with industrial production. The demand that literature should be provided for the masses became a demand that all literature should be mass literature.
The League of Militant Atheists ( 1925 -1947) The League of Militant Atheists and the young scholars in the Communist Academy and the Institute of Red Professors were also participants in the fight to suppress old bourgeois customers and to rid the academic field of entrenched senior scholars, non. Communists - who still dominated many spheres.
Upward Mobility and Creating a New Elite A second-class aspect to the proletarian Cultural Revolution appealed to the ambition of young workers to rise into the intelligentsia. The aim was to abolish the old dichotomy of power and expert; to create soviet experts to counteract the "treachery" of the bourgeois intelligentsia. Stalin felt it imperative to train proletarian replacements with all possible speed.
Affirmative Action Stalin launched an intensive campaign to send young workers and communists to higher education facilities. This created a major upheaval in the universities and technical schools, outraging bourgeois professors and making 1928 -31 extremely difficult for white collar or bourgeois origin school graduates to obtain higher education. Most of the favored proletarian and Communist group went to engineering schools since technical expertise rather than Marxist Social Science was regarded as the best qualification for leadership of an industrial society.
One of the literature's major function in the 1928 -31 period was to provide illustrations of the "New Soviet Man". The emergence of this figure was linked to the redemption theme in Soviet literature. The main instrument of redemption – and transformation - of Russians was labour, in factories, on construction sights and on collective farms. It was widely believed that the experience of production transformed not only masses of society but individual deviants - "alien" elements inherited from capitalism.
Transforming Women's Place in Society Soviet Policies and Practices towards Women • Family law • Attitudes and new gender roles • Affirmative action for women • Impact of Five Year Plan
Marxism and the Woman Question