HISTORY OF ARMENIAN SCHOOLS IN RUSSIA (19TH CENTURY-EARLY 20TH CENTURY)

Abstract

The scholarly aim of this article is to present a new interpretation of the history of Armenian schools in Russia, based on modern historiographical concepts. The novelty lies primarily in revisiting key issues such as the developmental stages of Armenian schools in Russia, their methodological foundations, and, more broadly, the guidance of their educational processes by advanced Russian educational institutions, through the adaptation of specific programs and organizational features of schooling. The relevance of this research is, first and foremost, linked to the need to uncover patterns in the development of Russo-Armenian cultural relations within the realm of education. Schools in Russia were expected to prepare literate and educated subjects for the empire, and in this regard, the Russian authorities sought to align the rights and responsibilities of schools for ethnic minorities with the educational objectives of Russian schools. Additionally, it is important to consider the issue of the national character of these schools. During the period under discussion-the first decades of the 18th-19th centuries despite some deviations, this national character was preserved to a considerable extent under Russian governance. The organization and administration of education in Russia has received little attention in the existing literature on this topic, which further underscores the relevance of this study. The core of the problem lies in the Russian state’s unification policy in the field of education a policy that, incidentally, has now become a standard requirement in European and American schools as well. In evaluating the history of Russo Armenian educational relations, this particular aspect has been largely overlooked and clearly awaits an objective researcher. The generalizations presented in the article are based, in part, on the conclusions and characterizations formulated using archival materials from previous authors on this subject. The primary focus has been on the alignment of educational curricula in Armenian schools in Russia with those of Russian schools, considering the organizational models and teaching methods employed. As a result of the conducted research, the authors of the article have concluded that, alongside and within this process, Armenian schools in Russia were able to preserve their national identity an element whose content is analyzed across all stages included in this study. Moreover, the analyses were conducted with consideration of the accumulated experience of several Armenian educational institutions and schools in Russia that were known for their pedagogical significance and progressive educational programs, while also acknowledging the shortcomings observed in their activities. In this context, particular attention was given to the Aghababyan School in Astrakhan, the Nersisyan School in Tbilisi, the Khadamyan School in Nor Nakhichevan, the Lazaryan Seminary in Moscow, the Khalibyan School in Feodosia, and several national girls’ schools operating in Armenian populated areas, whose practices and achievements serve as valuable examples for other Armenian schools. Thus, the following specific conclusion has been drawn: Armenian historiography in the previous period (both Soviet and contemporary) has attempted, through various studies, to examine and present the history of Armenian schools in Russia - rightfully offering a positive and effective assessment of Russia’s constructive role in the establishment and development of these educational institutions. Many of these works are valuable from a historiographical perspective. The main shortcoming, however, lies in the weak application - or, in some cases, complete absence - of historical comparative analysis. In this regard, our modest study is an attempt to fill that gap.