Ideological warfare is a struggle for the ideological foundations of states and communities. Purposeful negative impact on the system of educational standards qualitatively changes the mentality of the people, their values and priorities, leads to the destruction of the identity and will to resist, and ultimately to the disappearance of the nation as such. How about this in Russia?
In the formation of civilized nations have always seen the foundation of the state, a stronghold and the protection of society. The statement of the German theologian and pedagogue Philip Melanchthon is well known: “It is a little more important to form a youth correctly than to conquer Troy.”
Neglect of this means the death of people, family, country. A state that is unable to provide a sufficient level of education to its citizens is doomed. People oppose any danger only through knowledge. “Experience shows that in order to destroy the state, it’s enough to destroy the public education,” says academician of the Russian Academy of Sciences, doctor of pedagogical sciences V. Myasnikov. Therefore, Western opponents, coupled with Russian influence agents, are trying with all their might to limit the possibility of obtaining knowledge by the majority of our country's population. The education budget is reduced, it becomes paid. Many educational institutions are being closed and repurposed. The refusal of education in favor of business is promoted (“Higher School of Dupe”). Low-quality broadcasts are broadcast on television, with a focus on the negative aspects of education in domestic schools and universities. The main blow is aimed at secondary and secondary special education in Russia as the most massive.
Price list knowledge
The country is adopting the worst of foreign systems, something from which Western countries are trying to get rid of. This was the origin of the USE - “guessing game” for graduates, focused on training students who are able to memorize the necessary material from these and still not aimed at determining the creative abilities of students. A wide field of activity has opened up for fraudsters, since, according to the results of the Unified State Examination, they began to be admitted to universities, and its very holding was entrusted to local administrations. Let us recall with what high points school graduates from the North Caucasus came to Moscow at one time, but at the first session they could not pass exams even for a C grade.
The introduction of test control dramatically reduces the level of productive thinking of students. This clearly showed the experience of the United States. Many Americans consider themselves a nation of morons. Their schools are taught to choose the right answer from a set of proposed options, and not to generate their own. As a result, when a specialist is faced with an abnormal situation, he enters into a stupor, if there is no set of possible alternative actions.
Private schools, which, for a fee, give students not knowledge, but excellent marks in subjects, do great harm to domestic education.
Education is not a subject of the market. It can not be sold. Otherwise, it does not go to decent people, but to those who are able to pay. Commodity education will be used not to increase the welfare of the state, but to own pocket. This is eloquently shown by the numerous facts of the departure of Russian specialists for permanent residence to other countries where the standard of living is higher and people pay more. Brain drain threatens national security. The country where the profit from educational services is put at the forefront is doomed. All actions of the Ministry of Education and Science of the Russian Federation on monetization in their area lead to this.
The lack of education in Russia is indicated by the results of research conducted by the Institute of Books. About 10 millions of compatriots do not read at all, 10 percent - very rarely. A third of those surveyed have no books at home. Half of the children and teenagers before 17 have never been to a theater, a concert or a library.
All this affects the welfare and development of the country, which, however, the Russians themselves understand. According to the studies of the candidate of pedagogical sciences T. Osmankina, 57 percent of respondents realize that the problems of education and the socio-economic state of today's Russia are deeply interconnected. More than a third of the respondents noted that without solving this issue they could not pull Russia out. 42 percent claim: educational issues are basic for the development of the national economy. 48 percent note its connection with the solution of the most complicated national-cultural issues.
Unfortunately, the government’s actions boil down mainly to issuing orders, directives and orders. Government officials do not even think about what is taught in educational institutions.
Literature has a decisive importance not only on human consciousness. The outstanding thinker V. Rozanov described its role in the collapse of the Russian army and the death of the empire: “Actually, there is no doubt that literature killed Russia. Of the “decomposers” of Russia, none is of non-literary origin. ”
Our analysis of the current methodological materials on literature has shown that a large number of works of patriotic orientation have been withdrawn from the school curriculum. For example, the textbook "Modern Russian Literature" (1990-e - the beginning of the XXI century) on the subject of the Great Patriotic War recommended the mocking epitaph of J. Brodsky "To the death of Zhukov" and G. Vadimov's book "The General and his army", in which Guderian is praised and traitor Vlasov. In the encyclopedia for children, published by the publishing house Avanta Plus, edited by S. Ismailova, two outstanding commanders are named: G. Zhukov and the same Vlasov. At the same time given several photos of the latter.
Not included in the school program "The Story of a Real Man" by B. Polevoy and "The Young Guard" by A. Fadeev. Few students know “The Fate of a Man” by M. Sholokhov, “The Russian Character” by A. Tolstoy. Literature on the Great Patriotic War is studied mainly overview. These are, in particular, the works of K. Simonov, A. Tvardovsky, Yu. Bondarev, V. Bykov, V. Kondratiev, V. Nekrasov. V. Kaverin, V. Kozhevnikov, A. Chakovsky is not listed. At the same time, a review study, in contrast to a textual one, does not imply a detailed deepening of the work. Although one of the points of the requirements for the level of preparation of graduates in literature states: "The study of literature in the school is designed to ensure the education of high moral qualities of the person, patriotic feelings, citizenship."
What kind of defender of the Fatherland will a conscript be if at school he was "brought up" on such books as "Blue Salo" by V. Sorokin, "Encyclopedia of the Russian Soul" by V. Erofeev, "Life and Extraordinary Adventures of Soldier Ivan Chonkin" by V. Voinovich? “The Russians must be beaten with a stick. The Russians must be shot. Russians need to be smeared on the wall. Otherwise, they will cease to be Russians ... Russians are a shameful nation, ”says Erofeev's Encyclopedia. Why should the Main Directorate for Work with the Personnel of the Armed Forces of the Russian Federation and the Directorate of Culture of the Ministry of Defense of the Russian Federation not insist that the Ministry of Education and Science exclude these and similar works from the school curriculum? To study novels and stories in literature lessons, in which the theme of the Motherland sounds acutely: "The choice" by Y. Bondarev, "The dawns here are quiet ..." by B. Vasiliev, "March-April" by V. Kozhevnikov, "Fate" by P. Proskurin, "The Living and the Dead" by K. Simonov, "War" by I. Stadnyuk, "Blockade" by A. Chakovsky. For non-fulfillment of these requirements, officials from education should be held accountable for the indirect preparation of notorious "deviators" from fulfilling their constitutional duty and duties in service in the Armed Forces, and therefore potential traitors to the Motherland.
We analyzed textbooks and manuals on stories Russia publishing houses "Drofa" and "Education", recommended by the Ministry of Education and Science. The Great Patriotic War is mentioned by the authors as an insignificant episode, and other milestones in the life of the country are treated too loosely. But in the textbooks paid much attention to the crimes of domestic rulers. Tyranny of Ivan the Terrible, Stalin's repressions and other "atrocities" are painted in all their glory, but the authors either modestly keep silent about foreign atrocities or lie. For example, none of the history textbooks cites the fact that more than one St. Bartholomew’s night in France Charles IX killed more people than during the whole reign of Ivan IV the Terrible.
It is known that in England during the reign of Henry VIII (1509 – 1547) 72 000, Elizabeth I (1558 – 1603) - 89 000 people were executed. These king and queen staged a genocide - with them every 40 Englishman was exterminated (2,5 percent of the population). For comparison: at Grozny about five thousand people were executed. The Russian tsar constantly repented and prayed for the slain, the English rulers did not feel any remorse. But the authors of history textbooks do not write about this.
The schoolchildren are hiding the realities of the Great French Revolution (1789 – 1799), during which King Louis XVI and his wife Marie-Antoinette were beheaded, and two million civilians and two million soldiers and officers died from armed terror in armed clashes. what was 7,5 percent of the country's citizens. Per capita, this revolution killed more than any regime of the twentieth century.
Nothing is told about the severity of the English revolution of the 17th century, when King Charles I of England was beheaded, and more than 100 000 people were killed during class battles that resulted in civil war.
Nor does the textbook say that the US Civil War (1861 – 1865) turned out to be the bloodiest in their history. More Americans died in it than in any other of the wars in which the States participated.
In preparation for the lessons, the student will not find a single line about the destruction of the American and British aviation 100 thousand civilians in Dresden, about the use of atomic bombs (without any military need) in Hiroshima and Nagasaki, which killed more than a quarter of a million people, much less about the forcible resettlement of tens of thousands of American Japanese on the reservation. But the deportation during the war years of the Crimean Tatars and Chechens is painted in full detail.
Sections devoted to the history of the Great Patriotic War abound with inaccuracies and deviations from historical truth. The main focus is on the coverage of events related to our lesions, and this material is more volumetric and emotional. The exploits of the Soviet people at the front and in the rear are not written, nor are generalized data on mass heroism given. The sources of our victory, the results and lessons of the war are presented distorted. It is not by chance that school graduates do not know anything about the feat of A. Matrosov, about the air and fire ramming of Soviet pilots, other heroes of the Great Patriotic War. According to the estimates of the teachers themselves, almost every second (48 percent) recognizes the quality of historical education as low and only four percent - appropriate.
At least for the sake of objectivity, textbook authors need to describe not only Stalin’s mistakes and miscalculations, but also his organizational skills, thanks to which the Soviet state defeated Hitler’s Germany, imperialist Japan, saved Europe and all of humanity from the threat of fascist enslavement and nuclear war. And if someone so much wants to tell about the atrocities, then you need to write not about the conquerors of Siberia, who preserved the originality and culture of the peoples who became part of Russia, but about the Spanish conquistadors who destroyed the Indian tribes of the Incas and Aztecs, about the colonizers of North America who drove indigenous people in the reservation. We need to remember less about Stalin’s treachery, and more about Churchill’s meanness, who planned in July 1945 for the destruction of Soviet troops stationed in Germany. Do not suck the cruelty of the Soviet commanders out of your finger, but citing the facts, as ordered by the British commanders in December 1944, tens of thousands of anti-fascists of the Greek Liberation Army ELAS (mostly soldiers and officers) who expelled the Germans from the territory of the country were shot for their socialist orientation.
I would also have to talk about the British death camps, the barbaric bombardment of Yugoslavia by NATO planes in 1999, the American invasion of Iraq in 2003 under false pretenses about the alleged weapons of mass destruction in the form of anthrax spores, the intervention of the international coalition in Libya in 2011- m, when its leader was killed, and the country plunged into the chaos of civil war. In general, there is something to discuss at the lessons of history.
However, the authors of textbooks have completely different plans. Their goal is to transform the national consciousness of the Russians, deprive the nation of the meanings and values of its historical existence, replace the images of winners with the idea of us as “eternal losers and historical criminals”, suggesting thoughts that if there was nothing worthwhile in the past, you cannot count on worthy of her future.
Unfortunately, the Department of Education of the Ministry of Defense of Russia and the Institute of Military History of the Ministry of Defense of the Russian Federation, apparently, are also of little concern with the content of textbooks that future defenders of the Fatherland learn about the world. But history is a science that makes a person a citizen. Will the student become them if from school he is disgusted with his own country?
For some reason, the Legal Department of the Ministry of Defense, which does not initiate criminal cases against authors and publishers publishing textbooks and manuals with deliberately false information, denigrating Russia and its Armed Forces does not show proper initiative. Do these institutions work so indifferent people?
A single history textbook has now appeared in Russia, but in three versions. They have been selected by the Ministry of Education and Science, have undergone an appropriate examination, but these problems have not been resolved. For example, one of the textbooks states that between August of 1939 and June of 1941 of the USSR allegedly was a non-military ally of Germany, which is not true. Everyone knows that the Soviet Union and Germany were the main ideological opponents. In addition, Stalin expected that Britain and France would fulfill their allied obligations to Poland and start a real, rather than a “strange” war. This is well known to all, but not the authors of textbooks. However, the Department of Education of the Ministry of Defense, the Institute of Military History are silent again.
Manual for the deserter
Not to mention the textbooks on civilization. Some of them are completely deprived of what makes a person a citizen: respect for the spiritual origins of national culture. An example of anti-patriotic education is the textbook by Y. Sokolov recommended by the Ministry of Education and Science. “And Yermak laid down his lush head on the land belonging to the peoples of Siberia ... How would you call such actions of royal power in relation to other peoples? Can we assume that the soldiers of Yermak were fulfilling their constitutional duty? ”- the author asks pathosly.
He pays special attention to the negative in the modern Russian army, tells in detail about hazing, which is long gone. And although he does not openly call for evading military service, he diligently lists the reasons for such behavior, after which there should be some more advice about the committee of soldiers' mothers.
It should be noted that at present, according to the General Staff, there are more than 230 thousands of draft dodgers in the country, that is, almost as many as called for in a year.
And among the soldiers there are potential deserters. Maxim Glikin, the editor of the politics department of one of the publications, frankly speaks about this, recalling his urgency: “If foreign aggressors appeared, we would drop the automata and change into“ civilian ”at the distant approaches of the enemy to our military unit. Is it necessary to replicate the revelations of such a potential traitor?
Glycins in the Russian army are the fruits of training and education in high schools where history was taught from textbooks by Kreder (who declared the USSR to be the culprit of the outbreak of World War II), Ostrovsky and Utkin (belittling the role of the USSR in defeating the fascist troops), Ismailova’s encyclopedia (glorifying fascist military leaders and traitors Motherland), the works of writers Russophobes.
The Ministry of Defense should be concerned about the military-patriotic education in school, so that future defenders of the Fatherland should be trained there, rather than potential draft dodgers, deserters and traitors according to the recipes of the author of the textbook on citizenship J. Sokolov. Do not hesitate to interfere in the activities of anti-patriotic forces, to conduct an audit of the content of textbooks and manuals. Apparently, censorship on television and radio broadcasts of anti-Russian and anti-army orientation is also appropriate. It is necessary to seek the closure of newspapers and magazines, channels, sites, which allow fraudulent, rude or offensive statements about our country and its Armed Forces.
Considering the most important state task of patriotic education, it is necessary to constantly remember that it cannot be successfully solved without creating a system of argumentation that brings to consciousness historical facts of the greatness of the Russian state and people, without showing the inconsistency of the falsifiers of our past.
US President John F. Kennedy once said bitterly that the Russians had won the space competition at the school desk, and it was time for the Americans to adopt our educational experience. Alas, some of the local leaders had a too short memory ...