Authors

Mykhailo Honchar¹;  ¹ Kherson Academy of Continuing Education, Україна

Discussion

One of the pillars of the state policy of the Russian Empire was ideological opposition to Western influence. As a litmus test, the regime absorbed European innovations in all spheres of life, tried to imitate them, and adapt them to their realities. At the same time, there was a discussion in the public space about the need for such a reception and finding one's way. This process did not pass by education.

Catherine II's efforts to appear as a provider of Enlightenment ideals in the eyes of European intellectuals led to the reception of the adapted Austrian experience of educational reform. Under the influence of the Francophiles of his court, Alexander I built education based on the French model. Alexander II and his ministers were also looking for their model, looking back at the German, English, and French experience of educational construction.

In this process, the problems of state supervision in the field of education were discussed: should supervision be exclusively police, or should it be aimed at the progressive development of education? Can supervision be in the hands of self-governing bodies, or should it be subject exclusively to the state? And can the church supervise on a par with state institutions? And this discourse did not do without an appeal to European practice.

In this context, the question arises: to what extent was the reception of European supervisory practice in the educational models of the Russian Empire?