WOMEN’S EDUCATION IN DAGESTAN (SECOND HALF OF THE 19TH – EARLY 20TH CENTURIES)
DOI:
https://doi.org/10.32653/CH164940-951Keywords:
women’s education, school, Muslim school, homeschooling, Dagestan region, clergy, teacher.Abstract
The article is devoted to the history of the development of female education in the Dagestan region in the second half of the 19th – early 20th centuries. It examines the system of women’s education, features of its development, formation, support and organization of the educational process, its impact on the education system of Dagestan as a whole. The chronological framework of the study covers the second half of the 19th – early 20th centuries. During this period, religious schools functioned in parallel with Russian educational institutions, which emerged in the places of deployment of military units and settlements with a Russian-speaking population. An important issue, reflected in the study, is the disclosure of the peculiarities of homeschooling, the content of which depended on the preferences of parents.
An analysis of the diverse historical literature made it possible to conclude that women’s educational institutions in pre-revolutionary Dagestan, regardless of their form and content of education, raised the educational and cultural level of girls, introduced them to the achievements of world culture, and prepared them for family life.
The teaching process in religious and Russian schools varied greatly. Thus, for example, Muslim traditional education was divided into two stages. Dagestan people received their primary education in maktabs (mosque schools), the main goal of which was to teach reading and writing in Arabic and reading the Koran, to introduce students to the scientific achievements of the Muslim Orient. After that, those wishing to gain in-depth knowledge of classical Muslim sciences continued their studies in numerous madrasahs, the level of which varied depending on the established traditions and teaching staff.
In Russian schools, the educational process was regulated by the curriculum and curricula in general subjects, theology and home economics. The task of Russian schools was to help students integrate into the all-Russian cultural field, to introduce them to the achievements of Russian and European cultures.
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