At the turn of the twentieth century, Russian imperial officials hoped to transform the Kazakh Steppe from a zone of pastoral nomadism into a zone of sedentary grain farms. They planned to accomplish this transformation by importing peasants from European Russia and settling them in the steppe along with advanced scientific agricultural practices, equipment, and infrastructure. It was a project that linked steppe settlement and the Russian Empire to a global story of settler colonialism, science, and technology in the first decades of the twentieth century. An examination of this project through the lens of the expansion of grain farming reveals that the changes it wrought were not solely due to European science and technology but were contingent, dependent on local knowledge, the vagaries of climate, and adaptation to the realities of the steppe environment.
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http://dx.doi.org/10.1353/tech.2024.a926314 | DOI Listing |
Hist Cienc Saude Manguinhos
December 2024
Leading scientific researcher, Ural Federal University. Yekaterinburg - Russian Federation
The article deals with the representation of illness among Russian Orthodox peasants from the Russian Empire in the nineteenth century. Materials from ethnographic expeditions, folklore, nineteenth-century texts on treatments, memoirs, and publications in the local press are used as sources. Analysis of the sources allowed us to reach the following conclusions: the conception of illness among Russian peasants was constructed by various actors; rural doctors were the least influential among these actors; and illnesses were represented as a consequence of mixing the world of the living and the world of the dead or the action of anthropomorphic or zoomorphic entities, with treatment implying a return to the natural ("correct") order of things.
View Article and Find Full Text PDFEndeavour
December 2024
S. I. Vavilov Institute for the History of Science and Technology, Russian Academy of Sciences, 14, Baltiyskaya ul., Moscow 125315, Russian Federation. Electronic address:
In 1903, a female student named Zhozefina Kossko-Sudakevich was officially accepted into the Moscow Agricultural Institute, marking the first instance of such admission in the history of the Russian Empire. In 1909, she achieved another historic milestone by becoming the first Russian woman to graduate in agronomy. Since the late nineteenth century, there have been many within Russian society who have advocated for increased opportunities in higher agricultural education for women.
View Article and Find Full Text PDFProc Natl Acad Sci U S A
December 2024
Department for Biological Sciences and Pathobiology, Animal Breeding and Genetics, University of Veterinary Medicine Vienna, Vienna 1210, Austria.
J Physiol Anthropol
August 2024
Anuchin Research Institute and Museum of Anthropology, Lomonosov Moscow State University, Mokhovaya St., 11, Moscow, 125009, Russia.
Integr Psychol Behav Sci
December 2024
University of Delaware, Newark, DE, USA.
In this philosophical-theoretical study of Lev Tolstoy's pedagogical legacy of his Yasnaya Polyana school in the Russian Empire (1859-1862), I raised three major questions: (1) was Lev Tolstoy a democratic educator, and if so, why can one claim that, (2) if so, what kind of a democratic educator was he, and (3) what kind of limitations to his democratic education have I observe and what were the sources of these limitations? My answer to the first question was unequivocally positive. I argue that Tolstoy was the conceptual founder of democratic non-coercive education and the first known practitioner of democratic education for children. In my view, his democratic education was based on educational offerings provided by the teachers.
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