Igor Fedyukin (ENG)

Fedyukin photo2Director of the Source Studies Center of the Department of History of National Research University Higner Sschool of Economics, Ph.D. in history (University of North Carolina – Chapel Hill). Research interests areas: history of Russia of the 18th century, history of state institutions, history of education and educational policy.


Main publications on the history of education:

  • “Регулярная академия учреждена будет…”: Образовательные проекты в России в первой половине XVIII века / ред. И.И. Федюкин, М.Б. Лавринович. М: Новое издательство, 2014.
  • Федюкин И. И. “Честь к делу ум и охоту раждает”: реформа дворянской службы и теоретические основы сословной политики в 1730-е гг. // В кн.: Гиштории российские, или Опыты и разыскания к юбилею Александра Борисовича Каменского / Сост.: Е. В. Акельев, В. Е. Борисов; отв. ред.: Е. Б. Смилянская. М. : Древлехранилище, 2014. С. 83-142
  • Федюкин И. И. Роль административного предпринимательства в петровских реформах: Навигацкая школа и позднемосковские книжники // Российская история. 2014. № 4. С. 80-101
  • Fedyukin I., Zitser E. A., ‘For Love and Fatherland: Early Modern Patronage Politics and the Origins of Russia’s First Female Order of Chivalry’, Cahiers du Monde Russe, 2011, vol. 52, no. janvier-mars, p. 5-44.
  • Fedyukin I. ‘An Infinite Variety of Inclinations and Appetites: Génie and Governance in Post-Petrine Russia’, Kritika: Explorations in Russian and Eurasian History, 2010, vol. 11, no. 4, p. 741-762.

The Education of the Nobility and Disciplinary Institutes: The Making of a Modern School in Russia from 1660 to 1760

During the period from the late 17th century to the enthronement of Catherine the Great the organizational forms of education in Russia have changed dramatically. The institutionally amorphous “industrial” workshop school, built up around a master teacher has been replaced by the modern school with its distinctive characteristics: regulation and bureaucracy, isolation of hierarchically correlated functional roles and desire for a continuous “supervising” of students and internalization of prescribed behavioral patterns. The paper traces the transformation history of the school in Russia into the disciplinary institute based on the example of one of the principles: the idea of the need to ensure constant presence of all students in the confined space of the school. This focus allows us to show the driving forces at the micro level providing for implementation of the modern principles, and show how these principles were reconsidered and appropriated by different players for their own purposes.

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