Soviet Politics and Education by Frank M. Sorrentino; Frances R. CurcioReview by: J. J. TomiakThe Slavonic and East European Review, Vol. 65, No. 2 (Apr., 1987), pp. 318-319Published by: the Modern Humanities Research Association and University College London, School ofSlavonic and East European StudiesStable URL: http://www.jstor.org/stable/4209532 .

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3I8 THE SLAVONIC REVIEW

The editor provides an introduction on the dilemmas of Soviet education in the I98os, incorporating reference to the I984 school reform. Oskar Anweiler then furnishes an interesting survey of recent research, also indicating themes which call out for attention; this is nicely complemented by the longer perspective drawn by Brian Holmes, who muses on 'travellers' tales' since the 1920S.

These overviews are followed by a series of topical studies. Ludwig Liegle considers education in the family and family policy; he identifies a new status ascribed to family support by therapeutic means. Glyn Lewis and Wolfgang Mitter both deal with bilingualism, the former as language planning and the latter in relation to intercultural education. Lewis omits the criticism to which integrated schools have been subject, but is informative on the extent of provision for native languages, while Mitter focuses more on curriculum and method.

In the most theoretical contribution to the book, Detlef Glowka discusses access to higher education, making some comparisons with the West and pointing to gaps in Soviet sociological research. His expectation of the reinforcement of intellectual criteria and the development of specific channels as means ofregulating such access seems to have beenj ustified by the narrowing of the intakes ofthe senior-stage general school under the I 984 reform. Friedrich Kuebart follows the editor's example in updating his paper on vocational training to I 984, discussing recent proposals and changes. His treatment of on- the-job training addresses a subject too often neglected. Leonid Novikov considers selected policy aspects of the system of special education for backward children, paying particular attention to the newish schools for those 'with delayed mental development', and then examining the historical basis for the remarkably sluggish growth of that system.

Art education is a topic rarely discussed in work on Soviet education. John Biggs's contribution stands out from the rest not only for this reason. Its style is quite different: it is written with personal warmth and enthusiasm, tempered with reflection and besprinkled with reminiscence. Biggs has lost count of his visits to the USSR, ofwhich there have been 'about forty' inrthe past decade. He supplies a great deal of background information on Soviet art and artists. His treatment of art education is extremely informative at the higher level. Against that, he has little to say about the school, and the ignorant reader might even conclude from page I 72 that art does not exist as a school subject.

The book may be criticized for the frequency of misprints in some of the bibliographies and occasional un-English renderings such as 'the Pedagogic Institute A. I. Hertsen' on page 115. Much more important, however, it constitutes overall a valuable and original addition to the scholarly literature. Centre for Russian and East European Studies JOHN DUNSTAN University of Birmingham

Sorrentino, Frank M. and Curcio, Frances R. Soviet Politics and Education. University Press of America, Lanham, Md, I986. Tables. Notes. Bibliography. vii + 417 pp. $31.50; $18.75 (paperback).

THIs book attempts to examine the relationship between politics and education with particular reference to the Soviet Union. It consists of a general

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REVIEWS 319

overview, written by the two editors, and of four sections, each one consisting of an introduction and four sub-sections of varying length. Of the latter, all but two are reprints of either well-known documents authored by Communist leaders, or articles published previously by more or less well-known Soviet- ologists. Evidently, the editors do not belong to this category.

Regrettably, it is the general overview and the introductions to each section which - to say the least - leave much to be desired. Spelling errors, grammatical mistakes and, particularly, factual errors of major consequence render the text hardly acceptable for academic purposes. The following examples clearly demonstrate the shortcomings of this work: the philosophy of education is said to deal - among other things - with how to teach (p. 2); the economic factors are described as 'the structure of society' (p. I 2); Marx is said 'to have stood Hegel on its head by replacing ideas with materialisms' (p. I2);

he is also said to have been a person who 'did not see a role played by management or in supply and demand in determining the worth of an item' (P. I3), while 'Boleshivism (!) is a sort of a delayed Protestantism' (p. 26I). Much worse, Nikolai (!!!) Lenin is said to have been born in 'Simbursk (now Ulganovsk)' (p. I4); Joseph Stalin's original name is given as Dshugashoili (p. i6); he is said to have developed the concept of Communism 'under constant seige' (p. 17); Khrushchov is said to have been 'a director (?) of the Party in Stlino and Kiev' and to have 'replaced Nikolai Bukharin as Premier' (!!!) (pp. I8/I9); Stalinist tactics are said to have led 'to Stalin ignoring the unmistakable signs of an imminent German invasion in 194I, and for the subsequent military failures of the Red Army' (p. 20). Consistent misspelling of the word 'bourgeoisie' (pp. I3-15) and 'hypocrisy' (p. 126), saying 'plebian' instead of 'plebeian' (p. 23) make one wonder whether it isjust carelessness in editing the text which is involved. Nikolai Berdiaev figures as Nickolai Brediaev (p. 263), Latvia as Lativa (p. 283) and polytechnical education is simply equated with vocational training (p. 364). Studying the human organism is equated with rationalization (?) (p. 298) and vospitanie appears as vospitaniyeh (p. 297) and as vospitania (p. 327).

Russian political culture and socialization are supposed to be explained by, for example, the statements that 'aggression passes down the family struc- tures, the grandmother coerces and torments her daughter-in-law, the adult sons assert their status by beating their wives and children' (??) (p. 26I) and that 'The Russians view man as having original sin, therefore, the father disciplines the son to deal with evil that lies inside him' (??) (p. 262). Comments of this kind cannot possibly help in promoting a more profound understanding of the intricate relationship between politics and education in the USSR today. One must, in consequence, reject the editors' hope expressed in the final remarks of the general overview that 'these readings contribute at least a partial foundation which will serve as a vehicle to further explore the vast universe of Soviet society' (p. 9). That, unfortunately, is far from being the case. Institute of Education J. J. TOMIAK

University of London

12*

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