The Museum Archaeological School invites children from 10 years old, their older sisters and brothers, parents and anyone interested in history native land on a fascinating journey into the ancient world.
The lesson is an experiment that explains key concepts in archaeology. Under the guidance of a museum researcher, girls and boys will “transform” into real archaeologists, restorers and museum employees. During the lesson, the children will be able to see and hold various tools and entrenching equipment in their hands, test themselves for readiness for life in the field, and at the end, everyone will try to clear the “burial” themselves.
All classes are based on game techniques, which allows children to get acquainted with the history of their native land in an accessible form and comprehend it. interesting science– archeology.
We are waiting for you at the school of young archaeologists and hope that learning the history of the region will be fascinating and emotionally rich for everyone.
All events are held for groups of 10 people or more.
Group registration by phone: 25-30-09
Events
Home distinctive feature archaeological site - this is the absence of the classic museum prohibition “do not touch with your hands”; on the contrary, everyone can not only look at, but also hold in their hands the exhibits that interest them. In addition, under the guidance of a museum researcher, children will be able to feel like real archaeologists and restorers, test their readiness for life in the field and try to clear the “burial” on their own. The archaeological site includes an imitation of a Stone Age man’s cave and his burial, a play area with a recreated environment of the life of an ancient inhabitant of the steppes Southern Urals, exhibition cases for the collection display of archeological objects from the museum’s funds and much more. We are always glad to see you.
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Visitor reviews
A very bright, interesting, positive playground that provides aesthetic and intellectual pleasure. Thank you very much museum staff.
Students of the Faculty of History of OGTI
I really, really liked everything. Especially animal bones. I can’t even believe my eyes, everything is super.
From Katya D. School No. 4, 4th grade
The archaeological site arouses interest and delight among children of different ages and adults. Thank you for the soul the museum staff put into creating a children’s playground and the opportunity to touch the history of our native land.
School No. 35
All the exhibits are very interesting, but I especially liked the excavations of the skeletons of ancient animals and pots. Thank you, I will definitely come again.
Nastya, 11 years old
Dear employees of the Orsk Museum of Local Lore, thank you for your work and thank you for preserving and conveying our history to future generations. ancient history. The children are delighted.
Classes in the circle aim to introduce the members of the circle, schoolchildren in grades 3 and 4, to one of the most interesting periods in the history of mankind - the world of antiquities.
During the classes, members of the circle will study the history and culture of ancient tribes that lived in Eurasia using archaeological and written sources. During classes, students will work with authentic objects from the museum’s collections, prepare and discuss their own reports on archaeological topics at club meetings.
The lesson program includes viewing educational videos and slides on history and archeology; excursions around the museum’s exhibition, as well as visits to other museums; competitions and quizzes.
Archeology is a comprehensive historical science that studies the past of people using material materials. A specific object of archeology - a thing, an object - requires special methods of study that differ from general historical ones. Thus, archeology borrowed spectral analysis from physics, qualitative analysis from chemistry, statistics and analytical techniques for processing information from mathematics, methods for classifying species from biology, and so on.
The study of archeology is considered a field of higher education. This is due to the complexity of the material being studied. Despite this, our country has a long tradition of using archeology in the education and upbringing of schoolchildren. The first school archaeological circles in Russia appeared already in the 20s of the last century in the cities of Siberia. Their initiators and leaders are school teachers and professional archaeologists who work in local schools, historical and local history museums. Among them we can name such outstanding names as V.P. Levashova, N.K. Auerbach, V.A. Gorodtsov, P.P. Khoroshikh, G.P. Sosnovsky and others. In the 1930s, difficult years for historical science, interest in school archeology, on the contrary, increased. This is due to the growing interest in local history and local history. In the 40s and 50s, schoolchildren under the guidance of their teacher V.F. Shamansky had the opportunity to take part in the work of the archaeological expedition of A.P. Okladnikov, a famous Soviet archaeologist. In the late 50s and early 60s, the magazine “Soviet Archeology” had an entire column “To help teachers and local historians.” It publishes such famous scientists as A.A. Mongait, D.A. Krainov, B.A. Kolchin and others. At this time, there was a rise in the school local history movement, of which archaeological circles became an integral part. In the 70s and 80s of the last century, holding summer archaeological camps with the participation of schoolchildren became the norm in domestic expeditions. In the 90s, the Soviet education system collapsed, the pioneer organization ceased to exist, school museums and children's centers, on the basis of which archaeological circles existed, were closed. Today, the school archaeological movement is being revived again as part of the tourism and local history direction additional education.
Thus, we note that the pedagogical potential of archaeological science has been recognized for a long time and has been applied for a long time. The experience of using the pedagogical potential of archeology is reflected in the term “pedagogical archaeology”. It was first introduced by A.M. Burovsky in 1990. D.V. Brovko, in his article “The Phenomenon of Pedagogical Archeology,” defines this concept as “an integrated system of technologies, forms, methods of organizing children’s cognitive, creative, social activity, which has a broad prognostic focus.” The author of the article identifies the following, important for us, features of “pedagogical archeology” (hereinafter - PA):
"1. PA object - special pedagogical system local history work in additional education.
2. Subject of PA - interaction pedagogical technologies and the applied integrated nature of archaeology.
3. The PA method is an activity-based approach to personality development, systemic in nature as an anthropological phenomenon.”
The term “pedagogical archeology” is applicable only to the system of additional education. We see the purpose of our work as using the pedagogical potential of archaeological science in educational process in history lessons at a secondary school. By “pedagogical potential” we understand the ability of a subject (in our case, archeology) to influence the consciousness and emotions of students, stimulating children’s interest in the material being studied and forming moral, cognitive, positive attitudes in schoolchildren. personal qualities. Archeology, like no other science, is capable of attracting attention and developing interest in universal human values. This is largely facilitated by the aura of romance, surrounding people this profession, such as pilots, sailors and astronauts.
Everyone knows the feeling when you accidentally find an old coin or an unfamiliar antique item. It's a feeling of discovery. All people are attracted by museum objects with their genuine reality. A person experiences an indescribable feeling of belonging to something very ancient and eternal, to his history. Children experience this feeling especially acutely. Taking an archaeological find in his hands, a child touches his past and, as it were, mentally transports himself to centuries gone by. It is important that the feeling of admiration develops into interest, which, in turn, will become the main motive for learning about the past in history lessons.
It has long been known that learning based on interest, rather than coercion, is more focused and productive. The use of archaeological materials in history lessons can not only decorate the lesson and make it more interesting, but also help the teacher achieve the desired pedagogical goal, which includes cognitive, developmental and educational components.
The educational component of using archaeological material in school lessons involves introducing students to additional historical knowledge, which will broaden their horizons and complement the information in the textbook. For example, a large period of human history - Stone Age- is studied on the basis of archeological and ethnographic data, due to the lack of other categories of sources. It seems to us that the “silence” of primitive history in domestic textbooks is wrong. Firstly, it impoverishes our knowledge about our past. Secondly, it forms a false idea of primitiveness as a primitive stage of human development. Thirdly, it is this period of history that attracts the attention of students more than others and forms in them a sustainable interest in the subsequent study of the subject. Archaeological data is no less important when studying the history of the ancient Slavs and other peoples that were ignored by the authors of written sources. In the process of studying history with the use of archaeological materials, a complete, three-dimensional picture of the past is formed, which is more understandable to students and easier for them to assimilate. In the course of working with archaeological materials in a history lesson, students will develop logic of thinking, skills of individual cognitive work, sensory and motor spheres, develop skills for independent acquisition of knowledge, and so on.
The educational component involves the formation of value guidelines and beliefs of students on the basis of personal understanding of the social, spiritual, moral experience of people in the past and present; fostering patriotism and respect for other people. Naturally, not every teacher can bring a museum rarity to class. But this is not required. You can get by with reproductions, copies and mock-ups. Moreover, schoolchildren themselves can provide assistance in their creation right in the classroom (pedagogical workshop). By using archaeological material in a history lesson, we mean not only its visual design. It is important to use archaeological methods of research and knowledge of the subject. Things can also speak, often no worse than writing. Teaching children to “listen” to the language of things means developing their attention, associative and abstract thinking, and, most importantly, teaching children to think logically.
The teacher is quite capable of developing assignments using archaeological material on the topic being studied. An example of this is a collection of problems and assignments in history ancient world G.I. Goder, where the author proposes to solve logical problems built by him on archaeological data.
We find it interesting to invite students to assemble a “collapse of the vessel.” It is not necessary to break the dishes. You can draw and cut out a paper model. The main thing is that, when collecting impromptu puzzles, students solve a specific historical task. For example, what was the reason for using fragile and heavy ceramics instead of light and flexible leather bags? Children talk about when the first ceramics appeared, what other changes occur in people's lives and how are they related to the invention of pottery? Answering these questions, schoolchildren gradually come to the conclusion: “The transition to a sedentary lifestyle and agriculture was the reason for the replacement of leather bags with ceramics!” Another question is, what changes in human life occurred with the invention of pottery? Here is a different solution algorithm. First, students discuss why utensils are needed at all? Possible answers: to store, carry, or cook something. Which of these is not suitable for dishes made of leather? Option one: “You cannot cook food in leather utensils. Reply to main question it becomes obvious: with the advent of ceramics, the diet of boiled food changed - household equipment became more diverse, a new branch of craft production, etc. For weak students, the correct answer can be written in advance on a model of the vessel, after assembling it, the child can simply read it and, for sure, remember it.
Another example. Children are shown an archaeological reconstruction of the burial of a noble warrior. Based on these data, students are asked to recreate the funeral rite and religious ideas disappeared people. Reasoning about what things accompany a person in afterlife, students can determine their occupation and social status buried. This, in turn, will facilitate the assimilation of material on social structure ancient society and the relationships that existed within it.
You can invite students to compare the inventory of farmers and nomads of the same era in order to identify similarities and differences, and argue what their reason is. Here children perform complex, complex work. They must carefully consider the reproductions proposed by the teacher, compare them, identify similarities and differences, and select arguments to justify the answer. This task can be used as a basis for brainstorming. The main conclusion is that people’s way of life determines their material culture.
Any lesson is complex system, consisting of the main components: organizational moment, introductory part of the lesson, learning new material, consolidating it and monitoring the assimilation of what has been learned. Let's take a closer look at the place of archaeological material in a history lesson.
Organizational moment lesson does not take much teaching time, but plays an important role in solving problems pedagogical tasks. Archaeological finds or their reproductions will certainly attract the attention of students, arousing their interest. This will speed up the preparation of children for class and save time for the teacher, usually spent on discipline. Introductory part lesson involves setting the goals and objectives of the lesson, an algorithm for achieving them. It is good when the topic of the lesson is formulated in the form of a question, the answer to which is the ultimate goal of the lesson. For example, a lesson on “The First Farmers” might begin with the question we discussed above: “Why do people begin to use fragile and heavy ceramics instead of light and elastic leather bags?”
Studying new material using archaeological data will enliven the lesson and complement the textbook material. The selection of archaeological material directly depends on the purpose of the lesson and teaching methods chosen by the teacher for a particular lesson. Depending on this, archaeological material in a history lesson plays a major role in solving problems set by the teacher or illustrates and complements the text of the textbook. For example, a lesson on “ Ancient Egypt"It's appropriate to start with brief history exploring this country, from the deciphering of the Rosetta Stone by Champollion or from the discovery of the tomb of Tutankhamun and his treasures, where archaeological data act as visual aids. A lesson on the structure of Egyptian society can be completely built on archaeological data with reference to the text of the textbook. Archaeological material from the site of the construction of pyramids and ancient burials will help students understand how different layers of ancient society lived, how people’s lives depended on their social status and lifestyle.
After learning new material, it is consolidated in the minds of children. Here it is important to let the child think about what he heard and saw in the lesson, to realize and deepen the knowledge gained. It is best to give students a task, by completing which all of the above conditions for the successful acquisition of new knowledge will be realized. For example, this. Schoolchildren are given reproductions of the appearance of people from different strata of ancient society, made according to archaeological data. The students' task is to arrange the illustrations according to their hierarchy: representatives of the higher strata are at the top, the lower strata are at the bottom, respectively, and explain their choice. Or something else. Images of houses need to be correlated with those who lived in them: a pharaoh in a palace, a craftsman in a hut, and so on.
Control of knowledge acquisition important element lesson. It can be carried out orally, in writing or in a combination. Archaeological material can also be used at this stage of the lesson. Children can be offered an illustration where a mistake is obviously made. The students' task is to find the mistake and justify their choice. Another option is with cards. The teacher shows a picture of an object, and the student writes what it is and so on. The use of archaeological methods in history lessons at school meets the main didactic principles of science and clarity. It is important that their use by the teacher in teaching is systematic, and that the tasks become more complex as the educational level of the students increases. Here it is appropriate to recall the well-known teacher’s proverb: “Tell me and I will forget, show me and I will remember, make me do it and I will learn.” We believe that the use of archaeological data in history lessons is important and necessary throughout school course from 5th grade to 11th grade.
Some schools of archaeological theory
It can be said that, to some extent, the approaches to interpreting the past just discussed remain with us today. Instead of replacing each other, they continue to exist - there are a myriad of theoretical approaches in archeology today. Cultural-historical, procedural, and post-processual archeology can be seen as fundamental, overarching paradigms about how the past should be conceptualized, how archaeological data should be assessed, and what the goals of archaeological research should be. It would be incorrect to consider clearly demarcated schools, since almost each of them often takes something from the other (for a discussion of the fundamental differences in new explanatory paradigms, see Bintcliff, 1991, 1993.)
To explain past cultures, scientists draw on many other theories and concepts to conceptualize their work and model social, political, and cultural systems. Many of these theories relate to philosophy and cultural anthropology, but sociology, political science, evolutionary biology and even literary criticism. These changing perspectives help archaeologists conceptualize and model past social systems. Although some of them may be better suited to processual and post-processual views of the past, none of them can be easily broken down into parts. For example, procedural archeology may be more concerned with human adaptation to the environment, and the interpretation of ideologies, religions and worldviews in the past are the main issues cognitive-process approach(Flannery and Marcus - Flannery and Marcus, 1993). And the issue of gender has been the focus of both processual and post-processual archeology (Hays-Gilpin and Whitley, 1998). Theoretical approaches there are many to archeology, among them the following can be distinguished.
Evolutionary approaches have been an integral part of archeology since the 19th century. While the theory of unilineal evolution of human societies has been abandoned (Chapter 2), the concept of multilinear cultural evolution has many connections with modern archaeological research. It is useful in conceptualizing changes in past societies (see, in particular, Earle, 1997).
Some scientists follow ideas of evolutionary processes when considering social, cultural and environmental adaptation. Archaeologists who hold these beliefs believe that natural selection limits human thought and action. Therefore, the way people behaved can be understood by understanding the limitations that have been placed on the human mind during its long evolution. In this view, natural selection produced a culture by “bestowing” reproductive advantages on its bearers. Thus, thought and action were directed by natural selection through different channels that were adaptive for the emergence Homo sapiens. The essence natural selection is that a person thinks and acts in a certain way, and not in another. The result was a tendency towards conformity in thought and action among diverse communities with very different institutions and beliefs.
Ecological approaches special attention is paid to the study of ancient communities in natural habitats. As we saw when discussing the ecology of culture, the theory of cultural change as a process of adaptation to the environment arose in the middle of the 20th century and played an important role in the emergence of processual archeology, which initially viewed culture as extrasomatic adaptation to the external environment (Crumley, 1994).
Marxist views, developed from the work of Friedrich Engels and Karl Marx, have a long and powerful influence on archaeological theories. Classical Marxist views especially emphasize the contradictions between economic relations(especially between production and exchange), class contradictions and inequality as driving force sociocultural evolution. Marx and Engels considered as the main one the unilinear evolutionary model put forward by Lewis Henry Morgan (Chapter 2) in relation to the evolution of ancient societies. In their own works, they developed in detail the theory of the evolution of capitalism, socialism and communism. Marxist views significantly influenced W. Gordon Child, especially those aspects that affected changes in society during the transition to agriculture and the complication of the sociopolitical structure, on his understanding of changes in the social structure (Trigger, 1980).
Some researchers have turned to Marxism to frame their discussions and develop concepts. Many theories have been put forward by Marxist scholars such as Antonio Gramsci, Henri Lefebvre and Claude Melasso (McGuire, 1992). Dialectical Marxism, for example, emphasizes an understanding of the interconnected relationships of phenomena within society. Consequently, existence, gender, class and race are seen as integral parts of the whole social system, rather than as independent constructs. Marxist theories and analytical concepts have been very important to historical archaeologists studying the archeology of capitalism and European expansion into the non-Western world (M. Johnson, 1993; Orser, 1966). Another part of Marxist archeology focuses on the contemporary contexts in which archaeologists operate and is part of critical archaeology.
Critical archeology believes that since archaeologists are actors in modern culture, they should actively influence society (Shanks and Tilley, 1987a, 1987b). One extreme is the Marxist view of archeology, according to which all knowledge is class-based and therefore archeology shapes history for class purposes (McGuire, 1992). Thus, reconstructions of the past have social function, and therefore archeology cannot be a neutral, objective science. By turning to critical analysis, archeology can examine the relationship between the reconstruction of the past and the ideology that helped create that reconstruction.
Critical archeology is the process by which archaeologists become more critical of their own place in the developing Western scientific school(Trigger, 1984, 1989). Much of critical archeology focuses on understanding. In other words, we should be concerned about the cultural roots of our work.
Cultural materialism grew out of Marxist views, but it emphasizes the role of existence and the technology of existence as the main source of sociocultural phenomena. At the core of all sociocultural phenomena is infrastructure, which includes livelihoods and basic needs such as food, clothing and shelter. These phenomena exert selective pressure on other elements of society, including family structure, division of labor, class, religion, science, customs and ideologies (M. Harris, 1968, 1979, 1999). Although other cultural phenomena can influence cultural evolution, infrastructural factors are seen here as much more important.
Cultural materialism is particularly attractive to archaeologists because it emphasizes the importance of technology and environment, precisely those aspects of past communities that are well preserved in the archaeological material and subject to evaluation.
World systems theory, developed by sociologist Emmanuel Wallerstein (1974, 1979, 1980), argues that socioeconomic differences between communities are the product of an interdependent world economy. All communities are placed into three general categories: core communities are powerful industrial nations that dominate other regions and nations; semi-peripheral communities are also industrialized, but they do not have the power of the former; peripheral societies are outside the core and cannot in any way control the economic expansion of the core. Relationships between developed and developing countries V modern world are considered here in the light of core-peripheral relations.
Not surprisingly, world systems theory has provided an important model for historical archaeologists studying the intersection of Europe with the rest of the world (DeCorse, 2001a, 2001b). However, archaeologists studying pre-capitalist societies have found many useful concepts in looking at relationships in older and smaller “world systems,” such as the sociopolitical complexities of Mesopotamia and Central America (Chase-Dunn and Hall, 1991).
From an archaeological point of view, the term cognitive archeology covers a wide range of human behavior patterns, especially religion and beliefs, and the development and expression of human consciousness. It is sometimes called the archeology of the mind.
Some archaeologists take a cognitive-process approach with a fundamentally new framework to bring old and new models and methods closer together. This approach emphasizes the careful evaluation of data that characterizes processual archaeology. "Cognitive Processualists" will never claim to know what people in the past thought, but they can gain insight into How they thought (Renfrew, 1993a, 1993b; Scibo and others, 1995).
Structural approaches view human cultures as structures of symbols that are the cumulative creations of the human mind. In other words, people think and organize their worlds through “basic, powerful, and flexible symbols” (Leone and others, 1987). Purpose structural analysis is the discovery of these universal principles of the human mind. A similar approach is associated, in particular, with the French anthropologist Claude Lévi-Strauss. These are attempts to get to the conscious and subconscious thinking of a person. Levi-Strauss argued that thinking is based on binary opposites (1966), that is, we divide everything into opposite types - hot and cold, raw and cooked, nature and culture. Such binary opposites are found in any society and can be identified through analysis.
The cognitive-non-materialist nature of structuralism makes it difficult to apply when considering the material, and therefore structuralism has limited applicability. However, some post-processualists are less concerned with cultural universals and pay more attention to the cognitive structures in individual societies (Kirch and Sahlins 1992). Archaeologist Ian Hodder studied the Nubian farmers of Sudan and showed that all aspects of their material culture, including funeral customs, settlement patterns, and artefact styles, can be understood in the context of a set of rules that perpetuated their belief in “purity, parochialism, categorization.” Thus, Nubian society is the result of structured, symbolized behavior and has a fundamental practicality. But it also has its own logic, which generated the material culture that archaeologists study.
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It was formed under the patronage of the then Crown Prince (later King Frederick William IV) and under the direct supervision of the Duke of Blacas (Blacas) from Bunsen, Fea, Gerhard, Kestner, Welker and others in the form of a permanent establishment in Rome, which set itself the task of subjecting to scientific analysis and the study of discoveries made in the field of archeology, especially the discovered monuments of Greek, Roman, Etruscan and ancient Italian times (prehistoric times and the Middle Ages are excluded from the task). To familiarize the public with these scientific works, the Institute has launched a monthly publication "Bulletino dell" Instituto di corrispondenza archeologica." More extensive works are published annually in "Anali dell instituto di correspondenza archeologica", with drawings attached. In addition, A.I. publishes in Berlin archaeologist, magazine "Archäologische Zeitschrift". winter months I. organizes weekly public meetings in which discussions are made in Italian, French. And Latin languages abstracts about the most important archaeological discoveries. A.I.’s rather rich library was declared accessible to learned archaeologists of all nations. A.I. has 5 scholarships for training archaeologists. In 1871, AI was made a Prussian state institution; to house it, a large new building was built in Rome; the central office of 11 members operates in Berlin, and its two secretaries operate in Rome. In 1874, a similar German A.I. settled in Athens for the same study of Greek antiquities; its central headquarters is also in Berlin. Since 1876, this Institute has published its "Mitteilungen des deutschen Archäolog. Instituts in Athen" 4 times a year. The AI formed in 1847 in Luxembourg has a slightly different meaning, since it set itself the task of researching all kinds of antiquities and publishing the data obtained about antiquities. In 1878, an index of extensive publications of this A.I. was published: "Institut archéologique du Luxembourg. Table générale des publications insérrées dans les Annales de l"Institut archéologique du Luxembourg depuis sa fondation en 1747 jusqu"a l"année 1877 inclusivement". Absolutely similar to him is A. I. in Lüttich, who has already published 19 volumes. A list of his important publications is in the major bibliography of De Theux: “Bibliographie liégeoise” (2nd ed., 1885, in 4 °). And in this first meaning are all archaeological societies (see this next), and in Belgium - “Académie d” archéologie de Belgique” [Index of the first 20 volumes found. at Torfs (Louis Torfs), who published the "Table des matières", ed. this academy (Asnieres, 1867)]. In the same meaning Arch. The institutes operate in the French "Ecole de Rome", "Ecole d"Athenes", "Ecole du Louvre" in (Paris) and "Institut Egyptien du Caïre". Another meaning of Arch. The Institute as an archaeological school is represented by institutions bearing very different names. So, in France, the meaning of A.I. in this sense is the famous Parisian "Ecole des Chartes" was created in 1821 according to the plan of the famous publicist de Gérando. Initially, in 1806, he presented to Napoleon I a much broader plan for such an Institute, but this plan did not come to fruition, and only in 1821 was a royal order (Louis XVIII) on the establishment of the "Ecole des Chartes" for the training of archivists. For the first time, there were supposed to be 12 listeners, the selection of whom was entrusted to the “Académie des inscriptions et belles lettres”. The first professors were very knowledgeable people: Abbot Lepine, who had been in charge of the manuscript department in the Royal Library for 20 years, and M. Pavillet, head of the historical section of the royal archives. The school was very unsuccessfully divided into 2 departments: one of 6 students preparing for libraries, the other also of 6 students preparing for archives. Students were entitled to content, and in 1823 it was determined that the course should last two years. But a year later, the content for the students was stopped, the school began to decline, and teaching fell silent for five years. The plan proposed in 1828 for the resurrection of the "Ecole des Chartes", although approved by the king, did not materialize, and new era for this school began with Guizot's activity as Minister of the Interior, although short-lived, it was sufficient to put the Ecole des Chartes on proper ground. He immediately destroys the duality of the school, concentrating all teaching in one school at the public library; he entrusts the elementary course to Lepin, and invites M. Champollion-Figeac, experienced in archival affairs, to the department of diplomacy and paleography. Abbot Lepine soon died (1831), and in his place the head of the elementary course was made by M. Guerard, a pupil of this school, who completed the course there in 1822. Under the influence of Guizot, the entire structure of the school changed; in 1839, her former students (48 of them were released before 1839) merged into one scientific whole with her real students, forming "Société de l"Ecole royale des Chartes", whose bureau was made up of professors of the school and members of the commission that managed it. This society began to publish the "Bibliothèque de l" Ecole des Chartes, the first volume of which was published in 1839, and then the publication continues constantly: in 1889, the L-th volumes of this great collection of historical documents processed by members of this society, listeners, began "Ecole des Chartes". Guérard, made the director of the school, successfully led the development of it: the composition of professors began to increase, 8 students were awarded scholarships of 600 francs from the government. Entry into the school is conditional on having previously received a bachelier èslettres degree (the corresponding one in our country). scientific degree candidate of history and philology. faculty); The course is designed for three years, and tests are carried out annually. By the end of the forties, the rise of the school was noted by competent persons, and when the central management of all departmental archives was formed in the Ministry of Internal Affairs (1850), then by decree of February 4. 1850 a very important privilege "Ecole des Chartes" was declared: only those who completed a course in the "Ecole des Chartes" (with the title archivist-paléographe), and only in case of a lack of such - outsiders, according to a special exam. This privilege, as well as the beginnings carried out by the director of this school, Guérard (he remained director until his death, until 1852; his place was taken first by Nathalie de Vally, and from 1868 by Lacoban), gave the school special outstanding significance in the last thirty years. By the way, her pupils took an active part in the reorganization (since 1850) of the entire archival affairs of France, and the scientific historical society (Société de l'Ecole des Chartes), which arose in 1839 in close connection with it, constantly expanding its activities, acquired importance national institution. The development of this institution forced the entire French society to pay attention to the "Ecole des Chartes". archival materials, had a significant annual budget, using everyone's attention and with respect, the "Ecole des chartes" can be revered as an exemplary archaeological institution in this second meaning. See Vallet de Viriville (M. Vallet de Viriville), "l" Ecole des Chartes, son passé, son état présent, son avenir" (Par., 1867); I. E. Andreevsky, "On the Paris Ecole des Chartes" ("Observer", 1889, No. 2). This goal of training competent archivists, for the achievement of which the Ecole des Chartes was created in France, is sought to be achieved in Germany and Italy by other means - special specialized teaching in the archives. Yes, when Central State Archives of Bavaria Postgraduate students who have passed are admitted state exam in legal sciences or history and antiquities and who wish to prepare for a special test at the archives for the position of archivist (this test is carried out in the presence of the director of the archives). Such graduate students receive from the treasury an allowance of 500 to 600 florins per year, and for them, at the archives, lectures are given on paleography, on the science of archives, on the history of law, on historical sources, and practical exercises are given on compiling inventories and registers. These lectures at the archive became closely connected with lectures at the University of Munich. At Neapolitan, Milan and Venice The same schools operate in the archives. The school at the Venice Archives (since 1854) operates especially successfully. The teaching is distributed over two courses. Until 1863-1864 academic year the teaching was limited to paleography and general history, and from this year special teaching of Venetian history has been introduced. The school owns a rich collection of educational manuscripts, enlarged photographically. There are an average of 15 students. In Russia, to achieve this goal - training competent archivists - there is Archaeological Institute in St. Petersburg, now under the patronage E.I.V. Sovereign Grand Duke Sergei Alexandrovich , established in 1877 by N.V. Kalachov (see this next). Having devoted his entire life to serving science - the history of Russian law and archival affairs - Kalachov began to cherish the idea of creating an institute in Russia that could serve the same service as the Ecole des Chartes served France. At the Second Archaeological Congress in St. Petersburg (1871), he read an article in which he presented the bleak situation of Russian archives, which aroused active participation among the members of the congress on the issue of improving archival affairs in Russia; The congress submitted a petition to the government to establish a temporary commission consisting of representatives of various departments so that, after discussing all issues regarding the organization of archives and the storage of documents in them, they would draw up regulations on the main archival commission as a government institution and on its relationship to the archives of various departments. The petition of the congress was respected: the proposal of the Minister of Public Education was highly approved on February 3, 1873. Under the chairmanship of N.V. Kalachov, a temporary commission was formed to organize archives. This commission, which operated until Kalachov’s death (October 25, 1885), by the way, dwelled on the question of the need to educate archivists in our country and believed that two institutions were urgently required, one of which would train specialists, and the other would have in its hands the central administration of all archival affairs in the department of the Ministry of Public Education. In view of this, the commission drew up a project for a government archaeological institute corresponding to the French "Ecole des Chartes". But since the whole project, which required significant expenses, could not be realized soon, and Kalachov was eager to deliver his idea quickly, he decided to create an Archaeological Institute with private funds, hoping to find donors. The plan he created was approved by the Committee of Ministers, and on July 23, 1877, the regulations on the Institute were approved, initially in the form of a 4-year experiment. On January 15, 1878, the grand opening of A.I. followed, which aroused great sympathy and financial donations, which at first gave the Institute the opportunity not only to open teaching, but also to publish its works. Since 1886, the government has assigned an annual subsidy of 6 thousand rubles. A.I. is a scientific and educational institution, part of the department of the Ministry of Public Education, entrusted to a special director. determined and dismissed by the highest orders of the minister. adv. education (the first director until his death was the founder of the Institute, Senator Kalachov). Professors and teachers are appointed, on the proposal of the director, by the Minister of People's Affairs. enlightenment. The management of pedagogical affairs is entrusted to the council, and economic affairs - to the board. The Institute may also have honorary members from persons who provide moral services to the Institute or contribute 500 rubles annually to it (honorary members are assigned a rank and, while they hold this title, V class by position and V rank according to the uniform of the department of the Ministry of Peoples. enlightenment). The goal of A.I. is to prepare specialists in Russian antiquity to occupy places in government, public and private archives. Only persons who have completed a course of science in higher educational institutions are accepted into AI; those who do not have such diplomas are admitted as free or outside listeners. The course of study is free and limited to two years. Those who have completed the two-year course are subject to tests and, if successful, receive certificates and are made full members Institute, and outside listeners, after passing the test, receive certificates and become corresponding members. The following sciences are taught at the A. Institute: 1) The science of archives, with practical classes on analyzing the archive, compiling card inventory, registers, etc., 2) General and especially Russian paleography, with practical classes on reading ancient acts, 3 ) Numismatics, 4) Metrology, 5) General archeology - ancient eastern, 6) Legal antiquities, 7) Church antiquities. - The Institute has a fairly rich library and museum. In addition to lectures taught daily from 10-12 hours. mornings, the Institute has special evening classes (weekly) for the examination of historical and archaeological works. societies, critical examination of new writings, conversations on issues of archeology and history, etc. and monthly public meetings in which abstracts are read and conversations open. The Institute publishes its own organ, initially published under the name "Collection of Arch. Inst.", and now under the name "Bulletin of Archeology and History"(VII issue ed. 1888). The close connection that has been created between former students of the Institute, its full members, general work, caused by strictly scientific interests, and the established simplicity of relations between its figures acquired universal respect for this brainchild of Kalachov. Having very insufficient funds, without providing any benefits or material benefits to his pets, A.I. does not become scarce in the number of listeners: there are up to 30 or even more of them every year. See I. E. Andreevsky, “Decade of the Archaeological Institute” (published in “Russian Antiquity”, 1888); Popovsky, "L"Institut Archéologique de Saint-Pétersbourg" (item in "Bulletin de l"Institut archéologique liégeois", vol. XVI, 1882). Encyclopedic Dictionary F. Brockhaus and I.A. Efron. - St. Petersburg: Brockhaus-Efron.
1890-1907
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The opening of the V International Archaeological School, which will be held on the basis of the Bulgarian Historical and Architectural Museum-Reserve, took place on August 21. The organizers of the school, held with the support of the History of the Fatherland Foundation, are Kazan Federal University and the Institute of Archeology named after. A.H. Khalikova Academy of Sciences of the Republic of Tajikistan.
In 2018, 102 people will take part in the school. Among them are more than 50 students from 16 countries - the USA, Great Britain, Egypt, India, Turkey, Belarus, Algeria, the Philippines, Poland, Estonia, Pakistan, Croatia, Germany, Sweden, Romania, Russia, as well as 16 teachers from the USA and Canada , Spain, Philippines, Bulgaria, Romania and Russia. In addition, volunteers take part in organizing the school.
The main goal of the school is the consolidation of domestic and foreign scientific and educational resources for implementation the latest achievements world science into the practice of studying and preserving historical cultural heritage peoples of Eurasia. The school is focused on the needs of young scientists in getting acquainted with new methods, presenting current data and collaboration. At the school site, participants have the opportunity to present their unique creative projects, discuss them, get expert assessment.
« The International Archaeological School in Bolgar plays a very important role in the development of specialists not only in Russian Federation, CIS countries, but also throughout the world. It is a platform on which students and teachers from the most traditionally interact different countries- in just five years of activity of the International Archaeological School, representatives from 26 countries of the world took part in it, - designated by the head of the school, director High school historical sciences and world cultural heritage of KFU Airat Sitdikov. - The school has created conditions for acquiring knowledge from specialists in a practical environment and, importantly, directly at the World Cultural Heritage Site - the Bulgarian Historical and Archaeological Complex. It is also important that both classes and communication on the school site take place in a bilingual format, and therefore there is an opportunity not only to gain specialized knowledge, but also to practice communicating in foreign language. In addition, the school contributes to building interethnic professional contacts both among young scientists and their connections with leading world experts in a particular field».
The school program changes its format from year to year, remaining interesting for those beginning specialists who have already taken part in it - in total, scientists from KFU and the Academy of Sciences of the Republic of Tajikistan have developed 12 diverse educational courses, from which a general plan is drawn up by alternating courses. Thus, in 2018, the work of the school will be organized within the framework of four scientific and educational practice-oriented programs: geoarchaeology, archaeological textiles: restoration, conservation, reconstruction, experimental and traceological studies of ancient tools made from non-silicon raw materials (bone, horn, stone, metal) , paleoanthropology.
Yes, direction "Archaeological textiles and leather: restoration, conservation, reconstruction" designed for students, undergraduates, graduate students and young specialists in the field of archaeology. It is impossible to imagine any culture without people, it is impossible to imagine people without a suit, it is impossible to imagine a suit without clothes, and to imagine clothes, you need to know everything about fabrics and leather that can be given archaeological finds. But it’s not enough to find, you need to be able to save and “read” all the information embedded in these artifacts. The direction includes a separate module of training in methods of research, field fixation, conservation, restoration and reconstruction of archaeological textiles and leather.
In turn, the direction “Experimental and traceological studies of ancient tools from non-silicon raw materials (bone, horn, stone, metal)” is focused on expanding students’ theoretical and practical knowledge, skills and abilities to work with various artifacts from non-silicon raw materials within the framework of scientific research and scientific and practical projects of various nature. The lecture course is devoted to modern problems of functional definition and reconstruction of technologies for manufacturing tools from non-silicon raw materials. Practical classes include modeling of ancient technologies and experimental and traceological analysis of various tools.
And the direction "Paleoanthropology" aimed at expanding the theoretical and practical knowledge of students, skills and abilities to work with paleoanthropological material. The lecture module is devoted to modern problems of physical anthropology. Practical modules cover the basics of working with the human skull, teeth and postcranial skeleton. Curriculum The direction also includes a separate module for training in methods of field recording, conservation and restoration of paleoanthropological materials. The final training block is devoted to a description of pathological changes in the teeth, skull bones and postcranial skeleton.
And finally "Geoarchaeology" unites a wide range of areas of modern archaeological research using approaches and developments of natural science disciplines - geography, geology, botany, geoinformatics, etc. During the work, participants are expected to familiarize themselves with both field and laboratory methods geoarchaeological research. Students, together with teachers, will conduct aerial photography of terrain using UAVs, field work on stratigraphic sections, selection and pre-treatment samples to obtain chronological and paleoecological data. Laboratory work requires students to master basic skills in conducting spore-pollen and phytolith analyses, photogrammetric processing of photographic data to obtain three-dimensional terrain models, and using GIS for spatial data analysis.
Along with scientific and practical work within the laboratories in the following areas, the school program involves conducting general course lectures on the theory and methodology of preserving and studying historical and cultural heritage, as well as modern technologies field research.
School participants also have the opportunity to conduct research projects at specialized sites of the school under the guidance of leading Russian and foreign teachers, and also publish the results of their research in the collection of materials of the International Archaeological School, which is included in the RSCI. Upon completion of training, all students receive a certificate of advanced training.
In conclusion, it is worth noting that the experience of organizing an international archaeological school in Tatarstan interested the leadership of UNESCO. According to the application general director UNESCO Irina Bokova, who visited the school in 2017, this form of intensive training in continuous interaction with leading experts in the field of archeology and restoration directly at the UNESCO world cultural heritage site is one of the most effective ones implemented in the world.
