K. D. Ushinsky's activity as editor of the "Journal of the Ministry of Public Education" (to the 200th anniversary of his birth)

Introduction. The relevance of this publication is explained by the 200th anniversary of the birth of Konstantin Dmitrievich Ushinsky (1823-1870), and the fact that the work of the great Russian teacher as editor of the main pedagogical journal of Russia wasn′t reflected in the publications of Russian historians of pedagogy and education. The purpose of the article is to characterize his activities as editor of the "Journal of the Ministry of Public Education". Materials and methods. The author uses as research methods: analysis of historical-pedagogical and memoir literature, biographical, historical and comparative methods, as well as axiological (value) approach to the study of historical-pedagogical material. Results. The article shows that before K. D. Ushinsky, the content of the journal didn′t meet the requirements of the time and the needs of teachers, primarily primary school teachers as the most popular type of schools in Russia. The content of the materials published on the pages of the journal didn′t provide an exhaustive answer to those topical pedagogical questions that so worried the advanced pedagogical public opinion at the end of the 1850s. Editor K. D. Ushinsky introduced four sections in the journal: pedagogy and didactics; auxiliary sciences; criticism and bibliography; news and "mixture". He ensured the timely release of the journal, whereas earlier issues were delayed for six months or more. Talented authors were attracted to work in the journal. As a result, K. D. Ushinsky's persistent efforts to transform the "Journal of the Ministry of Public Education" brought positive results. Discussion of the results. The journal, which had previously been a purely official collection of orders of the ministry, as well as a random selection of special articles, usually far from pedagogy, turned into a publication that became a printing center that united progressive pedagogical forces in Russia. The journal responded sensitively to advanced educational trends and current events in the field of education, sought to direct public opinion in the direction that corresponded to the views of Ushinsky himself. All this allowed the journal to take a prominent place among Russian periodicals. The article reveals the relationship of K. D. Ushinsky with the Ministers of Public Education E. P. Kovalevsky and A. V. Golovnin, with some authors, for example, with I. S. Bellyustin. Conclusion. Despite the short period of time, K. D. Ushinsky's activity as an editor of a pedagogical journal left a bright mark in the history of Russian education, and had positive consequences for the development of the progressive Russian pedagogical press. Nevertheless, there is a need for further research on this topic. In particular, the question of the activities of K. D. Ushinsky's colleagues in the journal remains completely unexplored in the Russian history of pedagogy.