Sapanzha, О. (2025) The Development of School Cultural Studies: Stages, Ideas, and Prospects (Leningrad-St. Petersburg Experience) – МЕЖДУНАРОДНЫЙ ЖУРНАЛ ИССЛЕДОВАНИЙ КУЛЬТУРЫ

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Olga S. SAPANZHA
Herzen State Pedagogical University of Russia
48, Moika Emb., Saint Petersburg, Russian Federation 191186
Head of Department of History of Art and Art Education
Doctor of Science in Cultural Science
Professor
e-mail: sapanzha@mail.ru
ORCID: 0000-0001-7874-2539

Sapanzha, О. (2025) The Development of School Cultural Studies: Stages, Ideas, and Prospects (Leningrad-St. Petersburg Experience)

Abstract: The article focuses on the processes of incorporating issues of world art culture into the general education system in connection with the development of Russian cultural studies, and the role of the Herzen University's methodological school in these processes. These processes are collectively referred to as "school cultural studies," which encompasses the field of cultural studies that forms the methodological foundations for the process of learning, upbringing, and development aimed at mastering cultural values and developing a cultural worldview. Despite the variety of specific methods, there are two fundamental approaches to understanding the place and role of culture in general education: the discrete approach (which involves studying cultural history as part of a range of humanities subjects) and the integrative approach (which emphasizes the holistic development of culture at all stages of education). The historical review presented in the article allows us to determine how these two approaches were implemented in specific pedagogical practices. The first attempts to expand general humanities education date back to the 1960s, when methodological approaches were developed within experimental sites, which in the 1970s grew into independent concepts of mono- and poly-art education. In the early 1970s, these searches intensified at the A.I. Gertsen State Pedagogical Institute, where two scientific areas were developed: historical and art studies in general education (I.P. Glinskaya) and the integration of world art culture into school history courses (L.M. Predtechenskaya). At the turn of the 1980s and 1990s, due to the interest in a range of relevant cultural studies concepts, the independent subject of World Art Culture was included in the general education program and received a new impetus for development, which was marked by the publication of the book for teachers "How to Teach World Art Culture" (by I.A. Khimik), based on the scientific cultural studies approach developed at Herzen University and furthered at the Department of World Art Culture. Insufficient attention to the fundamental foundations of cultural studies (an integrative approach) is considered to be one of the key factors in the loss of cultural studies in the structure of general education, and the prevalence of a fragmented approach to the study of cultural studies in schools (a discrete approach). The revival of interest in systemic school cultural studies today is possible on the basis of understanding the basic foundations of cultural studies, carefully studying the history of its development, and determining the place of school cultural studies in its overall structure.

Key words: cultural studies, world art culture, general art education, integrative processes in education, A.I. Herzen Russian State Pedagogical University.

References:

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For Citation:

Sapanzha, О. (2025) The Development of School Cultural Studies: Stages, Ideas, and Prospects (Leningrad-St. Petersburg Experience). International Journal of Cultural Research, 3 (60). 82–100. DOI: 10.52173/2079-1100_2025_3_82

DOI: 10.52173/2079-1100_2025_3_82