DETERMINANTS OF THE GENESIS OF HISTORICAL EDUCATION AND SCIENCE IN THE FRAMEWORK OF THE SIBERIAN SCIENTIFIC-EDUCATIONAL COMPLEX: SYNTHESIS OF METHODOLOGICAL APPROACHES

The article is devoted to analysis of the experience of methodological synthesis, carried out during the reconstruction of the historical evolution of science and higher historical education in Siberia. In relation to the object of study three approaches were used: modernization theory, the theory of internal colonization and the concept of centre-periphery relations. The critical analysis of various research strategies allowed us to reveal and formulate their cumulative heuristic potential which can be staticized and applied at the present stage of historical researches at the level of any Russian macro-region. Shortcomings and expenses of their research application are compensated on condition of their complex use and mutual addition. The results received by means of their synthesis make it possible to consider the Siberian macroregional system of historical science and education which developed in the 20th century as a complex multiple-factor socio-political phenomenon performing, first of all, integrative function in the space of social consciousness. The Soviet practices of the organization and carrying out historical researches within system of the higher school on the territory of the Siberian region correspond to trajectories and logic of development the center – the peripheral relations. Formation of the Soviet scientific and historical worldview took place in the context of socio-political and socio-cultural evolution of the Soviet state and, in general, fit within the frame of the modernization processes initiated as early as in the second half of the 19th century.

Siberia, historical science, higher education, the Soviet period, modernization, internal colonization, centre-periphery

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