Vědní koncepce KSČ a její institucionalizace po roce 1948:
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| Format: | Book |
|---|---|
| Language: | Czech |
| Published: |
Praha
Ústav pro Soudobé Dějiny AV ČR
2010
|
| Series: | Práce z dějin vědy
23 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Abstract |
| Item Description: | Zsfassung d. Beitr. teilw. in engl. Sprache |
| Physical Description: | 279 S. Ill. |
| ISBN: | 9788072851232 |
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Record in the Search Index
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|---|---|
| adam_text | Obsah
Ideologizace vědy a školství,
1945-1960
Markéta Devátá
-
Doubravka Olšáková
I.
Prosazování komunistického programu,
1945-1949
II.
Transformace,
1949-1953
III.
Stabilizace a překonávání stalinského dogmatismu,
1953-1960
9
46
78
Historiografie jako součást politiky. Zakladatelské období
stranického dějepisectví v Československu
(1950-1955)
a jeho
Vítězslav
Sommer
kořeny
I.
Vznik stranické historiografie
II.
Formování paměti revoluce
III.
Psaní dějin v době vrcholného stalinismu
IV.
Vytváření kánonu a dohlížecí činnost
99
107
120
147
Vysoká škola politických a hospodářských věd,
1949-1953.
Počátky marxistického vysokého školství
Markéta Devátá
-
Doubravka Olšáková
I.
Institucionální a organizační vývoj
II.
VŠPHV a nový typ vysokoškolského studia
III.
Vyprávěné dějiny VŠPHV
159
186
197
Vysoká škola politická ÚV KSČ v letech
1953-1969
Peter Dinuš
I.
Vznik školy
II.
Organizace výuky
III.
Vývoj, správa a postavení školy
213
216
226
Seznam pramenů a literatury
Dokumentační obrazová příloha
Resumé
Rejstřík
251
257
273
281
Anglická
resumé
The Ideologization of Scholarship and Education
in Czechoslovakia,
1945-60
Markéta Devátá
-
Doubravka Olšáková
Summary
The introductory essay consists of three parts. Part
1,
The Pushing Through of
the Communist Programme within the National Front,
1945-49 ,
is an analysis
of the atmosphere of post-war Czechoslovakia and the increasing number of signs
of the growing influence of the Czechoslovak Communist Party (CPCz). In post¬
war Czechoslovakia the concept of Socialism was the foundation stone of the new
political system. The atmosphere in this period was a direct consequence of the war
and the need to rebuild post-war Czechoslovakia. All the concepts of building a new
society contained strong elements of faith in national unity, progress, a new society,
and the Soviet Union. The National Front, as the chief arena for the activity of the
post-war political parties had a considerable impact on Czechoslovak politics, which,
influenced by the demise of right-wing parties, shifted markedly to the left. In this
environment, the debate about Socialism naturally took centre stage in both politics
and in society at large. In the debate the Communists advocated the basic tenets of
Marxism-Leninism, onto which they successfully grafted the theme of patriotism and
the idea of Slavic fraternity, which was well received in the post-war euphoria and
the celebration of the USSR as the liberator of Czechoslovakia. As vehemently as it
had penetrated public life, the CPCz also made its mark in the world of the arts. The
Czech arts scene was split in two by the establishment of the Culture Community
(Kulturní obec),
an association of Communists working in the arts, and, on the other
hand, the Culture Association
(Kulturní svaz),
an organization for non-Communists.
Although formally the Czech arts scene was united by the establishment of the Culture
Union
(Kulturní jednota)
in
1947,
the rising offensive of the CPCz could no longer
be reversed. That had been already been confirmed after the Communist takeover in
February
1948
by developments in the Syndicate of Czech Writers
(Syndikát českých
spisovatelů),
where purges were carried out, chiefly against non-Communist writers.
The historical and social discourses, which were made political and ideological by
273
the Communist Party, had their roots in the interwar period and the period just after
the war, and considerably influenced the traditional interpretation of important events
and figures in Czech history. The Hussites were turned into the predecessors of the
Communists. The first president of Czechoslovakia, T. G.
Masaryk,
though described
as an important figure, was seen as mistaken in his rejection of the October revolution
in Russia, and was therefore fundamentally in conflict with the newly proclaimed
ideology. The intentional splitting up of these legacies created shortcuts to explain
historical developments according to Lenin s concept of two cultures.
Scholarship also found itself under similar political pressure. Centralizing and
decentralizing currents stood in opposition to each other. The former stemmed directly
from the central-planning of the first post-war years, which created the two-year plan
and the five-year plan. The latter was a reaction to current economic and industrial
requirements as well as to the large growth in the number of students at universities
and polytechnics. Higher-learning in the post-war period experienced rapid, often
uncoordinated and unmanageable growth and development: new institutions of higher
learning and new concepts (for example, faculties of education) were established. After
the February takeover, schools were closed if their political or social orientation did not
correspond to the ideology of educating members of this new society. These changes
negatively affected mainly universities oriented to the social sciences, which had now,
according to the theoretical conclusions of the ruling ideology of the new regime, lost
their reasons for being. Higher education had found itself in the sights of the CPCz
even in the period before the February takeover. The Minister of Information,
Václav
Kopecký,
had criticized the level of post-secondary education in Czechoslovakia, using
rhetoric whereby he set up art-for-art s-sake bourgeois scholarship against socially
conscious Communist scholarship . Under strong pressure from the CPCz to enable the
qualification of new Communist university teachers, purges of institutions of higher
learning were carried out after the February takeover. Like the purges in the arts, these
too were aimed mostly against non-Communists. After teachers and students who were
considered the greatest opponents of the regime were thrown out, the screening of
students was carried out on orders from
Zdeněk Nejedlý,
the Minister of Education. This
screening served not only to purge the universities and polytechnics completely of the
reactionary element but it also had a strategic character. Cadre questionnaires (about of
students and teachers private lives, including family backgrounds, particularly class)
were filled out and sent to archives and later made available to the authorities. As part of
the general programme for the building of Socialism in Czechoslovakia, the training of
a new intelligentsia was set as a chief goal at the Ninth Congress of the CPCz, in May
1949.
The second part of the article, Transformation,
1949-53 ,
considers the period after
the takeover, which entailed a change in priorities, a move away from the patriotic
rhetoric that the CPCz had proclaimed in the previous period, and full submission to the
Soviet model. After the purges that were intended to achieve uniformity in the arts and
sciences by introducing the mandatory methods of Socialist Realism (just as the tenets
of Marxism-Leninism had been asserted in scholarship), purges were carried out also
274
in the ranks of the CPCz itself. The show trials of the
1950s
led to an unprecedented
increase in the internal Sovietization of the CPCz and the concomitant Sovietization of
Czechoslovak domestic politics. The Sovietization of scholarship, which in many cases
took the form of self-Sovietization , appeared with the establishment of a hierarchy
of academic institutions, the introduction of the formal stages of an academic career,
which was inspired by the Soviet model, and the active reception of the Soviet
ideological milieu and its manner of discussion. In this respect, Stalin s Marxism and
Linguistic Questions
(1950),
Economic Problems of Socialism in the USSR
(1952),
and, belatedly, Marxism and the Nationalities Question
(1912)
enjoyed the greatest
reception. The mature political awareness of Party workers at institutions of higher
learning was strengthened by regular seminars on ideology. In spring
1952
the first state¬
wide conference on ideology for people working in
academia
was held in Brno. The
congress demonstratively condemned all bourgeois tendencies as being fundamentally
incompatible with Marxist arts and sciences. Ideologization was to be carried out by
introducing required courses in Marxism-Leninism, which was imposed on universities
and polytechnics, as well as evening classes for working people, the armed forces, and
the ideological training of the Party rank and file. The mandatory instruction of Marxism-
Leninism was introduced at all institutions of higher learning in the summer semester of
1948/49.
In September
1949,
the Year of Party Training was announced, reflecting the
culmination of these tendencies. In the early
1950s
there was also a strengthening of the
central position of an institution ensuring political and ideological training at the highest
level
-
in January
1953,
the Central School of Politics
(Ústřední politická škola)
was
changed into the Central Committee of the Czechoslovak Communist Party s School of
Higher Learning
(Vysoká stranická škola při
ÚV KSČ).
A special group of what was called the new Socialist intelligentsia was formed by
the working-class bureaucracy, which consisted in graduates of courses for workers and
of other forms of short-term training to obtain the necessary qualifications. These people
were placed in the leading positions in enterprises. The acceptance of a vast number of
working people to universities and polytechnics in the late
1940s
and early
1950s
was
the result of efforts to deal with the pressure caused by people who had been unable to go
to university or polytechnics during the war and were instead sent to work. By the time
they began their higher education, however, Communist ideology already dominated
at these institutions. This ideology included orienting Czechoslovak institutions of
higher learning towards changing the class structure of the student body, curricula,
and methods of teaching and studying. Teaching methods were often based on Soviet
models, which led to the expansion in Czechoslovakia of collective instruction inspired
by the workers milieu and central planning. Studies were put on the level of human
labour in both ideology and practice. In addition to the curricula, the nascent teaching
and research bodies were also subjected to Sovietization. This was also codified in the
1950
Act on Institutions of Higher Learning, which was amended three years later. The
Czechoslovak Academy of Sciences was established in November
1952
on the model
of the Soviet Academy, and it began, on
1
January
1953,
to operate as a system of fifty-
four institutions, laboratories, research centres, and special-purpose facilities.
275
The last part of the article is Gradual Stabilization and the Surmounting of Stalinist
Dogmatism,
1953-60 .
In
1953,
after the deaths of Stalin and
Gottwald in
March, the
regime was faced with its first big crisis, which also affected research and teaching.
Interest in the Czechoslovak economy came to the forefront in society, particularly
when the situation worsened with the currency reform of June
1953.
The focus of the
régime
was consequently shifted primarily to this sphere. The rapid developments of
the late
1940s
and early
1950s
were subjected to criticism and legislation and political
priorities were reassessed. The reforms came mainly out of the necessity to take into
account the genuine needs of the national economy, which was facing a labour shortage,
particularly because mandatory school attendance had been extended, and to force
declared ideological aims to take a backseat to the priorities of the economy. The focus
was no longer on the ideologically troublesome fields of the social sciences and the
humanities but on engineering and the natural sciences. The structure of higher learning
in Czechoslovakia was changed in many ways.
The humanities and social sciences had been greatly affected by Khrushchev s report
on the crimes of Stalin and the cult of personality at the Twentieth Congress of the
Communist Party of the Soviet Union in February
1956.
A shift in values occurred in
the arts. At the Second Czechoslovak Writers Congress, in April
1956,
some delegates
condemned the work of the literature censor ,
Ladislav Štoll,
and his destructive
influence on Czech culture, and they also seized the opportunity to discuss aloud banned
and persecuted authors. There was a relaxation of tensions also at universities and
polytechnics, where students demanded an end to the rigid atmosphere of post-secondary
education in Czechoslovakia. The growing protests and resistance to mechanical
ideologization of society led to revisionism. At a theoretical level, revisionism was
marked by the establishment of basic topics concerning the dependence of scholarship
on ideology and the proper attitude to the early works of Marx, which were more
than problematic in the new Czechoslovak society. These tendencies culminated in
a conference on the history of Czech philosophy, held at the Liblice manor in April
1958.
There, the revisionists expressed their fundamental disagreement with the polarization
of the key events in Czech history into the categories of reactionary and progressive .
Revisionism thus led to the division of the academic community into two camps:
dogmatists and revisionists. It also led, however, to a necessary reaction from the ruling
party, which launched a campaign against revisionism in
1957-60.
The anti-revisionists
rejected the criticism of the Stalinist course and stood fundamentally against any attempt
at a theoretical re-assessment of the political system. Ideological requirements for the
acceptance of students to university were re-introduced and the screening of students
was resumed, this time with an eye on their class background and political reliability.
Revisionism as an attempt to surmount Stalinist dogmatism became the dominant topic
of the Communist discourse in the second half of the
1950s.
276
Historiography as Part of Politics:
The Beginning of Party Historiography
in Czechoslovakia,
1950-55
Vítězslav
Sommer
Summary
The article charts out the development of the historiography of the Czechoslovak Commu¬
nist Party in the first half of the
1950s.
It focuses on the institutional and social basis of this
historiography, the actual writing, activities in the area of the policy of shaping and manipu¬
lating memory, and efforts to control any free discussion of research on recent history. The
article begins by considering the emergence of Party historiography in Czechoslovakia. It
describes the founding and difficult shaping of the Institute of the History of the Czecho¬
slovak Communist Party
(Ústav dějin KSČ),
which became the central Party institution of
historical research, as well as the social basis of Party historiography. It attempts to describe
the peculiarities of the Party
apparat,
the milieu from which the vast majority of people wor¬
king in Party historiography were recruited. The article also considers the share that Party
historiography had in the attempts to shape the official historical memory of Czechoslovak
Stalinism. Attention is paid to Party exhibitions and museums. Projects
Шее
An Exhibition
of Revolutionary Struggles or the
Klement Gottwald
Museum publicly presented a story
of the past, which interpreted the existence of Communist rule in Czechoslovakia as the
logical culmination of national history. The exhibitions and museums combined the function
of eyewitness and educational institution. The author also discusses the genesis of Stalinist
thinking about history in the late
1920s
and early
1930s
and its reception in the Czechoslo¬
vak Communist milieu, and then analyzes the historical writing about Party history in the
first half of the
1950s.
He describes the production of Party historiography in this period
as a special form of writing about history, whose primary aim was to promote the Socialist
revolution and to provide arguments in support of the social changes underway. The author
considers Party historiography to be an expression of the special historical thinking of the
period when Stalinism was at its peak. The final part of the article is concerned with the
building of a data base of a new history project: the creation of an anti-canon of Party his-
toriographical literature, mainly the work of the Institute of the History of the Czechoslovak
Communist Party, with projects aimed to search out and destroy so-called harmful litera¬
ture , the attempt to create their own pool of information, which its research would be based
on. This was chiefly a matter of a Party history archive, a library, and large editions of wri¬
tings by important figures in the Communist movement. The author also analyzes the efforts
of Party historiography to control discourse on history by means of authoritarian interference
ω
work connected with research on recent history. The final part of the article summarizes
Ље
conclusions of the author s research, and puts the founding period of Party historiography
into the context of developments of this historiographical project in the
1950s
and
1960s.
It also seeks to draw attention to the existence of the rather long continuity of Czech and
Czechoslovak historiography of most recent or contemporary history, of which the Stalinist
stage of Party historiography is an integral part.
277
The University of Political Science and Economics,
1949-53:
The Beginning of Marxist Higher Education
Markéta Devátá
-
Doubravka Olšáková
Summary
The University of Political Science and Economics
(Vysoká škola politických
a hospodářských věd)
was created to meet contemporary needs to educate a sufficient
number of politically mature , socially aware Communists for the new state
bureaucracy in Czechoslovakia. From the long-term perspective, it is fair to call it a brief,
unsuccessful experiment in introducing a Soviet-type institution of post-secondary
education into Czechoslovakia. Nevertheless, in the five years of its existence, this
university played an important role in several respects. It was intended to establish
Marxism-Leninism as the new scientific official doctrine in post-secondary education
and indeed as the Marxist interpretation and assessment of all other academic fields. The
publishing branch of the school produced almost two-hundred textbooks and volumes of
lecture notes, which were meant to disseminate the new political and academic line. The
school provided a base for many new Marxist-oriented post-secondary-school teachers,
many of whom later had careers at universities and polytechnics. The subsequent
reorganization of the university institutionalized the instruction of Marxism-Leninism
in higher education. It is also important, however, that as this university was established
two post-secondary schools of social sciences were closed down without ensuring the
continuity of this field for the next period. The impact of the work of graduates of the
university
-
propagandists and cadres , to use the terminology of those days
-
on the
state bureaucracy, communications media, and
academia,
and their role in the successful
establishment of the Czechoslovak Communist regime, must therefore be researched in
the context of the whole society.
278
The Czechoslovak Communist Party
School of Politics,
1953-69
Peter
Dinuš
Summary
After taking power in late February
1948,
the Czechoslovak Communist Party (CPCz)
sought to make its system of political and Party education more efficient, effective, and
also better in terms of content. That meant substituting a would-be university programme
for the political training that CPCz members had hitherto been getting in various short
courses at the Party school. The school was meant to provide post-secondary education
to apparatchiks and members of the nomenklatura, which would be equivalent to that
provided by the universities and polytechnics run by the State. The aim was achieved
with the establishment of the Party School of Higher Learning at the Central Committee
of the CPCz
(Vysoká stranická škola při
ÜV
KSČ;
renamed the
Vysoká škola politická
UV
KSČ
in 1965),
which then developed from
1953
onwards. The Central Committee of
the CPCz determined the curriculum, staff, and finances of the school. At the beginning,
in the
1950s,
the school could not, despite its efforts, meet its aim of providing education
on par with the State system. The shortcomings were not in the form of the education
(the school structure and the running of the courses), but in its content, the quality of
the material being lectured on. Some fields did attain a university level at the school,
m
particular Czechoslovak and general history, the history of political theory, political
science, sociology, and the theory of management, but not until the
1960s.
What was
built up in the
1960s
was, however, gradually demolished in the course of normalization
alter
1969-70.
Memorizing material dominated over true learning, because the aims of
education and training were understood mechanically. After all, the school was designed
to prepare Communist apparatchiks and functionaries for the centrally planned system.
279
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| building | Verbundindex |
| bvnumber | BV037395991 |
| classification_rvk | AK 35400 AK 35440 |
| ctrlnum | (OCoLC)730024195 (DE-599)BVBBV037395991 |
| discipline | Allgemeines |
| era | Geschichte 1945-1969 gnd |
| era_facet | Geschichte 1945-1969 |
| format | Book |
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| geographic | Tschechoslowakei (DE-588)4078435-6 gnd |
| geographic_facet | Tschechoslowakei |
| id | DE-604.BV037395991 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T23:23:24Z |
| institution | BVB |
| isbn | 9788072851232 |
| language | Czech |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-022548788 |
| oclc_num | 730024195 |
| open_access_boolean | |
| owner | DE-12 DE-M457 DE-355 DE-BY-UBR |
| owner_facet | DE-12 DE-M457 DE-355 DE-BY-UBR |
| physical | 279 S. Ill. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Ústav pro Soudobé Dějiny AV ČR |
| record_format | marc |
| series | Práce z dějin vědy |
| series2 | Práce z dějin vědy |
| spelling | Vědní koncepce KSČ a její institucionalizace po roce 1948 [Markéta Devátá ...] Praha Ústav pro Soudobé Dějiny AV ČR 2010 279 S. Ill. txt rdacontent n rdamedia nc rdacarrier Práce z dějin vědy 23 Zsfassung d. Beitr. teilw. in engl. Sprache Geschichte 1945-1969 gnd rswk-swf Politisierung (DE-588)4046590-1 gnd rswk-swf Bildungswesen (DE-588)4006681-2 gnd rswk-swf Tschechoslowakei (DE-588)4078435-6 gnd rswk-swf Tschechoslowakei (DE-588)4078435-6 g Bildungswesen (DE-588)4006681-2 s Politisierung (DE-588)4046590-1 s Geschichte 1945-1969 z DE-604 Devátá, Markéta Sonstige oth Práce z dějin vědy 23 (DE-604)BV013608909 23 Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022548788&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022548788&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Vědní koncepce KSČ a její institucionalizace po roce 1948 Práce z dějin vědy Politisierung (DE-588)4046590-1 gnd Bildungswesen (DE-588)4006681-2 gnd |
| subject_GND | (DE-588)4046590-1 (DE-588)4006681-2 (DE-588)4078435-6 |
| title | Vědní koncepce KSČ a její institucionalizace po roce 1948 |
| title_auth | Vědní koncepce KSČ a její institucionalizace po roce 1948 |
| title_exact_search | Vědní koncepce KSČ a její institucionalizace po roce 1948 |
| title_full | Vědní koncepce KSČ a její institucionalizace po roce 1948 [Markéta Devátá ...] |
| title_fullStr | Vědní koncepce KSČ a její institucionalizace po roce 1948 [Markéta Devátá ...] |
| title_full_unstemmed | Vědní koncepce KSČ a její institucionalizace po roce 1948 [Markéta Devátá ...] |
| title_short | Vědní koncepce KSČ a její institucionalizace po roce 1948 |
| title_sort | vedni koncepce ksc a jeji institucionalizace po roce 1948 |
| topic | Politisierung (DE-588)4046590-1 gnd Bildungswesen (DE-588)4006681-2 gnd |
| topic_facet | Politisierung Bildungswesen Tschechoslowakei |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022548788&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022548788&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV013608909 |
| work_keys_str_mv | AT devatamarketa vednikoncepcekscajejiinstitucionalizaceporoce1948 |