“ABOUT HERZEN UNIVERSITY”: WHO ARE WE?

Teaching as a Vocation

The Herzen State Pedagogical University of Russia bases its activities on humanistic values and patriotic ideals, focuses on openness to society and individuals, strives for high professional standards, and meets educational needs in the international and Russian labor markets. Its mission is to assist in shaping the educational policy of the Russian Federation and creating conditions for the professional and personal fulfillment of individuals within the framework of continuous education.

The University strives for development as an innovative structure that ensures:

• • the creation and transfer of knowledge about humans;

• • support for lifelong learning;

• • development of the socio-cultural environment;

• • promotion of the values of Russian education abroad;

• • strengthening of the Russian language and contribution to regional development.

Strategic guidelines define the university as:

• • a resource for the development of a unified educational space in the Russian Federation;

• • a center for the professional development of youth and staff;

• • a platform for interethnic integration.

Key ideas for renewal include leadership through compliance with international standards, the priority of scientific and methodological development, and strengthening the university’s image as a recognized socio-humanitarian center.

Our History

The Herzen State Pedagogical University of Russia traces its history back to May 13 (2), 1797. On this day, the St. Petersburg Foundling Hospital, by decree of Emperor Paul I, became an independent institution and was taken under the patronage of Empress Maria Feodorovna.

The Foundling Hospital played a significant role in the social and educational life of Russia, becoming the foundation for many innovations and transformations. Its multifunctional activities contributed to a wide choice of professional, life, and scientific interests for young people, as well as the resolution of key social problems.

Here, for the first time in Russia, steps were taken toward child protection: a system of free pediatric care, family-style orphanages, rural schools, kindergartens, and nurseries was organized. These initiatives became the basis for creating the first system of family-style orphanages in the country (1799). In addition, doctors N.F. Vinogradov and K. Raukhfus, associated with the Foundling Hospital, gained widespread fame for their contributions to the development of pediatrics.

One significant area of work was the prevention of epidemics. Since 1868, medical research aimed at producing preparations against epidemic diseases, including smallpox vaccines, was conducted at the Foundling Hospital. The laboratory supplied medications to Russian provinces and conducted research on breast milk substitutes and artificial feeding.

The Foundling Hospital also became a pioneer in correctional pedagogy. In the early 19th century, the first school for deaf-mute children was opened here. This institution became a base for training special educators and developing surdopedagogy in Russia.

Considerable attention was paid to women’s pedagogical education. In 1808, the first “French classes” were opened here to train governesses and home teachers. Subsequently, in 1837, the Orphans’ Women’s Institute was founded on their basis, later renamed the Nicholas Orphans’ Institute. Graduates of this institute received education in music, gymnastics, and foreign languages, becoming carriers of the ideas of women’s education in Russia. In 1853, the training of gymnastics and dance teachers began for the first time in the country.

For girls from the commoner class, the Alexandrine Orphans’ Home was created, which later became the Nicholas Women’s School. Specialists in preschool education and teachers for orphanages were trained here.

At the beginning of the 20th century, the accumulated experience of the Foundling Hospital led to the creation of the Imperial Women’s Pedagogical Institute — the first higher educational institution for women in Russia. Its graduates received the status of secondary school teachers, and the curricula were brought up to university level.

The Foundling Hospital made a huge contribution to the development of the education system, social support, and healthcare in Russia, becoming an example of progressive transformations for its time.

From 1918, a large-scale reorganization of educational institutions began. On the basis of the Foundling Hospital, the Unified Pedagogical Institute was created, which in January 1920 was named after the writer and public figure A.I. Herzen. The Herzen LGPI became the largest pedagogical university in the country, graduating thousands of teachers for new schools every year.

In 1919, the first pedagogical workers’ faculty (rabfak) in Russia appeared here, which prepared applicants for a wide variety of universities. Among its 3,568 graduates were not only teachers but also engineers, agronomists, military specialists, and civil servants.

The institute became an innovator in providing education in native languages. Sections for Poles, Finns, Latvians, Estonians, Udmurts, and Komis appeared in its structure. In 1929, a national department for the peoples of the Far North opened, where scripts, textbooks, and dictionaries for the languages of small peoples were developed.

By the 1930s, the institute was included in the list of strategically important universities in Russia, serving the educational needs of the entire country. Even during the years of the Great Patriotic War, scientific and educational work did not stop here.

Since the 18th century, the university actively developed international cooperation, representing the scientific schools of Russia abroad. Participation in congresses, exhibitions, and joint projects made the university an authoritative scientific and educational center in Europe.

Significant contributions to science were made by outstanding scientists of Herzen University:

• • I.V. Kurchatov — founder of the school of nuclear physicists,

• • A.L. Gershun — founder of the optical industry,

• • V.N. Ipatyev — creator of technologies for producing aviation gasoline,

• • A.E. Fersman — developer of geochemical prospecting methods,

• • V.V. Perekalin — creator of the drug “Phenibut,” used in space medicine.

The institute also became a cradle for outstanding teachers (P.F. Kapterev, V.N. Soroka-Rosinsky), geographers (V.Ya. Semenov-Tyan-Shansky), philologists (S.I. Ozhegov, L.V. Shcherba), historians (E.V. Tarle, S.V. Oldenburg), psychologists (L.S. Vygotsky), and writers (A.M. Gorky, E.I. Zamyatin).

Not only individuals but entire scientific teams of university departments and laboratories have made a huge contribution to the development of science, making Herzen University a unique educational and scientific center in Russia.