В России со времен царствования Петра Первого the ruling circles recognized the need to create their own class of educated people. However, the situation was very contradictory. The fact is that in Russia "educated people" became most often "undermasters" of the foundations - opponents of absolutism. In this connection, subsequently Nikolay the First has rather ambiguously concerned to education. After all, the question of the development of education in Russia was closely interrelated with another issue, more important - with the preservation of the existing system.
The ideologist of the "protective", conservativeUvarov (Minister of Education) was the domestic political leader. He considered it a paramount task to identify the origins that make up the distinctive features of Russia, belong only to it. It was he who in 1832 formulated the well-known triad "nationality, autocracy, orthodoxy". This triad became the basis. It was based on the theory of the official Uvarov people.
Given the fundamental differences in the historicalthe development of Russia and Europe, the Minister of Education set out to unite the formation of culture and enlightenment and the idea of the need for autocracy as a form of political system, which was inherent in the Russian state from time immemorial. It should be noted that Western European education has generated revolutionary conflicts. In Russia, however, the "order" resisted, as it relied on incomprehensible and unknown to Europe beginnings. The theory of official nationality combined enlightening ideas and thoughts about unity, the voluntary union of the people and the sovereign. At the same time, the absence of opposing classes was envisaged. Together with this, the author of the theory of official nationality recognized autocracy as the only possible form of government in Russia. By Orthodoxy, it was implied that only Russian people were profoundly religious. In accordance with centuries of experience, the theory of official nationality claimed that the autocracy was the only form that contributed to the maintenance of the existence of Eastern Christianity, which, in turn, reflected the internal moral and religious position of state power.
Obeying the task of preserving the existingbuilding in the country, Uvarov put forward his concept. It was included in the creation of such educational institutions and disciplines, which not only will not harm the state system, but will also become one of the most reliable supports for autocracy. It remains only to decide the content of the alleged education. However, the Minister of Education could not deny that the development of new disciplines in Russia without the involvement of the ideas of modern European science was not possible. It should be noted that until this time the foundations on which the theory of official nationality was based were manifested in some way spontaneously. With the development of the concept, the minister set himself the task of subordinating the whole system of "primordially Russian" education. Thus, education, being formed and developing in the framework established by the concept, would not be able to weaken the existing order.
The theory of official nationality recognizedserfdom as a blessing for the state and the people. This system provided for the personal dependence of one person on another, subordination to the superior, based on law-abiding peasant masses. Order and discipline, love of the king, civil obedience, subordination of government authority were considered the best human qualities. Thus, in the theory of the official nationality, the spirit of the era of Nicholas I was best reflected.
