Cover

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Title Page, Copyright, Dedication

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pp. i-viii

Contents

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pp. ix-x

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Preface

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pp. xi-xiv

While this project was in the making, the Soviet Union and Soviet communism collapsed, the party and state archives in Russia were opened, and the field of Russian history was transformed. There is no simple correlation, of course, between this transformation and my views of the revolutionary period I studied. Even so, it seems to me that my present, so to...

Glossary of Terminology, Abbreviations, and Acronyms

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pp. xv-xvii

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Introduction: The Bolshevik Revolution and the Cultural Front

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pp. 1-23

In the years after 1917 the institutions of party education and scholarship the new regime founded in the wake of the Revolution were dedicated to molding a new intelligentsia, refashioning education and science (nauka) , building a new culture, transforming everyday life, and ultimately creating a New Man. These institutions...

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1. Communist Institutions and Revolutionary Missions in Higher Learning

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pp. 24-82

From the first tentative innovations of the revolutionary underground to the rise of a unified system of party learning after 1920, the creation of educational institutions under Bolshevik Party auspices underwent a transformation of enormous scale and velocity - one that cuts to the heart of the relationship between Bolshevik missions and party institutions...

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2. Power and Everyday Life at Sverdlov Communist University

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pp. 83-132

The urge not only to transform politics, economics and society but to remold the "whole of human life" struck the cultural critic Fülop-Miller in 1926 as the distinguishing mark of the Bolshevik Revolution.1 The insight was inspired by the juncture at which he wrote, for the 1920s witnessed the most intense...

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3. Political Culture at the Institute of Red Professors

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pp. 133-191

The problem-ridden endeavor of creating red experts, communist scholars, and proletarian intellectuals was endowed with an institutional base with the founding of the Institute of Red Professors (IKP) in 1921. The immediate justification for establishing the Party's only graduate-level institution of higher learning was the need for university scholars in the Marxist...

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4. Science, Orthodoxy, and the Quest for Hegemony at the Socialist (Communist) Academy

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pp. 192-253

Bolshevik intellectuals presented their cause as a class struggle with bourgeois academia. Their primary field of battle in higher learning, however, was first and foremost institutional. When Evgenii B. Preobrazhenskii insisted in the Socialist Academy's newly founded journal in 1922 that the academy "represents the highest scientific research institute of Marxist...

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Conclusion: The Great Break in Higher Learning

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pp. 254-272

The upheaval that overtook all of higher learning in the Soviet Union in 1928-32, which in 1 929 Stalin dubbed the Great Break (velikii perelom), swept away the dualistic order in organized intellectual life. Defunct was the NEP dynamic that opposed Bolshevik Party institutions and their plethora of revolutionary missions to half-altered old institutions...

Selected Bibliography

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pp. 273-288

Index

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pp. 289-296

Studies of the Harriman Institute

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pp. 297-298