3rd ed., rev. and additional - M.: Bustard, 1999. - 512 p.
The first manual on the history of world civilizations, created in accordance with modern general educational standards, completes the study of history at school. The manual gives an idea of the main patterns and directions of development of the world civilizational process, using for this extensive material on the history of major civilizations from ancient times to the end of the 20th century.
The manual is supplied with materials of sources for seminars, maps and a detailed methodological apparatus.
Format: doc/zip
The size: 659 Kb
Chapter I Civilizations of the East in the era of the ancient world 9
§ 1. From primitive to civilization 10
§ 2. Eastern despot states 15
§ 3. Right or lack of rights? 22
§ 4. Limits of power and space of freedom 26
§ 5. From myth to religions of salvation 33
Topics for seminars 40
Chapter II Civilization Ancient Greece 43
§ 1. The boundaries of civilization 46
§ 2. Greek community-polis 50
§ 3. Two centers of civilization. Ways of development of the policy 57
§ 4. Culture of the ancient Greek policy 67
§ 5. The last phase of civilization: the era of Hellenism 74
Topics for seminars 79
Chapter III Civilization ancient rome 85
§ 1. The origins of Roman civilization 87
§ 2. The path to the republic 90
§ 3. The formation of the Roman state. Social and economic dynamics 99 § 4. Empire. Decline or rise of civilization? 108
Topics for seminars 120
Chapter IV Western European Civilization in the Middle Ages
§ 1. "Childhood" of Europe 128
Have a rest - look at pictures, jokes and funny statuses
Miscellaneous aphorisms
Life is beautiful when you create it yourself (Sophie Marceau).
V.M. KHACHATURYAN
History of WORLD CIVILIZATIONS
FROM ANCIENT TIMES TO THE END OF THE 20TH CENTURY
10-11 grades
Benefit
for general education educational institutions
Edited by Doctor of Historical Sciences, Professor V. I. Ukolova
3rd edition, revised and enlarged
Moscow, Publishing House Bustard 1999
Methodological apparatus of the manual
prepared with the participation
G. M. Karpova
Khachaturyan V. M.
History of world civilizations from ancient times to the end of the 20th century. Grades 10-11: A manual for general education. studies, institutions / Ed. V. I. Ukolova. - 3rd ed., Rev. and additional - M.: Bustard, 1999. - 512p.: map.
The first manual on the history of world civilizations, created taking into account modern general educational standards, completes the study of history at school. The manual gives an idea of the main patterns and directions of development of the world civilizational process, using for this purpose extensive material on the history of major civilizations from ancient times to the end of the 20th century.
The manual is supplied with materials from sources for seminars, maps and a detailed methodological apparatus.
UDC 373:930.9 LBC 63.3(0)6ya721
18VK 5-7107-2643-5
Bustard, 1996
Introduction
In the last 10-15 years, the thought of Russian historians has increasingly turned to the civilizational method. It provides an opportunity to look at history with different eyes, to see its different facets and to clarify many of the questions posed modern era before our country and the world as a whole. World historical thought, which in the period Soviet power or ignored, or indulged in destructive criticism, has accumulated a huge potential. This applies primarily to the historiography of the 20th century: the theories of M. Weber, O. Spengler, A. Toynbee, F. Braudel, K. Jaspers and many others. Forgotten in Soviet years were the achievements of Russian science. Meanwhile, the works of N. Ya. Danilevsky, K. N. Leontiev, P. A. Sorokin have long received world recognition and are considered classical in the theory of civilizations. At the same time, it must be admitted that there are many controversial and unresolved issues in the science of civilizations.
Is it justified in such a case to introduce school course concept of "civilization" new method analysis historical process in which not everything is settled and determined? Of course it will give rise great difficulties. However, this question must be answered in the affirmative. In the civilizational approach there is already a lot of indisputable, confirmed by rigorous scientific analysis. In addition, this approach has a number of advantages, it makes it possible to develop creative and free thinking, a new multidimensional vision of history.
The study of the history of world civilizations gives an idea not only of the unity, but also of the diversity of the historical process. The World History in this case, it appears before us as a motley, colorful picture of the options for the development of mankind, each of which has its own advantages and disadvantages, but none is ideal.
The formational approach, as is known, took objectively existing social and economic relations independent of the will of man as a basis. The civilizational approach takes into account the most diverse aspects of the historical process, and in addition, it introduces a human dimension, i.e. the most important task is to study a person with his vision of the world, with his ethical and aesthetic ideas, norms of behavior in society, a person in his most diverse manifestations and forms of activity. Does this mean that formational and civilizational approaches are mutually exclusive? Many domestic historians believe that they rather complement each other, which, according to at least, elements of the formational approach can be included in civilizational analysis, because the development of social economic relations - main part civilizational process. However, their role should not be considered as defining and explain all historical phenomena, proceeding from the direct dependence of the "superstructure" on the "basis". This tutorial will use exactly this principle. It seems to be much more fruitful than the complete denial of the formational approach, and with it the achievements made by the national historical science in the field of studying, say, feudalism or the development of bourgeois relations.
V.M. KHACHATURYAN
History of WORLD CIVILIZATIONS
FROM ANCIENT TIMES TO THE END OF THE 20TH CENTURY
10-11 grades
for general educational institutions
Edited by Doctor of Historical Sciences, Professor V. I. Ukolova
3rd edition, revised and enlarged
Moscow, Drofa Publishing House 1999
Methodological apparatus of the manual
prepared with the participation
G. M. Karpova
Khachaturyan V. M.
History of world civilizations from ancient times to the end of the 20th century. Grades 10-11: A manual for general education. studies, institutions / Ed. V. I. Ukolova. - 3rd ed., Rev. and additional - M.: Bustard, 1999. - 512p.: map.
The first manual on the history of world civilizations, created taking into account modern general educational standards, completes the study of history at school. The manual gives an idea of the main patterns and directions of development of the world civilizational process, using for this purpose extensive material on the history of major civilizations from ancient times to the end of the 20th century.
The manual is supplied with materials from sources for seminars, maps and a detailed methodological apparatus.
UDC 373:930.9 LBC 63.3(0)6ya721
18VK 5-7107-2643-5
Bustard, 1996
Introduction
In the last 10-15 years, the thought of Russian historians has increasingly turned to the civilizational method. It provides an opportunity to look at history with different eyes, to see its different facets and to clarify many of the questions posed by the modern era to our country and the world as a whole. World historical thought, which during the period of Soviet power was either ignored or subjected to devastating criticism, has accumulated a huge potential. This applies primarily to the historiography of the 20th century: the theories of M. Weber, O. Spengler, A. Toynbee, F. Braudel, K. Jaspers and many others. The achievements of Russian science were also forgotten in the Soviet years. Meanwhile, the works of N. Ya. Danilevsky, K. N. Leontiev, P. A. Sorokin have long received worldwide recognition and are considered classics in the theory of civilizations. At the same time, it must be admitted that there are many controversial and unresolved issues in the science of civilizations.
Is it justified in this case to introduce the concept of “civilization”, a new method of analyzing the historical process, in which not everything has yet been settled and determined, into the school curriculum? Of course, this will create great difficulties. However, this question must be answered in the affirmative. In the civilizational approach there is already a lot of indisputable, confirmed by rigorous scientific analysis. In addition, this approach has a number of advantages, it makes it possible to develop creative and free thinking, a new multidimensional vision of history.
The study of the history of world civilizations gives an idea not only of the unity, but also of the diversity of the historical process. World history in this case appears before us as a motley, colorful picture of the options for the development of mankind, each of which has its own advantages and disadvantages, but none is ideal.
The formational approach, as is known, took objectively existing social and economic relations independent of the will of man as a basis. The civilizational approach takes into account the most diverse aspects of the historical process, and in addition, it introduces a human dimension, i.e. the most important task is to study a person with his vision of the world, with his ethical and aesthetic ideas, norms of behavior in society, a person in his most diverse manifestations and forms of activity. Does this mean that formational and civilizational approaches are mutually exclusive? Many domestic historians believe that they rather complement each other, that at least the elements of the formational approach can be included in civilizational analysis, because the development socio-economic relations - an important part of the civilizational process. However, their role should not be regarded as defining and all historical phenomena should not be explained on the basis of the direct dependence of the “superstructure” on the “base”. This tutorial will use exactly this principle. It seems to be much more fruitful than the complete denial of the formational approach, and with it the achievements that Russian historical science has made in the field of studying, say, feudalism or the development of bourgeois relations.
The word "civilization" is one of the most commonly used terms. modern science and journalism. But at the same time, its meaning remains very vague, indefinite.
The ambiguity of the concept of "civilization" is explained by the fact that the theory of civilizations has been developing for several centuries, and the word itself appeared even earlier - it goes back to antiquity.
The word "civilization" has a Latin root, it comes from the word "civilz", which means "urban, state, civil". And in antiquity, and later, in the Middle Ages, it was opposed to the concept of "scuancis" - forest, wild, rough. This means that already in antiquity people were aware of the difference between a civilized life and a rough, barbaric one.
In the XVIII century. the concept of "civilization" firmly entered the dictionary of historians, at the same time began to form various theories civilizations. This process continues to this day. Moreover, the new theories did not completely supplant the old ones, but “rather overlapped each other or continued to exist in parallel.
Among them, two main varieties can be distinguished: the theory of the stage development of civilization and the theory of local civilizations.
Stage theories study civilization as single process progressive development of mankind, in which certain stages (stages) are distinguished. This process started in ancient times when it began to fall apart primitive society and part of humanity has passed into a state of civilization. It continues to this day. During this time, great changes have taken place in the life of mankind, which have affected socio-economic relations, spiritual and material culture. Modern scientists usually distinguish three main stages in the global civilizational process: pre-industrial, industrial, or machine, the beginning of which was laid by industrial revolution, and post-industrial (for more details, see the relevant paragraphs of the textbook). These stages are often called "civilizations": "pre-industrial civilization", "industrial civilization", etc. The name is not very successful, given that the development of various regions of the world has always been out of sync. Even in the 20th century, for example, industrial civilization did not cover all corners of the world. However, this terminology is generally accepted and will be used in
n1.doc
V.M. KHACHATURYANHistory of WORLD CIVILIZATIONS
FROM ANCIENT TIMES TO THE END OF THE 20TH CENTURY
10-11 grades
Benefit
for general educational institutions
Edited by Doctor of Historical Sciences, Professor V. I. Ukolova
Moscow, Drofa Publishing House 1999
Methodological apparatus of the manual
Prepared with the participation
G. M. Karpova
Khachaturyan V. M.
History of world civilizations from ancient times to the end of the 20th century. Grades 10-11: A manual for general education. studies, institutions / Ed. V. I. Ukolova. - 3rd ed., Rev. and additional — M.: Bustard, 1999. — 512p.: map.
The first manual on the history of world civilizations, created in accordance with modern general educational standards, completes the study of history at school. The manual gives an idea of the main patterns and directions of development of the world civilizational process, using for this extensive material on the history of major civilizations from ancient times to the end of the 20th century.
The manual is supplied with materials from sources for seminars, maps and a detailed methodological apparatus.
UDC 373:930.9 LBC 63.3(0)6ya721
18VK 5—7107—2643—5
Bustard, 1996
Introduction
In the last 10-15 years, the thought of Russian historians is increasingly turning to the civilizational method. It provides an opportunity to look at history with different eyes, to see its different facets and to clarify many of the questions posed by the modern era to our country and the world as a whole. World historical thought, which during the period of Soviet power was either ignored or subjected to devastating criticism, has accumulated a huge potential. This applies primarily to the historiography of the 20th century: the theories of M. Weber, O. Spengler, A. Toynbee, F. Braudel, K. Jaspers and many others. The achievements of Russian science were also forgotten in the Soviet years. Meanwhile, the works of N. Ya. Danilevsky, K. N. Leontiev, P. A. Sorokin have long received worldwide recognition and are considered classics in the theory of civilizations. At the same time, it must be admitted that there are many controversial and unresolved issues in the science of civilizations.
Is it justified in this case to introduce the concept of “civilization”, a new method of analyzing the historical process, in which not everything has yet been settled and determined, into the school curriculum? Of course, this will create great difficulties. However, this question must be answered in the affirmative. In the civilizational approach there is already a lot of indisputable, confirmed by rigorous scientific analysis. In addition, this approach has a number of advantages, it makes it possible to develop creative and free thinking, a new multidimensional vision of history.
The study of the history of world civilizations gives an idea not only of the unity, but also of the diversity of the historical process. World history in this case appears before us as a motley, colorful picture of the options for the development of mankind, each of which has its own advantages and disadvantages, but none is ideal.
The formational approach, as is known, took as a basis objectively existing social and economic relations independent of the will of man. The civilizational approach takes into account the most diverse aspects of the historical process, and in addition, it adds a human dimension, i.e. the most important task is to study a person with his vision of the world, with his ethical and aesthetic ideas, norms of behavior in society, a person in its most diverse manifestations and forms of activity. Does this mean that the formational and civilizational approaches are mutually exclusive? Many domestic historians believe that they rather complement each other, that at least the elements of the formational approach can be included in civilizational analysis, because the development of socio-economic relations is an important part of the civilizational process. However, their role should not be regarded as defining and all historical phenomena should not be explained on the basis of the direct dependence of the “superstructure” on the “base”. This tutorial will use exactly this principle. It seems to be much more fruitful than the complete denial of the formational approach, and with it the achievements that Russian historical science has made in the field of studying, say, feudalism or the development of bourgeois relations.
Word "civilization" is one of the most frequently used concepts of modern science and journalism. But at the same time, its meaning remains very vague, indefinite.
The ambiguity of the concept of "civilization" is explained by the fact that the theory of civilizations has been developing for several centuries, and the word itself appeared even earlier - it goes back to antiquity.
The word "civilization" has a Latin root, it comes from the word "civilz", which means "urban, state, civil." And in antiquity, and later, in the Middle Ages, it was opposed to the concept of "zTsuaNsiz" - forest, wild, rough. This means that already in ancient times people were aware of the difference between a civilized life and a rough, barbaric one.
In the XVIII century. the concept of "civilization" firmly entered the dictionary of historians, at the same time various theories of civilizations began to form. This process continues to this day. Moreover, new theories did not completely supplant the old ones, but “rather overlapped each other or continued to exist in parallel.
Among them, two main varieties can be distinguished: the theory of the stage-by-stage development of civilization and the theory of local civilizations.
Stage theories study civilization as a single process of progressive development of mankind, in which certain stages (stages) are distinguished. This process began in ancient times, when primitive society began to disintegrate and part of humanity passed into a state of civilization. It continues to this day. During this time, great changes have taken place in the life of mankind, which have affected socio-economic relations, spiritual and material culture. Modern scientists usually distinguish three main stages in the global civilizational process: pre-industrial, industrial, or machine, initiated by the Industrial Revolution, and post-industrial(for details, see the relevant paragraphs of the textbook). These stages are often called "civilizations": "pre-industrial civilization", "industrial civilization", etc. The name is not very successful, given that the development of various regions of the world has always been out of sync. Even in the 20th century, for example, industrial civilization covered far from all corners of the world. Nevertheless, such terminology is generally accepted and will be used in the textbook.
The periodization discussed above is, of course, imperfect and needs some detailing, this applies primarily to the pre-industrial stage, covering more than one millennium. Therefore, the author of the textbook considered it expedient to keep the usual division for both teachers and students into ancient world, the Middle Ages and modern times, although it should be remembered that in the era of modern times there was a breakthrough in industrial civilization.
Theories of local civilizations study large historically established communities that occupy a certain territory and have their own characteristics of socio-economic and cultural development. Local civilizations are a kind of "units" that make up the general flow of history. As a rule, local civilizations coincide with the borders of states. However, there are "exceptions". For example, Western Europe, consisting of many large and small completely independent states, in science it is customary to consider one civilization, because with all the originality of each they have a large number of common features sharply distinguishing them from other civilizations.
Local civilizations are complex systems, in which different “components” interact with each other: the geographical environment, the economy, political structure, social
V.M. KHACHATURYAN
History of WORLD CIVILIZATIONS
FROM ANCIENT TIMES TO THE END OF THE 20TH CENTURY
10-11 grades
Benefit
for general educational institutions
Edited by Doctor of Historical Sciences, Professor V. I. Ukolova
3rd edition, revised and enlarged
Moscow, Drofa Publishing House 1999
Methodological apparatus of the manual
prepared with the participation
G. M. Karpova
Khachaturyan V. M.
History of world civilizations from ancient times to the end of the 20th century. Grades 10-11: A manual for general education. studies, institutions / Ed. V. I. Ukolova. - 3rd ed., Rev. and additional - M.: Bustard, 1999. - 512p.: map.
The first manual on the history of world civilizations, created taking into account modern general educational standards, completes the study of history at school. The manual gives an idea of the main patterns and directions of development of the world civilizational process, using for this purpose extensive material on the history of major civilizations from ancient times to the end of the 20th century.
The manual is supplied with materials from sources for seminars, maps and a detailed methodological apparatus.
UDC 373:930.9 LBC 63.3(0)6ya721
18VK 5-7107-2643-5
Bustard, 1996
Introduction
In the last 10-15 years, the thought of Russian historians has increasingly turned to the civilizational method. It provides an opportunity to look at history with different eyes, to see its different facets and to clarify many of the questions posed by the modern era to our country and the world as a whole. World historical thought, which during the period of Soviet power was either ignored or subjected to devastating criticism, has accumulated a huge potential. This applies primarily to the historiography of the 20th century: the theories of M. Weber, O. Spengler, A. Toynbee, F. Braudel, K. Jaspers and many others. The achievements of Russian science were also forgotten in the Soviet years. Meanwhile, the works of N. Ya. Danilevsky, K. N. Leontiev, P. A. Sorokin have long received worldwide recognition and are considered classics in the theory of civilizations. At the same time, it must be admitted that there are many controversial and unresolved issues in the science of civilizations.
Is it justified in this case to introduce the concept of “civilization”, a new method of analyzing the historical process, in which not everything has yet been settled and determined, into the school curriculum? Of course, this will create great difficulties. However, this question must be answered in the affirmative. In the civilizational approach there is already a lot of indisputable, confirmed by rigorous scientific analysis. In addition, this approach has a number of advantages, it makes it possible to develop creative and free thinking, a new multidimensional vision of history.
The study of the history of world civilizations gives an idea not only of the unity, but also of the diversity of the historical process. World history in this case appears before us as a motley, colorful picture of the options for the development of mankind, each of which has its own advantages and disadvantages, but none is ideal.
The formational approach, as is known, took objectively existing social and economic relations independent of the will of man as a basis. The civilizational approach takes into account the most diverse aspects of the historical process, and in addition, it introduces a human dimension, i.e. the most important task is to study a person with his vision of the world, with his ethical and aesthetic ideas, norms of behavior in society, a person in his most diverse manifestations and forms of activity. Does this mean that formational and civilizational approaches are mutually exclusive? Many domestic historians believe that they rather complement each other, that at least the elements of the formational approach can be included in civilizational analysis, because the development of socio-economic relations is an important part of the civilizational process. However, their role should not be regarded as defining and all historical phenomena should not be explained on the basis of the direct dependence of the “superstructure” on the “base”. This tutorial will use exactly this principle. It seems to be much more fruitful than the complete denial of the formational approach, and with it the achievements that Russian historical science has made in the field of studying, say, feudalism or the development of bourgeois relations.
Word "civilization" is one of the most frequently used concepts of modern science and journalism. But at the same time, its meaning remains very vague, indefinite.
The ambiguity of the concept of "civilization" is explained by the fact that the theory of civilizations has been developing for several centuries, and the word itself appeared even earlier - it goes back to antiquity.
The word "civilization" has a Latin root, it comes from the word "civilz", which means "urban, state, civil". And in antiquity, and later, in the Middle Ages, it was opposed to the concept of "scuancis" - forest, wild, rough. This means that already in antiquity people were aware of the difference between a civilized life and a rough, barbaric one.
In the XVIII century. the concept of "civilization" firmly entered the dictionary of historians, at the same time various theories of civilizations began to form. This process continues to this day. Moreover, new theories did not completely supplant the old ones, but “rather overlapped each other or continued to exist in parallel.
Among them, two main varieties can be distinguished: the theory of the stage development of civilization and the theory of local civilizations.
Stage theories study civilization as a single process of the progressive development of mankind, in which certain stages (stages) are distinguished. This process began in ancient times, when primitive society began to disintegrate and part of humanity passed into a state of civilization. It continues to this day. During this time, great changes have taken place in the life of mankind, which have affected socio-economic relations, spiritual and material culture. Modern scientists usually distinguish three main stages in the global civilizational process: pre-industrial, industrial, or machine, initiated by the Industrial Revolution, and post-industrial(for details, see the relevant paragraphs of the textbook). These stages are often called "civilizations": "pre-industrial civilization", "industrial civilization", etc. The name is not very successful, given that the development of various regions of the world has always been out of sync. Even in the 20th century, for example, industrial civilization did not cover all corners of the world. However, this terminology is generally accepted and will be used in the textbook.
