Abstract
Introduction. Given the increasing public attention to the respect for the rights and interests of children, it is of special significance to overcome the contradictions between the official recognition of the principles of humanism and the priority of raising minors in trouble with the law, with their practical implementation in closed educational institutions. Referring to the historical experience of penitentiary resocialization of minors in the correctional shelters of pre-revolutionary Russia makes it easier for the society to permanently search for efficient measures to counteract deviant activities of children.
Materials and methods. The arrangement and the content of the social control over the rehabilitation of the juvenile delinquent in the late Imperial period were characterized based on the problem-chronological, historical, pedagogical and comparative methods, which made it possible to trace the role of the general public in the establishment of the principles of humanity, valuing honor and dignity of an individual in the correctional education system.
Results. Humanization of penitentiary practices in Russia in the late 19th and early 20th centuries was due to the change in the public perception of the goals of juvenile criminal prosecution, as a result of which corporal punishment as a disciplinary action used in the correctional education system evolved from its tacit approval to the attempts of restriction and complete prohibition on the top of that. Development of the consistent axiological-normative approaches to the resocialization of juvenile offenders by the Congresses of the representatives of the Russian correctional institutions, which ensured a constructive dialogue between science, the state and the society, was crucial in this process. The legislative ban on corporal punishment of students of the penitentiary shelters at the beginning of the 20th century did not mean their complete elimination from the practice of such institutions, which still depended largely on the subjective attributes of persons directly involved in the penitentiary resocialization of adolescents.
Conclusion. The conducted analysis contributes to the historical, pedagogical and theoretical understanding of the expediency of using punitive methods in modern specialized closed — type educational institutions.
Keywords
juvenile offenders, corporal punishments, agricultural colonies and artisan shelters, correctional education, humanization of pedagogical process
For Citation
Pomelov, V. B. (2026). Russian teacher and writer M. B. Chistyakov. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (5), 564–575. https://doi.org/10.32744/pse.2026.5.36
Author
Natalya V. Pashina (Russia, Krasnoyarsk) — Cand. Sci. (Hist.), Associate Professor at the Department of Theory and Methodology of Social Work. Siberian Federal University. E-mail: nvpashina@yandex.ru
© Natalya V. Pashina, 2026
The author declared no conficts of interest
Received: 21 April 2026 | Approved: 12 July 2026 | Published: 31 October 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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