Editorial Board article

The journal Philological Class was founded in 1996 by the outstanding Russian specialist in literary studies, Professor of the Urals State University Naum Lazarevich Leiderman. The scholar treated the title of the journal as a combination of two meanings: it should be a certain “class” – a “school by professionals and for professionals” – and a concrete form of implementation of new educational conceptions. He also suggested the basic sections: Conceptions, Programs. Hypotheses; Pedagogical Technologies; From the Writing Table of a Scholar; Getting Ready for a Lesson; The Lesson is in Progress; Slow Reading; From Methodological Heritage. N. L. Leiderman invited like-minded authors, such as the famous philologists N.E. Boguslavskaya, I.V. Kukulin, M.N. Lipovetskiy, M.E. Rut, V.P. Sinyachkin, N.D. Tamarchenko, V.I. Tyupa, Yu.N. Chumakov to take part in the work of the Philological Class. Philological Class was the favorite creation of Naum Lazarevich. He was a strict and demanding editor, and the high level of professionalism, set by the scholar, made it possible for an interesting and useful journal to be born.

A regional publication for teachers of Russian and Literature at the time of its creation, the journal has long surpassed the regional Urals level. Still, the issue of bringing academic research closer to the theory and practice of teaching philological disciplines at higher and secondary school remains to be one of the main tendencies. This fact determines the unique nature of the journal. At present, the journal deals with the issues of modern linguistics and literary studies, publishes serious reflections on innovative technologies, discusses urgent problems of the study and teaching of the language and literature, and poses research hypotheses. Philological Class strives to organize and promote scholarly convincing dialogue between the supporters of various methodological approaches, which has called forth the creation of new sections and the specification of information boundaries of the existing ones: Teaching Russian as a Foreign Language; Problems of Modern Linguistics; Trajectories of the Modern Literary Process; Issues of Global Literature Poetics. The Department founded by Naum Lazarevich, the Institute of Philology and Intercultural Communication, and the Founder “Urals State Pedagogical University” have contributed much to the development and promotion of the journal, which, in its turn, has yielded positive results.

Journal Structure

The following sections constitute the journal profile:

  • Programs. Hypotheses.

The section is, as a rule, divided into two sub-sections. The first one publishes promising hypotheses called upon to create the journal field of discussion; the second one deals with authored programs and projects of teaching language and literature at higher and secondary school. Research materials of both sub-sections can match other topics published on the journal site in case they are considered interesting for the academic community.

  • Problems of Modern Linguistics

The section publishes articles on urgent issues of modern linguistics, and specifically: theory and history of the language, psycholinguistics and linguocognitology, communicative studies and corpus linguistics, and theory and practice of text and discourse analysis. Special focus is given to conceptual works presenting the results of fundamental research developing the theory and methodology of urgent areas in linguistics.

  • Trajectories of the Literary Process of the 20th – early 21st Centuries

The published materials explore the Russian and foreign classics of the 20th -21st centuries offering new interpretations and analysis of “landmark” and contemporary works of literature from the positions of comparative studies, genre theory, and discursive and narratological analysis. The papers devoted to the alternative history in the dynamics of genre embodiment and the genre of literary studies reconstruction of classical works of fiction are welcome.

  • Theory and Methods of Teaching Philological Disciplines at Higher and Secondary School

The section presupposes exploration of the main problem areas of modern methods of teaching language and literature, and functions as a forum for discussion with relation to controversial issues of teaching philological subjects at higher and secondary school.

  • Theory and Practice of the Modern Lesson

The section publishes materials containing the study of the secondary school learning process with emphasis on the lesson as its unit. The submitted materials should not only present notes of the lesson (a technological chart) but also provide its extended scientific-methodological substantiation connected with the pivotal questions of organization and conduct of the lesson of literature and language.

  • Rereading Russian and Foreign Classics

The section focuses on new interpretations of works of classics undertaken on the basis of modern analytical strategies and new approaches to well-known texts in the context of perceptive esthetics.

  • Issues of Global Literature Poetics

The section publishes articles analyzing the creative activity of outstanding representatives of world literature. Preference is given to materials in English, French and German, analyzing works of foreign literature in the language of the original.

  • Russian in Multicultural Interaction

The section presents scholarly papers dealing with the issues of the study of the Russian language in comparison to other world languages and with the problems of multicultural communication. Attention is also paid to the works focusing on the study of the socio-cultural status of the Russian language in the intercultural space and to enhancing the impact of the Russian language abroad.

  • Methodological Heritage

The aim of the section is to show the teaching methods theory through the personality of a particular scholar and the scholarly methodological traditions formed in various schools. The section publishes articles demonstrating the heuristical potential of the works of outstanding Russian philologists and pedagogues of the past (19th-20th centuries) in connection with the modern challenges, and the relevance of their research findings and methodological ideas today.

  • Slow Reading

The aim of the given section is to publish literary text research based on the modern theoretical ideas and original methods of analysis. Such analyses, demonstrating top quality skills of text interpretation, may serve as benchmarks of philological proficiency, and may be used in practical teaching at higher and secondary school.

  • From the Writing Table of a Scholar / a Young Scholar

The section covers research materials distinguished by the novelty of methodological approaches and hypothetical orientation, and representing urgent areas of linguistics and literary studies.

  • Regional Component of Higher and Secondary Education

Articles on the specificity of the spiritual culture of the Urals and other regions, the wealth of artistic traditions, the specificity of language processes development and concrete pedagogical techniques used at higher and secondary school to study regional culture are included in this section.

  • Reviews

The section carries analytical reviews of conferences and academic and scholarly-methodological research works.

Journal mission

The mission of Philological Class is to bring academic research closer to the theory and practice of teaching philological disciplines at higher and secondary school, to enter a new level of presentation of research results and information about the implementation of new educational conceptions. The task to ensure a broad international scope of the papers and to deepen contacts with the global academic community in philology and teaching methods is equally important for the journal. This determines the form of publication and formatting requirements.