Dynamics of the content of historical memory of the Great Patriotic War of 1941–1945 among different generations of student youth (based on sociological research in the Altai territory)
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Abstract
The topic of the Great Patriotic War remains relevant today and, to a certain extent, has a sacred character. The interest of scholars and researchers in studying the events of 1941-45 is particularly heightened during the anniversary years of the Great Victory Day celebrations. This article examines the historical memory of students regarding the Great Patriotic War. The subject of the analysis is the content of historical memory of the events of 1941-45 among different generations of students (using the example of students in the Altai Territory). Special attention is given to the justification for distinguishing students and school graduates as different generations of students. The article, using a survey method in the form of a questionnaire, as well as the method of comparative analysis and a generational approach, reveals the dynamics of the content of historical memory of the Great Patriotic War of 1941-45 among different generations of students. A sociological analysis revealed that young students maintain continuity in both the content of their historical memory of the Great Patriotic War and their assessments of the factors that contributed to its victory. A trend toward declining interest in the history of the Great Patriotic War of 1941-45 and the knowledge component of historical memory across different generations of young students was also identified. Unlike university students, high school graduates are less interested in the events of 1941-45 and possess less knowledge about the Great Patriotic War. The article describes the role of social institutions involved in preserving the historical memory of the Great Patriotic War. In particular, it notes a declining role for the family in preserving the historical memory of the Great Patriotic War due to a decline in the role of social practices in youth communication with their parents and grandparents. At the same time, it has been established that schools retain their position as a leading social institution in defining the substantive dominant of the historical memory of the Great Patriotic War for all generations of students. The article devotes special attention to recommendations aimed at minimizing the risks associated with preserving the historical memory of students.
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