The origins of the Russian scientific and technical modernization in the context of engineering and medical education

According to A.L. Andreev, the obsession of the Russian society with the scientific and technical progress together with the traditionalism was the main distinctive feature of the domestic modernization process. The medical and engineering sciences, considered in the paper, were altered in the course of three major modernization attempts in the Russian history: the reforms of Peter I, the 1860-s reform, and the Soviet industrialization. The main stimulus to progress at the initial stage of development of the studied sciences was the military factor due to the permanent tension in the relations between Russia and the West. So, the Apothecaries’ legal agency established in 1620 was engaged in training of regiments’ physicians, Russian doctors and inviting of foreign doctors. The Peter I era was marked by the opening of the Medicine Faculty (which later became a part of the Moscow State University), the Head Medical School in St. Petersburg (later - the Military Medical Academy). The engineering business in the Russian Empire started to develop in the 1830-s - the period of railways’ construction, re-equipment of plants and manufactories with machinery. However, due to the backwardness of the Russian industry (in comparison to the western one) there was almost no need for professional engineers. But despite the financial unattractiveness of the engineering sphere, there were self-taught engineers who thought it the life''s occupation. The strong set of values of the Russian professionals supported not only the existence but also the development of science during the most difficult periods of the Russian history. In this respect, the period after the Civil War is indicative, when despite the total chaos and lack of financial incentives the educational institutions did not stop their activities, and the Russian scientists still continued with their researches. It should also be noted that the national education system, unlike the western one, trained versatile professionals. This was reflected in harmonious and effective combination of the fundamental theory and the practice in equal ratios in the educational programs designed for doctors and engineers.