Author(s): Osman AKHAN

This study aims to introduce the Russian social studies curriculum and make a comparison with the Turkish social studies curriculum. In this research, document review technique was used as a qualitative research data collection method. The data collected in the scope of this research are comprised of the social studies curricula applied in Turkey and Russia for the academic year of 2016-2017. The data collected through the document review technique were analyzed by utilizing the descriptive analysis method. The data obtained with the descriptive analysis were summarized and interpreted according to the themes identified as per the research. The striking common aspect of Social Studies in the curricula of both countries is that it aims to bring up active citizens. Importance is attached to national identity for raising citizens in both countries; however, this aspect comes more to the forefront in Turkey’s social studies program. As for Russian program, it could be interpreted that they aim to raise more universal citizens when compared to Turkey. In the Russian program, social issues, law related issues and national values are given more weight; nevertheless, it cannot be said that it fully reflects an interdisciplinary program model as the one in Turkey. It is possible to say that the social studies program in Turkey is bothinterdisciplinary and is more comprehensive in terms of subject content as compared to that of Russian program. It can be concluded that especially in Turkey’s social studies program, an active and productive citizen is targeted with a special focus on the individual and society. Whereas in Russian education, a humanist approach, universal and human values, the priority of human life and health as well as free development of the individual are internalized. Therefore, it would be safe to say that Russia’s educational objectives are grounded upon the universal and human values.


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