It is only possible to comprehend the logic of the formation and development of ethnography (ethnology) as a discipline at Moscow University if one is aware of its context(s). Primarily, this is a disciplinary context, as evidenced by its long-term and decisive infl uence on ethnography within the university environment. Th e development of ethnology as a discipline has been shaped by a dynamic socio-historical context, which has exerted and continues to exert a signifi cant infl uence on its evolution. Th e establishment and institutionalization of ethnology in Russia occurred in the second half of the 19th century. During the 1880s, two distinct trends began to emerge in the organization of ethnological education. One of these trends integrated ethnological education into the context of the natural sciences, while the other placed it within the broader historical and humanitarian context. In the early decades of the 20th century Russian ethnography possessed serious potential, including the ability for independent original theorization. During the Soviet era, ethnography experienced signifi cant development, both as a scholarly discipline and as a formally recognized academic department. Since 1939, ethnography within the university has undergone phases of institutionalization (S.P. Tolstov and N.N. Cheboksarov). Th e concept of ethnographic education was formed, substantial scientifi c research and expeditionary activities were carried out, and the profession developed an attractive image. Th e stability and conservative ethos of Moscow University and its academic community enabled the department to successfully navigate the period of social and political turbulence (the late 1980s - 1990s), thereby preserving the foundational aspects of the professional training system and introducing necessary innovations (V.V. Pimenov). At the beginning of the twenty fi rst century, ethnology as a discipline underwent a signifi cant development, marked by an anthropological turn in research and methodology. Th e anthropological approach was integrated into the academic framework of professional education at Moscow University, serving as a complement to, rather than a replacement for, the prevailing ethnographic and ethnological methodologies (A.A. Nikishenkov, D.A. Funk). Th e Department of Ethnology has recently been experiencing an increase in student enrolment, while concurrently maintaining a judicious balance between ethnographic, ethnological and anthropological components. It is noteworthy that the department has adopted an interdisciplinary stance and has instituted measures to ensure the seamless transmission of professional tradition in close collaboration with academic science.
Kazmina et al. (Wed,) studied this question.