In the summer of 2019, within the framework of the Open Archeology project, the V-th Crimean Youth Field Archaeological School will be held

The collection of applications for participation in the V Crimean Youth Field Archaeological School has been completed. Dozens of questionnaires were submitted from different cities of the Russian Federation: Moscow, St. Petersburg, Ufa, Vologda, Kerch, Voronezh, Bryansk, Astrakhan, Yekaterinburg, Chelyabinsk, Vladivostok, etc. In addition, questionnaires came from Belarus, Moldova, Kazakhstan, Ukraine and even Germany. The results of the competitive selection will be published on the website on April 15. Over two shifts (June 27 - July 6, July 28 - August 6) 30 people will be able to participate in the School 2019 on the basis of the Opushkinsky archaeological expedition - 15 in each shift. Follow the news. Everyone who submitted applications and passed the selection will be sent information letters with all the necessary information: how to get there, what things to take with you, etc.

Summing up the results of the call for applications: April 15, 2019 The list of participants of the School 2019 will be published on the websites website and archaeoschool.ru.

Bases for the School in 2019:

Opushkinsky archaeological expedition (village of Opushki, Simferopol region of the Republic of Crimea),

Center for Innovative Pedagogy and Experimental Archeology "Kara-Tobe" (Saki, Republic of Crimea)

Time of the School 2019:

• 1st shift - from June 27 to July 6, 2019
• 2nd shift - from July 28 to August 6, 2019

Number of participants:

• 1st shift: 15 people
• 2nd shift: 15 people

Participation in the V Crimean Youth Field Archaeological School is FREE!

Travel to and from the school site is NOT COMPENSED and is fully paid for by the participant himself!

The 10-day program at the School gives participants the opportunity to work at an excavation site, listen to various lectures on the history of ancient and medieval Crimea, the basics of archaeological research and principles of working with archaeological sources, participate in master classes, visit various archaeological sites of Crimea, and communicate with professional archaeologists and find new friends. This is also a wonderful opportunity to completely immerse yourself in the romance of an archaeological expedition camp with a field kitchen, an evening fire and a starry sky above your head!

Detailed information about the School 2019, application form, reports on schools held in 2015-2018. - on our website http://archaeoschool.ru

Contacts for inquiries: phone: +7978 849 08 94, e-mail: [email protected]

General information about the Crimean youth field archaeological school

The Crimean Youth Field Archaeological School is a communicative and educational platform for active and inquisitive young people who want to
get to know Crimea better, its past and present, touch history with your own hands and expand your circle of friends. The project is aimed at promoting the communication skills of young people from Crimea and Russia, the integration of Crimean youth into the youth space of Russia and the popularization of knowledge about the history of the peninsula and its cultural heritage.

Schools are held in the summer on the basis of archaeological expeditions working in Crimea. The first Crimean youth field archaeological school was held in 2015 on the basis of the Neyzatsky archaeological expedition. The second, third and fourth Schools were organized in 2016-2018. on the basis of the Opushkinsky archaeological expedition.

In just 4 seasons of the project, more than 200 young people from different parts of Russia, as well as Ukraine, Belarus and Germany took part in it. 15 archaeological specialists from Crimea, Sevastopol, Kyiv and Moscow were invited as lecturers - candidates and doctors of science, employees of universities, academic institutes and museum institutions.

In 2019, two changes of project participants are expected (30 people will be selected). Participants of both shifts will be able to visit not only the Opushkin expedition, but also go to Kara-Tobe, go on excursions and enjoy the Crimean Sea. The participation of “schoolchildren” in excavations not only gives young people the opportunity to “try on” the profession of an archaeologist and broaden their horizons. The guys bring tangible benefits to monument researchers - thanks to their work, it becomes possible to open a larger area of ​​the monument, which means getting more new sources about the history of Crimea.

In 2015-2017 the project was implemented with funds from the Presidential Grant allocated on a competitive basis by the Knowledge Society of Russia (2015), and subsidies to socially oriented NPOs provided by the Ministry of Labor and Social Protection of the Republic of Crimea (2016, 2017). In 2018-2019 The School is financed within the framework of the Open Archeology project using funds provided by the Presidential Grants Fund.

The opening of the V International Archaeological School, which will be held on the basis of the Bulgarian Historical and Architectural Museum-Reserve, took place on August 21. The organizers of the school, held with the support of the History of the Fatherland Foundation, are Kazan Federal University and the Institute of Archeology named after. A.H. Khalikova Academy of Sciences of the Republic of Tajikistan.

In 2018, 102 people will take part in the school. Among them are more than 50 students from 16 countries - the USA, Great Britain, Egypt, India, Turkey, Belarus, Algeria, the Philippines, Poland, Estonia, Pakistan, Croatia, Germany, Sweden, Romania, Russia, as well as 16 teachers from the USA and Canada , Spain, Philippines, Bulgaria, Romania and Russia. In addition, volunteers take part in organizing the school.

The main goal of the school is to consolidate domestic and foreign scientific and educational resources to introduce the latest achievements of world science into the practice of studying and preserving the historical and cultural heritage of the peoples of Eurasia. The school is focused on the needs of young scientists in getting acquainted with new methods, presenting current data and collaboration. At the school site, participants have the opportunity to present their unique creative projects, discuss them, and receive expert assessment.

« The International Archaeological School in Bolgar plays a very important role in the development of specialists not only in the Russian Federation, the CIS countries, but throughout the world. It is a platform where students and teachers from various countries traditionally interact - in just five years of activity of the International Archaeological School, representatives from 26 countries of the world took part in it - designated by the head of the school, director of the Higher School of Historical Sciences and World Cultural Heritage of KFU Airat Sitdikov. - The school has created conditions for acquiring knowledge from specialists in a practical environment and, importantly, directly at the World Cultural Heritage Site - the Bulgarian Historical and Archaeological Complex. It is also important that both classes and communication on the school site take place in a bilingual format, and therefore there is an opportunity not only to gain specialized knowledge, but also to practice communicating in a foreign language. In addition, the school contributes to building interethnic professional contacts both among young scientists and their connections with leading world experts in a particular field».

The school program changes its format from year to year, remaining interesting for those beginning specialists who have already taken part in it - in total, scientists from KFU and the Academy of Sciences of the Republic of Tajikistan have developed 12 diverse educational courses, from which a general plan is drawn up by alternating courses. Thus, in 2018, the work of the school will be organized within the framework of four scientific and educational practice-oriented programs: geoarchaeology, archaeological textiles: restoration, conservation, reconstruction, experimental and traceological studies of ancient tools made from non-silicon raw materials (bone, horn, stone, metal) , paleoanthropology.

Yes, direction "Archaeological textiles and leather: restoration, conservation, reconstruction" designed for students, undergraduates, graduate students and young specialists in the field of archaeology. It is impossible to imagine any culture without people, it is impossible to imagine people without a suit, it is impossible to imagine a suit without clothes, and to imagine clothes, you need to know everything about fabrics and leather that archaeological finds can give. But it’s not enough to find, you need to be able to save and “read” all the information embedded in these artifacts. The direction includes a separate module of training in methods of research, field fixation, conservation, restoration and reconstruction of archaeological textiles and leather.

In turn, the direction “Experimental and traceological studies of ancient tools made from non-silicon raw materials (bone, horn, stone, metal)” is focused on expanding students’ theoretical and practical knowledge, skills and abilities to work with various artifacts from non-silicon raw materials within the framework of scientific research and scientific and practical projects of various nature. The lecture course is devoted to modern problems of functional determination and reconstruction of technologies for manufacturing tools from non-silicon raw materials. Practical classes include modeling of ancient technologies and experimental and traceological analysis of various tools.

And the direction "Paleoanthropology" aimed at expanding the theoretical and practical knowledge of students, skills and abilities to work with paleoanthropological material. The lecture module is devoted to modern problems of physical anthropology. Practical modules cover the basics of working with the human skull, teeth and postcranial skeleton. The curriculum of the field also includes a separate module for teaching methods of field recording, conservation and restoration of paleoanthropological materials. The final training block is devoted to a description of pathological changes in the teeth, skull bones and postcranial skeleton.

And finally "Geoarchaeology" unites a wide range of areas of modern archaeological research using approaches and developments of natural science disciplines - geography, geology, botany, geoinformatics, etc. During the work, participants are expected to become familiar with both field and laboratory methods of geoarchaeological research. Students, together with teachers, will conduct aerial photography of terrain using UAVs, field work on stratigraphic sections, selection and preliminary processing of samples to obtain chronological and paleoecological data. Laboratory work requires students to master basic skills in conducting spore-pollen and phytolith analyses, photogrammetric processing of photographic data to obtain three-dimensional terrain models, and using GIS for spatial data analysis.

Along with scientific and practical work within the laboratories in the following areas, the school program involves conducting a general course of lectures on the theory and methodology of preserving and studying historical and cultural heritage, as well as modern technologies for field research.

School participants also have the opportunity to conduct research projects at specialized sites of the school under the guidance of leading Russian and foreign teachers, as well as publish the results of their research in the collection of materials of the International Archaeological School, which is part of the RSCI. Upon completion of training, all students receive a certificate of advanced training.

In conclusion, it is worth noting that the experience of organizing an international archaeological school in Tatarstan interested the leadership of UNESCO. According to UNESCO Director General Irina Bokova, who visited the school in 2017, this form of intensive training in continuous interaction with leading experts in the field of archeology and restoration directly at the UNESCO World Cultural Heritage Site is one of the most effective implemented in the world.

The museum archaeological school invites children from 10 years old, their older sisters and brothers, parents and everyone interested in the history of their native land on an exciting journey into the ancient world.

The lesson is an experiment that explains key concepts in archaeology. Under the guidance of a museum researcher, girls and boys will “transform” into real archaeologists, restorers and museum employees. During the lesson, the children will be able to see and hold various tools and entrenching equipment in their hands, test themselves for readiness for life in the field, and at the end, everyone will try to clear the “burial” themselves.

All classes are based on game techniques, which allows children to get acquainted with the history of their native land in an accessible form and comprehend such an interesting science - archaeology.

We are waiting for you at the school of young archaeologists and hope that learning the history of the region will be fascinating and emotionally rich for everyone.

All events are held for groups of 10 people or more.
Group registration by phone: 25-30-09

Events

The main distinctive feature of the archaeological site is the absence of the classic museum prohibition “do not touch with your hands”; on the contrary, everyone can not only look at, but also hold in their hands the exhibits that interest them. In addition, under the guidance of a museum researcher, children will be able to feel like real archaeologists and restorers, test their readiness for life in the field and try to clear the “burial” on their own. The archaeological site includes an imitation of a man’s cave from the Stone Age period and his burial, a play area with a recreated environment of the life of an ancient inhabitant of the steppes of the Southern Urals, display cases for the collection display of archeological objects from the museum’s collections, and much more. We are always glad to see you.

Mass Media about us

Visitor reviews

A very bright, interesting, positive playground that provides aesthetic and intellectual pleasure. Many thanks to the museum staff.

Students of the Faculty of History of OGTI

I really, really liked everything. Especially animal bones. I can’t even believe my eyes, everything is super.

From Katya D. School No. 4, 4th grade

The archaeological site arouses interest and delight among children of all ages and adults. Thank you for the soul the museum staff put into creating a children’s playground and the opportunity to touch the history of our native land.

School No. 35

All the exhibits are very interesting, but I especially liked the excavations of the skeletons of ancient animals and pots. Thank you, I will definitely come again.

Nastya, 11 years old

Dear employees of the Orsk Museum of Local Lore, thank you for your work and thank you for preserving and conveying our ancient history to future generations. The children are delighted.

Already in the period between the First and Second World Wars, the main directions or schools of biblical archaeological research were formed, which manifested themselves quite clearly in the second half of the 20th century.

European school

Unlike the German and French schools, which experienced some decline at this time, the English school of biblical and archaeological research retained its importance. Since 1937, it has published the journal “Biblical Archaeologist”, and individual scientists have been excavating Jerusalem. A representative of this particular scientific direction was Kathleen Kenyon, who excavated Jericho and Jerusalem using a new method named after her. Kenyon conducted excavations in Jerusalem on the Ophel Hill from 1961 to 1967 and achieved significant results. She dug a deep trench along the eastern slope of the City of David, from which she made the first general description of all the cultural layers of Jerusalem. She located Jebus and found the city wall of David's time (at the bottom of the hill, closer to the source of Tikhon than previously thought).

In the 1960-1980s, interest in issues of biblical archeology returned in Germany, but at the level of demarcation between secular researchers of the ancient East and representatives of biblical archeology.

American school

It was formed at the beginning of the 20th century under the strong influence of American Protestantism and initially set the goal of collecting archaeological information confirming the Bible. American biblical archeology existed in parallel with secular archaeology.

Created in 1900, the American Schools of Oriental Research (ASOR) conducted their activities in the mainstream of biblical studies. This was greatly facilitated by the fact that the schools were headed by the aforementioned V. Albright for many years. Under him, the journal (Bulletin of the ASOR) and yearbook (Annual of the ASOR) of schools (published since 1921) became the most important periodicals on biblical archeology. In addition to the school in Philadelphia, three more schools were founded: in Jerusalem - for the study of Palestine, in Baghdad - for the study of Mesopotamia (closed in 1991 due to the war in Kuwait), and in Cyprus - for the study of Asia Minor and adjacent territories .

Scientists from the American University of Beirut are also involved in archaeological research in the Middle East. They operate on the principle of regional archeology and study all the monuments of Lebanon from the Stone Age to the period of the Arab conquest.

American biblical archaeologists paid special attention to a topic long developed by W. Albright - archaeological confirmation of the conquest of Palestine by the Israelites during the time of Joshua and during the period of the Judges, both Palestinian and other Middle Eastern monuments.

The American school of biblical archeology had two further features. The first is the development of New Testament archeology, continuing the traditions of the Catholic abbot F. Vigouroux, but based on the Protestant understanding of the history of the New Testament. The second is to popularize your achievements.

One of the first American archaeologists who did not disdain the popularization of his works was Samuel Kramer. He was a Hebraist, Egyptologist, Assyriologist and Sumerologist, and wrote more than two hundred works, including twenty-seven monographs. In 1956, he published the book “History Begins in Sumer,” which was later published in many countries, including the USSR, in which he outlined the history of Sumer at a good scientific level, but at the same time in accessible language.

Like S. Kramer, many American scientists published popular books in which they summarized and analyzed the results of archaeological research of ancient peoples, thereby fueling public interest in their research.

The consequence of such a purposeful policy of American biblical archaeologists was the discovery in 1930-1950. in many US universities departments of archeology of the Middle East.

Israeli school

Israeli archeology as such began to take shape in the 20-30s. XX century, when Jewish researchers from different European countries began to come to the Holy Land, wanting not only to collect material about the distant past of their people, but also to substantiate their rights to this land. Thus, recalling the 1936 excavations at Bet Sherim, B. Mazar said: “Everyone was deeply interested in the excavations, since the discovery of Jewish ancient monuments strengthened the significance of Zionism and reinforced the grounds for the creation of the Jewish state. We were interested in creating our homeland, and Jewish antiquities were part of its foundation.” A similar approach to the goals of archaeological research is characteristic of modern Israeli scientists.

One of the first Israeli archaeologists was N. Avigad. In 1960-1970 he conducted excavations in the center of the Jewish quarter of the old city in Jerusalem. He discovered many artifacts from the Hasmonean period and even more from the time of Herod the Great, indicating that at that time the nobility of Jerusalem lived in extraordinary luxury. He also discovered that by the time of the Babylonian conquest, Jerusalem was four times the size of the city of Solomon's time and, therefore, its inhabitants in the 8th-7th centuries. BC. made up the vast majority of urban residents of Judea.

A contemporary of Avigad, Emmanuel Sukenik (E. L. Sukenik), before the Second World War, was engaged in excavations of various objects in Palestine, including in Jerusalem. After the war, he became known as the first researcher of the Dead Sea Scrolls. In fact, he not only founded the school of Israeli Qumran studies; his views influenced all Qumran scholars until the end of the 20th century.

Among the researchers of Jerusalem, Y. Shiloh should be especially noted. In Jerusalem, he continued K. Kenyon's excavations in the City of David and established that a settlement in this place had existed since the 4th millennium BC. - i.e., Jerusalem is one of the oldest cities in the world. Y. Shiloh also examined three complex water supply systems of ancient Jerusalem, which, as it turned out, were connected to the Gion spring.

The archeology of biblical countries has caused a lot of controversy throughout the study of this science, and the debate is still ongoing. Many directions, their own schools, are a vivid example of this.

Some schools of archaeological theory

It can be said that, to some extent, the approaches to interpreting the past just discussed remain with us today. Instead of replacing each other, they continue to exist - there are a myriad of theoretical approaches in archeology today. Cultural-historical, procedural, and post-processual archeology can be seen as fundamental, overarching paradigms about how the past should be conceptualized, how archaeological data should be assessed, and what the goals of archaeological research should be. It would be incorrect to consider clearly demarcated schools, since almost each of them often takes something from the other (for a discussion of the fundamental differences in the new explanatory paradigms, see Bintcliff, 1991, 1993.)

To explain past cultures, scientists draw on many other theories and concepts to conceptualize their work and model social, political, and cultural systems. Many of these theories relate to philosophy and cultural anthropology, but sociology, political science, evolutionary biology, and even literary criticism are also used as sources. These changing perspectives help archaeologists conceptualize and model past social systems. Although some of them may be better suited to processual and post-processual views of the past, none of them can be easily broken down into parts. For example, procedural archeology may be more concerned with human adaptation to the environment, and the interpretation of ideologies, religions and worldviews in the past are the main issues cognitive-process approach(Flannery and Marcus - Flannery and Marcus, 1993). And the issue of gender has been the focus of both processual and post-processual archeology (Hays-Gilpin and Whitley, 1998). There are many theoretical approaches to archeology, among them the following can be distinguished.

Evolutionary approaches have been an integral part of archeology since the 19th century. While the theory of unilineal evolution of human societies has been abandoned (Chapter 2), the concept of multilinear cultural evolution has many connections with modern archaeological research. It is useful in conceptualizing changes in past societies (see, in particular, Earle, 1997).

Some scientists follow ideas of evolutionary processes when considering social, cultural and environmental adaptation. Archaeologists who hold these beliefs believe that natural selection limits human thought and action. Therefore, the way people behaved can be understood by understanding the limitations that have been placed on the human mind during its long evolution. In this view, natural selection produced a culture by “bestowing” reproductive advantages on its bearers. Thus, thought and action were directed by natural selection through different channels that were adaptive for the emergence Homo sapiens. The essence of natural selection is that a person thinks and acts in a certain way, and not in another. The result was a tendency towards conformity in thought and action among diverse communities with very different institutions and beliefs.

Ecological approaches special attention is paid to the study of ancient communities in natural habitats. As we saw when discussing the ecology of culture, the theory of cultural change as a process of adaptation to the environment arose in the middle of the 20th century and played an important role in the emergence of processual archeology, which initially viewed culture as extrasomatic adaptation to the external environment (Crumley, 1994).

Marxist views, developed from the work of Friedrich Engels and Karl Marx, have a long and powerful influence on archaeological theories. Classical Marxist views particularly emphasize contradictions between economic relations (especially between production and exchange), class contradictions and inequality as the driving force of sociocultural evolution. Marx and Engels considered as their main one the unilinear evolutionary model put forward by Lewis Henry Morgan (Chapter 2) as applied to the evolution of ancient societies. In their own works, they developed in detail the theory of the evolution of capitalism, socialism and communism. Marxist views significantly influenced W. Gordon Child, especially those aspects that affected changes in society during the transition to agriculture and the complication of the sociopolitical structure, on his understanding of changes in the social structure (Trigger, 1980).

Some researchers have turned to Marxism to frame their discussions and develop concepts. Many theories have been put forward by Marxist scholars such as Antonio Gramsci, Henri Lefebvre and Claude Melasso (McGuire, 1992). Dialectical Marxism, for example, emphasizes an understanding of the interconnected relationships of phenomena within society. Consequently, existence, gender, class and race are seen as integral parts of the entire social system, rather than as independent constructs. Marxist theories and analytical concepts have been very important to historical archaeologists studying the archeology of capitalism and European expansion into the non-Western world (M. Johnson, 1993; Orser, 1966). Another part of Marxist archeology focuses on the contemporary contexts in which archaeologists operate and is part of critical archaeology.

Critical archeology believes that since archaeologists are actors in modern culture, they should actively influence society (Shanks and Tilley, 1987a, 1987b). One extreme is the Marxist view of archeology, according to which all knowledge is class-based and therefore archeology shapes history for class purposes (McGuire, 1992). Thus, reconstructions of the past have a social function, and therefore archeology cannot be a neutral, objective science. By turning to critical analysis, archeology can examine the relationship between the reconstruction of the past and the ideology that helped create that reconstruction.

Critical archeology is the process by which archaeologists become more critical of their own place in the evolving Western school of thought (Trigger, 1984, 1989). Much of critical archeology focuses on understanding. In other words, we should be concerned about the cultural roots of our work.

Cultural materialism grew out of Marxist views, but it emphasizes the role of existence and the technology of existence as the main source of sociocultural phenomena. At the core of all sociocultural phenomena is infrastructure, which includes livelihoods and basic needs such as food, clothing and shelter. These phenomena exert selective pressure on other elements of society, including family structure, division of labor, class, religion, science, customs and ideologies (M. Harris, 1968, 1979, 1999). Although other cultural phenomena can influence cultural evolution, infrastructural factors are seen here as much more important.

Cultural materialism is particularly attractive to archaeologists because it emphasizes the importance of technology and the environment, precisely those aspects of past societies that are well preserved in the archaeological material and subject to evaluation.

World systems theory, developed by sociologist Emmanuel Wallerstein (1974, 1979, 1980), argues that socioeconomic differences between communities are the product of an interdependent world economy. All communities are placed into three general categories: core communities are powerful industrial nations that dominate other regions and nations; semi-peripheral communities are also industrialized, but they do not have the power of the former; peripheral societies are outside the core and cannot in any way control the economic expansion of the core. The relationship between developed and developing countries in the modern world is examined here in the light of core-peripheral relations.

Not surprisingly, world systems theory has provided an important model for historical archaeologists studying the intersection of Europe with the rest of the world (DeCorse, 2001a, 2001b). However, archaeologists studying pre-capitalist societies have found many useful concepts in looking at relationships in older and smaller “world systems,” such as the sociopolitical complexities of Mesopotamia and Central America (Chase-Dunn and Hall, 1991).

From an archaeological point of view, the term cognitive archeology covers a wide range of human behavior patterns, especially religion and beliefs, and the development and expression of human consciousness. It is sometimes called the archeology of the mind.

Some archaeologists take a cognitive-process approach with a fundamentally new framework in order to bring old and new models and methods closer together. This approach emphasizes the careful evaluation of data that characterizes processual archaeology. "Cognitive Processualists" will never claim to know what people in the past thought, but they can gain insight into How they thought (Renfrew, 1993a, 1993b; Scibo and others, 1995).

Structural approaches view human cultures as structures of symbols that are the cumulative creations of the human mind. In other words, people think and organize their worlds through “basic, powerful, and flexible symbols” (Leone and others, 1987). The purpose of structural analysis is to discover these universal principles of the human mind. A similar approach is associated, in particular, with the French anthropologist Claude Lévi-Strauss. These are attempts to get to the conscious and subconscious thinking of a person. Levi-Strauss argued that thinking is based on binary opposites (1966), that is, we divide everything into opposite types - hot and cold, raw and cooked, nature and culture. Such binary opposites are found in any society and can be identified through analysis.

The cognitive-non-materialist nature of structuralism makes it difficult to apply when considering the material, and therefore structuralism has limited applicability. However, some post-processualists are less concerned with cultural universals and more concerned with the cognitive structures in individual societies (Kirch and Sahlins 1992). Archaeologist Ian Hodder studied the Nubian farmers of Sudan and showed that all aspects of their material culture, including funeral customs, settlement patterns, and artefact styles, can be understood in the context of a set of rules that perpetuated their belief in “purity, parochialism, categorization.” Thus, Nubian society is the result of structured, symbolized behavior and has a fundamental practicality. But it also has its own logic, which generated the material culture that archaeologists study.

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