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- 2. The comintern and the Western Communist Parties 1930-1949 Dr. Nikolaos Papadatos- University of Geneva
- 3. КУТВ - КУНМЗ – МЛШ Коммунисти́ческий университе́т трудя́щихся Восто́ка Коммунистический университет национальных меньшинств Запада имени Мархлевского
- 4. The cadres of the foreign communist parties are educated in Moscow. When they return to their
- 5. In order to create an “inflexible activist army” of cadres “on behalf of the proletarian cause”,
- 6. During the moment of "Bolshevisation", in the midst of 1920s, the international schools' rules where established
- 7. KYTV – the iranian exemple The Communist University for Laborers of the East, abbreviated KUTV in
- 8. KUTV had received students from East and Southeast Asia. Many KUTV alumni became important communist leaders
- 9. On 21 January 1921, the Central Committee of the Russian Communist Party resolved to organize what
- 10. General subjects such as mathematics, physics, chemistry, world history and geography were taught, but the core
- 15. KUTV endured a difficult birth. 1921 was a year of extreme hardship and hunger in the
- 16. In the summer of 1923, a large group of students and graduates of the pedagogical program
- 17. Students also served as information channels between the research and political apparatus in the Soviet capital
- 18. The university founded a decade earlier with hardly a pencil or a notebook had expanded into
- 19. He became chair of the Persian–Afghan Department at KUTV in 1932 and chair of the Persian–Afghan–Arab
- 20. The contours of Soviet foreign policy had changed since KUTV came into existence: Reza Shah’s tentative
- 21. In 1937, as the Stalinist purges were sweeping across the USSR, a bureaucratic restructuring occurred that
- 24. International Lenin School Between 1926 and 1937 at least 160 British communists attended the Communist International’s
- 25. In the Europe of the 1960s, the school’s graduates included three de facto heads of government,
- 26. In the year of the Lenin School’s inception, a leading British communist, Tom Bell, warned that
- 27. Murphy himself, a former Sheffield engineer, was an impressive example of the alternative potentialities of working-class
- 28. In its first two objectives, the equipment with a special body of knowledge of a party
- 29. What was therefore most distinctive about the ILS was the inculcation of discipline both as the
- 30. Moreover, it is striking that in the school’s later enrolments there are far more students for
- 31. While thus reinforcing moral sanctions, political anathemas had their own more fundamental significance as the school’s
- 32. In reality, recruitment to the school was a matter of continuous and unavoidable tension, if only
- 33. The CPGB’s proletarian credentials were second to none, and, according to its own figures, British ILS
- 34. By the 1935 intake, there were complaints that ‘basic industries’ were largely unrepresented, and that most
- 35. These past and present associations were carefully noted on the students’ entry into the school, while
- 36. The democratic centralism practised by communist parties seems almost like a codification of this iron law,
- 37. The issue of party discipline raises particularly complex issues, not just because of students’ susceptibility to
- 38. In France, Waldeck Rochet succeeded Thorez as the communists’ general secretary in 1964. In both countries
- 39. The international lenin school and the communist party of Great Britain Situated in Moscow, and shrouded
- 40. Between 1926 and 1938, the school graduated about 3,000 communists, most of whom were from European
- 42. Скачать презентацию
The comintern and the Western Communist Parties
1930-1949
Dr. Nikolaos Papadatos-
The comintern and the Western Communist Parties 1930-1949 Dr. Nikolaos Papadatos-
КУТВ - КУНМЗ – МЛШ
Коммунисти́ческий университе́т трудя́щихся Восто́ка
Коммунистический университет
КУТВ - КУНМЗ – МЛШ
Коммунисти́ческий университе́т трудя́щихся Восто́ка
Коммунистический университет
Международная ленинская школа
Alfred Kurella, one of the main leaders of the cultural policy of the Comintern said: "Marxism conceives the essence of humanity as the result of a process in which the concrete, sensual, individual and active elements are at the same time object and subject, creator and creature of oneself”.
The cadres of the foreign communist parties are educated in Moscow.
The cadres of the foreign communist parties are educated in Moscow.
For this purpose, the Soviet party develops a network of schools after the Russian Civil War, where the communists follow the program, either in group, either through a program of self-education, supported by an instructor. This orientation is repeated and modified by Stalinism. To fuel the collective effort of productivity, an immense appeal to learn (and from 1935 to "cultivate") is launched by the Soviet government in order to engage the soviet citizens. Meanwhile, the cadres are gradually controlled by special educational institutions, some of which are open to foreign communists.
In order to create an “inflexible activist army” of cadres “on
In order to create an “inflexible activist army” of cadres “on
The"purification" (чистки) of a "case" - delo - from the 1930s, the "verification" (проверки) and the exchange of information between the Party’s executives is also one of the available tools during the educational process. The Communists of the 1930 must transform themselves into "true Bolsheviks“. In order to achieve this goal, they have to know how to improve themselves. Such a transformation requires the implementation of introspective techniques.
During the moment of "Bolshevisation", in the midst of 1920s, the
During the moment of "Bolshevisation", in the midst of 1920s, the
Foreign communists are distributed according to linguistic criteria. There are many sectors: French, German, Italian, English, Greek etc. Each school is structured according to a hierarchical and complex organization : we have an interaction between the instances of the school officials and those of the party and the union.
So we find at various levels and in each sector, responsible administrators but also student representatives. There is, moreover, a party committee made up of management representatives, administration, the teaching profession and the students, political office, as well as a representative of the party (partorg) and a union representative (proforg), appointed by their peers.
KYTV – the iranian exemple
The Communist University for Laborers of
KYTV – the iranian exemple
The Communist University for Laborers of
KUTV had received students from East and Southeast Asia. Many KUTV
KUTV had received students from East and Southeast Asia. Many KUTV
On 21 January 1921, the Central Committee of the Russian Communist
On 21 January 1921, the Central Committee of the Russian Communist
KUTV was a hybrid educational institution, not merely a Sverdlovka for non- Russian speakers but also a realization of the Soviet vision of Oriental studies as a discipline engaging the eastern present through an unashamedly politicized framework that looked beyond the traditional focus on literary and architectural monuments of the past. Yet even within the context of Soviet Orientalism, KUTV was conceived to be different from other Soviet Orientalist institutions, such as the Institute of Studies in Moscow, the Orientalist Department of the Military Academy of the Red Army, and the institutes in Petrograd in that it was to train Orientals, and not only to become teachers and researchers but also to work in their home countries as propagandists and revolutionaries.
General subjects such as mathematics, physics, chemistry, world history and geography
General subjects such as mathematics, physics, chemistry, world history and geography
KUTV endured a difficult birth. 1921 was a year of extreme
KUTV endured a difficult birth. 1921 was a year of extreme
In the summer of 1923, a large group of students and
In the summer of 1923, a large group of students and
The students combined the study of Marx with Mohammedism or Buddhism. It was not easy to reform this multiethnic, multilingual mass into a unified communist family, nor was it easy for the students themselves to overcome the traditions that were a part of their daily existence (in other words, to renounce them). At times, weapons needed to be confiscated—daggers and Nagants (revolvers). This could be met with desperate resistance on the students’ part. It was explained during lectures that in our country only the Red Army and the militia have the right to possess weapons and that the students’ prime weapon would be Marxism–Leninism, which must be studied in order to graduate from KUTV fully armed with Marxism.
Students also served as information channels between the research and political
Students also served as information channels between the research and political
Every year, the KUTV student body included several young Iranian women. At the end of the first year, three out of the twenty-one Iranian students were women. From 1925 to 1928, two female Iranian students taught Persian in addition to their studies.
The university founded a decade earlier with hardly a pencil or
The university founded a decade earlier with hardly a pencil or
Abulqasim Zarreh, the young Tehrani intellectual who in the early 1920s, as one of KUTV’s first students, had edited the broadsheets hanging on the university walls, rose to the top of the academic ladder at KUTV and other Moscow Orientalist institutions. By 1931, he was chief editor of all translations of Marxist–Leninist literature published by KUTV.
He became chair of the Persian–Afghan Department at KUTV in 1932
He became chair of the Persian–Afghan Department at KUTV in 1932
But while the university was thriving, the revolution in the East was stalling, not least in Iran, where Reza Shah had consolidated power. The Bulgarian revolutionary Georgi Dimitrov, who studied at KUTV in the 1930s, commented on how the growing reaction to and oppression of communists abroad—including Reza Shah’s crackdowns—was affecting the university: “We are continually losing the most valuable parts of our team in the struggle. After all, we are not a society of scholars, but a fighting movement that’s always in the direct line of fire. Our most energetic, bravest and self-aware individuals are always leading the charge. And it is these whom the Enemy hunts first—the vanguard, who are killed and thrown into prisons or labor camps, where they are tortured”.
The contours of Soviet foreign policy had changed since KUTV came
The contours of Soviet foreign policy had changed since KUTV came
In 1929, reports surfaced that Persian KUTV graduates, once back in Iran, did not want to work for “low-level” organizations among the working class and were demanding higher-ranking and well paid party posts. It was said that some KUTV alumni had even threatened to defect to Iranian government forces. This contributed to growing dissatisfaction with the Iranian Communist Party in the Comintern, which in the autumn of 1929 conducted a “careful and thorough” review of the Iranian students at KUTV. It was determined that the Iranian “cell,” which comprised thirty-two students at that time, had “completely degenerated” and was engaged primarily in “exchanging a variety of harem tales.” The students were expelled and the Iranian Communist Party was ordered to be more selective in determining which students to send to KUTV, preferably choosing them from the working class.
In 1937, as the Stalinist purges were sweeping across the USSR,
In 1937, as the Stalinist purges were sweeping across the USSR,
In January and February of 1938, the purges reached the Moscow Institute of Oriental Studies. Many of the Institute’s scholars also taught at KUTV, and after the arrests of Zarreh, Sultanzadeh and others, the university, now deprived of the majority of its faculty, was obliged to shut down. Officially, the closure was attributed to the ongoing restructuring of the educational system for future party functionaries. At the same time, the party Central Committee and the Comintern closed down the NII NKP as well.
International Lenin School
Between 1926 and 1937 at least 160
International Lenin School
Between 1926 and 1937 at least 160
In the Europe of the 1960s, the school’s graduates included three
In the Europe of the 1960s, the school’s graduates included three
ILS students went on to achieve prominence as national or district trade union officials, including the Scottish and Welsh miners’ leaders Alec Moffat and Will Paynter, the journalists’ president Allen Hutt, and a number of district officials of the Amalgamated Engineering Union. Nevertheless, it is not for its wider impact on British society that the school deserves our attention, but as perhaps the most extreme of the Comintern’s intrusions into the history of the British left by the fashioning in Moscow of a trained, responsive, and carefully vetted cohort of revolutionary activists.
In the year of the Lenin School’s inception, a leading British
Murphy himself, a former Sheffield engineer, was an impressive example of
Murphy himself, a former Sheffield engineer, was an impressive example of
Briefly summarized, the objectives Murphy set out were the formation of a revolutionary elite; its induction into the theories of Marxism–Leninism; its stiffening with the vigilance, discipline, and commitment of the Bolsheviks; and the effecting by these means of a decisive break with the rotten social-democratic traditions from which communism was still breaking clear.
In its first two objectives, the equipment with a special body
In its first two objectives, the equipment with a special body
Taught at a speed which many found exacting, students at the ILS were given courses in working-class history, the political economy of imperialism, Marxist theory, and the experience of proletarian dictatorship, the latter consolidated by practical work in a Soviet economic enterprise and probationary membership of the CPSU.
What was therefore most distinctive about the ILS was the inculcation
What was therefore most distinctive about the ILS was the inculcation
The British students and the British party as a whole were regarded somewhat as dilettantes in such matters, and in 1931 the party’s own Moscow representative commented resignedly that ‘the conspirative nature of the school’ seemed ‘in some sections of our Party ... to be almost forgotten’.
Moreover, it is striking that in the school’s later enrolments there
Moreover, it is striking that in the school’s later enrolments there
William Duncan, previously a London employee at the Moscow Narodny bank had been instructed to give up open political work and was described as one of the channels through which the British communists received their Comintern subsidies. The best known and most sensational cases are those of the convicted spies, Percy Glading and Douglas Springhall, arrested in 1938 and 1943, respectively. However, in both cases several years had passed since they had attended the school and it is not at all clear that the ILS provided their introduction to clandestine work.
While thus reinforcing moral sanctions, political anathemas had their own more
While thus reinforcing moral sanctions, political anathemas had their own more
This basic purpose helps situate the Lenin School within the constantly changing perspectives of communist politics. In one sense, it may be, and usually is, described as an instrument for the Stalinization of the Comintern. Recruitment criteria for the Lenin School were stringent, precise, and theoretically mandatory. Among other provisions, the students were required to be of working-class or peasant origin, in perfect health, aged no more than 35, members of the party or Young Communist League for at least a year, and proven in some form of class struggle.
In reality, recruitment to the school was a matter of continuous
In reality, recruitment to the school was a matter of continuous
In 1931, at the height of the school’s recruitment, it identified seven particular varieties of undesirable, including those with no political experience, no grounding in mass work, no capacity for scientific study, insufficient length of party membership, concealed past allegiances ‘alien to the communist movement’, and poor or desperate health, ‘whom the school is obliged to cure rather than teach’. The document does not refer specifically to the CPGB, and it is clear that all communist parties must have transgressed these rules to some extent.
The CPGB’s proletarian credentials were second to none, and, according to
The CPGB’s proletarian credentials were second to none, and, according to
By 1930, with the spread of industrial unrest to the textile areas, there was a perceptible increase in recruitment from Lancashire, though the West Riding by contrast seems to have provided more of a reception area for returning students. Given that students tended to be nominated by the districts, the role of the district organizer was also a significant factor. For example, the emergence of the weak party district of Birmingham as a significant line of supply in the 1930s may have reflected the influence of sympathetic functionaries like Maurice Ferguson and Tom Roberts, both themselves products of the school.
By the 1935 intake, there were complaints that ‘basic industries’ were
By the 1935 intake, there were complaints that ‘basic industries’ were
Almost at the school’s outset, J. T. Murphy contrasted the school’s directors, ‘accustomed to the discipline of the Russian Communist Party’, with a student body revealing all the ‘immaturities’ of their sponsoring parties, ‘the ghosts of the Social-Democratic past, the Social-Democratic associations with the present, the syndicalist associations etc’.
These past and present associations were carefully noted on the students’
These past and present associations were carefully noted on the students’
Increasingly, it was hoped that a new generation would emerge untouched by such legacies. Waldeck Rochet, a student in 1930–1, is described by his biographer as a ‘model’ ILS cadre, untramelled by a reformist past and adhering directly to the PCF, and in France is said to have typified a so-called ‘Thorez generation’ of communist leaders. In Britain, too, a similar cohort may be identified, born, like Thorez and Waldeck Rochet, in the earliest years of the century, and typically having had their most formative political experiences in the Young Communist League (YCL).
The democratic centralism practised by communist parties seems almost like a
The democratic centralism practised by communist parties seems almost like a
Of 102 graduates between 1929 and 1934, only six were regarded as having worked unsatisfactorily, while in the decade from 1929 around one-eighth of returning students spent some time on the party’s central committee, providing twenty of its ninety-five members over that period. There was nothing accidental about this process. Having already brought on ‘new proletarian elements’ in 1929, the 1932 central committee was consciously intended as a departure from its predecessors ‘in social composition, the election of new elements who had not previously been members of reformist parties, the introduction into the CC of a whole series of comrades who had received political training at the ILS etc’.
The issue of party discipline raises particularly complex issues, not just
The issue of party discipline raises particularly complex issues, not just
For many European communist parties, the Lenin School’s legacy was a lasting one. In Finland, until the 1960s at least half of the party’s leading members had attended the school: in 1963, for example, nine of thirteen Political Bureau members had attended the school, with another having attended the Moscow party school in the 1950s.
In France, Waldeck Rochet succeeded Thorez as the communists’ general secretary
In France, Waldeck Rochet succeeded Thorez as the communists’ general secretary
The international lenin school and the communist party of Great Britain
Conclusion
Between 1926 and 1938, the school graduated about 3,000 communists, most
Between 1926 and 1938, the school graduated about 3,000 communists, most