Social Change as a Biographical Prospect: The unchanging reality of Russians

Abstract

In the concept of the German term Bildung, it is advantageous for educational science to not
only perceive education as a mere transmission of knowledge but also to encompass personal
development, moral growth, and cognitive abilities within its definition. This broader perspective enriches the scope of research in the field and lends support to discussions within the psychological domain. Conversely, a poststructuralist viewpoint emphasizes the significant influence of the social sphere on individuals. In educational science, the biographical approach appears capable of illustrating the interconnectedness of both domains, however focusing primarily on the subjectivity of individual life stories. Consequently, employing hermeneutical analytical tools for interpreting biographies and their narrative styles ensures the objectivity of judgement.
This paper will be kept in the borders of the foretold logics, however still alludes to the experiences of the author. More specifically, the theoretical findings will be illustrated through the case of Russia, focusing on the political, social, and individual spheres. These findings will take the form of autoethnographic field notes, as the choice of topic itself emerged from personal observations made within the country. The central question this paper seeks to address is: How does civil society influence individual biographical prospects? To answer this, the first part of the paper will examine the concept of civil society on political and individual levels. This will be followed by an analysis of the interrelation between social change and biographical prospects. The paper will conclude with a discussion on the role of the concept of the future in biographical research.