LESSONS FROM THE ‘WILD EAST’ 285year and a half (Kluckhohn, 1961 ). This approach — making what they
call a ‘ log ’ out of their babies — is rarely practiced today, mainly in rural
areas. Swaddled infants experience long periods of serious restraint alter-
nating with short periods of freedom. They can only experience the joy
of locomotor liberation, along with the ability to discharge emotion
physically (the only emotional outlet other than crying that newborn
infants know) in temporary bursts. The freedom of movement that
babies in other societies enjoy is not permitted.
Given the infl uence of other signifi cant factors throughout the life
cycle, oversimplifi ed cause - and - effect inferences based on early childcare
practices are always open to question. Nevertheless, I would agree that
Erikson had a point in assigning some signifi cance to swaddling. It may
have a conditioning effect, infl uencing character formation and leaving
a legacy in terms of the child ’ s management of emotion and action.
Although swaddling may have passed into history, patterns of extreme
emotional management linger on.
Schooling and Moral Upbringing
Whereas the infl uence of swaddling may still be open to debate, there is
no question that throughout their lives, Russians are subjected to a kind
of psychological swaddling that begins in early childhood. Because of
their great rigidity, the school years prolong the sense of externality that
Russian youngsters develop, ‘ externality ’ meaning that they perceive
having very little control over their lives. Discipline and regimentation
are the order of the day in the Russian classroom. Authoritarian methods
prevail; a uniform and tightly controlled curriculum dominates; rote
learning and unquestioning acceptance of authority are generally the
rule (Bronfenbrenner, 1970 ; Pearson, 1990 ; Eklof and Dneprov, 1993 ).
Public shaming for misbehavior or poor performance is the usual
method of behavior modifi cation at school (a method that also colors
superior – subordinate relationships in the adult world). As a result,
Russians tend to be very sensitive to public humiliation. Pride plays an
important role in their Weltanschauung. Russian teachers engage in what
we might call ‘ intrusive guidance ’ : they are involved in every detail of
a child ’ s upbringing and are not respectful of a child ’ s private space.
From nursery school onward, teachers are extremely active in socializing
each child in the ‘ right ’ way of doing things. Few deviations from the
rules are permitted.
In the Soviet past, ‘ moral upbringing, ’ implying training in patriot-
ism, atheism, collectivism, and other state - supported activities, was an