MILITARY THOUGHT (USSR): THE CREATION OF A MARXIST-LENINIST OUTLOOK AMONG THE STUDENTS OF DEVELOPING COUNTRIES STUDYING AT SOVIET MILITARY EDUCATIONAL INSTITUTIONS

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP10-00105R000201140001-8
• Release Decision: RIPPUB
• Original Classification: T
• Document Page Count: 16
• Document Creation Date: December 22, 2016
• Document Release Date: May 3, 2012
• Sequence Number: 1
• Publication Date: July 22, 1975
• Content Type: MEMO

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Intelligence Information Special Report
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DATE 22 July 1975
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MILITARY THOUGHT (USSR):
The Creation of a Marxist-Leninist
Outlook Among the Students of Developing
Countries Studying at Soviet Milita50X1-H U M
Educational Institutions
N
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The Creation of a Marxist-Leninist Outlook
Among the Students of Developing Countries
Studying at Soviet Military Educational Institutions
by
Colonel B. Sakharov
The Soviet state is giving a great deal of unselfish aid to the
emerging countries of Asia, Africa, and Latin America for the development
of their national armed forces. One form of this aid is the training of
officer personnel for the armies of these countries.
A considerable number of higher education students and cadets from
non-socialist countries are studying in Soviet military academies, in.
higher and secondary military schools, in training centers, and in special
courses. Everything possible is being done to train these foreign
servicemen to become highly skilled military specialists, with a broad
military-theoretical outlook and meeting the requirements of modern
military theory and practice. With a deep sense of gratitude political and
military leaders in the developing countries are giving high marks to the
training their officer personnel are receiving in military educational
institutions of the Soviet Union.
However, we would not be fulfilling our international obligations if
we were to teach foreign military specialists only general theoretical and
military technical sciences. It is our duty to also give them knowledge in
the area of Marxist-Leninist theory, which is the scientific basis of the
revolutionary transformation of society, and to instil in them the
methodology of Soviet military science and practice.
Many foreign servicemen come to us not only to acquire the necessary
military knowledge, but also to familiarize themselves with the experience
of building communism and to master Marxist-Leninist theory. "If we, on
returning from the Soviet Union, do not know Marxism-Leninism, people will
not believe that we were in the USSR," declared some Algerian students
studying at the Poti training center.
It is a matter of honor for military training institutions to provide
foreign servicemen with a knowledge of Marxism-Leninism as an integrated
and harmonious system of philosophic, economic, and socio-political views.
and on this basis to form within them a Marxist-Leninist scientific 50X1 -HU M
outlook.
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The task by itself is not an easy one. It is made more difficult by
the fact that many of the students, under the influence of bourgeois
propaganda, have formed an erroneous, and in some cases distorted,
conception of Marxism-Leninism, of the Soviet Union, of its domestic and
foreign policy, and of our people. In a number of the countries from which
the servicemen have come, out-and-out social demagoguery is practiced on a
wide scale. Bourgeois ideologists, in order to deceive and mislead the
masses, make use of pseudosocialist slogans. Lastly, another very large
percentage of the young military people who arrive, come from families of
the upper and middle bourgeoisie, landowners, feudal lords, public
officials, and even children of members of royal families. Among them are
a considerable number of people with frankly reactionary and anticommunist
views and convictions; some carry on direct anticommunist propaganda and
even tolerate hostile acts against the USSR.
Command personnel and party and Komsomol organizations at military
educational institutions are doing a great deal of political and
training-indoctrinational work with foreign servicemen. As a result most of
them leave our country with a correct conception of the USSR, with a
friendly attitude toward our people, and display progressive views in
practical work in their own countries.
Attaching great importance to work with foreign students, the Central
Committee of the Communist Party of the Soviet Union (CPSU) last year
adopted a resolution "Measures to improve political and
training-indoctrinational work among foreign students studying in the
USSR." Noting the positive results of work already done, the Central
Committee of the CPSU and the Council of Ministers of the USSR called
attention to serious defects in this area. In particular, ministries and
departments having educational institutions with a contingent of foreign
students, as well as local party and Komsomol organizations, have not taken
sufficient account of the fact that imperialist circles in the West have in
recent years intensified subversive activity among foreign students in the
USSR, especially Africans, with the purpose of fostering among them
anti-Soviet feelings, and undermining the friendship between the Soviet
people and the peoples of Asia, Africa, and Latin America.
In some educational institutions an atmosphere of comradely friendship
was not established between Soviet and foreign students, especially with
the youth of African countries. 50X1-HUM
Work among the population in connection with the arrival in the USSR
of a considerable number of students from foreign countries has not been
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organized satisfactorily. There have been numerous instances of an
improper attitude on the part of individual Soviet citizens toward foreign
students, including foreign servicemen. For example, in Alma-Ata a group
of hooligans threw stones at higher education students from Yemen and
Somalia. In Leningrad a bunch of young good-for-nothings inflicted moral
and physical harm upon several higher education students from Ghana who
were studying at the Military Medical Academy. In the process their
ringleader cynically declared, "Our street used to be like all the others,
but now it has been contaminated by Negroes. In the south of America the
workers beat up Negroes and we want to support the American working class."
Similar occurrences have taken place in other cities. They are
contrary to the nature of a socialist society and the internationalism of
the Soviet people and are used by reactionary elements to arouse
anti-Soviet attitudes among those foreign students whose minds are not as
yet made up. All this requires increased cooperation between military
educational institutions and local. party and Soviet organs in order to
intensify explanatory work among the local population.
The Central Committee of the CPSU and the Council of Ministers of the
USSR have ordered the central committees of communist parties and the
councils of ministers of union republics, territory and oblast party
committees, the central committee of the All-Union Leninist Communist Youth
League, the All-Union Central Council of Trade Unions, the Ministry of
Higher and Secondary Special Education of the USSR, and the other
ministries and departments with educational institutions where citizens of
foreign countries are studying, to eliminate defects that have been
observed in work with foreign students and take the necessary measures to
improve the training process, indoctrinational work, and their living and
recreation conditions.
A year has passed since the resolution was issued by the Central
Committee of the CPSU and the Council of Ministers of the USSR. During
this period a considerable amount of organizational and ideological work
has been done. For example, the Ministry of Higher and Secondary Special
Education of the USSR has established a special post of deputy minister and
set up a directorate for instructing students, graduate students, and
on-the-job trainees from foreign countries. It has created sectors for
work with foreign students under a number of ministries (committees) of the
union republics, as well as in the ministries of Public Health, 50X1-HUM
Agriculture, and Culture of the USSR. An All-Union Council for foreign
student affairs has been formed, and under the Ministry of Defense of the
USSR a council on problems of training foreign servicemen. In Moscow,
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Leningrad, and Kiev international youth clubs are being formed.
The General Staff and Chief Political Directorate of the Soviet Army
and Navy have developed and are putting into effect a plan approved by the
Ministry of Defense of the USSR containing measures to implement the
resolution of the Central Committee of the CPSU and the Council of
Ministers of the USSR.
Of particular importance is the decision of the Central Committee of
the CPSU and the Council of Ministers of the USSR concerning the teaching
of the social sciences to students from non-socialist countries. "In view
of our interest in forming a Marxist-Leninist outlook among foreign
students," the resolution reads, 'We must try and persuade them to study
political economy and philosophy and lay the necessary groundwork for this.
We must take measures to improve the method of teaching the course in the
history of the CPSU. For those students from non-socialist countries who
do not wish to study the history of the CPSU, an optional course should be
introduced on problems of the international communist movement, the
workers' movement, and the national liberation movement, and on the history
of the economic and political development of the countries of Asia, Africa,
and Latin America."
Beginning with the second semester of the 1964-65 academic year,
higher education students and cadets from the non-socialist countries
attending military academies and schools, training centers, and various
courses began a systematic and purposeful study of the social sciences on a
faculty basis.
In view of the fact that the teaching of the social sciences is
conducted on a voluntary basis, considerable preparatory work was done at
all military educational institutions. Discussions were held with higher
education students and cadets from the non-socialist countries on the
importance of philosophy and economic theory in training a commander,
military engineer, or specialist. During these discussions statements were
quoted which had been made by the leaders of the countries from which the
students had come on the questions of the building of socialism in their
countries and of the struggle against colonialism. The students were told
which subjects they would be studying, their suggestions and requests were
listened to, and comprehensive answers were given. Teachers of the Russian
language, physics, mathematics, and military disciplines were called upon
to do this work. The problem was to skilfully bring the students around to
the idea that a knowledge of the fundamentals of Marxist-Leninist tl,P-r,r
would help them to master more successfully the military and genera50X1 -HUM
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educational disciplines and to become good military leaders. These
carefully planned discussions evoked a lively interest on the part of
foreign servicemen in the study of the social sciences.
The first classes showed that the overwhelming majority of the foreign
servicemen approached the study of the social sciences with interest.
Almost all the students came to the classes. Students from some countries
even expressed a desire for new, supplementary studies.
At the same time the experience of the first classes showed that when
planning and organizing the educational process, not all military
educational institutions took into consideration such special problems as:
different lengths of periods of study, running from a few months to several
years; a poor knowledge, and in the preparatory and occasionally in the
first courses no knowledge whatsoever, of the Russian language; different
levels in the general educational preparation of the students.
In this connection it is very important to determine for each category
of higher education students and cadets the minimum amount of knowledge of
the social sciences that may be imparted to them during the period of
study. It could be one amount for cadets with, say, a six-month period of
instruction, and another for higher education students in military
academies and schools. -
The greatest possibilities for forming a Marxist-Leninist outlook
among students from foreign countries are to be found in the higher
military educational institutions. Military academies and higher schools
have departments of social sciences staffed with specialists in
Marxism-Leninism. Foreign servicemen spend from four to six years
(including the preparatory course) in these institutions. During this
period the students may acquire the necessary knowledge in the fields of
philosophy and political economy, and gain an understanding of the most
important processes taking place in the anti-imperialist liberation
movement.
During the preparatory courses foreign servicemen become acquainted
with the history of the USSR, the socialist gains of the Soviet people and
the most important problems in building communism in our country. This
enables the instructors to acquaint the students with the laws and
categories of dialectic materialism and impart an understanding of
socialism and communism as two phases of communist society. 50X1-HUM
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On the basis of the philosophic knowledge they have acquired, the
students will come to understand more quickly the economic problems
involved in the transition to socialism and the foundations of economic
theory of a socialist economy. A knowledge of philosophy and political
economy will help them gain an understanding of the most important problems
of the modern anti-imperialist liberation movement, and in particular the
nature of the modern era, problems of the political structure of society in
developing countries, and of strengthening the national economy of
countries liberated from the yoke of colonialism.
Many students from the developing countries of Asia and Africa ask a
number of unusual questions. For example, how to form a communist or
workers' party and organize its activity; what are the forms and methods of
operations by communists in public organizations; how to form an
anti-imperialist front, etc.
Instructors should not evade such questions. They are fully capable
of providing well-qualified answers without the use of standard cliches,
and of explaining the general theoretical principles of Marxism-Leninism on
which the realization of these problems is based in each country under
discussion. They may also share with each other the experience gained in
socialist and many non-socialist countries. Here it is very important to
be tactful and take into account all the special features and traditions of
different national groups. The indoctrination of foreign higher education
students in an international Marxist-Leninist spirit is one of the most
important tasks of the instructors in our higher educational institutions.
Secondary military schools and training centers and courses also have
good opportunities for forming a scientific outlook among foreign cadets.
Admittedly, the shorter period of study and the lower level of general
educational preparation of the students does not permit the instructors to
teach these foreign servicemen the same amount of philosophy and political
economy as in the higher military educational institutions. Therefore, the
curricula for cadets from non-socialist countries in secondary military
schools and in courses differ from those of the military academies and
higher military schools. Depending on the period of study, the best
approach for these schools is to give the course "The Soviet Union" or the
course "Social Science" or the two together. For example, in six-month
courses, a series of discussions could be held on the Soviet Union, and the
past, present, and future of our country. This could also be done at
preparatory courses in all military educational institutions, both higher
and secondary. In two-year courses or in secondary military educational
institutions it is possible to take both these subjects. The courses "The
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Soviet Union" and "Social Science" will help to foster in the students
feelings of sincere friendship for the Soviet people and to instil in them
a Marxist-Leninist outlook.
As a rule, two hours a week of free time are allotted to the teaching
of the social sciences. Based on this fact and considering the qualitative
level of the students, social science departments and social economics
programs will develop syllabuses for the social sciences for various
categories of foreign students and submit them for the approval of the
command of the military educational institution. These syllabuses are
based on the instructions of the Central Committee of the CPSU and the
Council of Ministers of the USSR, the ministries of Higher and Secondary
Special Education of the USSR, the Minister of Defense of the USSR, and the
Chief Political Directorate of the Soviet Army and Navy.
Developing an interest in Marxist-Leninist theory among foreign
servicemen depends to a great extent on the methods used to teach the
social sciences. The experience of a number of social science departments
and social economics programs indicates that some instructors are making
serious errors in methodology. Failing to consider the specific nature of
their audience, they avoid answering higher education students' questions
on the pretext that the lecture is on a different subject. There have been
a number of cases in which the instructor has tried to cover an entire
subject in one lecture. While such a practice may sometimes be acceptable
for our own higher education students, when applied to foreigners it is
plainly harmful. Many ideas, concepts, and terms that are familiar in
varying degrees to our higher education students are unknown to them.
Having failed to grasp one point, they will not understand those that
follow, and will soon lose interest in the lectures and stop attending
them.
A lecture for foreign servicemen must differ both in content and
methodology from one for Soviet higher education students and cadets. Its
goal is achieved when the instructor focuses all his attention on one or
two main aspects of the subject, drawing on illustrative material and
citing interesting facts and figures that are for the most part familiar to
the higher education students or at least can be understood. At the same
time it is essential to expose theories and viewpoints that are hostile to
Marxism-Leninism, the reactionary ideology of anticommunism, and the policy
of the imperialists and their stooges. But this must be done skilfully and
tactfully, without hurting or offending the national feelings of the
foreign servicemen. Of course, the lecture must be delivered informally,
intelligibly, and persuasively. Most probably it will be a discussion type
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of lecture.
The correct approach for instructors is to introduce the fundamentals
of Marxist-Leninist theory to the students gradually, in stages, proceeding
from the simple to the complex. Before studying a subject they should show
why it is timely, explain the history of the question and thus stimulate
interest in the problem being studied and the need to go into it deeply.
Many instructors organize their classes in such a way as to stimulate an
interest in new subjects.
The influence of the social sciences on the consciousness of foreign
servicemen will be more pronounced if the relationship between instructors
and higher education students is marked by a comradely relaxed atmosphere
conducive to a frank exchange of opinions on the subjects being studied.
In working with servicemen from non-socialist countries instructors
should bear in mind the fact that among them are also some who hold
progressive views, that many of them instinctively harbor a hatred of
imperialism, actively support the struggle against all forms of political
and economic enslavement of peoples, desire peace and social progress, and
feel a sense of gratitude toward the Soviet Union for its wide-ranging and
unselfish assistance.
Based on what they know about the attitudes of their higher education
students and cadets, instructors should propagate Marxist-Leninist theory
in different ways, applicable not only to various national groups, but also
to separate individuals. When deciding on the subject matter, form, and
methodology to be used in their classes, they will have to display
creativity and initiative in this regard.
Unfortunately, there are instructors who do not always use the
necessary tact toward foreign higher education students and cadets. In
putting a question to his audience, this kind of instructor insists on
receiving an exhaustive answer from the student, even though he can see
that the student has not gone over the material, is not prepared to answer,
feels ill at ease, and is nervous. It happens that some students, when
they do understand the question put to them, could answer it in an
individual discussion, but prefer not to express their thoughts and
feelings in an audience consisting of their fellow countrymen with
reactionary views and sometimes even in the service of reactionary circles
of their own countries. There are also cases in which an instructor,
knowing that the material he is presenting is contradictory to offi-iii
positions prevailing in the countries the students are from. 50X1-HUM
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nonetheless subjects these positions to harsh criticism, or else asks the
sort of ill-conceived questions that force the student either to criticize
the policy of his country and its leaders or to defend it.
The lack of elementary tact and the ignoring of particular national
characteristics wounds the pride of students, diminishes their interest in
the social sciences, and in the end adversely affects the formation among
them of a communist outlook.
Of no help either is the method whereby an instructor, rather than
using scientific arguments and the iron logic of his reasoning to bring
students around to the correct conclusions and help them assess
independently the events that are taking place, tries to impose stereotyped
positions and give a peremptory interpretation of the facts under
consideration.
The subject matter and the methodology used in teaching the social
sciences to higher education students and cadets from foreign countries,
and the fostering in them of an interest in Marxism-Leninism, depends
wholly and entirely on the people to whom this important and responsible
assignment is given and on their training and general cultural level.
It cannot be considered normal practice when inexperienced beginning
instructors are assigned to teach foreign servicemen in certain
institutions of higher learning. Considering the great political
importance of this work, its complexity, and its specific nature, we should
assign only the best trained and most highly cultured instructors, heads of
departments and their assistants, doctors of science and professors, senior
instructors, and experienced methodologists. Those comrades appointed
should be approved at a bureau of party committees and assigned by order of
the military educational institution. Work with foreign servicemen is not
only a service obligation, but also an important party assignment.
The introduction of courses in the social sciences for foreign higher
education students and cadets from the developing countries inevitably
increases the academic load on social science departments and social
economics programs. In certain military educational institutions,
especially those where many servicemen from Asia, Africa, and Latin America
are studying, the need has arisen for additional instructors. In a plan
approved by the Minister of Defense of the USSR containing measures for the
realization of the resolution of the Central Committee of the CPSU and the
Council of Ministers of the USSR of 25 May 1964, it states, "...With the
introduction of the teaching of the social sciences for students from
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non-socialist countries, the requisite number of instructors (to be counted
as part of the authorized complement for each institution) are to be added
to the staffs of appropriate institutions of higher learning, training
centers, and courses." Thus,the military educational institutions have
been given every opportunity for fruitful work with foreign servicemen.
The formation of a scientific outlook among higher education students
and cadets from foreign countries is accomplished not only by their
studying the social sciences but also through the influence of Soviet
reality around them, and by day-to-day association with Soviet people,
professors and instructors, and students. The organization of their mode
of living and cultural leisure time all leave a definite imprint on their
consciousness and feelings. An exceptionally important factor accelerating
this process and augmenting the teaching of the social sciences, is
systematic and purposeful day-to-day political-indoctrinational work.
The military educational institutions have had a great deal of
experience in working with foreign servicemen. In order to strengthen the
supervision of this work and bring a broad range of society into it, the
party committees of the Leningrad Higher Naval Engineering School of
Radioelectronics i/n A.S. Popov have on a number of occasions explored at
their meetings ways of improving political and indoctrinational work with
foreign servicemen. In addition these questions have been given special
consideration in discussions with all officer personnel, with instructors,
and at party meetings of faculties, departments, and courses.
Party committees are attempting, as a rule, to approach individually
each category of foreign servicemen. For example, at meetings of the party
committee of the Poti training center the following questions were
discussed: "The experience of training and indoctrinational work with
Yemeni cadets," "The work of communists in the radiotechnical program in
political and military indoctrination for cadets from Guinea," "The
participation of officer translators in indoctrinational work with foreign
cadets."
Methodological conferences and seminars on work with foreign students
have taken firm hold in educational institutions. For example, a
conference of the officer personnel of the Central Courses in the city of
!;
Frunze on the topic "The experience of cultural educational work with 50X1-HUM
servicemen from non-socialist countries" was attended by regimental and
battalion commanders, their deputies for political affairs, propagandists,
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secretaries of party committees and party bureaus of primary party and
Komsomol organizations, heads of courses, instructors, translators, and
other officers. There was a broad exchange of opinions on this subject,
and the recommendations and proposals that were worked out were made
official by order of the head of the courses.
In many military educational institutions the permanent staff
systematically studied the economic and political situation, the alignment
of class forces in the world arena, and the national customs and rights of
the people in those countries from which the higher education students and
cadets have come. In courses in the city of Izmail a training aids room
has been set up where various types of reference materials may be obtained
on a number of developing countries. In Moscow, Leningrad, and Kiev regular
continuing seminars for instructors have been established for this purpose.
An example of such a seminar that went well was one held in Moscow,
attended by instructors not only in the social sciences, but also in the
military and general education disciplines. Talks were given by
specialists from the Institute of Africa. They told of the struggle of the
peoples of Ghana, Mali, and the Congo Republic (Brazzaville) for their
political independence, of progress in economic development, and of
economic cooperation with the Soviet Union and other socialist countries.
A subsequent seminar will be devoted to methods of teaching the social
sciences. Instructors will compare their personal experiences in training
and indoctrinating foreign servicemen.
An interesting seminar was held for instructors working with foreign
servicemen in military educational institutions in Leningrad. A lecture was
given on the topic "A Social-Economic Survey of the Countries of the Arab
East." Then the instructors listened to a tape-recorded lecture by Colonel
D. I. Yesin, entitled "The Modern Stage of the National Liberation
Movement," which he had delivered to students from the non-socialist
countries. Those present expressed their opinion on both the subject
matter of the lecture and the methodology.
Many Russian-language instructors and those in other disciplines have
been brought in for indoctrinational work with foreign servicemen. In
addition to taking direct part in political-indoctrinational work, they
attempt to raise the ideological-theoretical and political level of every
lesson, lecture, and seminar. In this they are assisted -- and should be
assisted even more -- by the social science departments and social 50X1-HUM
economics programs.
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In work with foreign servicemen extensive use is made of the following
proven forms of political-indoctrinational work: discussions, political
information, theoretical conferences, question and answer sessions,
excursions to leading enterprises, to collective and state farms, medical
and children's facilities, collective trips to theaters, museums, and
exhibitions, trips to hero cities, meetings with Soviet soldiers,
scientists, and veterans of the CPSU, as well as joint celebrations of the
holidays of the Soviet Union and the national holidays of the countries
from which the foreign servicemen come to study, international friendship
parties, reading conferences, and film festivals.
The introduction of the study of the social sciences presents
exceptionally favorable opportunities for making political-indoctrinational
work with foreign servicemen more purposeful, systematic, and concentrated,
and seeing to it that it broadens and deepens the knowledge acquired by the
higher education students when studying philosophy, political economy, and
other sciences. As an example, a meeting could be organized between
foreign higher education students and outstanding production workers. It
should be timed to coincide with study of the topic "The formation of man
in a communist society." Or an excursion could be planned to, say, an
industrial enterprise; this would best take place when studying the topic
"The industrialization of the USSR." This kind of approach to the
organization of political-indoctrinational work gives it a scientific basis
and exerts a more effective influence on the formation of a
Marxist-Leninist outlook among higher education students and cadets from
foreign countries.
Until recently political-indoctrinational work with servicemen from
foreign states was performed mainly by heads of special faculties
(branches) and their deputies for political affairs. The collectives of
social science departments and social economics programs helped out only on
occasion. Now, with the goal being the formation of a scientific outlook
among foreign higher education students, they are studying philosophy,
political economy, and history of the workers' and national liberation
movement, and taking courses on "The Soviet Union" and "Social Science".
Social science departments and social economics programs are called upon to
play a major role in determining the content of the curricula of these
disciplines. They must take direct part in the organization of 50X1-H U M
political-indoctrinational measures in special faculties. Problems of
political-indoctrinational work with foreign servicemen will be reflected
in the plans of departments and programs and will be discussed periodically
at meetings of these collectives and by subject (methodology) commissions
that have been created. Naturally, departments and programs work in
50X1-HUM
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Page 16 of 17 Pages
complete contact with personnel from special faculties and branches, which
bear the full range of responsibility for organizing the instruction and
indoctrination of foreign students.
Individual work plays an important role in the indoctrination of
foreign servicemen. Much has been said at various conferences about the
need for and the effectiveness of such work. But in practice it is often
limited to semiofficial conversations in the offices of supervisory
personnel, and then only with a very limited circle of people. Experience
has shown that individual work with higher education students and cadets
yields positive results when there is participation by a wide circle of the
supervisory personnel and the most active party members in the institution:
heads of institutions, their deputies, heads of faculties, departments, and
courses, secretaries of party committees and party organizations, and
instructors.
Special faculties must make use of every opportunity for individual
work. It may be done at breaks between classes, at ski outings, during
trips, and when attending the theater, movies, etc. It is important in
these cases to know with whom this or that student is friendly, in which
social circles he moves, who influences him and how, and from this
determine the best ways of influencing him.
Considerable influence can be exerted on foreign higher education
students and cadets by involving them in social activities within the
educational institution. The opportunities for this are unlimited: forming
lecture groups made up of foreign students, inviting them to work in
special sections of a student military science society, dormitory councils
could be created, they could become involved in councils of international
clubs, sports committees, amateur art and dramatics groups, and other
social organizations.
It would be advantageous to do more in expanding contacts between
foreign higher education students and cadets and local party, soviet, trade
union, and Komsomol organizations, and collectives of factories, plants,
collective and state farms, medical institutions, and higher and secondary
educational institutions and schools. It is important for these contacts
to be permanent and not sporadic, that the foreign servicemen be the
honored guests of these collectives, that they give lectures and hold
discussions about their countries, and that they take reasonable but active
part in the organization and conduct of mass political and
cultural-educational activities. 50X1-HUM
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Our party has accumulated a wealth of experience in ideological work
with the masses. The successful fulfilment of the task laid down by the
Central Committee of the CPSU and the Council of Ministers of the USSR for
the formation of a Marxist-Leninist outlook among higher educational
students and cadets from foreign countries who are studying in military
educational institutions of the USSR depends on the skilful utilization of
this experience in military educational institutions.
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