Home – Home – Jornals – Advanced Search

In this article, the authors explore various approaches to the problem of Russia's historic path. In particular, it examines the manifestation of this discussion in educational systems. The authors focus on different interpretations of Russian history. The article reveals the important characteristics of the Russian people, which are reflected in specific historical events. However, the ideologues of globalization are not interested in an objective study of the historical past, because history preserves the identity of the society. They use history in its Eurocentrism form, where there is no place for an objective assessment of the real contribution of each nation in the world history.

The purpose of the article is the analysis of traditions and innovations in a modern paradigm of education, definition of a paradigm of education is given, the main paradigms are identified. The role of the teacher and pupil in the space of educational paradigms is analyzed. The paradigm of formation of traditional society is considered, it is noted that a main objective of this type of education at the first stages was reproduction of the identity of the teacher, later there is a school as a social institute, and the profession of the teacher becomes a mass one. In a paradigm of formation of society of a modernist style, the second step of education, university, is created. The humanistic tendencies appearing in student teaching were inevitably reduced to authoritative and dogmatic types of pedagogical systems. It is noted that recognition of a special role of dialogue in it as principle of existence of various cultural educational models, forming of patriotic education and interest in traditional values is very important for a modern education system.

The processes of integration and differentiation in education occur in a variety of problem areas of modern Russian education. Uncontrolled differentiation can be transformed into disintegration, causing negative effects, as well as excessive integration leads to unification and reduction of the viability of the system. The article is aimed at revealing the essence of these contradictions and suggesting ways to resolve them. Total problematic content of integration and differentiation processes in the system of national education have been found in four levels of the educational system, starting with defining of the content of education, taking into account the methods and forms of organization of educational process in the various educational institutions with access to global supranational level. At the level of the content of education, the conflict between differentiation and integration is expressed in the fragmentation of knowledge, on the one hand, and interdisciplinary integration as a principle of selection of educational content, on the other hand. At the level of organization of the educational process, the problem area is the contradiction between the need for standardization of education and its variability. In the system of education as a social institution, discrete-level training is in conflict with the continuum of life-long learning in the knowledge society. Finally, at the global level, the desire to preserve the identity of the domestic educational tradition is opposed to the objective tendencies of Western-style internationalization of higher education. Recommendations to counter negative trends at these levels include: 1) increase in the number of integrated courses that promote a holistic and conceptual thinking as opposed to fragmented and clip thinking; 2) improvement of the tutoring institute in secondary and higher education, as well as the transition of variable components of the learning process in a virtual educational environment, providing the students a series of online courses to choose from, with the use of adaptive learning technologies; 3) network organization of educational space and the creation of integrative regional educational clusters to build continuity of the educational process; 4) intensified trend towards localization, following globalization, associated with the revival of the national educational tradition (ethnopedagogical neotraditionalism) and its combination with the finest examples of Western individualistic and rational educational tradition and collectivist, humanistic orientation of education in the countries of the East.

The article deals with the problem of education in the framework of increasing communication in the modern space. This topic is relevant and significant for both the philosophy of education and pedagogy. The purpose of the work is to search for new forms of interaction in the upbringing-educational space, when the increase of communications led to the emergence of new technological methods in modern education and upbringing. The basic idea is that the inclusion of educational processes into the communication space is extremely relevant: it contributes to the expansion of the educational process and introduces qualitative changes in the nature of the training process.

The article is devoted to comprehensive analysis of the significance of social memory, its role and place in modern education. The major approaches to studying social memory as a special phenomenon are analyzed, the main concepts are revealed and studied. It is substantiated that the increase in the volume of information in the age of Internet technology makes it necessary to develop algorithms for preserving the content of social memory and to develop socio-cultural identity of modern student youth. We describe the attitude toward the significant historical events twenty years ago and now (on the example of the Holocaust) in different countries. The author concludes that at each stage of education young people need to pay attention to the content of social memory, converting negative memories into positive values.

The article deals with the forms of alienation that can appear in the process of foreign languages learning. Despite the availability of a wide range of research on the process of foreign languages learning, it can be noticed that the essence of the changes taking place around us is not examined in these studies. Socio-philosophical analysis of personal forms of alienation shows that the personality of a foreign language learner is often estranged from the actual process of learning, while functionality and alienation become a norm of interaction between teacher and students. The aim of the article is to identify the forms of alienation and conduct a socio-philosophical analysis of these forms. To make learning process effective, a teacher must involve a learner in a number of situations - social, cultural, communicative. However, at these levels the problem of alienation may arise. The loss of individual self-sufficiency can be noted at the social level in the process of learning foreign languages. To be able to communicate, individuals must have shared their cultural and organized codes that are both integrated into their social relations system. However, information and data that today's students obtain are often fragmented, superficial; the value of systematic knowledge is underestimated, which leads to loss of interest and the arising of indifference to the process of learning, to the state of alienation of the individual from the results of learning.

The article reveals the approaches to studying the features of adaptation. The problem of identification is analyzed based on the studied features of human adaptation in the society (L. S. Vygotsky, E. Durkheim, E. Fromm, V. A. Yadov and others). The author analyzes identification not so much as a problem of physical and mental adaptation, but as a socio-cultural formation of the person. The idea. The researcher proposes separation of social adaptation into the issues of socialization and culturation for a more objective analysis of these complex processes, due to their frequent inconsistencies in practice. To do this, we offer to assume an axiological position. The author proves the need for a holistic anthropological knowledge about the formation of the individual in the society to counter the negative social technologies, which produce «questionable» values and norms in the consciousness of the person. The author pays attention to the culture of the personality entering the society. We offer some important principles and mechanisms of the process. The author adheres to the domestic approach to understanding adaptation and culturation (L. S. Vygotsky, I. I. Krupnik, E. S. Markarian, S. V. Lurie, and others). The author, though not cites references to the works of other scientists (O.G. Drobnitsky, I. G. Ionin, N. M. Lebedeva) and foreign philosophers (M. Buber, E. Fromm, M. Heidegger, E. Erikson and others), but takes into account the results of their works in logic and in the content of the vision of problem. The theoretical meaning. The author proves the importance of building mentality-forming structures in assistance to the cultural identity formation of the person as not a passive, but active participant in the process of evolution, emphasizes a special role of education. The novelty lies in defining the features of socialization of the modern person, influencing the form and content of its cultural identity. The leading methods are the analysis of philosophical, cultural, pedagogical and psychological research; hermeneutic method; generalization, abstraction, the ascent from the abstract to the specific, deduction, synthesis. The practical significance lies in the proposed understanding of the possibilities of improvement of cultural identification in the identification of additional targets and mechanisms of education, which are based on developing knowledge of the philosophy of culture, which in this case as a «platform» in the evolution of society is enriched by the position of the awareness of the need of the meta value and meta scientific study of social adaptation.

The article considers the problem of education as the personality formation, which presupposes attainment of the person as personality, attainment and comprehension of one’s own spiritual tradition, and, finally, finding of the person as a part of the people and nation. Education needs to return to its initial meaning: ascension of the person to the Image, likening of the person to God-Creator through comprehension of the spiritual foundations of domestic culture and civilization. This circumstance demands comprehension of domestic educational tradition as an ontological phenomenon. The authenticity of tradition has to be determined by the vitality in spiritual sense. The Orthodox spirituality is ontological in its essence. The need of return of education to Christ-centeredness is postulated today also in the works of the famous European philosophers and theologians (H. Yannaras, A. Milano, J. (Panteleymon) Manussakis, T. Shpidlik, etc.).The education system assumes constant interrelation of the teacher and pupil. The meaning of the designated interrelation is discovered in the Russian spiritual tradition which is going back to patristical heritage and continuing in the Russian religious philosophy. In the article, the attention is paid to the concept of integral personality, having complete mind and capable to live-cognition: unseparable perception of life, knowledge and faith. The integration of the mature persons is shown in the nation, culture, civilization; therefore, the problem of personality formation inevitably brings us to the problem of sobornost. Today Russia urgently needs the appearance of the nationally focused teacher. In the center of education is the personality (the teacher, the pupil), the process of education is the formation of the personality (both the pupil and the teacher). The teacher is introduced to eternity already in empirism, directly in his/her work, in its results, in contemplation and action; here is the main evidence of ontological character of the tradition, its rootedness in the life itself. As long as the tradition is alive, teacher's work and education in general can neither depreciate nor become meaningless. At the heart of the Orthodox educational practice is love to the child (as the initial principle and the means of educational influence). The domestic tradition of education includes the spiritual methodology forming a way of thinking and, finally, self-realization of the personality in being. Formation of the integral person (personality) has to become the meaning and purpose of education. As a result of personality formation, there takes place attainment and realization by the person of his/her being in Being.

This study is focused on educational opportunities of children's recreation camps of our country, which in recent years not only is in difficult economic conditions, but also there are contradictory moral attitudes of the population of different ages. The changed socio-cultural situation of the value reorientation of our state provoked ambiguous conditions of life and education in many families. So, many parents are faced with the problem of their children’s learning, and the associated failure of not only academic but also the communication field of youth, or rather the inability to build relationships with others, which leads to conflict situations. All this gradually leads children and adolescents to various mental and physical abnormalities in the condition, which usually lead to illness, and physical, psychological, and social disruptions, directly related to the immoral behavior of the group. In that regard, the authors investigated the correlation of the concepts of morality and immorality. We present our own pedagogical practices, which has set a goal of prevention of immoral behavior of students, the development of sustainable moral positions and value preferences.

The purpose of the paper is to show the negative influence of the non-filtrated media information use by the younger generation and to find a way out of this situation. The authors consider the main tendency of information society and its role in forming of moral values of younger generation. Relevance of the research is the fact that the non-filtrated media information leads to transformation of the consciousness of young generation, formation of a passive viewpoint about life, labor and also consumer attitude to the world. Based on the undertaken analysis, it is concluded that the collaborated efforts by the teachers, parents, legislators, scientists and the public are necessary to solve these problems. In order to preserve the moral and spiritual well-being of children, it is necessary to make several steps: to improve the content of education and upbringing, to form personal responsibility, to create abilities and personality traits, including social skills of adaptation in the information society. It is important also to consider socio-cultural experience of Russia and the advanced countries.