13.2. National identity of education

Education as a process of influencing a person in order to transfer to her the norms and rules of behavior adopted in society is always not abstract, but concrete, reflecting primarily the national identity of the morality, customs, traditions, customs of a given people. This fact was indicated by KD Ushinsky, who wrote: “Upbringing, if it does not want to be powerless, must be popular, must be permeated by nationality. In each country, under the general name of public education and a multitude of general pedagogical forms, lies its own special characteristic concept, created by the character and history of the people. ”

After giving a deep analysis of the education systems of the leading countries of the world, KD Ushinsky came to the conclusion that there is no common education system for all nations, since “despite the similarity of pedagogical forms of all European nations, each of them has its own particular national education system, special purpose and its own special means to achieve this goal. "

The national identity of upbringing is determined by the fact that each nation has its own specific way of life, which forms a personality in accordance with the peculiarities of national traditions and national mentality. Peculiarities of lifestyle among different nations are shaped by many specific factors: natural and climatic conditions, language, religion (beliefs), working conditions (farming, hunting, fishing, cattle breeding, etc.). A person, being in the social environment of a specific nationality, is inevitably formed in accordance with the way of life of this particular people, community, tribe; assimilates and shares their value orientations and accordingly regulates their actions, deeds, and behavior.

From this it follows that the basic concepts of lifestyle can be displayed in the following sequence: custom ? tradition? rite of passage? ritual.

In the educational process, folk pedagogy is guided by quite specific rules based on which methods of influence are chosen, including display, training, exercise, goodwill, prayer, spell, blessing, ridicule, prohibition, coercion, reprimand, contempt, oath, punishment, intimidation, advice , request, reproach, etc.

The most common and effective means of education in folk pedagogy is oral folk art, which reflects the people's views on nature, worldly wisdom, moral ideals, social aspirations and creative imagination in a highly artistic form.

Given the powerful potential of folk pedagogy in the education of the individual, modern teaching practice revives the national culture of the regions of Russia. The problems of studying the national identity of upbringing and using it as a means of educating the younger generation are explored within the framework of ethnopedagogy, a branch of pedagogical science that explores the patterns and characteristics of folk, ethnic upbringing.

In order for the richest traditions of folk pedagogics to become an effective means of educating the younger generation, it is necessary for each ethnic group to ensure the right and real opportunities to create educational systems based on the national identity of upbringing. For this you need:

• the priority of the native language, the gradual movement towards parity of languages ​​with the indispensable preservation of a high level of learning, proficiency and use of the Russian language; high level of teaching foreign languages, and with a significant expansion of their list;

• replacement of the school course of the history of the population with the history of peoples; providing in-depth study of the history of the native people in all schools of the republics, autonomous regions, districts and diasporas;

• Mandatory consideration of national, intellectual, artistic, ethnic and other traditions in the design of school premises, the school grounds and the neighborhood;

• restoration of arts and crafts, arts, folk holidays, games, games; the revival of the traditional culture of education, the inclusion of teachers, students, parents, population;

• a system of special measures to enrich the spiritual culture, the development of spirituality (this is associated with a large-scale change in the content of education); primary school requires publication of books for reading on an ethnopedagogical basis;

• termination of interpretation of folklore only as a prehistory of literature, its introduction as an independent discipline from the 1st to the 11th class, including the study of all known genres in the process of parallel review of folk spiritual, moral, musical, artistic, labor, sports traditions, etiquette ; promotion of special optional and circle study of songs, fairy tales, proverbs, riddles as independent academic disciplines;

• the empowerment of graduates of national schools in choosing a language when answering examinations throughout the national region; full equalization of the rights of national languages ​​in special, secondary and higher education; creation of study groups with teaching at least some subjects in the native language in all departments and faculties of higher schools;

• the maximum possible reproduction in the system of education of the way of life of the people, the expansion of the number of national secondary schools of advanced level (gymnasiums, lyceums, colleges, real schools);

• strengthening national relations on the basis of reciprocity, democracy and humanism, increasing attention to universal human values, creating favorable conditions for their transformation into the national environment;

• guarantees of protection of small nations in the name of national harmony, interethnic harmony, rejection of traditional formulas of forcible familiarizing them with higher cultures;

• reasoned condemnation of misanthropic, chauvinistic, great-power, imperial theories in any form;

• expansion of scientific research in the field of problems associated with the ethnopedagogization of the content and process of education; the beginning of the university training ethnopedagogues, until the university and graduate specialization.

The tendency to use the ideas and traditions of national education in recent years is manifested quite clearly. In this connection, first of all, we should mention the models of historical, socio-cultural and pedagogically organized educational systems developed in a number of domestic scientists (E. P. Belozertsev, I. A. Ilyin, B. A. Sosnovsky, V. K. Shapovalov, etc. .) and designed to educate the younger generation on the basis of the idea of ​​the national and spiritual revival of Russia. Within the framework of these models: a) the rights of every nation within the Russian Federation to independent ethnic and cultural development are ensured; b) the development of the cultural heritage of its people; c) the foundations are laid for the full life of the nation as a whole; d) the foundations of the harmonious existence and development of each ethnic group and national culture are formed; e) a balance is reached in the educational interests of the individual, ethnic group, society and multi-national state; f) the unity of the educational and cultural space of the multinational state is ensured in the context of federalization and regionalization.

As an example of the system of national education can be called educational and cultural research and production center "Gzhel". This unique educational system was created taking into account the national identity of education based on the region, which is the cradle and the main center of Russian ceramics. The main objective of this system is a comprehensive solution to the problem of training highly qualified personnel for the region on the basis of combining training with the upbringing, civil and professional development of young people.

The structure of the educational system "Gzhel" includes the following steps: 1) kindergartens, giving upbringing in the process of special games, primary ideas about the most common professions of the region; 2) general education schools in which academic work, creative activity and communication are oriented towards acquaintance with the material and spiritual environment of the region; 3) Gzhel Art-Industrial College, which trains highly qualified specialists on the basis of gaining experience of creative activity; 4) higher education institutions in which, on the basis of the strongholds of a number of Moscow universities, specialists are trained, combining the acquisition of professional skills and experience in solving practical problems of the region; 5) cultural institutions, including houses of culture, museums, cinemas, libraries of the region.

The effectiveness of the educational system "Gzhel" affects various spheres of life in the region; social (young people feel the care and attention, get the opportunity to work in the world famous craft with good working conditions and pay); economic (based on the results obtained in research work, specific regional, social and economic projects are implemented); regional (a system has been created which serves as a research and methodological basis for organizing and effectively carrying out educational work in the region).