Abstract: The subject of the article is the methods of individual educational work of curators in universities of the Ministry of Internal Affairs of Russia. The relevance of the study is due to the insufficient development of the system of methods for individual educational work of curators, methodological recommendations for their use in educational organizations of the Ministry of Internal Affairs of Russia, as well as the predominant orientation of many curators to the use of forms and methods of educational work carried out with groups and teams.
The effective work curators involves the integrated use of the entire arsenal of methods and means of educational work. The purpose of the study is a detailed description of the methods of individual educational work of curators in universities of the Ministry of Internal Affairs of Russia.
The author lists and reveals the principles of organizing and conducting educational influence on the of cadets person in the system of individual educational work of curators, requirements for their use of methods of individual educational work.
The article provides detailed methodological recommendations for the use of such methods of individual educational work as persuasion, example, competition, exercise, acceptance, criticism of actions and deeds by teachers at universities of the Ministry of Internal Affairs of Rus-sia, individual tasks and assignments, providing comradely assistance, rendering knowledge of trust, coercion.
It is noted that the choice of methods of educational influence depends on the experience of the subjects of education (including the curators and the cadet), goals, objectives, content and conditions of individual educational work, personal and professional characteristics of the cadet. The curator must make the optimal choice of method (or methods) of educational influence.

Keywords: exercise, competition, example, persuasion, educational impact, method of education, curator of academic groups, individual educational work, acceptance, criticism of actions

References:
Amor, M. I., Saldarriaga Villamil, K. V., & Dios, I. (2021). Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students. PloS one, 16 (6), e0253400. Retrieved from https://doi.org/10.1371/journal.pone.0253400
Augustus, J., Goodall, D., & Williams, B. (2023). Does the role of personal academic tutor have an impact on staff wellbeing? Research in Post-Compulsory Education, 28 (4), 693–719. doi:10.1080/13596748.2023.2253656
Wood, W. B., & Tanner, K. D. (2012). The role of the lecturer as tutor: doing what effective tutors do in a large lecture class. CBE life sciences education, 11(1), 3–9. doi:10.1187/cbe.11-12-0110.
Wakelin, E. (2023). Personal Tutoring in Higher Education: an action research project on how to improve personal tutoring for both staff and students. Educational Action Research, 31(5), 998–1013. doi:10.1080/09650792.2021.2013912
Richardson,

Abstract: This article is devoted to the study of modern possibilities to increase the efficiency of moral and ethical upbringing of students in higher educational institutions. One of such possibilities is motivating them to use new digital technologies in a correct and an ecological way. Proper upbringing of students at higher education institutions and involving them in extracurricular activities contributes to their ethical and moral education and creative development, which helps to achieve the global goals of sustainable development of society (i.e. improving human living conditions and minimizing the negative impact on the environment). In this regard, the authors consider that it is necessary for teachers of higher education institutions to study in more detail the possibilities of new digital and educational technologies precisely considering the principles of environmental friendliness and ethical standards of communication. The authors conduct a complex analysis, including the following methods: theoretical analysis of scientific literature, an anonymous survey of 194 junior full-time students and 48 lecturers and monitoring of the application of digital technologies in different events, held in the Volgograd Institute of Management. The analysis of modern scientific literature on pedagogy and pedagogical psychology, as well as the results of the survey, allowed the authors to draw the following conclusions. The use of new digital technologies and tools, such as smartphones and their apps, videoconferencing services, video recording and presentation development programmes, undoubtedly helps to make the educational and upbringing process easier. All these technical means make the process of creation accessible, attractive, exciting, and involve more students in extracurricular activities. The exact ways of developing efficient and safe online communication during the extracurricular activities are still not yet sufficiently discussed by the methodologists and educators, that’s why this research is to be further continued within another higher educational institutions.

Keywords: ecological thinking, Volgograd Institute of Management, digital literacy, moral and ethical upbringing, digital educational technologies, extracurricular activities, cultural events, higher education, digitalization, sustainable development

References:
Mensah, J. (2019). Sustainable development: Meaning, history, principles, pillars, and implications for human action: Literature review. Cogent Social Sciences, 1. doi:10.1080/23311886.2019.1653531
Belousov, K. Y. (2013). Contemporary stage of evolution of the sustainable development concept and formation of the corporate sustainability paradigm. Problems of modern economics, 1(45), 47-50.
Gnatik, E. N. (2018). Information Technologies in Educational Sphere: Challenges and Risks. Proceedings of the 4th International Conference on Arts, Design and Contemporary Education. Series: Advances in Social Science, Education and Humanities Research, 232, 584-587. doi:10.2991/icadce-18.2018.123
Petrova, E. V. (2018). Information ecology in the structure of modern ecological knowledge. Trends in the development of science and education, 43(5), 11-15. doi:10.18411/lj-10-2018-100
Smart, P. R., Heersmink, R., & Clowes, R.

Abstract: Important changes in the legislation of recent years require attention from practicing teachers. Competent use of the regulatory and legislative framework is necessary to achieve the planned educational results. Socio-pedagogical challenges to modern domestic education are generated by global changes in society, which cause the need for transformations not only in education, but also in related fields and institutions (culture, management, family, etc.). Accordingly, all this requires its own normative and legal understanding and registration not only in the educational process, but also in all spheres of life. The main theoretical and methodological approaches to the consideration of topical issues of domestic education in the context of state policy are systemic and complex. The state policy demonstrates an active and systematic building of the educational process: the studies of the most important concepts, the relationship with the challenges of modernity, the design of the future of today's children for new changing conditions are updated, the line of building a safe life for young generations is clearly traced. The substantive and value foundations of upbringing, the principle of a unified system of upbringing and education are legislated, the state is obliged to create conditions for self-determination and socialization that contribute to the upbringing of the best moral and civic qualities in children. The new mechanism of the organization of educational work includes work programs of education and a calendar plan of educational work. The law is aimed at the comprehensive spiritual, moral, intellectual formation of students, the development of a sense of patriotism and citizenship in them.

Keywords: State politics, Law, socio-pedagogical challenges, exemplary upbringing program, upbringing development strategy, education, upbringing, Federal state educational standard, value, Family lawbook

References:
Federal'nyy zakon «Ob obrazovanii v Rossiyskoy Federatsii» [Elektronnyy resurs]: feder. zakon ot 29.12.2012 ¹ 273-FZ // Spravochnaya pravovaya sistema «Konsul'tantPlyus». – Rezhim dostupa: http://www.consultant.ru
Federal'nye gosudarstvennye obrazovatel'nye standarty [Elektronnyy resurs] // FGOS. – Rezhim dostupa: https://fgos.ru/
Strategiya razvitiya vospitaniya v Rossiyskoy Federatsii na period do 2025 goda [Elektronnyy resurs] : Rasporyazhenie Pravitel'stva RF ot 29.05.2015 N 996-r «Ob utverzhdenii Strategii razvitiya vospitaniya v Rossiyskoy Federatsii na period do 2025 goda» // Spravochnaya pravovaya sistema «Konsul'tantPlyus». – Rezhim dostupa: http://www.consultant.ru
Selivanova N. L. Vospitanie: tendentsii razvitiya teorii / N. L. Selivanova // Voprosy vospitaniya. – 2009. – ¹ 1. – S. 33-39.
Selivanova, N. L. Sovremennaya teoriya vospitaniya: problemy i nesovershenstva / N. L. Selivanova // Voprosy vospitaniya. – 2014. – ¹ 1. – S. 65-69.
Semeynyy kodeks RF [Elektronnyy resurs] : feder. zakon ot 29.12.1995 N 223-FZ /

Abstract: The article discusses the situation with education in modern culture and pedagogy, raises the question of the reasons for the decline in interest in education and the possibility of its revival in the near future. The meanings of education (widely understood education, controlled development, inclusion in culture) are considered. Two conditions of the conceivability of the traditional understanding of education are analyzed. Firstly, it is the principle of "epistemological transparency" (according to it, the teacher knows the laws of student development and the requirements that will be imposed on him at the exit of education-upbringing), which allows to determine the goals and content of education-upbringing, as well as methods of education.   Secondly, the "deterministic" principle: the development of a young person can be directed in the direction desired by the state, society and school, while blocking the student's activity leading in the wrong direction. It is argued that currently both of these conditions are not met, which forms a problem for education. Social reality is increasingly thought of as pluralistic, complex and uncertain; and determination in the field of education is becoming less and less, on the contrary, the principles of variability, the need to take into account different types of personality and divergent trajectories of their development and evolution are rising to the shield. The installations of a new concept of education, taking into account modern challenges of the time and sociality, are considered. According to the author, education should satisfy the "environmental approach", "personalistic" and "reflexive-conceptual".

Keywords: sociality, conditions, modernity, crisis, development, meanings, education, concept, upbringing, culture

References:
Ado, P. (2005). Philosophy as a Way of Living: Conversations with Jeannie Carlie and Arnold I. Davidson. ‒ Moscow, St. Petersburg: Ed. "Steppe Wind".
Arendt, H. (2014). Truth and politics. Between the past and the future. Moscow: Izd in. Gaidar.
Arendt, H. (2014). Truth and politics. Between the past and the future.
Vygotsky, L.S. (1982). The historical meaning of the psychological crisis. Sobr. cit.: in 6 vols. ‒ Moscow: Pedagogy.
Vygotsky, L.S. (1986). Psychology of art. 3rd ed. Moscow: Art.
Vygotsky, L.S. (1983). The history of the development of higher mental functions. Sobr. Op. in 6 volumes, Moscow: Pedagogy.
Zenkovsky, V.V. (2012). Psychology of childhood. Ed. Golden-Ship.ru (The text is published according to the publication: Zenkovsky V.V., prof. Psychology of childhood. Leipzig: Sotrudnik Publishing House. 1924).
Rozin, V.M. (2020). Education in the era of the Internet and individualization. Moscow: New Chronograph.
Rozin, V.M. (2021). Studies in the philo

Abstract: The subject of this research is the problems of instilling culture of interethnic communication among future physicians in sociocultural environment of a Russian medical university. Special attention is given to nurturing culture of interethnic communication among students in the process of developing general cultural competencies within the framework of academic and extracurricular activity. The key obstacle in realization of social procurement by higher education institutions aimed at instilling the culture of interconfessional communication among university students lies in the absence of holistic concepts for solving this complicated pedagogical problem, which would meet the modern requirements and sociocultural conditions. Therefore, there is a need for theoretical analysis of the established pedagogical practice in higher education institutions of the Russian Federation, development  of science-based approaches towards constructive generalization of knowledge on nurturing the culture of interconfessional communication alongside the concept of nurturing the culture of Interconfessional communication among students of higher education institutions of the Russian Federation, and the  model for its implementation. The relevance of the problem of instilling culture of interethnic communication among students of medical universities at the current stage of the development of higher medical education is substantiated by legislative requirements to youth upbringing in the Russian Federation and Federal State Educational Standards of Higher Education. The novelty of this article consists in mainstreaming the need for nurturing the culture of interethnic communication among the students of Russian universities, which merits special attention.

Keywords: sociocultural environment, professional competence., general cultural competencies, university students, culture of interethnic communication, religious factor, spiritual and moral upbringing, moral senses, youth, higher medical education

References:
Yanovskaya, M.G. Emotsional'nyy faktor v protsesse formirovaniya intelligentnosti budushchego spetsialista. – Kirov: izd-vo VyatGGU, 2008.
Federal'nyy zakon «Ob osnovakh okhrany zdorov'ya grazhdan v Rossiyskoy Federatsii» ot 21.11.2011 N 323-FZ, st. 6, (red. ot 29.12.2017)
Sakharova L.G. Vospitanie kul'tury mezhreligioznogo obshcheniya u studentov meditsinskogo vuza v protsesse formirovaniya obshchekul'turnykh kompetentsiy //Meditsinskoe obrazovanie segodnya. –2019. ¹ 1. – S.116-133.
Federal'nyy gosudarstvennyy standart vysshego obrazovaniya po spetsial'nosti 31.05.01 Lechebnoe delo (uroven' spetsialiteta). – 2016.
Sakharov, V.A., Sakharova, L.G. Vospitanie tolerantnosti u studentov meditsinskogo vuza kak sostavlyayushchaya gumanizatsii sovremennogo meditsinskogo obrazovaniya // Gumanitarnye tekhnologii v soobrazovanii i sotsiosfere: sb. nauch. st. / Otv. red. O.I. Ulanovich. – Minsk: Izd. tsentr BGU, 2016.
Sakharov, V.A., Sakharova, L.G. Formirovanie kul'tury mezhreligioznogo obshcheniya kak vazhnaya sostavlyayushchaya podgotovki studentov v sovremennykh uslovi

Abstract: The problems of minors with juvenile record often pertain to the weakness of their agency. The subject of this research is determination of the agency traits, which are weakest among adolescents who are on record with their school and the Minors Affairs Department, as well as elaboration and scientific substantiation of program for their development. The program developed by the authors can serve as the active means for increasing agency among adolescents with juvenile record. The research included 99 adolescents, 50 of which are currently on record. To measure the agency traits of individuals, the study employed psychodiagnostic questionnaires. Comparison between adolescents with record and those of good social standing revealed their agency traits that require development: mediacy, activeness, autonomy, creativity, responsibility, self-respect and self-esteem, characteristics of self-organization in activity (goal-setting, planning, self-control), qualities of social and communication competence. The program was tested using experimental plan with a control group, as well as measurement before and after exposure. The results yielded statistical confirmation of the effectiveness of all six parts of the program: 1) self-cognition; 2) social competence; 3) self-organization; 4) realization of one’s self in the context of activity, selection of goals, decisions and elimination of contradictions; 5) moral consciousness as an ability to exercise moral choices; 6) realization of one’s self in the context of life, development of awareness and responsibility.

Keywords: register in the juvenile division, the school register, troubled adolescent, social competence of an adolescent, development of agency characteristics, an agency characteristic of a personality, agency in adolescents, adolescents, personal subjectivity development, self-organization

References:
Vorob'eva I. N. Effektivnost' razvitiya sposobnosti k tselepolaganiyu u menedzherov: avtoreferat. dis. … kand. psikhol. nauk. – M., 2009. – 25 s.
Gordeeva T. O. Teoriya samodeterminatsii: nastoyashchee i budushchee. Chast' 1: Problemy razvitiya teorii [Elektronnyy resurs] // Psikhologicheskie issledovaniya. – 2012. – ¹ 4(12). – Rezhim dostupa: http://psystudy.ru/index.php/num/2010n4-12/343-gordeeva12.html (data obrashcheniya 20.02.2020).
Grebennikova E. V. Sub'ektnost' lichnosti: teoreticheskie aspekty problemy // Vestnik TGPU. – 2013. – ¹ 6 (134). – S. 140–142.
Grishina A. V., Volkova E. N. Struktura sub'ektnosti podrostkov s raznym urovnem igrovoy komp'yuternoy zavisimosti [Elektronnyy resurs] // Vestnik Mininskogo universiteta. – 2018. – T. 6. – ¹ 1. – Rezhim resursa: https://cyberleninka.ru/article/n/struktura-subektnosti-podrostkov-s-raznym-urovnem-igrovoy-kompyuternoy-zavisimosti (data obrashcheniya 20.02.2020).
Ishkov A. D. Uchebnaya deyatel'nost' studenta: psikhologicheskie faktory uspeshnosti: monografiya. – M.: Izdatel'stvo ASV

Abstract: The subject of the study is the concept of parental education by V.A. Sukhomlynsky. Auther's main works devoted to Parental pedagogy are analyzed. The pedagogical model of parental education based on Sukhomlinsky's works is proposed. This model includes: a subject - the process of personality development of a child in the family based on the humanistic traditions of personal development, a subject - author's pedagogical ideas about the upbringing of children in the family, and also five informative components. Study of the humanistic nature of the given model is emphasized. Selection of the methods of the research is due to the peculiar properties of the study of historical and pedagogical process and the specifics of the study. Such specificity is defined as the fundamental choice of the following methods: general scientific methods: a logical analysis of general scientific literature and legal sources, systematization, and generalization of theoretical facts; identification of trends and patterns, schematization, systematization, conceptualization, pedagogical modeling; methods of General Humanities: contextual, historiographical, source, literary analysis; methods of historical and pedagogical research: periodization, classification. The scientific novelty of the research is due to the fact that the author expanded the idea of the humanistic content of ideas about parental education in the heritage of V. A. Sukhomlinsky. Also, the author of the article proposed a model of the process of parental education based on the works of Sukhomlinsky, distinguished its object, subject, and main components.

Keywords: Humanistic traditions, Personal development, Parental pedagogy, Model components, Pedagogical model, humanism, Sukhomlinsky, parental education, Pedagogical heritage, Purposes of education

References:
Shitikova, Z.S. Tsennost' semeynogo vospitaniya v pedagogicheskom nasledii V.A. Sukhomlinskogo : avtoref. … kand. ped. nauk. – Smolensk, 2008. – 22 s.
Sukhomlinskiy, V.A. O vospitanii. – M.: Polit.literatura, 1982. – 270 s.
Sukhomlinskiy, V.A. Izbr. ped. sochineniya : v 3 t. – T. 3. – M.: Prosveshchenie, 1980. – 618 s.
Sukhomlinskiy, V.A. Roditel'skaya pedagogika // http://azbyka.ru/deti/v.a.-suhomlinskiy.-roditelskaya-pedagogika.html
Sukhomlinskiy, V.A. Rozhdenie grazhdanina // Izbr. ped soch.: v 3 t. – T. 1. – M.: Pedagogika, 1979. – S. 267-538.

Abstract: In the article, the European-Caucasian parallels of knight education in the feudal era of IX – XIX centuries are observed. It tells that at that period both Western and Caucasian chivalry becomes the prevailing way of life, requiring not only the battle skill but also a well-known style of moral and ethical, and social behavior, which could not appear on its own. It was assimilated in the process of education. Particular attention is paid to the identification of the features of the code of chivalry of the European and mountain peoples. When writing the article the following methods were used: the study and theoretical analysis of historical, ethnographic, pedagogical, philosophical, literary, and folklore sources; comparative analysis of scientific materials. It is concluded that chivalry in the "North Caucasian performance" was a wonderful example of building a sufficiently robust and flexible model of behavior necessary during wartime. Besides, this model influenced the mountain society from top to bottom, transforming its traditions with no less force than did the commandments and statutes of the Western Catholic church. Therefore, the code of chivalry of the mountain peoples with its educational postulates can be considered a significant cultural achievement, a treasury of wisdom for modern pedagogical science.

Keywords: elite of society, moral principles, culture of behavior, military education, Noble etiquette, Western European chivalry, mountain peoples, North Caucasus, middle ages, traditions and customs

References:
Antonyan G. Kodeks chesti i srednevekovoe rytsarstvo. M., 2002. 67 s.
Bleykh N. O.Tekhnologii primeneniya idey etnopedagogiki v rabote sovremennoy natsional'noy shkoly //V sbornike: Ekonomika. Obrazovanie. Pravo. Nauchnye issledovaniya sostoyaniya i razvitiya sovremennogo obshchestva Sbornik nauchnykh trudov po materialam mezhdunarodnoy nauchno-prakticheskoy konferentsii. Pod redaktsiey A.A.Vashchenko. 2016. S. 625-629.
Bleykh N.O., Dzugaeva M. Soderzhanie i sistema voenno-fizicheskoy podgotovki yunoshestva u severokavkazskikh narodov //V sbornike: Voprosy pedagogiki i psikhologii sbornik nauchnykh trudov. M-vo obrazovaniya i nauki Rossiyskoy Federatsii, Agentstvo po obrazovaniyu Rossiyskoy Federatsii, Severo-Osetinskiy gos. un-t im. K. L. Khetagurova ; [redkol.: Khataev E. E. (otv. red.) i dr.]. Vladikavkaz, 2006. S. 17-23.
Adygi, balkartsy i karachaevtsy v izvestiyakh evropeyskikh avtorov XVIII – XXIX vv. Nal'chik, 1974. 240 s.
Dzugaeva M., Bleykh N. Voenno-rytsarskoe vospitanie severokavkazskikh narodov. Severo-Osetinskiy gosudarstvennyy univer

Abstract: The article is devoted to the experience in civil patriotic education activities that were organized by Chita Institute of the Baikal State University and involved university and college students. The object of the research is the gradual process of students' patriotic education. The subject of the research is the structural components and forms of patriotic education. The aim of the research is to reveal the contents of the cognitive, axiological, communicative and activity components of students' patiotic education in a particular university and to analyze complex forms of patriotic education of students in the Transbaikal region. The methodological basis of the research involves systems approach, activity approach, axiological, personality-oriented, reflective activity approaches and pedagogical and psychological activity concepts. The scope of application of the research results covers the education sector of pedagogics. The novelty of the research is caused by the fact that the authors offer a classification of patriotic education forms that may be used at a university or college. Describing the main forms of university activities, the authors focus on the activities of complex and systemic nature rather than seasonal or holiday activities. The authors emphasize that specific features of university activity in general have defined active cooperation with law-enforcement agencies of the Transbaikal Region aimed at civil and patriotic education of students. 
 

Keywords: civil patriotic education, Transbaikal region, student theater, student newspaper, counteraction to extremism spread, higher education, patriotic education of students, forms of educational work, educational environment, pedagogical impact

References:
Pisarenko G.M. Patrioticheskoe vospitanie studentov v biblioteke ChI BGU. Chitinskiy institut (filial) Baykal'skogo gosudarstvennogo universiteta // Nauchnyy vestnik Baykal'skogo gosudarstvennogo universiteta.-2017. ¹ 2 (22). S. 44.
Konkurs esse i kruglyy stol v tsentre protivodeystviya ekstremizmu. http://narhoz-chita.ru/node/736
Khrennikov V. D., Skobina E.A. Prokuratura Rossiyskoy Federatsii kak chetvertaya vetv' vlasti Molodoy uchenyy ¹ 8 (142) / 2017
Shastina M.A., Skobina E.A. Istoriya sovetskoy prokuratury s 1922-1991 gg. // Molodoy uchenyy ¹ 8 (142) / 2017
let prokurature Rossii: istoriya i sovremennost' (Sbornik nauchnykh i tvorcheskikh rabot uchashchikhsya srednikh i starshikh klassov, studentov uchrezhdeniy vysshego professional'nogo obrazovaniya Zabaykal'skogo kraya) Chita: ChI FGBOU VO «BGU»,-2017-128 s.
Efimova A.A., Skobina E.A. K voprosu o proiskhozhdenii prokuratury v Rossii // Molodoy uchenyy ¹ 7 (141) / 2017
Nyurnbergskiy protsess: uroki istorii (Sbornik nauchnykh rabot uchashchikhsya srednikh i starshikh klassov, studento

Abstract: The authors of the present research substantiate the main principles and present the basic forms of patriotic education of young people at technical universities based on the example of the Department of Humanities at National University of Science and Technology "MISIS" (the city of Stary Oskol, Belgorod Region). The object of the research is patriotic education at a technical university. The subject of the research is the forms of patriotic education and their particular contents taking into account particular features of technical students (the year of study, place of education, national attribution, etc.) based on the example of the Department of Humanities at MISIS. The research methods include observation, summary of pedagogical experience, interview, analysis of academic processes and results, and the method of ascention from the abstract to the concrete. According to the authors, first of all, patriotic education should interweave with the educational process throughout the process of institutional socialization of the growing generation (from kindergardens to universities) being some kind of a teaching dominant. Secondly, the basis of patriotic education should include local themes that develop the love for 'small motherland' which is a solid foundation of love for Motherland in general. Thirdly, patriotic education should be considerably based on activities of students aimed at studying their genealogy and caring for graves and memorials of soliders who died fighting for their Motherland as well as learning the great contribution of their famous countrymen into different social spheres. Fourthly, patriotism should be 'sighted' which means taking into account the negative experience of Motherland and understanding the importance and value of other nations and cultures as well as the desire to learn from them. According to the authors, this would develop the feeling of national patriotism and contribute to the progress of the society in general. 

Keywords: Belgorod region, homeland, liberal arts, forms of work, pedagogical principles, technical University, the students, national idea, education, patriotism

References:
Mukhina, Z.Z. Eto nuzhno zhivym… [Tekst] / Z.Z. Mukhina. – Staryy Oskol: ROSA, 2008. – 168 s.
Karamzin, N.M. Priyatnye vidy, nadezhdy i zhelaniya nyneshnego vremeni [Elektronnyy resurc] / N.M. Karamzin. – Rezhim dostupa: http://az.lib.ru/k/karamzin_n_m/text_0710.shtml.
Grigor'eva, N.V, Petunin, O.V. Printsipy vospitaniya patriotizma studentov tekhnicheskogo vuza [Tekst] / N.V. Grigor'eva, O.V. Petunin. − Sibirskiy pedagogicheskiy zhurnal. − ¹ 2. – 2008. − S. 274-279.
Gorel'tsev, A.G. Grazhdansko-patrioticheskoe vospitanie studentov v gosudarstvennom tekhnicheskom vuze: dissertatsiya... kand. ped. Nauk [Elektronnyy resurc] / A. G. Gorel'tsev. – Rezhim dostupa: http://www.dissercat.com/content/grazhdansko-patrioticheskoe-vospitanie-studentov-v-gosudarstvennom-tekhnicheskom-vuze.
Bykov, A.K. Puti sovershenstvovaniya patrioticheskogo vospitaniya studentov pedagogicheskikh vuzov. [Tekst] / A.K. Bykov // Pedagogicheskoe obrazovanie i nauka.-¹ 5. – 2010. – S. 8-13.
Semenova, N.E. Vospitanie patriotizma uch

Abstract: The article is devoted to the process of developing moral values in the history of Russian culture and the role of moral values in folk pedagogics. The author of the article analyzes the influence of historical peculiarities of Russia's nations, their experience in interaction and cooperation, traditions of social life as well as Christian propagation of mercy and serenity, oral folk creations and other elements of folklore on the process of developing folk pedagogics. The article proves the statement about the need to revive traditions of folk pedagogics in order to continue the existence of Russian culture. In this research the author uses the methods of historical and historical-cultural reconstruction, analysis and synthesis, structural and hermeneutical methods. The scientific novelty of the research is caused by the fact that the author uses historical and historical-cultural references that are usually left unnoticed  by pedagogical researchers as well as reconstructs the relationship that has always been there between pedagogics and other spheres of humanities including folk culture.

Keywords: moral values, Christianity, folklore, folk culture, Russian culture, peasant community, Russian history, folk pedagogy, charity, peaceableness

References:
Shulepova E.A. Otechestvennaya kul'tura v ochen' slozhnyy i plodotvornyy period // Kul'tura i iskusstvo. 2012. ¹ 4. C. 55-56.
Gromov M.N. K probleme genezisa i tipologii otechestvennoy kul'tury // Filosofiya i kul'tura. 2011. ¹ 9. C. 181-187.
Maksimov L.V. Chto takoe moral': problema opredeleniya // Filosofiya i kul'tura. 2012. ¹ 10. C. 115-126.
Gallyamova L.I. Yubiley Instituta istorii, arkheologii i etnografii narodov Dal'nego Vostoka Dal'nevostochnogo otdeleniya Rossiyskoy akademii nauk // Istoricheskiy zhurnal: nauchnye issledovaniya. 2011. ¹ 4. C. 27-31.
Shutova V.A. Pedagogicheskie usloviya vospitaniya miloserdiya u detey mladshego shkol'nogo vozrasta. Diss. … kand. ped. nauk. - Smolensk, 1999. 156 s.
Il'in I.A. Za natsional'nuyu Rossiyu // Slovo. 1991. IV. S. 55-65.
Prostrannyy khristianskiy katekhizis pravoslavnoy kafolicheskoy vostochnoy tserkvi / Sost. Mitr. Filaret (Drozdov). - Svyato-Troitskaya Sergieva Lavra, 2000. 104 s.
Mayorov G.G. Etika v srednie veka. - M.: Mysl',

Abstract: Currently upbringing, being the most important component of educational process, is becoming more urgent. Working with foreign citizens at the level of pre-university training, the authors try to explore the scientific basis of the educational process and to apply results of the research in practice. The problem of foreign students’ aesthetic education lies in the system of aesthetic views, attitudes and characteristics that is established by influence on students’ aesthetic characteristics and is necessary for acquisition of aesthetic values of the society. Existing researches on the aesthetic education of foreign students are not numerous andare rather fragmentary.The article is devoted to the experience of educational work with foreign students at the International Education Department of Tambov State Technical University; methods of aesthetic, spiritual and moral upbringing of foreign students during their studies (the Russian language as a foreign language, History, Social Studies) are described and characterized. In their study authors used various methods of foreign students’ upbringing which include methods of development of certain consciousness characteristics, methods of practical activity organization, accumulation of conduct experience, primarily in the form of various types of exercises, creating educative situations; stimulation methods, methods of intensification of consciousness patterns and forms of conduct. The practical implementation of some methods of educational work is connected with lexical work, work with text (prose and verse), acquaintance with music, painting and art pieces of different countries, film, video watching and analysis, and others.Thus, the practical significance of the research lies in the fact that a set of educational activities aimed at the establishment of aesthetic values of foreign students of the International Education Faculty of Tambov State Technical University was developed on its basis. It had undergone an experimental approbation and was implemented into the pedagogical subsystem of the additional pre-university training of foreign citizens. As a result, it had a significant impact on the establishment of aesthetic, spiritual and moral characteristics of foreign students, the aesthetic attitude to the reality, developing the aspiration to be perfect in everything: thoughts, deeds and actions.

Keywords: organization of practical activities, cross-cultural space, impact, aesthetic quality, foreign students, stimulation methods, aesthetic education, education, background knowledge, lexical work

References:
Zabavnikova T.Yu. Esteticheskoe vospitanie studentov sredstvami video tekhnologiy // Vestnik Tambovskogo universiteta. Seriya: Estestvennye i tekhnicheskie nauki. 2011. ¹ 1. S. 67. URL: http://cyberleninka.ru/article/n/esteticheskoe-vospitanie-studentov-sredstvami-videotehnologiy (data obrashcheniya: 19.04.2016).
Barkova T.P. Rossiyskaya Federatsiya: gosudarstvo i obshchestvo: uch. posobie dlya inostrannykh studentov, izuchayushchikh russkiy yazyk / T.P. Barkova, T.V. Gubanova I.M. Popova. Tambov: Izdatel'skiy dom TGU im. G.R. Derzhavina, 2015. 246 s.
Burykina V.G. Nravstvenno-esteticheskoe vospitanie rossiyskikh i inostrannykh studentov posredstvom izucheniya kul'tury angloyazychnykh stran v protsesse uchebnoy i uchebno-issledovatel'skoy deyatel'nosti // Molodoy uchenyy. 2013. ¹ 4. S. 539-541. – URL: http://www.moluch.ru/archive/51/6505/ (data obrashcheniya: 19.04.2016).
Peshkova V.E. Pedagogika Chast'3. Teoriya i metodika vospitaniya: uch. posobie /V.E. Peshkova. Maykop, 2010. 98 s. – URL: http:

Abstract: The object of the research is psychological safety of school students in terms of cross-cultural education. Today many Russian schools have students of various nationalities and ethnic backgrounds. Understanding the uniqueness of their nationality, some school students express intolerance towards representatives of other nations which creates threats to psychological safety. The present article presents the results of the pilot study which targets were to define the level of psychological safety of school students in the cross-cultural education environment and to describe criteria that influence school psychological safety. 127 7th- and 8th-grade students aged 13 - 14 years participated in the research. Those were children who studied in different schools and lived in different regions, either in cities or country-side, with the different level of industry, science nd culture. The criteria of school psychological safety were the following: satisfaction with the education environment, feeling protected from psychological violence and self-confidence. In order the define the correlation between the aforesaid criteria and integral indicator of psychological safety, the author has calculated the pair correlation (r-Pearson correlation). The results of the research have allowed to define the present level of psychological safety for all 127 respondents as well as to compare indicators of psychological safety at the schools participating in the research. The analysis of the results prove that feeling protected is the factor that has the most influence on the level of psychological safety in the cross-cultural education environment. In its turn, the feeling of being protected is influeced by the high level of comfort of the psychological atmosphere, mutual help and support as well as the low level of aggression demonstrated by classmates and peers. 

Keywords: satisfaction with the education environment, feeling protected, self-confidence, education establishment, psychological atmosphere, mutual help, psychological safety, education environment, cross-cultural education

References:
Shevchuk S.V. Razvitie idey pravoslavnoy pedagogiki v nasledii K.D. Ushinskogo. Diss. … kand. ped. nauk. Yaroslavl', 2006. 169 s.
Rubinshteyn S.L. Bytie i soznanie. Chelovek i mir. SPb: Izdatel'stvo «Piter», 2003. 512 s.
Leont'ev A.N. Izbrannye psikhologicheskie proizvedeniya. M.: Pedagogika, 1983. S. 108-119.
Kolobova L.V. Mnogoaspektnost' polikul'turnogo obrazovaniya // Vestnik OGU, 2005. ¹ 10. T. 1. S. 105-114.
Kulikova T.I., Osipova N.V. Otsenka mezhetnicheskikh otnosheniy podrostkov kak prediktor psikhologicheskoy bezopasnosti polikul'turnoy obrazovatel'noy sredy // V mire nauchnykh otkrytiy. 2015. ¹ 52(65). S. 828-842.
Vygotskiy L.S. Sobranie sochineniy v shesti tomakh. T. 4. M.: Pedagogika, 1984. 432 s.
Bessarabova I.S. Polikul'turnost' obrazovaniya kak filosofskaya i psikhologo-pedagogicheskaya problema // Sovremennye naukoemkie tekhnologii, 2007. ¹ 3. S. 63-67.
Baeva I. A., Volkova E. N., Laktionova E. B. Psikhologicheskaya bezopasnost' obrazovatel'noy sredy. M.: Ekon-Inf

Abstract: In this article Skorokhodova describes pedagogical experiment of the Indian poet Rabindranath Tagore as a successful attempt of practical implementation of the main principles of educational school philosophy founded by the poet. He based on his own critics of actual school in colonial India and the idea of understanding of children. The key principles of Tagore’s educational philosophy include respect for children’s freedom, training in the dialogue of equals – teacher and pupils – and focus of education on the development of creative personality as an active member of the society. Philosophy and practice of school education are reconstructed based on the phenomenological approach and hermeneutical analysis of Rabindranath Tagore's lectures. The main aspects of Tagore' pedagogical experience are philosophical, theoretical and practical. The philosophical aspect is represented in the humanist content of the ducational model. The theoretical aspect is the creation of the basis for the dialogical model of the subject–subject training. The practical aspect is the combination of national traditions and universal contents of education for the needs of development in the society.

Keywords: individual freedom, understanding of children, understanding of the Other, educational philosophy, Rabindranath Tagore, dialogical training, pedagogical experiment, universality, creativity

References:
Tagor Rabindranat. Sobranie sochineniy v 12 tt. / Per. s beng. i angl. M.: Khudozhestvennaya literatura, 1961–1965.
Tagore Rabindranath. ‘American experience’ and Other Articles. New Delhi: Rupa, 2006. 130 p.
Mukherjee Rose. The Poet’s Dream of Education // On Tagore. Ed. by. R. Biswas. N.Y., 1984. P. 15–18.
Tagore Rabindranath. Personality. L.: Macmillan, 1921. VII, 184 p.
Skorokhodova T. G. Filosofiya obrazovaniya Rabindranata Tagora (K 150-letiyu so dnya rozhdeniya) // Izvestiya Penzenskogo gosudarstvennogo pedagogicheskogo universiteta im V. G. Belinskogo. Gumanitarnye nauki. ¹ 23. Penza, 2011. S. 63–71.
Sarkar Sunil Chandra. Tagore’s Educational Philosophy and Experiment. Santiniketan, Viswabharati, 1961. 198 p.
Chaube S. P. Recent Educational Philosophies in India. Educational Ideas of Some of the Great Architects of Modern India. Agra: Prasad, 1967. 280 p.
Sarkar Bhupendranath. Tagore: the Educator. Calcutta: Academy Publications, 1974. 100 p.
Chakrabarti Mohit. Philosop

Abstract: The article is devoted to the role of patriotic up-bringing of schoolers in the system of secondary education. Despite the rapidly growing number of researches of teenagers and youth in general, the problem of teaching patriotism is still understudied and requires further researches. The authors of the present article describe the factors that define the significance of patriotic up-binging in the course of school education and the place of patriotism in the system of values of the modern society. The main research methods used by the authors involve theoretical analysis, synthesis, comparison and generalization of the sources of Russian academic literature on social studies, teaching and psychology. The authors view the main theoretical grounds of the process of patriotic up-bringing in the course of receiving secondary education. As a result of the research, the authors discover the patriotic up-bringing of school students have a great importance for the further development of the Russian society and our country in general and underestimation of the role of patriotic up-bringing may lead to the drastic weakening of social, economic, cultural, moral and spiritual grounds o the society and the state.

Keywords: patriotic up-bringing, patriotism, public spirit, school education, citizenship, humanism, secondary education, teaching patriotism, citizen, state.

References:
Petrakov T.I. Tsennostnyi potentsial bazovogo obrazovaniya v dukhovno-nravstvennom vospitanii uchashchikhsya // Nravstvennost' v obrazovanii.-2002. URL: http://www.nravstvennost.info/library/news_detail.php?ID=2053
Shilina O.A. Vospitanie dukhovno-nravstvennykh tsennostei otechestvennoi kul'tury u starsheklassnikov v protsesse izucheniya geografii v shkole: avtoref. dis. … kand. ped. nauk.-Ryazan', 2010. URL: http://www.rsu.edu.ru/wordpress/wp-content/uploads/users/n.dolgova/science/autoref_shilina.pdf
Vlasova I.M. Khudozhestvenoe obrazovanie kak faktor vospitaniya patriotizma v starshem yunosheskom vozraste: avtoref. dis. … kand. ped. nauk.-Rostov-na-Donu, 2006.
Tsiulina M.V. Organizatsiya patrioticheskogo vospitaniya v obshcheobrazovatel'noi shkole // Aktual'nye voprosy sovremennoi nauki.-2010.-¹11.-S. 94-100.
Gaidukova I.E. Nauchno-tekhnicheskie osnovy organizatsii voenno-patrioticheskogo vospitaniya uchashchikhsya srednikh obshcheobrazovatel'nykh shkol vo vneurochnoi deyatel'nosti // Mir n

Abstract: The article draws our attention to topical issues of patriotic up-bringing based on the documents and materials about the Great Patriotic War. The author of the article underlines the national heroism at the front and behind the front lines were the main reason of the Great Victory. Public disclosure of new documents and materials about the Great Patriotic War would contribute to the development of patriotism among the younger generation. As the results of conducted surveys show, the society’s interest towards war and related topics are growing. According to the author, information about the Great Patriotic War and the Second World War in general should be presented as a part of history classes. What should we do to bring up a patriot? What documents should a teacher select to help school students feel proud of their country? The author uses the historical method in finding answers to these questions. Singularity and novelty of this research is that it is related to studying the place and role of the history of war in patriotic up-bringing of school students. It is well known that the issues of history of the Great Patriotic War are the focus of discussions in mass media and academic and school institutions. In the course of these discussions experts express diametrically opposite opinions on events and the role of government and military officials and etc. Some experts even assume that socialistic and fascistic ideologies had an equal value and purpose. The author of the article discusses the aforesaid issues in detail.

Keywords: patriotism, up-bringing, education, victory, legacy, youth, winner, phenomenon of victory, Great Patriotic War, Second World War.

References:
Volkogonova D. Istoriyu Velikoy Otechestvennoy voyny 1941-1945. M.: 1991 – T. 1.
Krasavin V. A. Zhenshchiny v zhizni generala Vlasova // Aktual'nye voprosy gumanitarnykh nauk. Sbornik nauchnykh statey i vystupleniy.-M.: "Sputnik +", 2013. C. 80-107.
Krasavin V. A. Znachenie Velikoy Otechestvennoy voyny 1941-1945 godov. Materialy sotsiologicheskikh oprosov // Nauka i molodezh': vzglyad v budushchee: Materialy III i IV nauchno-prakticheskoy konferentsiy: Sbornik nauchnykh statey i vystupleniy.-M.: "Sputnik +", 2011.
Medvedev D. A. Vo slavu Armii i Flota // Krasnaya zvezda. 2009. ¹ 32. 25 fevralya – 3 marta.
Polyakova N. V. Istoriya Velikoy Otechestvennoy voyny i patrioticheskogo vospitaniya molodezhi // Vysshee obrazovanie segodnya. – 2009.-¹ 5.
Shulakov V. I. Nekotorye voprosy formirovaniya patrioticheskogo soznaniya na dokumentakh i materialakh Velikoy Otechestvennoy voyny // Izvestiya Smolenskogo gosudarstvennogo universiteta. – 2009. – T. 4.

Abstract: The article is devoted to the main values of family relations in Russian philosophical and pedagogical thought of the XII-XVI centuries. Based on the analysis of Old Russian writing, the author of the article describes ideal representations and everyday reality of mother’s and father’s up-brining and children’s behavior in their families. Special attention is paid at the following Old Russian words about teaching and up-bringing: Instruction of Vladimir Monomakh, Sermon on Law and Grace, Parables of Cyril of Turaw, the Bishop, Reading about Boris and Gleb, Life of Sergius of Radonezh, life of Antony of Kiev, Life of the Saint of Murom Yulia of Lazarev, Selected Works of 1076 and Domostroy. Based on the analysis of these works, the author defines the main provisions of the theory of parenting up-bringing typical for that period in history. The author analyzes al theories and provisions and based on the analysis, makes a conclusion that in Old Russia a family followed philosophical and pedagogical ideals in their understanding of the essence of up-bringing.

Keywords: pedagogy, up-bringing, up-bringing in Russia, parenting style, motherhood and fatherhood, up-bringing values, up-bringing ideals, up-bringing traditions, up-bringing experience, respect for parents.

References:
Bessmertnyy Yu.L. Deti i obshchestvo v srednie veka // Ideologiya feodal'nogo obshchestva v zapadnoy Evrope: problemy kul'tury i sotsial'no-kul'turnykh predstavleniy srednevekov'ya v sovremennoy zarubezhnoy istoriografii. M., 1990.
Bogdanov A.P. Knyaginya Ol'ga // Voprosy istorii. 2005. ¹ 2. S. 57-72.
Gavrov S.N. Istoricheskoe izmenenie institutov sem'i i braka: uchebnoe posobie (elektronnyy resurs — http://www.bibliotekar.ru/gavrov-2/10.htm).
Dolgov V.V. Byt i nravy Drevney Rusi. M., 2007.
Druzhinin V.N. Psikhologicheskie tipy sem'i v evropeyskoy kul'ture. M., 1995.
Dubakin D.N. Vliyanie khristianstva na semeynyy byt russkogo obshchestva v period do vremeni poyavle-niya «Domostroya». SPb, 1880.
Dunaev M.M. Vera v gornile somneniy: Pravoslavie i russkaya literatura v XVII-XX vv. M., 2003.
Epifaniy Premudryy. Zhitie prepodobnogo Sergiya Radonezhskogo (elektronnyy resurs — www. sedmitza.ru/text/821342.html).
Zhitie Feodosiya Pecherskogo / perevod i kommentarii O.V. Tvorogova

Abstract: Fromm was the first to examine the human being from a psychosocial standpoint. This article analyzes his concepts of healthy society and mentally healthy human being, and brings our attention to the psychosocial approach to social characterization of the individual. According to Fromm, during the democratic transformation of society, psychosocial changes that occur in the social profile of the individual should be considered along with economic, political and social changes. Fromm offers a perspective that promotes the wholeness of existence of an individual.

Keywords: pedagogy, pedagogic anthropology, individual, social characteristics, healthy society, «communitarian socialism», humanism, healthy person, small groups, upbringing.

References:
Verchenov L.N. Sotsial'naya teoriya Erikha Fromma. M., 1980.
Gurevich P.S. Razrushitel'noe v cheloveke kak tayna // Fromm E. Anatomiya chelovecheskoy destruktiv-nosti. M., 1994.
Gurevich P.S. Chelovek v avantyure samorazvitiya // Psikhoanaliz i etiki. M., 1993.
Gurevich P.S. Antropologizm Erikha Fromma kak esteticheskaya problema // Khudozhestvennoe proizvede-nie i lichnost'. M., 1975.
Gurevich P.S. Vidnyy myslitel' KhKh stoletiya // Fromm E. Dusha cheloveka. M., 1992.
Gurevich P.S. Gorech' utrachennykh illyuziy // Fromm E. Revolyutsiya nadezhdy. O gumanizatsii tekhnologi-cheskogo obshchestva. Izbavlenie ot illyuziy. Sopostavlenie vzglyadov Marksa i Freyda. M., 2005.
Gurevich P.S., Egorova I.V. Taynye strasti Zigmunda Freyda // Sobesednik. M., 1994.
Dobren'kov V.I. Psikhologicheskaya sotsiologiya Erikha Fromma. M., 2006.
Egorova I.V. Filosofskaya antropologiya Erikha Fromma. M., 2002.
Kuznetsova S.V. Kontseptsiya «sotsial'nogo kharaktera» E. Fromma // Problemy cheloveka v s

Abstract: The author reflects on the causes of human cruelty, estimating it as the destruction of the emotional world. Cruelty — is the moral and psychological personality trait that is manifested in the brutal, offensive, abusive towards other living beings, causing them pain and danger to their lives. It is also believed that it is the socio-psychological phenomenon that is expressed in the pleasure of deliberate infliction of suffering living being unacceptable in this culture method.

Keywords: pedagogy, psychology, violence, philosophy, suffering, pain, shame, sadism, feeling, personality, stoicism.

References:
– M., 1990. Shopengauer A. Mir kak volya i predstavlenie. – T.
– M., 1993. Siu R.G. H. Panetics. The study of infliction of suffering. – L., 1989

Abstract: The article is devoted to the main priorities of family up-bringing described by famous educators at the end of the 19th — beginning of the 20th century — Karintsev, Fesenko and Blonsky. The article provides a primary analysis of the educators’ views that lie in the basis of the humanistic model of family up-bringing (hierarchical, emotive, cognitive, axiological and activity components). The author of the article defines the key priorities for this particular model. At the end of the article it is concluded that family up-bringing described by Russian educators is a topical issue nowadays because it touches upon a very important problem of humanistic family up-bringing of new generations.

Keywords: teaching, family, parenthood, up-bringing, humanism, model, Karintsev, Fesenko, Blonsky, education.

References:
Blonskiy P.P. Semeynoe doshkol'noe vospitanie. // Semeynoe vospi-tanie: khrestomatiya / sost. P.A. Lebedev. – M.: Akademiya, 2001. – S. 300–304.
Karintsev N.N. Semeynoe vospitanie, ego tseli i sredstva // Semeynoe vospitanie: khrestomatiya / sost. P.A. Lebedev. – M.: Akademiya, 2001. – S. 254–272.
Pirogov N.I. Voprosy zhizni // Antologiya pedagogicheskoy mysli Rossii pervoy poloviny XIX v. (do reform 60-kh gg.) / sost. P.A. Lebe-dev. – M. : Pedagogika, 1987. – S. 436–451.
Stili semeynogo vospitaniya D. Baumrind. – Rezhim dostupa: http://psyhelp.rodim.ru/posle-rodi/rod-stil.html
Fesenko I.O. Gorod i derevnya v dele pervonachal'nogo vospitaniya de-tey // Entsiklopediya semeynogo vospitaniya i obucheniya. – Vyp. 3. – SPb., 1898.
Fesenko I.O. Nagrady i nakazaniya v semeynom vospitanii // Semey-noe vospitanie: khrestomatiya / sost. P.A. Lebedev. – M.: Akademiya, 2001. – S. 297–299.
Fesenko I.O. Nagrady i nakazaniya v semeynom vospitanii // Entsik-lopediya semeynogo vospitaniya i obucheni

Abstract: The article very well shows that education cannot exist without up-bringing. In its turn, it raises a demand for significant people. What is a personality? Who we can call ‘a person’? What do we need to do so that education ensures personal growth? You can find answers to these questions if you read this article.

Keywords: pedagogy, psychology, personality, self-improvement, philosophical enlightenment, humanity, mystics, individual, individuality, human being, culture.

References:
Anan'ev B.G. O problemakh sovremennogo chelovekoznaniya. M., 1971.
Asmolov A.G. Psikhologiya lichnosti. M., 1990.
Buber M. Dva obraza very. M., 1995.
Vindel'band V. Izbrannoe. Dukh i istoriya. M., 1995.
Gurevich P.S. Fenomenologiya bessoznatel'nogo: lichnost' v psikhoanalize. Germany, Saarbrucken: LAP LAMBERT Academic Publishing, 2011.
Gurevich P.S., Filatov O.K. Filosofiya obrazovaniya. Kniga 2. Filosofiya vospitaniya. M.: «Starik Vatuling», 2011.
Leont'ev A.N. Deyatel'nost'. Soznanie. Lichnost'. M., 1975.
Leont'ev D.A. Ocherk psikhologii lichnosti. M., 1997.
Logunova L.B. Lichnost' // Kul'turologiya. Entsiklopediya: v 2-kh tomakh. T. 1. M., 2007. S. 1168.
Moskvina Tat'yana. Medeya, soslannaya v kolkhoz // Argumenty nedeli. 2008. ¹ 28. S. 5.
Tolstykh A.V. Opyt konkretno-istoricheskoy psikhologii lichnosti. SPb, 2000.
Yaspers K. Obshchaya psikhopatologiya. M., 1997.

Abstract: the article is devoted to V. Humboldt’s linguistic conception and its connection with the philosophical understanding of human. German scientist defends his ideal of versatile personality.

Keywords: pedagogy, human, language, human nature, anthropology, character, knowledge, personality, intellect, enlightenment.

References:
Gaym R. Vil'gel'm fon Gumbol'dt: Opisanie ego zhizni i kharakteristiki: Per. s nem. – M., 1898. – 695 s.
Gulyga A.V. Filosofskaya antropologiya Vil'gel'ma fon Gumbol'dta // Voprosy filosofii. – 1984. – ¹ 4. – S. 120-128.
Gumbol'dt V. Izbrannye trudy po yazykoznaniyu / Per. s nem. s predisl. Ramishvili G.V. i poslesl. Gulygi A.V. i Zvegintseva V.A. – M., 1984. – 397 s.
Gumbol'dt V. Yazyk i filosofiya kul'tury / Per. s nem. s predisl. Gulygi A.V. i Ramishvili G.V. – M., 1985. – 451 s.
Kil'en Zh. Kul'tura, Bildung i razum u Vil'gel'ma fon Gumbol'dta // Razum i kul'tura. – M., 1983. – S. 156-168.
Ramishvili G.V. Voprosy energeticheskoy teorii yazyka. – Tbilisi, 1978. – 237 s.
Ramishvili G.V. Yazykoznanie v krugu nauk o cheloveke // Voprosy filosofii. – 1981. – ¹ 6. – S. 104-110.
Postovalova V.I. Yazyk kak deyatel'nost': Opyt interpretatsii kontseptsii V. Gumbol'dta. – M., 1982. – 222 s.
Borsche T. Sprachansichten: Der Begriff der men-schlichen Rede in der Sprachphilosophie Wilhelm

Abstract: Russian and West European scientists believe that education starts from secondary education. However, this article shows that the main stage of up-bringing and personality formation is a pre-school education because this is the time when a child forms his future character, intellectual and emotional potentials and gifts.

Keywords: pedagogy, teaching, up-bringing, intelligence, imagination, will, memory, faith, father’s prototype, mother’s prototype.

References:

Abstract: the article focuses on cultural-centered education and teaching of a modern human in his everyday life. Moreover, as a methodological source of this research about cultural-centered education the author uses the conception of life which further leads us to philosophy and social studies of life.

Keywords: teaching, education, hermeneutics, human, life, culture, relationships, talent, values.

References:
Degot' E. Terroristicheskiy naturalizm. M., 1998.
Filosofiya kul'tury. Stanovlenie i razvitie. SPb., 1998.
Popov E.A. Vitalistskiy imperativ v sovremennykh predstavleniyakh o kul'ture // Izvestiya Alt. gos. un-ta. 2004. ¹ 2.
Popov E.A. Osobennosti kul'turvitalistskogo podkhoda k analizu zhiznennykh form kul'tury // Neklassicheskaya sotsiologiya v sovremennoy Rossii: nakoplenie metodologicheskogo potentsiala i tekhnologicheskikh vozmozhnostey. M.-Barnaul, 2003.
Popov E.A. Perspektivy kul'turotsentrichnosti v sotsiogumanitarnom znanii // Sotsiol. issledovaniya. 2005. ¹ 11.
Zuev D.D. Kakoy dolzhna byt' pedagogika KhKhI v.? // Pedagogika. 2003. ¹ 10.