NATIONAL VALUES OF THE RUSSIAN EDUCATION UNDER THE INTERNATIONAL INTEGRATION

• Main Authors: G F Shafranov-Kutsev, E N Yarkova
• Format: Article
• Language: English
• Published: Peoples’ Friendship University of Russia (RUDN University) 2018-12-01
• Series: RUDN journal of Sociology
• Subjects: education; integration; unification; consolidation; values; fundamental education; morally oriented education; patriotic education
• Online Access: http://journals.rudn.ru/sociology/article/viewFile/19188/16082
• ISSN: 2313-2272; 2408-8897

One of the widely discussed challenges under the international integration of the Russian education is the preservation of national educational values. The fate of the Russian educational traditions largely depends on the attitudes of the scientific-pedagogical community towards them. The article aims to identify the position of the representatives of this social-professional group to the values of the national education, to describe their role in the processes of modernization of the Russian education. The main empirical basis of the article is the contemporary Russian scientific-educational discourse - articles and monographs considering the values of the Russian education and their role in the processes of international integration of education. The key method of the research is the qualitative content analysis of a wide range of research texts. Based on the results of the analysis of the contemporary scientific-pedagogical discourse, the authors identify three main approaches to the traditions of the national education: nihilistic, apologetic, and realistic. The authors emphasize the counter-productiveness of both unambiguously positive and unambiguously negative attitudes toward these traditions and insist on the creative potential of the realistic, i.e. critically-analytical, approach. The article affirms the significance of the versatile (multidisciplinary) education, of the fundamental, holistic, systemic, elite education, and the great importance of the unity of education together with the high value of patriotic education. The specificity of these values is revealed through correlation with their antipodes such as narrow, limited-applied, eclectic-fragmentary, mass, morally and patriotically neutral education. The authors believe that the competitive education is the one that aims at developing of creative-scientific competences rather than utilitarian-technological ones.