The education of Russian civic identity refers to the results. Toolkit
Article for the collection of the regional scientific-practical conference “Formation of the cultural field of students studying through subjects of the humanitarian cycle”:
“Formation of students’ civic identity is the most important task of a modern educational school.”
Currently, the problem of forming civic identity at school is one of the most pressing in the modern education system.
The new federal state standard implies that students have developed knowledge of basic sciences, fostered patriotism, love for their homeland, civic identity, activity in society, tolerance, adherence to the values enshrined in the laws of the Russian Federation, and also forms a system of universal educational activities that determine the student’s ability to learn and join into cooperation in transforming and understanding the surrounding world.
Adolescence is an important stage in the formation of an individual’s readiness for self-determination based on the development of self-awareness and worldview, and the development of value orientations. The new social situation leads to significant difficulties in the formation of a civic position, therefore the transition to an improved system of education for sociality, the formation of civic identity as the main element of strengthening statehood and patriotism, is relevant.
The relevance of the problem of the formation of civil identity is due to the peculiarities of the sociocultural, economic and educational situation in the country, characterized by the transformation of the existing education system, both in educational institutions and in the family, the revision of educational standards that take into account the interests of the family, society and the state, a change in the student population in schools towards their multicultural composition. The growth of national self-awareness of the peoples and ethnic groups inhabiting Russia, the scale of migration processes both within the country and from abroad constitute the realities of life in our state. Today in the world 150 states are “pregnant” with collapse. According to political scientists, up to 800 new states may emerge in the world in the next decade. This is the trend of the times. Russia is a multinational state - this is a problem of the integrity of the country. Before considering the concept civic identity it is necessary to understand the essence and content of concepts citizen and identity. There are many definitions in the literature. Here are some of them:
“A citizen is a person who serves the people, the Motherland, society, and cares about the public good”
Identity - an individual’s understanding of his involvement in any social and personal position within the framework of social roles and his states. The synthesis of the concepts of citizen and identity made it possible to identify the definition of civic identity: the awareness of belonging to a community of citizens of a particular state that has a significant meaning for the individual.
The formation of the civic identity of adolescents is carried out by such institutions of socialization as: public organizations, family, school, institutions of additional education, the media, etc., which together constitute a system of internetwork interaction
Currently, children of various nationalities and religions study in Russian schools, and there are large migration flows. The central task of the new Russian school, ensuring the sociocultural modernization of Russian society, should be the education of a responsible citizen. It is at school that not only the intellectual, but also the civil, spiritual and cultural life of children and adolescents is concentrated. However, without interaction and cooperation with the most important institution of socialization of the individual - the family - the effective education of a citizen and patriot, the discovery of the abilities and talents of young Russians, and their preparation for life in a high-tech competitive world cannot be fully realized. The foundations of an individual’s morality are laid in the family. Since it is a kind of primary environment that introduces the child to the experience of a particular society, it is in it that ideas about the Motherland, about the native culture, as well as about the forms of behavior necessary for the successful functioning of a person in society are formed, creates its own unique intra-family ideas about what what is the Fatherland, small Motherland, family. This sets guidelines for the process of civil identification of each individual child. However, today there are serious risks associated with the lack of awareness of many parents in matters of upbringing and development of the child’s personality. The transformation of the family (increase in divorces, single-parent and conflict families, increase in social orphanhood, etc.) has negatively affected its educational potential. There is a process of family alienation from educational institutions, parental distrust in school is increasing, and there is an inadequate attitude of student parents towards teachers. Research conducted among parents revealed a lack of understanding by many of them of the importance of instilling civic qualities in their children, tolerance for different opinions, which is a consequence of the deformation of parental consciousness in conditions of blurred and uncertain value guidelines in society, as well as insufficient knowledge of parents of students in the field of pedagogy and children's education. psychology. In modern conditions, the problem of involving parents in the formation of the child’s personality, instilling in the child such moral qualities as respect for other people, decency, honesty, readiness to overcome difficulties and optimism in life, is of particular relevance. Serious, targeted training of parents is required on the basis of general education institutions in order to determine the strategy of parental education, and, if necessary, adjust it. The school has the most important task of increasing the educational potential of the family and developing its socializing resource, providing timely qualified assistance to parents in raising children.
The dynamic socio-economic and socio-cultural processes occurring in modern Russian society largely determine the parameters of the models of emerging social identities of the Russian population. In conditions of crisis, traditional transmitters of identity (family, school), the media and the Internet began to acquire the role of leading agents of socialization, which on a mass scale influence the consciousness of young people. Today, within the information space, constructive and destructive trends are clearly visible, aimed at the formation of a positive identity through ideas about national culture and history, and a sense of involvement of each young person in the social whole. At the same time, contradictions between the values of the audience and the values underlying the sociocultural patterns transmitted by modern mass media make it difficult for a person to consciously identify themselves positively. Civic identity is the most important element of civil community, acts as the basis of group identity, integrates the population of the country and is the key to the stability of the state .In order to effectively solve the most complex problems of civic education of the younger generation in modern sociocultural conditions, many researchers (teachers, psychologists, sociologists, philosophers) have turned to the search for new concepts, models, forms, technologies and means aimed at the formation of civic identity. In this case, of course, one should take into account the vast accumulated experience and general methodological approaches that are of enduring importance in the matter of civic-patriotic education. The process of formation and development of civil identity occurs in the context of the formation of the worldview and self-determination of children and adolescents. A number of socio-pedagogical conditions for the formation of civil identity in the modern educational space can be identified:
acquisition and assimilation of knowledge and information about the history and culture of one’s country, about traditional spiritual and moral values;
familiarization with Russian national culture, Russian language and civil traditions;
familiarization with the national culture of other peoples of the Russian Federation in order to develop respect for their mentality, culture, customs, and beliefs;
creating conditions for personal self-realization in a multicultural Russian society.
Under these conditions, the role of the educational space in the process of forming civic identity increases. Preschool educational institutions, schools, and universities have a significant impact on the essential characteristics of the entire society, as well as on an individual developing personality. The educational system selects cultural information and broadcasts identification models, determines the stages and methods of cultural development. The implementation of the listed pedagogical conditions will make the process of formation of civil identity more effective, strengthen the influence of all-Russian culture on the development of students’ personality, on the formation of self-awareness, on the development of spiritual and moral qualities traditional for the peoples of the Russian Federation.
The task of forming a civic (Russian) identity among schoolchildren presupposes a qualitatively new approach in content, technology and responsibility for teachers to the traditional problems of developing civic consciousness, patriotism, tolerance of schoolchildren, and proficiency in their native language. So, if a teacher in his work focuses on the formation of Russian identity in a student, then:
In civic education, he cannot afford to work with the concepts of “citizen”, “civil society”, “democracy”, “relations between society and state”, “human rights” in a purely informative style, but must work with the peculiarities of the perception of these concepts in Russian culture, in relation to our historical soil and mentality;
In instilling patriotism, the teacher relies on fostering a holistic understanding of the past, present and future of Russia with all its failures and successes, worries and hopes.
The teacher works with tolerance not as political correctness, but as a practice of understanding representatives of other cultures, historically rooted in Russian tradition and mentality;
Forming the historical and political consciousness of schoolchildren, the teacher immerses them in a dialogue of conservative, liberal and social-democratic worldviews, which is an integral part of Russian culture as a European culture;
Teaching the Russian language takes place not only in literature lessons, but in any academic subject and outside the lesson, in free communication with students; the living Russian language becomes a universal of school life;
Only in independent social action, action for people and with people who are not the “inner circle” and are not necessarily positively disposed towards him, does a young man truly become a public figure, a free person, a citizen of the country.
All of the above shows that the task of forming Russian identity quite rightly claims to be a key, turning point in our educational policy.
The formation of a schoolchild’s civic identity, as the student’s awareness of his belonging to the community of Russian citizens and an element of self-awareness, requires (according to A.G. Asmolov) the formation of 4 personal components: cognitive ( knowledge about belonging to the community of Russian citizens), value ( having a positive attitude towards the fact of belonging), emotional ( acceptance of civic identity), behavioral ( participation in public life).
- cognitive (cognitive) – knowledge about power, the legal basis for the organization of society, state symbols, socio-political events, elections, political leaders, parties and their programs, orientation in their functions and goals;
- emotional-evaluative (connotative) – reflexivity of knowledge and ideas, the presence of one’s own attitude to socio-political events, the ability to clearly express and argue one’s point of view and judgments;
- value-oriented (axiological) – respect for the rights of other people, tolerance, self-respect, recognition of the right to free and responsible choice of every person, the ability to determine the influence of public life on one’s own, readiness to accept and analyze the phenomena of social life; acceptance and respect of the legal foundations of the state and society;
- active – participation in the public life of an educational institution; desire and readiness to participate in the socio-political life of the country; independence in choosing decisions, the ability to resist antisocial and illegal behavior and actions; responsibility for decisions made, actions and their consequences.
Can be determined requirements for the results of the formation of civic identity of students in secondary schools, which can be considered as indicators of the formation of civic identity:
Within cognitive component:
Creation of a historical and geographical image, including an idea of the territory and borders of Russia, its geographical features, knowledge of the main historical events in the development of statehood and society; knowledge of the history and geography of the region, its achievements and cultural traditions;
Formation of the image of the socio-political structure - an idea of the state organization of Russia, knowledge of state symbols (coat of arms, flag, anthem), knowledge of public holidays,
Knowledge of the provisions of the Constitution of the Russian Federation, fundamental rights and duties of a citizen, orientation in the legal space of state-public relations;
Knowledge about one’s ethnicity, mastering national values, traditions, culture, knowledge about the peoples and ethnic groups of Russia;
Development of the general cultural heritage of Russia and the world cultural heritage;
Orientation in the system of moral norms and values and their hierarchization, understanding of the conventional nature of morality;
Formation of social-critical thinking, orientation in the features of social relations and interactions, establishing the relationship between social and political events;
Ecological consciousness, recognition of the high value of life in all its manifestations; knowledge of the basic principles and rules of attitude towards nature, knowledge of the basics of a healthy lifestyle and health-saving technologies; rules of conduct in emergency situations.
Formation requirements value and emotional components include:
Fostering civil patriotism, love for the Motherland, a sense of pride in one’s country,
Respect for history, cultural and historical monuments;
Emotionally positive acceptance of one's ethnic identity;
Respect and acceptance of other peoples of Russia and the world, interethnic tolerance, readiness for equal cooperation;
Respect for the individual and his dignity, a friendly attitude towards others, intolerance to any types of violence and readiness to resist them;
Respect for family values, love for nature, recognition of the value of health, one’s own and other people’s, optimism in the perception of the world;
Formation of the need for self-expression and self-realization, social recognition;
The formation of positive moral self-esteem and moral feelings - a feeling of pride when following moral standards, the experience of shame and guilt when they are violated.
Active the component determines the conditions for the formation of the foundations of a person’s civic identity and can be considered as a system of psychological and pedagogical recommendations regarding the civil education of the person:
Participation in school self-government within the limits of age-related competencies (on duty in school and class, participation in children's and youth public organizations, school and extra-curricular activities of a prosocial nature);
Compliance with the norms and requirements of school life, the rights and responsibilities of the student;
Ability to conduct dialogue based on equal relationships and mutual respect and acceptance; the ability to constructively resolve conflicts;
Compliance with moral standards in relation to adults and peers at school, at home, and in extracurricular activities;
Participation in public life (charity events, orientation to events in the country and the world, visiting cultural events - theaters, museums, libraries, implementation of healthy lifestyle guidelines);
The ability to make life plans taking into account specific socio-historical, political and economic conditions.
The formation of civil identity as a type of social identity in unity with universal and ethnic identity is carried out
In educational activities within the framework of studying academic subjects of the natural sciences and social and humanitarian cycles;
In the actual practice of participation in school self-government, extracurricular socially beneficial activities;
In specially organized trainings.
Indicators of the formation of a person’s civil identity, acting as criteria for its assessment, are such integrative personality qualities as citizenship, patriotism and social-critical thinking, which provides the cognitive basis for a person’s free life choice. Accordingly, it is necessary to ensure that students develop an image of Russia in the unity of value-semantic, historical, patriotic and legal contexts; the formation of social-critical thinking as the basis for free choice and self-determination of the individual; development of tolerant consciousness and communicative competence in communication and cooperation. Fostering tolerance as a moral value and social norm that is emerging in Russia as a civil society, understanding and respecting a different way of thinking and way of life is a necessary condition for life in a multicultural and multi-confessional society, the formation of citizenship and patriotism of the individual.
Feoktistova E.K., teacher of history and social studies, MBOU Secondary School No. 3 named after. Lenin Komsomol, Gagarin, 2015.
Literature:
2. Sobkin V.S. A high school student in the world of politics. Empirical study - M.: TsSO RAO, 1997. - 320 p.
3 Sobkin V.S., Vaganova M.V. Political orientations of teenagers and the problem of tolerance // Problems of tolerance in the teenage subculture. Works on the sociology of education. Volume VIII. Issue XIII. - M: Center for Sociology of Education RAO, 2003 - P.9–38.
4. . Erickson E. Identity: youth and crisis. – M.: Progress, 1996. – 344 p.
Spiritual and moral development of the Russian personality, his civic, patriotic education. A person becomes a Russian who masters the cultural riches of his country and the multinational people of the Russian Federation, realizing their significance, features, unity and solidarity in the fate of Russia.
The formation of civic identity involves:
a) development of cognitive-semantic (obtaining information about belonging to a civil community; the presence of ideas about identifying characteristics, the principles and foundations of this association, citizenship and the nature of the relationship between a citizen and the state and citizens among themselves; interpretation of situations in accordance with ideas about oneself as about a Russian citizen);
b) development of the emotional-value component (formation and demonstration of a positive (negative) attitude towards anthropo-images and typifications that characterize the complex characteristics of “Russian”, “citizen”, “patriot”, the fact of belonging to a civil community, patriotism as one of the expressions of emotional experiences of civic identity; demonstration of thematic “feedback” and emotional experiences as a result of satisfaction with membership in the reference group);
c) development of the activity component (formation of desire and readiness to participate in the public and socio-political life of the country (through participation in groups, communities, personal participation in relevant actions, events, activities, processes, etc.), the ability to resist asocial and illegal actions, responsibility for decisions made (actions) and their consequences; stimulation of independence in choosing decisions, implementation, citizenship in behavior and activities).
The process of formation of Russian civic identity is based on a successive change of stages:
a) interpretation (expected result: information about oneself, one’s position in society, the historical past of the country, the self-name of the civil community, common language and culture; understanding the image of the Motherland and the experience of civil relations; self-prognosis, self-projects);
b) self-designation and self-identification (expected result: defining oneself in the categories of “Russian” and “citizen of Russia”; patriotism as an expression of a sense of involvement in the destinies of the state and community; definition of individual Russian civic identity and its components; adherence to the norms, principles and values accepted in the civil community);
c) the formation of a Russian civil identity or an identity crisis (expected result: the acquisition of an integral Russian civil identity or a confused Russian civil identity, the need to define (choose) an identity);
d) self-presentation (expected result: determining the boundaries of the implementation of Russian civic identity, determining its adequacy, choosing means for self-identification, demonstration and presentation).
7.Spiritual traditions as the basis for the formation of Russian civil identity
Russia is a state-civilization, held together by the Russian people, the Russian language, Russian culture, the Russian Orthodox Church and other traditional religions, implementing its own system of basic values. The reproduction of its originality, in particular the formation of civil identity and the development of Russian national self-awareness, is only possible based on its authentic spiritual traditions.
The way out of the identity crisis for Russia can be the restoration and dissemination of traditional spiritual and moral culture. This was discussed at the VI World Russian People's Council, held in Moscow in December 2001. The cathedral was dedicated to the theme “Russia: faith and civilization. Dialogue of eras.” In his speech at the Council, Metropolitan Kirill of Smolensk and Kaliningrad noted that every nation has the right to choose a civilizational model based on cultural, historical, religious tradition and the right to identify with the chosen model of state ideology. Only a traditional way of life can be opposed to the aggressive influence of modern culture and the civilizational model exported from the West. For Russia there is no other way out of the crisis in the spiritual and moral sphere other than the revival of the original Russian civilization based on the traditional values of national culture. And this is possible provided that the spiritual, moral and intellectual potential of the bearer of Russian culture – the Russian people – is restored. 16
The loss of the core role of traditional religion and changes in the understanding of the essence of spirituality in modern culture lead to the emergence of crisis phenomena in the spiritual and moral sphere. The non-religious context does not allow a clear distinction between the concepts of good and evil, truth, dignity, duty, honor, conscience; distorts and replaces traditional (for Russian culture, undoubtedly Orthodox) ideas about man and the meaning of life.
In this regard, it is disappearing in modern culture traditional understanding of morality as good behavior, agreement with the absolute laws of truth, human dignity, duty, honor, and the clear conscience of a citizen. 17
For Russia, this means a loss of continuity in spiritual and moral culture, ideology, since traditional the Russian view of the world for centuries was based on a fundamental idea that involved understanding life as a religious duty, universal joint service to the gospel ideals of goodness, truth, love, mercy, sacrifice and compassion. According to this worldview, the goal of a person in his personal life, the meaning of family life, public service and state existence in Russia was and is the feasible embodiment in life of those high spiritual principles, the permanent guardian of which is the Orthodox Church. Russia has no other religious, moral, ideological, worldview alternative. After all, the true greatness of Russia in the world, its universally recognized contribution to world science and culture, became possible only on the basis of traditional spiritual culture and ideology. The loss of the former greatness of Russia at the turn of the 20th and 21st centuries is nothing more than a consequence of the rejection of Russian ideology, the Orthodox faith, traditional values and ideals of the Russian state.
In Russia, spiritual and moral education has traditionally contributed to the spiritual and moral formation of a person on the basis of Orthodox culture in all forms of its manifestation (religious, ideological, scientific, artistic, everyday). This gave and continues to give the Russian person (compared to a Western cultured person) the opportunity for a different, more complete and voluminous perception of the world, his place in it.
The Orthodox Christian principles of love, harmony and beauty in the structure of the world, man and society have invaluable educational and educational capabilities. It is on their basis that it is possible to overcome the modern crisis of culture, science, education, and the crisis of the inner world of man.
The purpose and objectives of spiritual and moral development and education were defined in the Concept of spiritual and moral development and education of the personality of a citizen of Russia. 18 In the field of personal development The education of students should ensure:
readiness and ability for spiritual development, moral self-improvement, self-esteem, understanding the meaning of one’s life, individually responsible behavior;
readiness and ability to realize creative potential in spiritual and objectively productive activities, social and professional mobility based on moral standards, continuous education and the universal spiritual and moral attitude of “becoming better”;
strengthening morality based on freedom, will and spiritual national traditions, the internal attitude of the individual to act according to his conscience;
the formation of morality as a person’s conscious need for certain behavior, based on socially accepted ideas about good and evil, proper and unacceptable;
the development of conscience as a person’s moral self-awareness, the ability to formulate one’s own moral obligations, exercise moral self-control, demand from oneself the fulfillment of moral standards, and give moral self-esteem to one’s own and others’ actions;
acceptance by the individual of basic national values, national spiritual traditions;
willingness and ability to express and defend one’s public position, critically evaluate one’s own intentions, thoughts and actions;
the ability to take independent actions and actions based on moral choice, taking responsibility for their results, determination and persistence in achieving results;
hard work, thrift, optimism in life, ability to overcome difficulties;
awareness of the value of other people, the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health, spiritual security of the individual, the ability to counteract them;
love of freedom as the ability for conscious personal, professional, civil and other self-determination and development in combination with the moral responsibility of the individual to the family, society, Russia, and future generations;
strengthening faith in Russia, a sense of personal responsibility for the Fatherland before past, present and future generations.
awareness of oneself as a citizen of Russia based on the acceptance of common national moral values;
the willingness of citizens to stand unitedly against external and internal challenges;
development of a sense of patriotism and civic solidarity;
caring for the welfare of the multinational people of the Russian Federation, maintaining interethnic peace and harmony;
awareness of the unconditional value of the family as the fundamental basis of our belonging to the multinational people of the Russian Federation, the Fatherland;
understanding and maintaining such moral principles of the family as love, mutual assistance, respect for parents, care for younger and older people, responsibility for another person;
caring attitude towards human life, concern for procreation;
law-abidingness and law and order consciously maintained by citizens;
spiritual, cultural and social continuity of generations.
formation of motivation for active and responsible participation in public life, formation of power and participation in government affairs;
strengthening and improving a democratic federal rule of law state with a republican form of government;
increasing trust in government institutions on the part of citizens and public organizations;
increasing the effectiveness of state efforts aimed at modernizing the country;
strengthening national security.
1. The lack of a developed methodology of Orthodox culture, its artificial narrowing only to doctrinal aspects.
2. The absence in the country of a system of public spiritual and moral education, as well as a clearly structured cultural training course (including consideration of all components of Orthodox culture) for different levels of the education system.
3. The problem of limited representation of traditional culture in modern society: its ideological, scientific, artistic, everyday spheres. High degree of secularization of modern mass culture.
4. Destruction of the traditional way of life: customs, traditions, relationships (“heartfelt feelings” and moods) based on the Orthodox worldview, rules of a good and pious life, traditional routines of the day, week, year.
5. The problem of small numbers authentic carriers of traditional Orthodox culture, which is due to the lack of living spiritual experience, the lack of systematic cultural and theological education even in the Orthodox environment.
6. Lack of preparedness (motivational, emotional, intellectual) of the majority of the population of modern Russia to perceive the spiritual content of traditional culture. As a consequence, there is a need to implement a system of educational measures to prepare society for the implementation of Orthodox-oriented pedagogical programs.
7. Destruction and crisis of the family, the extremely low level of spiritual and moral culture of most modern parents. Incompetence of the family in matters of spiritual development and upbringing of the child, loss of the family function of transmitting significant cultural and life values to children. As a consequence, there is a need for mass education of parents and pedagogical support for families in matters of spiritual and moral education of children.
8. Lack of consistency in the influence of various social institutions on the spiritual and moral education of children and youth: family, educational institutions, the Orthodox Church, state and public structures.
9. Personnel problem. Insufficient level of culture and professional competence of teachers in matters of content and methodology of spiritual and moral education on a traditional basis. As a consequence, there is a need to organize special training, retraining and advanced training of teaching staff.
10. Political problem: the state, called upon to perform an important function in spiritual and moral education and upbringing, does not have a clear ideological position today and allows the spiritual and moral sphere to be filled with surrogates and products of Western mass culture.
11. Economic problem. While huge amounts of money are spent on the implementation of various liberal programs, there are no funds for the development and creation of educational, methodological and information products on traditional spiritual and moral education, teaching the fundamentals of Orthodox culture; for spiritual and moral education of the population and training of teachers.
12. Management problem. There is still no comprehensive program for spiritual and moral education on a national or regional scale, clear goals and objectives have not been formulated, priorities have not been identified, there are no relevant governing bodies, organizational and economic mechanisms for the implementation of spiritual and moral education at the state and municipal levels.
Features of the Orthodox perception of citizenship
Therefore, interaction with the world is understood by the Orthodox consciousness like work, public service, realized through one’s own talents put at the service of society. According to Metropolitan Methodius of Voronezh and Lipetsk, “civic consciousness is formed not so much by “civil liberties” in the legal sense of the word, but by civic virtues instilled in a person,” 19 which are realized primarily in public service to the fatherland, state, and people.
Let us note that the Orthodox identity of Russians today is acquiring in many ways the features of cultural identity. This is manifested primarily in the fact that the cultural identity “I am Orthodox” turns out to be broader than the actual religious identity “I am an Orthodox Christian.” A person can consider himself Orthodox not because he believes in God, but because he is baptized, lives in a country with Orthodox traditions and “through traditions and national culture feels a spiritual kinship with the church.”
Compared to the pre-revolutionary past, in today's post-communist Russia the majority of the population is religiously indifferent, although many consider themselves “Orthodox.” As a cultural identity, Orthodoxy becomes, at the very least, two-layer identity. Cultural characteristics (celebrating certain religious holidays and wearing a cross, for example) act as an outer shell that comes into contact with the “larger” society. The “new” Orthodox identity of modern Russians is not uniform. And the point is not only that it unites people of different social, demographic, educational or age status, and religious affiliation. Here the idea of the unity of all churches in the philosophical teachings of Russian philosophers comes to mind. There is no such tolerant attitude in any other civilization. 20
The conflict between spiritual and cultural traditions in Russia is a historical fact. As the researcher of the Russian spiritual tradition S.S. says. Khoruzhy, “...what I call spiritual tradition, in the Russian case, is a spiritual practice developed by Orthodoxy, a hesychast tradition. In itself, it is a very narrow, intimate, deep-seated spiritual phenomenon. And the spiritual tradition that embraces this spiritual practice existed separately in Rus' for centuries, apart from cultural tradition. It so happened that the spiritual tradition turned out to be a phenomenon, as culturologists say, of grassroots culture. Monastic, common people. And the great Russian culture, which was created over the last three or two and a half centuries, was alien to the spiritual tradition.” 21
9. The potential of spiritual traditions of rural society
The Zhadovskoe rural settlement, for all its individuality, shares the same fate and has features inherent in most rural settlements in Russia.
Filled with an interweaving of meanings, symbols and meanings, rural society acts as a sociocultural environment - a specific social space directly given to each child, through which he is actively involved in the cultural ties of society. This environment is a set of various (macro- and micro-) conditions of his life, which determine the assignment of statuses and the development of social (role) behavior, this is his random contacts and deep interactions with other people, this is the specific natural, symbolic and objective environment represented by as a part of society open to interaction. But the rural sociocultural environment is special way of child integration into cultural connections and social relations.
The village as a Russian phenomenon and space of human life has special sociocultural and pedagogical characteristics. They must be taken into account when building a model and system of school educational work aimed at the formation of Russian civic identity.
If Western European civilization historically grows out of the city-state (Greek polis), and the city becomes the center of development of European culture, then the center of development of Russian civilization is the village. Semantically, the word “village” is very closely related to the words “earth” and “world”. Most meaningfully and deeply in the Russian language, natural-social and spiritual unity, the integrity of the space of a person’s rural life is expressed by the word “earth” in its elemental context. In the elemental sense (fire, air, water, earth), earth is any solid, non-liquid body, the fourth element, and in this sense the human body itself is also called earth. “You are earth, you will go to earth.” But already from the 11th century. in the Old Russian language, the word “land” began to be used in a broader meaning: it is the land itself, but at the same time it is the world, the country, property, estate, etc.).
In ancient Russian folk beliefs, the earth - Mother of the Cheese Earth - is one of the four main foundations of the universe (along with water, air and fire). Russian people revered their land as holy, idolized it as the universal source of life, the mother of all living things: “You are raw, Mother Earth! You are our dear mother, you gave birth to us all.” In some spiritual verses, the earth was identified with both mother and father: “The earth is a raw mother! Everyone, Earth, you are our father and mother.”
Even in the era of paganism, the concept of “land” for the Russian consciousness was equivalent to the concept of “a kind of tribe,” small and large Motherland, Fatherland, state. Moreover, the image of the earth embodied the unity and continuity of all the dead and living. Funeral rituals at the graves of ancestors seemed to declare the connection of all past and living generations.
According to ancient Russian beliefs, the earth suffers from man and at the same time has compassion for him. People are guilty before the earth, if only because they “tear its chest with a plow, scratch it into blood with a harrow.” It was believed that the earth was a kind of animate being and it needed to have holidays and name days. In the Vyatka province, for example, the land was considered the birthday girl on Spiritual Day; in other places the land’s name day was celebrated on St. Simon the Zealot.
If in European culture the city acts, rather, as a negation of village life, its economic structure and way of life, then in Russia it is more likely as a continuation of the village. This is evidenced by such a feature of ancient Russian town planning as principle of estate development. Unlike the medieval cities of Europe, where blocked residential buildings were built, adjacent to each other and thus forming streets, in Russian cities residential buildings were built separately, each on its own site, where outbuildings were also located, fenced with a set, courtyards, and sometimes gardens and vegetable gardens. Estate development of ancient Russian cities- the principle of the formation of an urban residential environment, which arose in the pre-Mongol period and developed until the 18th-19th centuries, when cities began to be built with stone houses, creating blocks and a building front forming streets and squares.
The special nature of rural society should also be noted. It is distinguished by a closer, “natural” solidarity, determined by family relations or the principle of neighborhood. Here everything is visible, everything is in plain sight, and it is precisely this spontaneity and openness of rural life, which requires unconditional trust in relationships, that makes it inherently more moral.
A strong psychological feature of rural society is empathy. Psychological research shows that the only things that matter to rural residents are opinions of surrounding people, sincerity and openness. The level of empathy - emotional and sensory perception, the ability to empathize - is several orders of magnitude higher among villagers compared to representatives of other cultures. Psychologists have conditionally divided all residents of Russia into two cultures - rational-achievement, whose representatives most often live in cities, and empathetic - residents of the periphery. They differ from each other like heaven and earth. 22
Traditions play a special role in the life of rural society. They are better preserved, in contrast to the city, with its “social dispersion” and alienation. This is facilitated by the partially preserved communal way of life in villages. Traditionality for rural life is not a tribute to fashion, but a way of reproducing its most significant characteristics, a way of reproducing social community. The psychology of villagers is more conservative and is sensitive to even minor changes in the current world order. Hence, historical and spiritual traditions, as organic elements of the rural socio-cultural environment, have great pedagogical potential in the development of Russian civic identity.
If the school as an institution is a model of society and reproduces in its relations the logic of the “big society”, thereby ensuring the socialization of its students, then the rural school is in a slightly different position. It certainly plays the role of an institution of socialization for rural schoolchildren. But the entire “look” of this institution, its atmosphere and the relations prevailing in it are fundamentally different from the atmosphere and indirect relations of a city school. The life of a rural school is characterized by greater patriarchy, nepotism in a good sense, and greater emotional content in the relationships between participants in the educational process.
The Russian village has a tragic history. This tragedy is determined not only by the consequences of devastating wars, but also by Stalin’s collectivization, consolidation and the fight against personal subsidiary farming in the 60s. It was devastated by the objective logic of industrialization - the development of large-scale industry and the growth of cities, the growth of social mobility. But at the same time, it has experienced and continues to experience the consequences of destructive market liberalization.
By 2005, rural social space occupied two-thirds of the territory of Russian society, included about 150 thousand rural settlements, united 24,409 rural administrations and 1,865 administrative districts. Unfortunately, the Russian village in the XX and XXI centuries. is a disappearing sociocultural reality. If in the late 50s. XX century Since the size of the urban and rural populations in the USSR was equal, by 2010 the rural population of Russia amounted to just under 27% of the total population. 23 According to the State Statistics Committee of Russia, during the period between censuses (1989-2002), 17 thousand rural settlements were depopulated, which creates the threat of the loss of historically developed territories, the withdrawal of significant agricultural lands from agricultural use, their depopulation and loss for the needs of society. Taking into account the role that the village plays in the history of Russian civilization, today there is a real threat to its existence.
Modern rural society, being a complex subject-object formation, carries deep social contradictions: between the needs of the life of rural society and the practice of meeting them; the demands of rural residents to improve the quality of life and the conservatism of the forms and methods of its organization; values of freedom, initiative, human responsibility and established forms and practices of power and administrative management.
Thus, the village is a space-time continuum of the life of a Russian person. It is here that the universe of human connections with the natural world and the world of people is possible and realized (unlike the city). In general terms, rural society is characterized by the following features:
Structure Features:
locality of the rural environment;
small number, low population density and its stability;
greater number of large families and large families than in the city;
underdevelopment of social infrastructure, including the lack of cultural institutions and opportunities for family leisure, receiving professional medical and preventive, social, pedagogical, psychological assistance, etc.
low educational and cultural level;
the commitment of a rural person to agricultural work;
conservatism, stability and traditionalism of his thinking;
there is a greater need for open, informal relationships than in the city;
preservation in the countryside, to a greater extent than in the city, of the integrity of national identity, internal spiritual wealth, and, accordingly, a greater degree of orientation towards moral principles and the spiritual culture of society.
pronounced seasonality of labor;
low degree of diversity of types of work activities;
predominance of manual labor;
irregular working hours;
low level of professional mobility;
measured rhythm of life;
unity of work and life;
low socio-economic standard of living;
the presence of personal plots and subsidiary plots and the involvement of children in the economic life of the family;
sustainability of everyday traditions and customs;
alcohol abuse;
the demoralizing influence of dysfunctional families;
openness of communication;
the influence of public opinion on the pedagogical attitudes of parents;
close family and neighborly ties;
special closeness and emotional intensity of relationships;
limited communication experience of children;
conservatism of worldview;
sustainability, traditionality of the moral and ethical environment of the village (parents and fellow villagers can have a greater influence on the upbringing of children than in the city);
the concern of the rural community for the formation in children of a respectful attitude towards the older generation, parents, a sense of home, family;
mutual assistance (mutual exchange with other families, donations, help with housework, in building a house, babysitting, etc.);
preservation and development of folk arts, crafts, customs, rituals;
the development of folk art, including family art, which significantly influences the formation of the spiritual image of a rural child;
closeness to nature, social and industrial life of adults, inclusion from an early age in labor activity, primarily agricultural.
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Formation of national civil
student identities
“In a decent person, patriotism is nothing more than the desire to work for
the benefit of his country, and comes from nothing other than the desire to do good,
as much as possible and as much as possible better.”
N. Dobrolyubov
INTRODUCTION
The most important component of the educational process in modern
Russian school is the formation of civic identity and culture
interethnic relations, which are of great importance in moral and
spiritual development of the student’s personality. Only on the basis of uplifting feelings of patriotism
and national shrines, love for the Motherland is strengthened, a feeling appears
responsibility for its power, honor and independence, preservation of material and
spiritual values of society, developing personal dignity.
Currently, in the children's youth environment there is a gradual erosion
spiritual and moral values, which are replaced by the cult of power, wealth,
getting pleasure by any means. The causes of many troubles and moods in life
children and adolescents lie in their ignorance of the meaning of life, in their inability to separate
good from bad, in the inability to determine the moral values of life.
Formation of Russian civic identity of students is an urgent task
education systems. In particular, materials from the latest standardization of education
propose to consider civic identity as a personal result
education. The developers of Federal State Educational Standard OOO provide the following content
of this parameter: patriotism, respect for the Fatherland, past and present
multinational people of Russia; awareness of one's ethnicity, knowledge
history of the language, culture of its people, its region, the foundations of the cultural heritage of peoples
Russia and humanity; mastering humanistic, democratic and traditional
values of multinational Russian society;
education of feelings
responsibility and duty to the Motherland.
“Building” a civic position among schoolchildren takes place gradually and requires
an attentive, pedagogically competent approach, taking into account age and individual
characteristics of children, their little social and moral experience, and sometimes contradictory and
negative impressions and influences that they have to face in life.
The civic position of an individual, before reaching maturity, goes through a number of stages
social development".
All of the above determines the relevance of the study.
The practical significance is that materials can be
used in lessons and extracurricular activities on the formation of a national
civic identity of junior schoolchildren.
1. FORMATION OF CIVIC IDENTITY IN JUNIOR
SCHOOL AGE
1.1The essence of civic identity
In accordance with the Concept of spiritual and moral development and education, the basis
civic identity constitutes basic national moral values
values and priority moral guidelines that exist in cultural, family,
sociohistorical, religious traditions of the multinational people of the Russian
Federations and passed on from generation to generation, and a common historical fate.
The criterion for systematizing basic national values in the Concept is
areas of human consciousness, social relations, activities that
act as a source of morality. These include:
patriotism (love for Russia, for one’s people, for one’s small homeland; service
Fatherland);
social solidarity (personal and national freedom; trust in people,
institutions of state and civil society; justice, mercy, honor,
dignity);
citizenship (rule of law, civil society, duty to
Fatherland, older generation and family, law and order, interethnic peace,
freedom of conscience and religion);
family (love and fidelity, health, prosperity, respect for parents, care for
older and younger, caring for procreation);
labor and creativity (creativity and creation, determination and perseverance,
diligence, thrift);
science (knowledge, truth, scientific picture of the world, environmental consciousness);
traditional Russian religions. Given the secular nature of education in
state and municipal schools, values of traditional Russian religions
are assigned by schoolchildren in the form of systemic cultural ideas about
religious ideals;
art and literature (beauty, harmony, spiritual world of man, moral
choice, meaning of life, aesthetic development);
nature (life, native land, protected nature, planet Earth);
humanity (world peace, diversity and equality of cultures and peoples,
human progress, international cooperation).
Instilling patriotism among schoolchildren is one of the main tasks of our day.
Characterizing the situation created in the country, V.V. Putin says that “having lost
patriotism, national pride and dignity associated with it, we will lose ourselves as
a people capable of great achievements."
Ethnocultural education is a process in which goals, objectives, content,
educational technologies are focused on the development and socialization of the individual as a subject
ethnicity and as a citizen of the multinational Russian state. Ethnocultural
education is determined by the introduction of knowledge of the native culture into the educational process,
social norms of behavior, spiritual and moral values; getting to know
cultural achievements of other peoples; using the experience of public education
in order to develop children's interest in folk culture, foster friendly
relationships with people of different nationalities.
An essential task of educating schoolchildren’s culture is the development and
rooting of the creative system of mass musical and aesthetic education.
Holistic mastery of the artistic picture of the world makes it possible to comprehend the close connection
art with life, history of the country, peoples, favors the ideological and
moral development of the younger generation.
Thus, the essence of civic identity lies in the awareness
the identity of his membership in the community of citizens of a certain state on
general cultural basis. It has a personal meaning that defines the whole
attitude towards the social and natural world. Into the structure of civic identity
three fundamental components are included: cognitive (knowledge of citizenship and
its components), value
and emotional (relational). Achievement
Civic identity is an important task for personal development. So
Thus, we can talk about the formation of civil identity already in the initial
school.
1.2 Features of the formation of the foundations of civic identity in junior
school age
Formation of civic identity of junior schoolchildren is an urgent task
education systems. In particular, in the materials of the latest standardization of education
it is proposed to consider “Russian civil identity” as
personal result of education.
By the formation of civil identity we will understand the process of development
such integrative personality qualities as citizenship, patriotism and social
critical thinking that provides the cognitive basis for free living
personal choice.
The formation of civic identity implies:
a) development of the cognitive component (obtaining information about belonging to
civil community; presence of ideas about identifying indicators, o
principles and foundations of this community, about citizenship and the nature of relationships
citizen and state and citizens among themselves; interpretation of situations according to
with ideas about oneself as a Russian, citizen);
b) development of the value component (formation and demonstration of positive
relations to anthropomorphic images and typifications,
characterizing complex
characteristics “Russian”, “citizen”, “patriot”, the fact of belonging to
civil community, patriotism as one of the expressions of emotional
experiences of civic identity; demonstration of thematic “feedback” and
emotional experiences as a result of satisfaction with membership in the reference group
group);
c) development of the emotional component (feelings of pride in one’s land, one’s
country, your family, etc.).
The basis of the process of formation of civil identity can be traced
sequential change of stages:
interpretation (expected result: information about oneself, one’s position in
society, the historical past of the state, the self-name of the civil community,
a common language and culture; understanding the image of the Motherland and the experience of civil relations;
self-prognosis, self-projects);
self-designation and self-identification (expected result: defining oneself in
categories “Russian” and “citizen of Russia”; patriotism as an expression of feeling
involvement in the destinies of the state and community; definition of individual
Russian civic identity and its components; adherence to norms, principles
and values accepted in the civil community);
formalization of Russian civic identity or identity crisis
(expected result: acquisition of a holistic Russian civic identity or
confused Russian civic identity, need for definition (choice)
identity).
The formation of civic identity in the educational process is
a purposeful process of developing civic culture among young children
school age.
Equally important in the formation of civil identity is given to
the primary level of a comprehensive school, where the formation of personality takes place
child, the development of his intellectual and creative abilities, communication experience and
cooperation, mastering the culture of one’s own and others living nearby, where
the foundations of cultural communication, moral and aesthetic education are formed,
primary values and orientations of the individual are laid.
Currently, in primary schools, it is necessary to introduce children more to
culture of their people and develop their national consciousness. Students must first
just to “take root in your land and culture”, to get acquainted with your ancestral, a
then master someone else's. We live in a multinational state and every student
it is necessary to provide the opportunity to come into contact with one’s national culture.
Education of citizenship, together with intellectual, spiritual, moral,
patriotic, physical, environmental, labor education, perhaps not only
by means of educational disciplines, but also “by means of the invariant part of the main educational
plan, in line with which participants in the educational process today have the opportunity
in order to develop and implement additional educational programs and
socialization of schoolchildren. As components of a holistic educational
space of Russia, these programs are required to provide in-depth assimilation
students of basic national values based on ethnic and regional
cultures, meeting the sociocultural needs of students and their parents.”
There is a lot that is still unknown to a junior schoolchild; he has a lot to learn.
His social and moral experience is not yet entirely sufficient, but he has such
characteristics that convince one that it is possible and necessary to engage in civil
education already in this age period. Children of primary school age
distinguished by a thirst to explore the world around us, to gain new impressions, hence
interest arises in social life and relationships in it. As in preschool age,
Emotions occupy an important place in the life of younger schoolchildren,
But
the tendency to free yourself from impulsiveness is strengthened. Psychologists note that
emotions and feelings contribute to the transition of external influence into personal meaning.
It is at primary school age that the most important
mental functions and concepts of universal, moral values, which in
the consequences will remain throughout your life, helping you to find your place in society in the future.
Civic education of a primary school student implies the formation and
the formation of his attitude towards the team, family, work, people who surround him,
his duties, and most importantly, his attitude towards the Motherland.
In order to become a subject of the process of formation of civil identity
children of primary school age, according to M.V. Shakurova, “a teacher needs
to be a “significant Other” for them, or, knowing the reference environment of each student,
be able to attract representatives from this environment for the tasks of forming it
civic identity."
In the educational process to the basic directions of civil education
Children's identities include:
spiritual, moral and value-semantic education – formation
priority values of humanism, spirituality and morality, sense of self
dignity; social activity, responsibility, desire to adhere to
your behavior to ethical standards, to your reluctance to violate them;
historical education knowledge of the main events in the history of the state and its
heroic past, an idea of Russia’s place in world history; knowledge of important
events in the history of the peoples of Russia, the formation of historical memory, feelings of pride and
involvement in the events of the heroic past, knowledge of the basic facts of the history of the region,
republic, region in which the child lives; idea about the connection of its history
family, clan with the history of the Fatherland, the formation of a sense of pride in one’s clan, family,
city (village);
political and legal education is aimed at forming ideas
students about the state and political structure of Russia; state symbols,
fundamental rights and duties of a citizen; student rights and responsibilities;
informing about major socio-political events in the country and in the world;
legal competence;
Patriotic education is aimed at developing a feeling of love for the Motherland
and pride in belonging to one’s people, respect for national symbols and
shrines, knowledge of public holidays and participation in them, readiness to participate in
social events;
labor (professionally oriented) education – forms the picture
the world of culture as a product of labor subject-transforming activity
person; introduces the world of professions, their social significance and content;
forms a conscientious and responsible attitude towards creative work,
respect for people’s work and careful attitude towards material and spiritual objects
cultures created by human labor;
environmental education, the objectives of which are determined by the formation of high
values of life, the need of students to preserve and improve the natural environment
environment, teaching environmentally friendly behavior.
The formation of children's civic identity at school must include three
steps. “At the first stage (primary education), basic ethical
values, rules of human behavior. At this stage, students experience
formation of ideas about the importance of human dignity, understanding
values not only of one’s own personality, but also of the personalities of other people. B given
period, respect for people, tolerance, a sense of solidarity and
desire for cooperation, ability to non-violently resolve problematic issues
situations. At the second stage (primary school), a system of values and
attitudes of human behavior; children acquire knowledge and skills for the upcoming
independent life in society. At this stage, the basis of civic formation
is the formation of respect for the law and the rights of other people. Enrichment occurs
children's consciousness with information on the history of the Fatherland, their knowledge of elementary legal
normal At the third stage (high school), knowledge is deepened and expanded o
processes taking place in various spheres of society, about people's rights, occurs
knowledge of philosophical, cultural, political-legal and socio-economic
fundamentals, determines a person’s civic position, his sociopolitical
orientation. The task of this stage is to ensure that in the process of public
activities, students improved their readiness and ability to defend not only their
rights, but also the rights of other people.”
The civic identity of children of primary school age is formed
primarily under the influence of family, ethnic or religious group (if this is for
child is relevant); teenager - ideas about the small Motherland as mastered and
assigned space, the image of the territory that he calls “his own.”
The content of civic education is included in a number of school disciplines
primary, primary and secondary (complete) schools. Primary school course “Environmental
world" introduces younger schoolchildren to the life and culture of the peoples inhabiting Russia, and
the most important events in Russian history and preserving the heritage of our ancestors. It is in this
At age, students begin to assimilate the values of society available to them, absorb in
yourself moral standards of behavior as a person, a citizen, this is a step towards
ways to teach democracy to students. Lessons of Russian language and literary reading,
arts contain rich material from the literary and cultural heritage of our
countries. They help to instill in students the foundations of national identity and
dignity, a sense of respect for one’s history, language, the inner world of a person and, in
As a result, they form a conscious civic-patriotic feeling.
A junior schoolchild is a new status and a new social role for a child. System
connections and relationships in which a child is included, having received the status of a school student, bears
strictly regulated nature. A child of primary school age, due to his
age characteristics “predisposed to interact with teachers. He admits and
accepts guidance from a significant adult and enters into this
interaction not only with open “potentiality”, but also with learned norms in
within the framework of primary socialization in the family and microsociety. As a carrier to one degree or another
children have a certain (consciously and subconsciously) picture of the world and themselves in this world
primary school age children declare themselves to be subjects of pedagogical interaction.
As noted by M.V. Shakurova, “among adult subjects of pedagogical
In support, the dominant position is occupied by primary school teachers. Their positions
characterized by clarity and obviousness, paternalism, a high proportion of influences
And
formative mechanisms, orientation towards mono-subjectivity (primary school teacher
is the main subject teacher and class teacher.” "Risk zone"
for elementary school students, in her opinion, there is a “high probability
formation of an imposed (prescribed) identity.”
Arriving at school, many children have not only primary ideas about the country
residence, but, one way or another, refer to the fact that they are “Russians”, “citizens”. Self
the concept is familiar to younger schoolchildren, primarily from the media,
conversations in the family and conversations and educational activities held in children's
preschool institution. Thanks to parents and loved ones it is filled
evaluative attitude. Following their parents, children either call themselves “Russians”,
“citizens” (with some other emotional connotation), or do not resort to this
definition, speaking about yourself and your loved ones.
It is very important to distinguish between the knowledge that, living in Russia, a child should call
himself as a Russian, and his use of this concept for self-designation.
The teacher, to one degree or another, is a significant Other for a primary school student.
The school class is the reference class for most elementary school students
community. As a result, there are great opportunities for productive formation
Russian identity within the framework of school education and upbringing. At the same time there is
a number of features. Let's take a closer look at some of them:
maintaining the importance of the school community for younger students,
interest in the life of the class, attentive attention to what is said and what
done in the classroom and at school;
stimulating the activity of teachers in expressing themselves as Russians
(to form an active civic position among teachers);
harmonization of understanding and attitude towards the image of “Russian”, at least among
teachers, and ideally – from teachers, parents, high school students and other subjects
school community. Only in this case can we talk about enabling typing
“Russian” into the so-called basic set of identities (BNI). BNI – totality
actually used in the daily life of the school community
ideas, images, norms that describe the person welcomed by this community
person;
creating situations in which students can demonstrate their
understanding the typification “Russian” used in this community, define and
express your attitude. A child of primary school age in these situations will
forced to resort to comparing the image maintained by the school community with
similar images, used to one degree or another in the family, adopted from
media, experience in other educational organizations (preschool institutions
education, additional education, clubs, sections, etc.);
demonstrating the diversity of life manifestations of a person who
calls himself a Russian, a citizen. He is also a son, daughter, friend, passenger, employee and
etc. Russian, citizen is not the only, but very important and necessary hypostasis
person;
attracting younger schoolchildren to participate in various types of interactions
and relationships that require defining oneself as a Russian (citizen) and
confirming a similar definition in relation to children. For example, “We are
Russians should help each other and make each other happy,” he argues with
children, a teacher collecting New Year's parcels for children from schools located in
national republics;
stimulating intergroup relations, in particular comparison with others
classes, other communities. As already emphasized above, it is better that this
comparison did not result in contrast, but emphasized similarity;
not ignoring a teaching moment. The younger student needs to know
what does it mean to be a Russian, a citizen, what rights and responsibilities does he have,
how he can and should implement them. In this case, the example method is effective
method. For elementary school students, based on the characteristics of their development
sociocultural identity of the individual, relevant examples of specific people, close
children. Generalized images at this age have a much lower
identification potential;
diagnose changes in self-definition, attitude towards the teacher and
classmates, the dynamics of school perception, and also track changes that
occur in the child’s social circle (who is a significant other, positive or
this significance has a negative character);
consolidate the efforts of adult subjects of education. First of all, it's about
about teachers and parents. In this case, edification, training and
instruction "how to do it." It must be remembered that upon arriving home, the parent in everyday life
communication with a child will not realize the “necessary” image of a Russian citizen, but
one that has been appropriated and implemented by him for many years. It's no coincidence in this
connection the term “consolidation”.
Competent pedagogical support for the formation of Russian identity
children of primary school age determines the child’s success in overcoming
further normative identity crisis and, to a certain extent, ensures
way out of the crisis to an “adult” Russian identity.
It is assumed that through accepting oneself as a representative of one or another
nationality inhabiting our country, including residents of a specific territory
(small Motherland), which is part of Russia, the formation of the Russian
identity of a junior school student.
Thus, we see that the peculiarities of the formation of civil
identities at primary school age include:
a purposeful process of developing a civic culture among students;
the formation and formation of his attitude towards the team, family, work, people,
who surround him, their responsibilities, and most importantly, his attitude towards the Motherland;
the civic identity of children of primary school age is formed,
first of all, under the influence of the family, in the educational process of primary school, and
also in the system of additional education.
1.3 Ways to form civic identity in primary school
age
Issues of educating the younger generation are coming to the fore
problems of civil identification, they are caused by an objective need
education of a citizen who respects the history of the Fatherland and the traditions of the people, who knows
cultural heritage of the country, native land. All this is a necessary condition
revival of the nation. “Ignorance of history, including the history of the native land, gives rise to
oblivion of traditions and can lead to the formation of a generation living “under
not feeling the country”, this can become one of the causes of social conflicts, a mine
delayed action for future generations. In order for spiritual formation
the younger generation flowed in the right direction, it is required to know and study
cultural heritage of its people. Local history studies can play an important role in this matter.
museums."
One of the ways to form civic identity can be local history
museum, which is the basis, an effective platform for studying material and
spiritual values of the native land. Plunge into the world of antiquity, into the world of our grandfathers and
great-grandfathers - an amazing miracle that can only happen in a museum, only here
you can get a real idea of the path our ancestors took.
Knowledge of the history of the native land revives the traditions of national spiritual culture.
A person who knows the cultural heritage of his people becomes a real
a citizen, a patriot of his homeland.
Great importance in the formation of civic identity of young children
school age play excursions. The excursion promotes direct
introducing students to the world of the past, visually comprehending what was said in
lesson. Children can get acquainted with the lives of heroes, see their photographs, orders,
immediate battlefields. Students get acquainted with memorable places, better
learn cultural heritage. And this, in turn, instills a sense of pride in children
for your country.
To form a civic identity, it can be used within the framework of
educational process and messages, conversations, story method, where the teacher can
provide children with information on topics related to citizenship.
This especially applies to Russian history. Such methods help to form
patriotism and citizenship of schoolchildren. Imitation games also play an important role.
historical reconstructions. In preparation for these activities with juniors
schoolchildren can collectively discuss a given topic, find out the attitude
students to this or that issue. Help your child develop a civic position
Class hours help. A special form of civic education for students is considered
educational conference for junior schoolchildren is a form of organizing educational
activities that include educational, educational and developmental
learning functions; it requires a lot of (primarily lengthy) preparatory work
work. The conferences consist of three stages. At the first stage, the teacher sets the topic and
younger schoolchildren spend a lot of work preparing the material. At the second stage
At the conference, children give their reports. You can invite to the conference
specialists, parents, veterans, etc. The third stage, the final one, at which
the results are summed up and the speakers are assessed.
Just like academic activities, extracurricular activities play a very important role in
formation of citizenship and patriotism of students. "Extracurricular activities
includes such forms as class hours, electives, various clubs, etc.
d. The use of forms and means of extracurricular and extracurricular work - the most important
components of additional education - opens up enormous personal and
practice-oriented opportunities for developing a culture of citizenship,
organizing students’ personal experience based on scientific knowledge: participation in classes
circles, the creation and functioning of school museums, where priority is
moral and patriotic orientation, in campaigns to places of military glory, in
environmental protection activities, local history expeditions, excursions and
etc.” It is known that the life of students at school is pedagogically organized.
Meanwhile, the extracurricular and out-of-school environment is more contradictory and specific, in
to a certain extent spontaneous. The behavior and consciousness of students are formed under the influence
microenvironment, the experience that a child accumulates from everyday life.
“Perceiving the great positive moral experience accumulated by society, the guys
often encounter bad habits in the family, among friends, on the street, they hear
statements that contradict the social environment (way of life). That's why,
if negative experiences are not neutralized, then children, like sponges, will absorb everything
negative, they will internalize it, and in the future such experience can become a starting point
deviant behavior, juvenile delinquency. Based on this, how
The problem of strengthening the educational significance of the leisure sector is never acute,
free time, activities and communication of students.”
Currently, an effective form of civic-patriotic education
schoolchildren is the activity of clubs, in the case when it is related to
formation of the student’s personality. With his introduction to the national culture, with
familiarization with the history of the country, i.e. has a civil patriotic
direction. Of particular importance is the activity of local history circles, which
awakens students' interest in their small homeland, creates a need for
moral improvement and ultimately forms love for the Fatherland. By
in the opinion of specialists who have been working in the field of civil law for many years
education, the complex of civic qualities of children and adolescents represents
complex system. It can be characterized as a set of components,
which need to be developed in students.
As part of the cognitive component, the student needs to know:
borders, geographical features, main historical events);
socio-political structure (symbols, government organization,
public holidays);
the Constitution of Russia (fundamental rights and obligations);
ethnicity (traditions, culture, national values), knowledge
about ethnic groups and peoples of Russia;
general cultural heritage of Russia;
orientation in the system of moral norms and values;
environmental knowledge (attitudes to nature, healthy lifestyle, rules
behavior in emergency situations);
Within the framework of the value and emotional component, the student must have
developed:
a sense of patriotism and pride for one’s country;
positive acceptance of one's ethnic identity;
interethnic tolerance, readiness for equal cooperation;
a friendly attitude towards others, a willingness to resist violence,
positive perception of the world, respect for family values;
moral self-esteem.
If we take into account the activity component that determines those
conditions under which the foundations of civic identity are formed, then here you can
attributed:
participation in school self-government, taking into account the age categories of children;
compliance with the norms and requirements of school life;
the ability to resolve conflicts and conduct equal dialogue;
participation in the public life of the school.”
One of the important components of civic education of the younger generation
is “organization and holding of various events and holidays of patriotic
topics. Such as: Victory Day, Defenders of the Fatherland Day, anniversaries of great events
and wonderful people, holidays of various branches of the military, etc. At the same time, carrying out
such holidays are carried out as a special socio-cultural activity.”
For primary school students, the holiday is, “first of all, the development
interest in knowledge, formation of a socially active healthy personality, implementation
needs, talent, interests, hidden capabilities, development of children's creativity,
self-affirmation. Participation of students in festive events provides
the opportunity to reveal your abilities, including teaching communication.
The themes of the holiday are very diverse: public holidays; traditional
folk holidays; memorable dates from the history of the Motherland and its heroes. The main motto
Teachers and students, the main participants of the holiday, can be considered the following phrase:
“The success of a holiday depends on the part of your soul put into it.” This generates
the first educational task: overcoming alienation from the holiday, making a holiday
family and friends for both teachers and their students. Emotional mood
motivation for active participation in the celebration allows you to successfully solve
the assigned task.
The holiday is developed as a joint work of culture and traditions:
compose poems, songs and ditties, come up with special designs, rituals, stage
performances and literary and musical compositions. Understand and realize this conduction,
living in it is the essence of the holiday. Organizers and participants are introduced to the values
Homeland, living and empathizing.
During the celebration there cannot be indifferent observers, every student
must be an active participant in the holiday. To do this, organize a group
activity. Each group designs and presents a creative surprise for everyone
other groups within the selected topic.
Class teachers and teachers who are the organizers of the holidays
patriotic orientation, play a huge role in improving
educational and educational processes, they organize and direct
teaching staff for the greatest efficiency of these processes. Therefore they
it is necessary to remember the main significant holidays and dates in the history of Russia, in order
to convey them to your students.
Thus, we can say that if children have all these
components, then he will grow up to be a worthy citizen of his homeland.
From all of the above, we see that the work of forming a civil society
the identities of children of primary school age should not be reduced to individual, even
very significant events. It is necessary to use the opportunities of educational
process, extracurricular and extracurricular work, opportunities for all life activities of children
primary school age, the entire educational space.
Theoretical analysis of the problem of forming children's civic identity
primary school age allows us to draw the following conclusions:
civic identity is a person’s awareness of his belonging to
community of citizens of a certain state on a general cultural basis;
primary school age is characterized by an active process of enrichment
knowledge about the life of society, relationships between people;
The structure of civic identity contains the following components:
cognitive (knowledge of belonging to a given social community);
value (positive,
negative or ambivalent attitude towards
accessories);
emotional (acceptance or rejection of one’s belonging)
2. Ways and means of forming civic identity among juniors
schoolchildren
Education of civic identity of children of primary school age
multifaceted in content, organization, forms, methods and means. It covers
various areas of educational and educational work.
To carry out the tasks of forming civic identity at school
methods, forms and means are used, such as conversations on ethical topics,
integrated lessons,
excursions, messages, storytelling method, simulation games,
historical reconstructions, classroom hours, conferences for junior schoolchildren, clubs,
visit to the local history museum, charity events, literary and musical
compositions, games, etc. For each children's group it is recommended to choose
the most suitable forms and methods. The more diverse and rich in content the form
organization of the educational process, the more effective it is.
“Cultivating national pride through the example of family traditions.”
“A future citizen is growing in your family and under your leadership. Everything, that
takes place in the country, through your soul and your thought it should come to the children,”
commandment A.S. Makarenko.
The family is traditionally the main educational institution. What the child is in
He acquires his childhood in the family and retains it throughout his entire subsequent life.
The importance of the family as an educational institution is due to the fact that in it the child is in
during a significant part of their life, and by the duration of their impact on
individual, none of the educational institutions can compare with the family. In it
the foundations of the child’s personality are laid, and by the time he enters school he is more than
half formed as a person.
Working with families is an important and difficult aspect of teachers. It is aimed at solving
the following tasks:
establishing unity in raising children;
pedagogical education of parents;
study and dissemination of best practices in family education;
familiarizing parents with the life and work of the school.
At our school, it is customary to involve parents in activities that promote
joint activities of parents and children. Both group and
individual forms of work with parents:
Kindness Fairs;
conversations;
consultations;
joint competitions;
leisure, holidays: “Dad, mom, I am a friendly family”,
instructions for parents;
classroom and school-wide parent meetings;
Information and thematic stands and photo reports are set up on the first floor;
A chronicle of the school is being kept.
Each family has its own story, but it is closely intertwined with history
the whole country. After all, the family is a part of the people! By knowing your family history, you can better understand
the history of his people.
The task of the class teacher and teacher is to implement the plan for the direction
“Me and my family” is to instill in children the idea that family is where they live in harmony.
The closest people are his parents. And for parents, children are the meaning and joy of all
life! “A parent’s heart is in their children”, “Children are not a burden, but a joy” - so they say
in wise proverbs.
In moral and patriotic education, example is of great importance
adults, especially close people. Based on specific facts from the lives of elders
family members (grandparents, participants in the Great Patriotic War, their
front-line and labor feats) it is necessary to instill in children such important concepts as
“duty to the Motherland”, “love for the Fatherland”, “hatred of the enemy”, “feat of labor” and
etc. It is important to bring the child to understand that this is why we won. That we love ours
The Fatherland, the Motherland honors its heroes who gave their lives for the happiness of people. Their names
immortalized in the names of cities, streets, squares, and monuments erected in their honor.
A child’s love for the Motherland begins with love for family, school, and small homeland.
The civil (Russian) identity of a young person is formed on the basis
family identity, school identity, identity with the territorial community.
The school’s special responsibility is the child’s school identity. What is this
is that? This is the child’s experience and awareness of his own involvement in school. For what
it is necessary? School is the first place in a child’s life where he truly goes beyond
limits of consanguinity and relationships, begins to live among others, different
people in society. It is at school that a child turns from a family man into
public person. What does the introduction of the concept of “child’s school identity” provide? IN
In the usual role reading, a child at school acts as a student, a boy (girl),
friend, citizen. In the identification reading, the schoolchild is “a student of his teachers,”
“friend of his classmates”, “citizen (or everyman) of the school community”, “son
(daughter) of her parents.” That is, the identity perspective allows us to see more deeply and
understand thanks to whom or what the student feels connected (or not connected) with
school community, what or who gives rise to his involvement in school.
Identification position
Place of formation of this position
child at school
Son (daughter) of his parents
Friend of his school
comrades
A student of his teachers
Citizen class
Citizen School
Citizen of society
Member of one's own ethnic group
Member of one's religious group
Specially created or spontaneous situations in
school where the child feels like a representative
his family (disciplinary entry in the diary, threat
teachers call parents, encouragement for success and
etc.)
Free, outwardly unregulated,
direct communication with classmates and
peers
All learning situations both in class and during
extracurricular activities; educational communication with
teachers
Intraclass events, affairs, activities;
self-management in the classroom
School events, children's associations
additional education at school, school
self-government, extracurricular communication with teachers.
Social projects at school; shares and affairs,
aimed at the out-of-school social environment;
children's public associations and organizations.
sense of national identity
All situations at school that activate the child
sense of religious belonging
The civic identity of a young person is formed on the basis of identity
family, school, identity with the territorial community. It was at school
the child becomes not only a family person, but also a social person. That's why
the problem of forming civic identity among the younger generation
acquires special pedagogical significance and its solution fully affects
all levels of educational institutions.
2.1 Methodological recommendations for the formation of civic identity
junior schoolchildren
As a result of what has been done, the following methodological recommendations can be identified:
on the formation of civic identity of junior schoolchildren.
Necessary in the formation of civic identity is the development
methodological material for class hours, where children are introduced to traditions,
the way of life of peoples and, naturally, the Russian people.
The content structure consists of information unfamiliar to students:
reading and discussing passages from classic works of literature
civil nature;
introducing students to proverbs and sayings of a moral nature;
discussion of works of art.
And even when the student does not remember everything and does not always understand the serious meaning
one or another picturesque subject. It is important that the student retains a sense of belonging
with the beautiful, with the greatness of the Motherland. And children need this for their emotional and
social maturation.
It is very useful to create mini-museums at school, the creation of which would involve
participation of the children themselves.
The organization and conduct of various events is of great importance.
Due to the characteristics of primary school age, priority is given to extracurricular activities
form of work. Primary school teachers need to develop and implement
thematic classes relating to major historical events, knowledge
basic rights and responsibilities of a citizen, knowledge of values and family history, profession
parents, etc.
Play activities are given great importance when organizing classroom hours.
With the help of a collection of pedagogical situations created by teachers, students can
experience various situations in a playful way. Children receive the original
emotional experience, learn to work in a team, learn to reasonably express their
opinion. The game also motivates further actions.
Also important in the formation of civic identity are
integrated lessons, excursions, messages, conversations, storytelling method, simulation games,
historical reconstructions, classroom hours, conference of junior schoolchildren, hikes
to places of military glory, mugs, etc.
Thus, the tasks of forming civic identity are most
will be fruitfully resolved if a connection is traced in the educational process
generations and knowledge of the immediate environment is established with cultural traditions
of the past. The named approach in the activity of forming civic identity
organizes the conditions for the socialization of the developing personality, for its entry into
civil legal society through the formation of relationships to the world and to oneself in
him.
CONCLUSION
The formation of civic identity is a multifaceted process. Work in this
direction is the interaction of all links of the educational process and educational
activities. We believe that this direction cannot be limited to
school life, especially in rural areas, where interaction with parents is very important,
the public, residents of the neighborhood. In work on civic education
it is necessary to use the opportunities of the educational process, extracurricular and extracurricular
work, opportunities for all life activities of schoolchildren.
The formation of civic identity of students at school is very
complex process. The content of civic education is included in a number of school
disciplines of primary, basic and secondary (complete) school. Teaching teams
independently choose the forms of implementation of civic education. Currently
Over time, a great deal of experience has been accumulated in the formation of students’ civic identity.
There is a wide variety of technologies and organizational forms of education
citizen of modern society. Use of forms and means of extracurricular activities
opens up wide personal and practice-oriented opportunities for
formation of civic identity of adolescents.
The formation of the civic identity of a primary school student is based on
love for the small Motherland (Appendix 1), for one’s home, family, school, for one’s native nature,
cultural heritage of their people, their nation and a tolerant attitude towards
Summary of extracurricular activities for 2nd grade
Topic “I am a citizen of Russia”
Annex 1
Goal: education of a citizen and patriot of his country.
Tasks:
develop knowledge about the state symbols of the Russian Federation;
include the concepts of “patriot” and “small Motherland” into the knowledge system;
to cultivate feelings of patriotism, love, pride and interest in one’s Fatherland,
to your homeland;
develop the ability to express your thoughts orally; listen and understand speech
others.
develop cooperation skills with adults and peers in different social
situations.
Forms of student work: frontal, individual, group.
Equipment:
computer, multimedia projector, screen;
handouts for students: cards with images of flags, coats of arms,
anthems of different countries;
dictionary by S.I. Ozhegov;
V.I. Dahl's dictionary;
computer for teacher;
software: MS Word, MS PowerPoint, presentation “Why
The Motherland begins";
audio file with the song “Where does the Motherland begin?” Mark Bernes, words by M.
Matusovsky, music by V. Basner;
social video “The Motherland is us”
song “Peace” by V. Gogunsky and Milana
Progress of the event:
1. The song “Where does the Motherland begin?” is played. Mark Bernes, words by M. Matusovsky,
music by V. Basner
Guys, what is the main word in the song? (Motherland)
What is your homeland for you?
Name the root in the word Motherland. Think of words with this root.
The meaning of the root genus. This is primarily a group of words associated with the concept of kinship and
birth: clan, relatives, nature, people, Motherland, give birth. Relatives, harvest.
Our Motherland is the Komi Republic. In the 1st millennium BC. e. (Iron Age) to the territory
The modern Komi Republic is penetrated by the ancestors of the Zyryans. In 1380 on Kulikovskaya
During the battle, Permians sent 800 combat troops to help Dmitry Donskoy
Human. The village of Yb is a historical landmark of the Komi Republic. IN
The Komi Republic is home to countless natural wealth, treasuries of raw materials
resources (oil, gas, gold, bauxite, timber). Almost the entire territory of Komi is taiga.
Up to 70% of the territory is covered with forest - spruce, pines, cedars, fir, and larches. In the north
from the Arctic Circle - forest-tundra (sparsely growing spruce and birch trees, marshy places) and
tundra. The Komi Republic has an amazing fauna; elk, reindeer,
wild boars, wolves, wolverines, stoats, badgers, sables, chipmunks, brown bears, forest
martens, foxes, arctic foxes, squirrels, hares, etc. The birds are not in poverty either, they feel great here
feel: grouse, wood grouse, ducks, hazel grouse, ptarmigan, etc. There are big owls -
eagle owls, tawny owls, great gray owls, great hawks, short-eared owls. In the Red Book - those living here
white-tailed eagles, ospreys, golden eagles. There are national parks and
reserves.
This is our small Motherland and we will learn about it by visiting our school museum. How
What is the name of the country we live in?
What was our country called before?
What is Russia? (Bright place)
Does each state have its own state symbols? What are their names?
2. Today we will work in groups. You already know the rules of work, but you can remember
looking at the screen.
Work in groups to search for symbols: flag, coat of arms, anthem among the symbols of other states.
Each group creates its own map of state symbols.
3. Prepared students tell:
Our flag has 3 colors: white, blue, red. White means nobility,
cleanliness; blue – loyalty, desire for peace; red – courage and love. Our
the flag is 311 years old, it was approved by Tsar Peter 1. He himself drew a sample of the banner and on January 20
In 1705 he issued a decree “On all merchant ships there should be banners according to the model...”. August 22
is the day of the state flag of Russia."
We constantly encounter the image of the coat of arms in everyday life. He
depicted on the passport of citizens of the Russian Federation, birth certificate, certificate of completion
schools. It can be seen on banknotes, postage stamps, postcards,
government awards. The word "coat of arms" comes from the German "erbe" meaning "inheritance".
The coat of arms shows the historical traditions of the countries. Coats of arms appeared a very long time ago, more than 4
thousand years ago.
The coat of arms of Russia depicts a double-headed eagle with outstretched wings. Guarding
state, it looks both west and east. 3 crowns - mean that the country lives according to
laws of honor and justice, and denote the unity of the three kingdoms - Kazan,
Astrakhan and Siberian. In one paw of the eagle there is a scepter - the emblem of power, and in the other
lape - a golden ball, which is called - power - this is a symbol of the power of the country.
The double-headed eagle appeared a long time ago - in the 15th century. The eagle's wings are like the rays of the sun,
and the golden bird itself is in the sun.
On the chest of the eagle there is an image of a horseman - this is St. George the Victorious. Rider
- This is a symbol of the victory of good over evil, the readiness of our people to defend the country from enemies.
The anthem is the main song of the country. The word "hymn" is Greek and means "praise." IN
especially on special occasions, on public holidays, military parades,
When the flag is raised and during sporting competitions, the national anthem is played.
The anthem is a solemn song or melody, it is listened to and sung while standing, men - without
headdresses, thereby showing respect for the main song of their Motherland. By
The modern text of the Russian anthem is Sergei Vladimirovich Mikhalkov, music
written by A.V. Alexandrov.
4. I found out that I have,
There is a huge family.
And the path and the leaf,
Every spikelet in the field.
River, blue sky
This is all my family
This is my homeland
I love everyone in the world!
– What is the name of love for the Motherland? (patriotism)
If we love our Motherland, then we are patriots.
Let's turn to dictionaries and find the meaning of the word “patriot”.
5. I suggest you watch the video “The Motherland is Us.”
Conversation after viewing:
Did you like the video?
How did you feel when the girl dropped the flag?
How did you feel when she wanted to pick him up? How do you think I felt?
the girl herself?
Why didn't mom allow you to raise the flag?
How did you feel when the boy raised the flag?
How did the boy and his parents feel when they walked with the flag? Can you name them?
patriots? Why?
What feelings do patriots have for their Motherland? (Pride, love, desire to do
your homeland happy, rich, strong, powerful and independent (Teacher helps
choose words to more fully reveal the meaning of the word “patriot”)).
You are citizens of the huge country of Russia. Love your country, respect its traditions,
honor the past, take care of the environment, work for the glory of Russia, be
true patriots of their state.
6. Soon our country will celebrate “Constitution Day”.
Constitution is the constituent document of the state, which sets out the main
goals of creating a state. In other words, this document contains laws that
determine how we should live in our state.
On holidays, it is customary to give wishes to each other. Write wishes to our Motherland,
what you want her to be. Pin your wishes to the board for everyone to read.
and add something of your own. And I want to give you a new song “Peace” by V. Gogunsky and
Milan.
Extracurricular educational activity (EC)
Class: 10 A
FULL NAME. student: Zelenova Valeria Yurievna
Subject: Formation of the civil identity of a modern schoolchild in the context of the implementation of the Federal State Educational Standard.
Target: Giveawareness of one’s uniqueness and at the same time commonality with others, one’s belonging to various social groups, one’s civic identity.
Tasks:
1. Educational task.
To form a legal culture and an active life position in schoolchildren.
2. Developmental task.
Instill a sense of patriotism in the individual students and the team as a whole.
3. Educational task.
Contribute to the education of cultural identity and community of all citizens and peoples of Russia.
Equipment: computer, projector, interactive whiteboard.
Used literature and sources:
1. [Electronic resource] – Access mode:URL: kubstu.ru
2. [Electronic resource] – Access mode:URL: nsportal.ru
3. [Electronic resource] – Access mode:URL: school24.edummr.ru
Progress of the event:
I. Organizational stage.Time 1-2 min.
mark those absent from the VM, provide an external environment for working on the VM.
The teacher greets the class and notes those absent from the class.
Greet the teachers and sit down.
II. Preparing to master new material.
Time 5 min.
Educational task of the stage: organize and direct the cognitive activity of students, prepare them to learn new material.
Video: “Civil Identity – National Idea”
No matter how much one criticizes the new Federal State Educational Standard for general education, it contains two big ideas that, upon reflection, captivate and do not leave indifferent - the idea of meta-subject and the idea of forming Russian (civil) identity. Even if we assume that behind the idea of forming a Russian identity is only the desire of the new elite to force everyone else to accept their version of Russia, it is impossible to abandon the idea itself. This is tantamount to stopping believing in the Motherland. Loving the Motherland is sometimes very difficult, almost impossible, but not believing in it is completely impossible.
Students watch the video and listen to the teacher.
III. The stage of acquiring new knowledge.
Time 25 min.
Educational task of the stage: Together with students, give the concept of the word citizen, patriot, understand what identity is and why it is needed.
Civil (Russian) identity is the free identification of a person with the Russian nation (people); a person’s involvement in the social and cultural life of the country, awareness of oneself as a Russian; a feeling of involvement in the past, present and future of the Russian nation. The presence of a Russian identity in a person presupposes that for him there is no “this country”, “this people”, “this city”, but there is “my (our) country”, “my (our) people”, “my (our) city".
School is the first place in a child’s life where he truly goes beyond blood ties and relationships and begins to live among other, different people, in society. It is at school that a child transforms from a family person into a social person.
What role does school play in your life?
Identity is the property of a person’s psyche to express in a concentrated form how he imagines his belonging to various communities.
In the usual reading, a child at school acts as a student, friend, citizen, etc. In the identification reading, a schoolchild is “a student of his teachers,” “a friend of his classmates,” “a citizen of the school community,” etc. That is, the identity perspective allows you to more deeply see and understand thanks to whom or what the student feels connected (or not connected) with the school community, what or who gives rise to his involvement in the school. And evaluate the quality of those places and people in school that give rise to belonging in a child.
Who is a citizen?
Citizen - individual, onpolitical-legalbased on a specificstate, which allows a legally capable citizen, in relation to other citizens and society (state), to have mutualrights,responsibilitiesand, within their framework,freedom. According to their legal status, citizens of a particularstates differ from foreign citizens and stateless persons located interritoriesof this state.
INRussian Empirethe word “citizen” officially meant “urban inhabitant,” that is, a city resident, a city dweller (the word “citizen” itself came from the last word). The word was also used in the modern sense; the introduction of this value is attributed toRadishchev.
IN THE USSR.
The main official form of oral and
written appeal toUSSRthere was the word "comrade " Appealssir/madam,Mr/Mrs were Soviet
authorities canceled and were considered
antisocial or outdated. The title "citizen" along with
with the word "comrade" was also used inUSSR, with derivatives"citizens" ,
"citizen" , "citizen" . The address “citizen” - as opposed to “comrade” - was used in cases where it was necessary to emphasize the legal distance between people (this is how an investigator and a defendant, a judge and an accused, a prisoner and a guard were supposed to address each other).
Let us remember the words of A.S. Pushkin:
“I swear on my honor that in the world I would not want to change the Fatherland or have a different history than the history of our ancestors.” Let's turn to the history of our ancestors: in the war against Napoleon, patriots died for Russia, in the Great Patriotic War, millions of patriots died... They were all ready for a feat for the sake of their native land...
Patriot, who is he?
Patriot - patriotica person is one who loves his Fatherland, is devoted to his people, is ready to make sacrifices and heroic deeds in the name of the interests of his Motherland.
How does patriotism manifest itself?
Is it profitable to be a patriot in our time?
Patriots are not born, they are made. And no matter how much anyone talks about patriotism, all these are words. Truth is in the soul. As Sergei Yesenin said, “Even though we are beggars, even if we are cold and hungry, we have a soul, let us add – a Russian soul.”
School was created for human education.
In my life, school teaches me not only various sciences. First of all, it teaches the skill of communicating with peers. Here I learned to resolve most of the conflicts that may arise in adult life.
At school I made my first real friends, with whom I will probably be friends all my life. Here I learned forgiveness, pride and justice. At school there is a desire to help others when choosing a future profession.
School is the platform from which a lifelong flight can begin.
This is a person who permanently resides in the territory of a certain state. He has rights and freedoms, but at the same time is endowed with responsibilities. Every person who officially resides in the country from birth is considered a citizen and has citizenship.
A citizen is a person who has a close political and legal connection with the state, endowed with certain rights and responsibilities.
Anyone who loves the place where he was born and raised
The one who loves and does not forget his mother, his home
Who proudly realizes that there is no country on Earth better than ours.
The nature of Russia is fabulously rich. Someone who not only loves, but also protects nature.
Ready to defend the Fatherland
Defends the prestige of his country
Knows state symbols
Ready to give all my strength and abilities to my homeland
A patriot is one who adorns the Motherland with his work
Builds his future, connecting it only with his fatherland
Knows his native language
He knows the history of his country and is proud of his ancestors.
Patriotism is manifested inrespect for your country, to her past, to the memory of her ancestors; in interest in the history of their country, studying the experience of previous generations. And this leads to finding out the causes of many events, which in turn gives knowledge. He who is armed with knowledge is protected from many failures and mistakes, does not waste time correcting them, goes further and overtakes in his development those who “tread on the same rake.” Knowing your history and the experience of previous generations helps you navigate the world, calculate the consequences of your own actions, and feel confident. At all times, people relied on the experience of their predecessors. Without the historical past, neither the present nor the future is possible. According to many classics, “Forgetfulness of the past, historical unconsciousness is fraught with spiritual emptiness both for the individual and for all people.” It is the understanding of the failures and mistakes of the historical past that leads to the achievements and merits of the present, and helps to survive in difficult times. That's whyIt pays to be a patriot.
Patriotism manifests itself in the abilityappreciate and take care of your homeland, striving to change it for the better, make it cleaner, kinder, more beautiful. For example, it is more pleasant and convenient to walk on clean, repaired roads. Shoes last longer and are less likely to fall. It is also much more pleasant to deal with decent people, rather than with boors and scoundrels. It's nice to enjoy the beauty of nature and human creations that are not at all difficult to preserve.
If a person learns to ennoble himself and the area around him, life will become happier, psychological comfort will appear, which will allow him to spend his mental strength more effectively, enjoy life and achieve a lot. That's whyIt pays to be a patriot.
True patriotism is manifested in the ability to be a moral person who creates beauty and goodness around himself.
IV. Reflection stage.
Time 30 min.
Educational task of the stage: summarize the acquired knowledge.
School Identity Questionnaire
1 Do you feel like a son (daughter) of your parents at school?
No
2 Do you feel like a friend of your schoolmates at school?
No
If yes, then please explain where and when, in what situations at school does this happen?
If “no”, then try to explain why?
3 Do you feel like a student of your teachers at school?
No
If yes, then please explain where and when, in what situations at school does this happen?
If “no”, then try to explain why?
4 Do you feel like a “citizen of your class” at school (a person doing something, even the simplest thing, that affects the life of your class)?
No
If yes, then please explain where and when, in what situations in the classroom does this happen?
If “no”, then try to explain why?
5 Do you feel like a “school citizen” at school (a person doing something, even the simplest thing, that affects the life of your school)?
No
If yes, then please explain where and when, in what situations at school does this happen?
If “no”, then try to explain why?
6 Do you feel like a “citizen of society” at school (a person doing something, even the simplest thing, that affects the life of a neighborhood, region, city, country)?
No
If yes, then please explain where and when, in what situations at school does this happen?
If “no”, then try to explain why?
7 Do you feel like a member of your ethnic group (a person of one nationality or another) at school?
No
If yes, then please explain where and when, in what situations at school does this happen?
If “no”, then try to explain why?
8 Do you feel like a member of your religious group (a person of one religion or another) at school? (Keep in mind that atheists also form a general religious group of the population)
No
If yes, then please explain where and when, in what situations at school does this happen?
If “no”, then try to explain why?
The questionnaire is a qualitative analysis tool.
Experienced
(% of students)
Not worried
(% of students)
positive
negative
Son daughter)
your parents
Friend of his schoolmates
A student of his teachers
Citizen class
Citizen School
Citizen of society
Member of one's own ethnic group
Member of one's religious group
V. Summing up stage.
What did our conversation today make you think about?
How did you feel when discussing problems?
FACTORS DETERMINING THE FORMATION OF SCHOOLCHILDREN'S CIVIL IDENTITY
Kantsedalova Tatyana Petrovna
1st year master's student, Department of General History,
philosophy and cultural studies BSPU Blagoveshchensk
Buyarov Dmitry Vladimirovich
scientific supervisor, candidate of philosophical sciences, associate professor of BSPU Blagoveshchensk
In the context of the transformation of the existing education system, which affects all social institutions of society, civic education occupies one of the key positions. The formation of civic identity is determined by the sociocultural, economic and educational situation in the country in the context of a multicultural modern society. According to the concept of spiritual and moral development and education of a Russian citizen, education plays a key role in the consolidation of Russian society. The school is the main means of forming identity among the younger generation and is responsible not only for the knowledge acquired, but also for the education of patriotism, the formation of ideas about the Motherland, about the native culture, as well as about the forms of behavior necessary for the successful functioning of a person in society; active citizenship, awareness of moral meaning, freedom inextricably linked with civic responsibility. Civil identity serves as the basis of group identity, integrates the population of the country and is the key to the stability of the state.
Let us turn to the concept of civic identity. In pedagogical science, there are several approaches to defining the concept of identity in general, and from this, civil identity in particular. A.N. Ioffe defines civic identity as the awareness of belonging to a society of citizens, which has a significant meaning for the individual. A.G. Asmolov takes as the basis for this concept the awareness of belonging on a general cultural basis, as well as the fact that the concept of civic identity is not identical to the concept of citizenship (as M.A. Yushin notes in his works), but has a personal meaning that determines a holistic attitude to the social and the natural world. T. Vodolazhskaya considers this concept within the framework of the realization of the individual, in her basic needs, in belonging to a certain group. Based on these approaches, we can conclude that civic identity is understood as the awareness of belonging to a community of citizens of one state, based on the awareness of the civil community as a collective subject; or identification of a person’s civic identity with the status of a citizen. In this case, civil Russian identity is the individual’s awareness of belonging to the Russian state, a citizen of the Russian Federation; readiness and ability to perform civic duties, enjoy rights, and take an active part in the life of the state and society.
In the modern concept of Russian education, civic identity includes such concepts as patriotism, respect for the Fatherland, the past and present of the multinational people of Russia, a sense of responsibility and duty to the Motherland, identification of oneself as a citizen of Russia, the subjective significance of using the Russian language and the languages of the peoples of Russia , awareness and feeling of personal involvement in the fate of the Russian people.
Based on the definition and content of civic identity, its structural components are identified. A.N. Ioffe identifies 4 structural components of civic identity: the first is cognitive, which means civic awareness and literacy; the second – value – civic position; emotional - patriotism, love for the Motherland; activity - citizenship, actions to solve problems and help others.
According to A.G. Asmolov, the formation of civil identity requires the formation of four personal components: cognitive - knowledge of belonging to the community of citizens of Russia, value - having a positive attitude towards the fact of belonging, emotional - acceptance of civil identity, behavioral - participation in public life.
To the above components, based on the work of L.V. Bychkova (Mostyaeva), you can add components such as connotative (emotional-evaluative) and axiological (value-oriented).
Based on the above proposed concepts, the author’s representation of the structural components and their content has been developed:
- cognitive (knowledgeable) – knowledge that a person has to identify himself as a citizen, as well as knowledge that allows him to actively express his civic position (knowledge about the historical past of the state, political culture, state structure, etc.);
- value-oriented - determined by the civic position of the individual, his attitude to such concepts as Motherland, Fatherland; respect for another subject as a citizen and his civic position;
- emotional-evaluative – the ability to be reflective of one’s own civic behavior, a clear and reasoned civic position, the ability to evaluate and compare one’s actions with the civil ideals and values of the state;
- activity-based (practical) – determined by a person’s behavior as a citizen of a particular state, participation in the social and political life of the country, his legal activity and civic activity.
Based on the content of civic identity, it becomes possible to identify the factors that determine its formation. Objective and subjective factors should be distinguished. Objective factors include those that do not depend on the activities and volitional decisions of a person. Such factors include: general historical past (usually expressed in legends, symbols and other historical sources); self-name of the community (other various ethnonyms); a common language spoken by the majority of citizens in a state; general culture (political, legal, economic); emotional states experienced by the community associated with the situations developing in the country.
Russia is a multinational, multi-ethnic state that recognizes the foundations of a secular society, but in which religion also plays an important role in the process of education and self-identification of an individual. Despite the universality that modern society strives for, it is necessary to take into account the role of national traditions in education and the regional factor. Therefore, the task of the school is to create a multicultural environment for the development of a person’s civic identity.
Subjective factors that determine the formation of identity relate to a specific situation, subjects, and content. In this situation, the school will be considered as a means of forming civic identity among schoolchildren and, depending on this, the following factors will be identified:
- the goals of education and upbringing of schoolchildren established at the state level, for example, the formation of civic identity is defined by the state standard as a personal result in mastering the main curriculum of a comprehensive school;
- The content of education received by a schoolchild within the framework of the general education program of the school is determined by the specific requirements for education in modern society. In this case, the content of both the main subjects studied by schoolchildren and in extracurricular activities in the subjects, as well as in educational activities carried out in educational institutions, is considered. If the content of the material in subjects is determined by the standard and the textbook, then in other areas, the content is more often determined by the school itself and a specific teacher.
- the effectiveness of the formation of civic identity is determined by the methods, forms, technologies used by teachers in their teaching practice, mechanisms, ways of organizing activities (individual, collective, independent, interactive, etc.), which together is the third factor.
- the opportunity to demonstrate one’s civic position (the possibility of applied knowledge in the educational environment, the development of associations, public organizations, self-government, to implement the activity component of civic identity, the manifestation of civic activity).
The following factors can be combined into two larger groups and considered depending on the influence of the teacher and student on the process of formation of civic identity.
The first group of factors was identified based on the influence on the process of formation of the student’s civic identity:
- individual characteristics (for example, the need for inclusive education);
- level of motivation (will be high provided that personal requests coincide with the educational program);
- family and education (attitude to the state as an institution of power, to civil rights in the student’s close circle);
- age characteristics (ability of self-identification and awareness of the existence of identity in general, including civil).
Identity formation is a process, first of all, that has age determinants, and a person’s belonging to certain communities depends on the priority of a particular community in the age group. The inclusion of an individual goes from microsocial to macrosocial, passing through three stages: ethnonational, state-civil and regional, forming the subject’s general ideas about his identity. Mastering the components of civic identity also has an age division, for example, a junior schoolchild will not yet be able to fully master the activity component, and the level of cognitive and value-semantic ones will differ from the level of an older schoolchild.
The following group of subjective factors is determined in accordance with the influence of the teacher on the formation of the student’s civic identity:
- the competence of the teaching staff in matters of forming the civic identity of the student,
- readiness and desire to devote time and make efforts to master this personal result by the student, the amount of time devoted to educational activities;
- creating and maintaining students’ motivation for this process (regularity, systematic implementation of the required actions).
To summarize, it is worth noting that by highlighting the factors that determine the formation of civic identity, it becomes possible to build ways to achieve the goal, in this case, to effectively form the civic identity of schoolchildren. Knowledge of the main factors, components, and content of the concept of the process of formation of civic identity helps the teacher to see and model it holistically, consciously set goals for teaching activities, determine its content, study the capabilities of their students, select effective forms and methods of work, objectively evaluate its results, i.e. e. formation of the student's civic identity.
Bibliography:
- Asmolov A.G. Educational and methodological materials for teachers at various levels of the general education system on the formation of civil identity of students within the framework of social partnership between family and school [Electronic resource]. – Access mode: http://www.firo.ru/?p=7245 (date of access: 01/10/2016)
- Bychkova (Mostyaeva) L.V. Methodological aspect of the formation of students’ legal consciousness as one of the key components of civic identity // Teaching history at school. – 2015. – No. 2. – pp. 14–21.
- Ioffe A. N. Identity today: understanding, problems and ways of establishing an all-Russian civil identity through education // Teaching history at school. – 2015. – No. 2. – P. 3–10.
- Shakurova V.M. Formation of Russian civil identity: the problem of a teacher // Pedagogy. – 2014. – No. 3. – P. 83-10.
