Constructivism as a theory of knowledge in multicultural education.

When considering any educational process, it is necessary to take into account three main positions - the theory of knowledge, the theory of development, and the value bases of interaction between participants in the educational process. The theory of knowledge defines the mechanism by which students acquire knowledge. Development theory focuses on the developmental aspect of learning. Values ​​determine the educational field of the school. Each position will be considered sequentially in relation to multicultural education.

Multicultural education is based on a theory of knowledge called constructivism. Its main provisions are as follows:

Knowledge is a social construct. Knowledge is not absolute, it initially has a partial character, since it is based on an individual interpretation of the world;

The role of education is not to transfer knowledge, but to help the student construct his knowledge about society, man, the world around him;

Each child must build their own knowledge. Each student has many unique ways of building knowledge based on their ethnic, racial, tribal origin, as well as linguistic, cultural identities, sexual orientation and physical characteristics.

Therefore, the central place in the lesson is given not so much to the acquisition of knowledge as to the active mental construction of knowledge by students. The task of the teacher is to offer students situations in which they will inevitably create correct and reasonable constructions. These provisions are concentrated around such a student's quality as activity. The presence of an active position of the child in the lesson is both a prerequisite and a consequence of the fact that he himself constructs his knowledge with the help of an adult.

The idea of ​​activating learning was expressed by scientists throughout the formation and development of pedagogy and even before it was formalized into an independent discipline, for example, by Socrates. And even before the emergence of systematic schooling in traditional cultures, a person learned the world through active forms of interaction with it. Perhaps that is why the ideas of activating learning in the history of pedagogy existed in different concepts, although they were based on different, and sometimes opposite, methodological foundations. Such a historical emphasis on the activity of the child in the learning process gives special significance.

What methodological means can a teacher use if he wants to strive to enhance learning? Theorists of multicultural education do not give an unambiguous answer to this question. Therefore, it is possible to use various developments of domestic pedagogical psychology. So, we can recall problem-based learning, once well developed, but quite forgotten by many teachers today. The epigraph to it can be lines from a poem by S. Ya. Marshak:

He plagued adults with the question "Why?"

They called him the little philosopher

But as soon as he grew up, they began to

Present answers without questions

Since then, he is no one else

Doesn't ask "why" questions

According to the generally accepted understanding, problem-based learning is a type of developmental learning, the content of which is represented by a system of problematic tasks of different levels of complexity. In the process of solving such problems, students, in joint activities with the teacher, acquire new knowledge and methods of action.

The scheme of problem-based learning is as follows: the teacher sets an educational problem task that creates a problem situation for students - the start of internal activity, awareness and acceptance, students' resolution of the problem situation - the implementation of their activity. As can be seen from this scheme: the key concept of problem-based learning is a problem situation.

It is important to note that this is not a set of external conditions, but a certain mental state of the student that occurs in the process of completing the task, which helps him to realize the contradiction between the need to complete the task and the inability to do it with the help of existing knowledge. Awareness of this contradiction awakens in students the need to discover and assimilate new knowledge about the subject, method or conditions for performing actions, stimulates mental activity.

The problem must correspond to the possibilities of its solution by the students, otherwise it will not be interesting for them and the problem situation will not arise.

There are various classification of problem situations. One of them is based on the quality of the unknown:

The subject of the action is unknown. In this case, the unknown will be regularities, theoretical positions;

The unknown is the mode of action;

The unknown are the new conditions of action.

The theory of development is based on the cultural-historical psychology of L. S. Vygotsky. In accordance with it, the sources and determinants of mental development lie in a historically developing culture.

Accordingly, such cultural factors as language, education, family, customs are determinants in relation to the level and pace of mental, including intellectual development. Thus, the origins of the individual functioning of the psyche are social, i.e. an individual person can acquire the higher functions of the psyche that already exist in the sociocultural context. Therefore, human behavior can be defined as mediated by culture.

As an example of the influence of culture on development, one can consider the features of gender differences in cognition. So, if in most countries spatial tasks are performed better by men than women, then Inuit- the people of the Canadian Arctic - no such differences were found. This is due to the fact that spatial abilities in the Arctic are necessary for adaptation to the natural environment, therefore, they develop in all members of this cultural group.

In addition to differences in those aspects of intelligence that are predominantly developed, people of different cultural groups develop different ideas about the world, different intellectual preferences. Therefore, when organizing multicultural education, the question of the need to take into account the sociocultural conditions for the development of students is particularly acute.

In addition to the question of what should be taken into account to optimize the development of students, it is necessary to agree on positions on what intellectual abilities should be developed. And they can be different. So, according to the classification of M. Kholodnaya, one can speak of convergent, divergent and metacognitive abilities.

Convergent abilities manifest themselves in indicators of the efficiency of the information processing process, indicators of correctness and speed of finding the only possible answer in accordance with the requirements of a given situation. They are represented by the following properties of intelligence:

Level properties characterize the achieved level of development of cognitive mental functions (speed of perception, operating with spatial representations, the amount of operational and long-term memory, awareness in a certain area, categorical-logical abilities);

Combinatorial properties - the ability to identify various kinds of connections, patterns, relationships, i.e. the ability to combine in various combinations elements of a problem situation and one's own knowledge.

Thus, divergent abilities are the ability to generate a wide variety of original ideas in unregulated conditions of activity. Their main criteria are: fluency (the number of ideas per unit of time); originality; susceptibility - sensitivity to unusual details, contradictions, uncertainties, willingness to quickly switch from one idea to another; metaphorical - readiness to work in a fantastic impossible context.

If many educators have at least a general understanding of divergent and convergent abilities, then metacognitive abilities and their necessity for the process of active cognition are unknown to most of them. If we dwell only on the main aspects of metacognitive abilities, we can single out arbitrary intellectual control and an open cognitive position. Arbitrary intellectual control means:

The ability to plan, put forward the goals of intellectual activity, think over the means of their implementation, build a sequence of one's own actions;

The ability to anticipate - to take into account the consequences of decisions;

The ability to evaluate the quality of individual steps of intellectual activity;

The ability to choose your own learning strategy.

It follows that the student must understand the goals of the upcoming activity, put forward goals, sub-goals of his own activity, build various algorithms for solving problems, know his typical mistakes and difficulties in a particular subject.

In an open cognitive position, three aspects can be distinguished:

Awareness by the child of many different mental views on the same phenomenon;

The ability to use different ways of describing and analyzing a particular phenomenon, including the flexibility to move from one method to another (from logical-analytical to figurative, from intuitive-associative to algorithmic, from effective-practical to gaming);

The ability to synthesize various cognitive positions, i.e. the ability to agree with various sources of information and doubt the indisputable.

It seems that metacognitive abilities can be developed not only through academic subjects. Great opportunities open up for this through lessons or studies in psychology. Here are examples of task options, each of which is aimed at one of the above aspects.

"And it's sad, and it's fun..." Students are encouraged to consider the same situation from different perspectives. The teacher describes different situations to students, for example: “the student got a deuce”, “the student got a five”, “the boy quarreled with a friend”. Students are invited to complete the sentences in relation to this situation: "And it's sad because ...", then "And it's fun because ...", "And it's interesting because ...".

"Scientist, poet, ballerina, storyteller." Students are offered an adjective denoting a quality, such as "cheerful". You must first give a logical explanation for this word from the position of a scientist, then come up with a metaphor-association from the position of a poet, show movement from the position of a ballerina, name a fairy-tale hero who corresponds to him from the position of a storyteller.

"You are right and you are right..." Students are offered two opposite positions on the same issue. They need to be able to agree with both. Positions can, for example, be as follows. The teacher says: "Students in the lesson should sit quietly, the noise prevents others from listening." The student says: "Students should be allowed to make some noise, because otherwise they will get tired and stop thinking."

It can be assumed that it is metacognitive abilities that are a prerequisite for the formation of tolerance and, accordingly, their absence leads to manifestations of dual thinking, when a person does not see different aspects of the situation, tends to strictly adhere only to his own point of view.

The value bases of multicultural education can be formed as follows:

Pupils, regardless of gender, cultural or national affiliation - individuals, are capable of deep emotional experiences. Each of them is unique and worthy of respect and does not have any privileges, including those associated with belonging to a particular culture;

Students accept their cultural identity, have the right to openly demonstrate it to others, refrain from violence against other cultural groups;

The most important technologies of multicultural education are dialogue and constructive equal interaction of students.

To implement these principles at school, according to the theory of the hierarchy of needs of the American psychologist A. Maslow, it is necessary to ensure the satisfaction of the student's needs: physiological, security, love, belonging to any social group, self-respect, self-actualization. However, the works of the American psychologist A. Maslow date back to a time when ethnocultural issues were not so acute, so here we should make some additions, joining the opinion of the American psychotherapist A. Mindell and include in the concept of "self-actualization" a person's ability to choose belonging to a culture - the freedom to remain in their own culture or leave it at will.

It can be assumed that the further the school moves towards the implementation of the basic needs of students, the greater the step it will take towards the implementation of a harmonious multicultural environment. However, speaking about the theory of knowledge, development, the value basis of cola, one should not forget about the communicative style. As A. Mindell rightly notes, representatives of the main cultural group consider their style to be universal. However, this puts unintended pressure on the minority, forcing them to conform to the majority's communication style. A. Mindell calls this phenomenon a kind of racism. Based on his opinion, it is necessary to invite teachers to be aware of the implicit initial settings in their own style and encourage children to use the style in which they feel comfortable.

Let us highlight the main stages in the development of the concept of "multicultural education" in post-Soviet Russia. As a research method, we use the analysis of consistently adopted regulations. In our opinion, these mechanisms can be distinguished if we trace the change in the official approach of the education system to the term "culture".

The first stage (1990s) was based on the idea of ​​culture as a set of material and spiritual achievements of each ethnic group. In Soviet times, despite the division of cultures into “different levels of development”, the cultures of the most numerous peoples were officially recognized and the following state-territorial formations were created: Soviet socialist republics, autonomous Soviet socialist republics within them and autonomous national districts. In accordance with this, a system of ethnocultural education was built - teaching at certain levels of education in the native language or studying the native language and literature. Therefore, in the documents of the 1990s. ethnic groups were recognized as subjects of culture, and (ethno) national Russian education began to be called multicultural.

In the Law of the Russian Federation "On Education" of 1992, the term "multicultural education" was not yet used, although the meaning of education as multicultural - ethnocultural was enshrined in the text of the Law: "The state policy in the field of education is based on the following principles: ... protection and development by the system formation of national cultures, regional cultural traditions and characteristics in a multinational state” (Article 2).

In the “Concept of multicultural education in the modern general education school in Russia” and “The concept of multicultural education in higher education” that appeared later Russian Federation”, developed in the Southern Branch of the Russian Academy of Education at the Pyatigorsk Linguistic and Rostov Pedagogical Universities, multicultural education was defined as “introducing the younger generations to the ethnic, national (Russian) and world culture for the purpose of spiritual enrichment, the development of planetary consciousness, the formation of readiness and ability to live in multicultural multi-ethnic environment”.

In these documents, the objectives of multicultural education were defined as follows: a deep and comprehensive mastery by students of the culture of their own people (which is an indispensable condition for integration into other cultures); the formation of students' ideas about the diversity of cultures in Russia and the world; fostering a positive attitude towards cultural differences that ensure the progress of mankind and the conditions for self-realization of the individual; development of skills and abilities of productive interaction with carriers of different cultures; education of students in the spirit of peace, tolerance, humane interethnic communication. Criteria to be met by multicultural education: 1) reflection in educational material humanistic ideas; 2) characterization of unique original features in the cultural peoples of Russia and the world; 3) disclosure in the cultures of the Russian peoples of common elements and traditions that make it possible to live in peace; 4) introducing students to world culture, revealing the process of globalization, the interdependence of countries and peoples in modern conditions.

The main directions of multicultural education of that time are very clearly formulated by D. V. Sazhin:

“1) the study by students of national cultures, their own and others, with a discussion of the problems of national revival and national identity; organization of the work of ethno-national educational institutions, primarily national schools and national cultural centers for the study of native languages ​​and familiarization with the native culture - traditions, customs, everyday features, holidays, etc., the so-called "ethno-folklore world";

2) the organization of intercultural dialogue, the fundamental possibility of which is due to the fact that, in general, every person of any culture strives for the same thing - love, the birth and upbringing of children, etc., and the differences lie in original ethno-cultural traditions. Therefore, it is necessary first to develop respect for one's ethnic culture in order to be able to easily and freely enter any cultural world and identify oneself with it. And then - to hold joint actions, meetings, festivals with representatives of other cultures, getting acquainted with their world, traditions and values;

3) introducing students to democratic, humanistic values, ensuring the development by students and teachers of such concepts as "culture of peace", "cultural convergence", "national character", "regional-ethnic culture", "education in the spirit of peace", "comparative pedagogy ", "pedagogical culture of the people", "regional approach to education", "ethnopedagogy", etc.

The first stage of multicultural education in post-Soviet Russia can be conditionally called polyethno-cultural education - an ethnos was recognized as a subject of culture, the main feature of which was its own original (native) language. Multicultural education at that time was associated with the familiarization of students with their native languages ​​and cultures, as well as with the simultaneous formation of a culture of interethnic (interethnic) communication. Polyethnocultural education is, on the one hand, the recognition of the productivity of the existence of a diversity of national schools, classes and groups, the formation of a diversity of ethnic identities among representatives of different peoples, and on the other hand, the assertion of the interethnic, interethnic nature of the interaction of various ethnic cultures in education in a situation of a pluralistic cultural environment, adaptation to cultural values ​​of other peoples. Multicultural education removes the contradictions between the systems and norms of education of dominant nations and ethnic minorities, ensures the painless entry of migrants into a foreign cultural environment, allows them to assimilate new cultural values ​​while maintaining the old national ones, lays civic principles in the child, forms in him the ability to live in harmony with other peoples and nations.

The second stage (late 1990s - early 2000s) - in Russia, the one-dimensional perception of the people as a single organism is being overcome. In fact, any nation consists of many social groups: territorial, age, gender, etc. And each of these groups has its own stable traditions of behavior and worldview. This mechanism is based on the idea of ​​culture as a set of material and spiritual traditions of each social group that makes up a given society, including ethnic, religious, professional, etc.

The Federal Target Program "Formation of attitudes of tolerant consciousness and prevention of extremism in Russian society (2001-2005)" contains the postulate: "... tolerance is defined as a value and social norm of civil society, manifested in the right of all individuals of civil society to be different, to ensure sustainable harmony between different confessions, political, ethnic and other social groups, respect for the diversity of different world cultures, civilizations and peoples, readiness to understand and cooperate with people who differ in appearance, language, beliefs, customs and beliefs. This program created conditions for the implementation of such education, in which religious communities and some regional cultures (Cossacks, Pomors, Kryashens, etc.) were recognized as subjects of original culture.

At this time, multicultural education begins to be associated with the formation of regional identity and at the same time tolerance. The federal targeted program stimulated the development and widespread implementation of multicultural programs that recognize the cultural traditions of certain social groups - for all levels and forms of education to teach intercultural dialogue, increase resistance to ethnic, religious and political conflicts, the formation of religious tolerance and tolerant consciousness.

The second stage in the development of multicultural education in Russia can be conditionally called “polysociocultural education”, in which traditional Russian multicultural education expanded to recognize any constructive social groups that make up society, and in this sense, multicultural education solved the problems of humanizing relations between people belonging to the same ethnic group. and within its boundaries - to various socio-cultural groups that have a different cultural identity (political, gender, religious, tribal, etc.). This position is shared by a number of authors.

The third stage (from the beginning of the 2000s) - in Russia, the idea of ​​culture as an individual human experience is postulated. The soul of each person is a separate cosmos. Each person creates his own culture, integrating different cultural influences in his own way and participating in cultural creation. Multicultural education is an education that recognizes the ability of each person to act as a separate world of culture, capable of integrating different cultures. This idea was reflected in the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen (2009) and the Concept for the Development of Multicultural Education in Russia (2010).

Describing the process of spiritual and moral development and education of a personality, the Concept of spiritual and moral development and education of a personality of a Russian citizen presents the following logic: in childhood, a child learns the values ​​of the family, at school he consciously accepts traditions, values, special forms of cultural, historical, social and spiritual life of his native village, city, district, region, territory, republic; a higher level - the adoption of the culture and spiritual traditions of the multinational people of the Russian Federation, "rooting" in the ethno-cultural traditions to which a person belongs by the fact of his origin and initial socialization; the highest stage of the process of spiritual and moral development of the personality of a Russian is the formation of a Russian civic identity, the development of the cultural riches of his country and the multinational people of the Russian Federation, the realization of their significance, features, unity and solidarity in the fate of Russia. Russian identity and culture can be compared to the trunk of a mighty tree, the roots of which form the cultures of the multinational people of Russia.

The draft Concept for the Development of Multicultural Education in Russia introduces the following principles of multicultural education:

Multilingualism (providing mastery of several languages);

Continuity (transmission of national culture from generation to generation with constant renewal, intensive modification of the ethno-cultural complex in the course of active intercultural cooperation and civilizational development);

Differentiation and diversity (laying the complementarity of cultures and languages ​​into the content of multicultural education, as opposed to unification and assimilation);

Creativity (preparation of a person for self-realization in dynamic social conditions of information culture through the formation of the ability for self-development and creative transformation of information);

Cultural integrity (understanding of universal culture as the essential basis of education - the development by students of relevant cultural norms and the adoption of universally significant patterns of activity and behavior);

Volumetric (stereoscopic) picture of the world (inclusion of the necessary ethnocultural and regional content of education in the federal state educational standard - the study of the world around us from the present to the past and the future, from the native and close to the neighbor and the other, from the family and home to the country and the world, from the subject of the Federation - to Russia and the globe);

Variability (the effective content structure of the Federal State Educational Standard is provided, albeit in a single way, but by different means in various subjects of the Federation - the content variability of multicultural education is given by the presence of regional and ethno-cultural parts in the composition of the Federal State Educational Standard);

Ethical relevance (education and cultivation of personal, cultural, national dignity of every citizen of the Russian Federation).

Both concepts are based on the understanding of the interaction of cultures as one of the patterns of development of world culture, which consists in the need to go beyond limited cultural experience, to exchange values, achievements and meanings of culture in the course of intercultural communication, as well as the recognition of the dialogue interaction of cultures as one of the most important factors of modernization in all spheres of society.

The development of these concepts is intended, on the one hand, to overcome the contradiction between the centrifugal forces that arise with the development of ethno-national education in different regions of Russia and the integration forces provided by multicultural education, on the other hand, to ensure the personal development of each student who accepts and is proud of his ethno-cultural, regional, religious , general civil and other identities, regardless of belonging to the majority or minorities, despite the "marginal extraterritoriality of the so-called" non-titular "ethnic groups in the Russian regions."

We conditionally call the third stage "Multi-personal and cultural" education - for each individual person began to see a separate unique culture. Multicultural education began to be associated with the (self) formation of a multi-layered common civil identity "Russians", including ethnic, regional, etc.

Thus, the following trends in the development of the concept of "multicultural education" in post-Soviet Russia from ethnocultural to polyethnic-cultural have been identified; from tolerant to polysociocultural; from personality-oriented to multipersonal-cultural.

Adopted in 2010, the Comprehensive Program for the Development of Multicultural Education, which involves experimental implementation in 2010-2020. different models of multicultural education in three constituent entities of the Russian Federation: the Republic of Tatarstan, North Ossetia-Alania, the Chechen Republic made multicultural education synonymous with multilingual education and, taking into account the Concept for the Development of Multicultural Education in Russia, postulates "Polyethnic-Cultural Education" at a new level.

These are the main stages in the development of multicultural education in Russia. Let us give examples of the most well-known typologies of multicultural education, which overlap in many respects, but also have a number of their own differences.

3.Multicultural education.

The basis of multicultural education is the need to rely on ethnopedagogical factors in the organization of education, i.e. on the values ​​of folk pedagogy.

According to G. V. Palatkina, multicultural education should have two main goals: satisfaction educational requests representatives of all ethnic groups and preparing people for life in a multicultural society.

A number of specific tasks of multicultural education follow from the goals:

Deep and comprehensive mastery by students of the culture of their own people as an indispensable condition for integration into other cultures;

Formation of students' ideas about the diversity of cultures in the world and Russia, fostering a positive attitude towards cultural differences that contribute to the progress of mankind and serve as conditions for self-realization of the individual;

Creation of conditions for the integration of students into the cultures of other peoples;

Formation and development of skills and abilities of effective interaction with representatives of different cultures;

Education of students in the spirit of peace, tolerance, humane interethnic communication;

formation and development of the ability to think critically;

Development of ethnotolerance;

Formation in students of a sense of national identity, dignity, honor through the development of "historical memory", inciting interest in their small homeland, the history of their people;

Formation of conscious, positive value orientations of the student's personality in relation to their own Russian culture, multicultural in nature;

Raising respect for the history and culture of one's own and other people;

The use of the ethnopedagogical environment as the basis for the interaction of the individual with elements of other cultures;

Formation of the student's ability to personal, cultural self-determination.

The basis of the multicultural worldview is a constantly evolving system of value orientations. A multicultural worldview manifests itself in the form of attitudes towards the organization of educational activities from the standpoint of multiculturalism. At the same time, the values ​​of folk culture (material objects of labor, everyday life, applied arts; spiritual - religion, customs, folklore; socio-normative - rituals, norms, etiquette) act as values ​​of the means.

When organizing multicultural education, two models of schools can function: ethnocultural (with an in-depth study of the culture of one of the ethnic groups) and multicultural (with a multi-ethnic composition of students), the content of education of which will be national-regional (native culture), federal and world components.

As G. V. Palatkina notes, the cultural and educational space should be built as part of the world, on the dialogue of cultures, their interaction and mutual enrichment. A balance must be ensured between the danger of turning various confessions into a variety of educational institutions, on the one hand, and, on the other, the emasculation of the spiritual and religious principle. Then multicultural education will really contribute to the formation of a multicultural personality.

The system of multicultural education.

Principles of multicultural education.

1. Skills, skills, abilities of intellectual and practical activity;

   Experience in creative activity;

   Experience of emotionally-volitional, valuable attitude to the world.

Today in the Russian Federation there is a culturological concept of the content of education.

Culture Components:

1. Art, works of art

   Traditions, images, beliefs

   Ways of activity that the people own

This concept (culturological) is very important for the implementation of multicultural education. For different ethnic groups, the structure of culture will be the same, and the culturological construction of the content of education facilitates the implementation of a multicultural component.

Multicultural education is not a special type of education - it is the general focus of education on strengthening intercultural understanding between ethnic groups, carriers of different cultures living in the same territory.

In the modern Russian Federation, there cannot be non-multicultural education, so the content of multicultural education will repeat the basic content in the main components, but should be wider than the basic one, since it will include information about the cultures of other peoples.

The system of multicultural education.

Multicultural education is formed, functions and develops as an open system that helps to satisfy the interests of citizens belonging to different cultures.

Multicultural education can be synonymous with lifelong education, reflecting its purpose and significance in a multicultural society.

The system of multicultural education is a unity of all levels of Russian education:

Preschool - mastery of native speech, native culture, the formation of a full-fledged cultural identity, civic identity; development of spiritual and moral norms and national and moral values.

School (elementary school, middle school, high school). School disciplines that will introduce students to different cultures. The necessary study of the native language in parallel with the state; raising children in the mode of social mobility

Professional school (secondary and higher). Education satisfies the requirements of the country in which it will be applied (2-level system of higher education, which is being actively improved).

Models of the content of education have also been developed (D. Banks):

Model A is for monocultural countries, for countries where one people lives.

Model B - basically the content of education includes the addition of components of small ethnic cultures.

Model C and D - represents the content of education, in which the material regulating from the point of view of all ethnic groups participates.

Block 1 - mastering the correspondence of knowledge. Ethnic knowledge will vary between subjects studying cultures in a given class.

2 block - mastering the means of interethnic communication.

3 block - education of a humane attitude to cultural diversity, education of tolerance, tolerance.

Principles of multicultural education.

The defining principles of modern multicultural education are as follows:

The principle of multilingualism. The linguo-socio-cultural basis of Russian identity is linguistic competence, which ensures the formation of a multiculturally oriented personality who speaks several languages. The development of multilingual education in the world is determined by the general trends of integration, dialogue of cultures, expansion of intercultural communication. The methodologically substantiated correlation of teaching and learning languages ​​is the most important component of multicultural education, expanding the individual perception of the worldview, arming a person with a set of sociocultural codes corresponding to the complex identity structure. In the humanistic paradigm of education, the role of a foreign language is also increasing, used as a way to comprehend the world, to become familiar with the culture of many countries and peoples, and to realize belonging to a planetary cultural community.

The principle of succession. One of the necessary foundations for the formation of Russian civic identity is such an education system that is capable of transmitting national culture from generation to generation, ensuring openness to interaction with other cultures and the modern civilizational development of the nation. The transmission of ethno-cultural information in the education system is subject to the general logic of the development of modern national culture, understood as a mechanism for adapting the civil society to changing living conditions. Therefore, the preservation of the merits and achievements of the national culture has nothing to do with the formation of immutable templates or the search for "primordial" values. On the contrary, the natural function of national culture (and hence education) is constant renewal, which involves intensive modification of the ethno-cultural complex, the development and development of innovations in the course of active intercultural cooperation and civilizational development.

The principle of differentiation and diversity. The viability of complex self-developing systems depends on the differentiation and richness of their elements. The system's survival potential is the higher, the more diverse and differentiated its reactions are, corresponding to the variety of external influences. The more complex the internal structure of a society, the more heterogeneous its ethnic composition, the more multidimensional and asymmetric its culture, the more chances it has to survive, the more stable and viable it is. It is the diversity, inconsistency and heterogeneity of the modern world that make it balanced and unified. Cultural interaction (both in terms of intercultural dialogue and in the pursuit of the unity of national culture) should not lead to averaging, unification, and destruction of a specific picture of the world. Therefore, the content of multicultural education lays down the conditions for the complementarity of cultures and languages ​​- as opposed to unification and assimilation.

The principle of creativity. The main life-supporting resource in modern society is the person himself with his ability for self-development and creative transformation of information. In contrast to the archaic extractive and industrial producing culture, in the post-industrial, information society, the processing culture wins. Intellectual, creative work makes the person himself not only the main life-supporting resource, but at the same time the goal of social and cultural development. The difficulties of Russian modernization clearly express the conflict between the old social systems and the innovative, subject-humanistic type of new social and cultural development. Therefore, one of the most important tools of modernization that forms the Russian civic identity is a multicultural education that can prepare a person for self-realization in the dynamic social conditions of information culture.

The principle of cultural integrity. Understanding culture as the essential basis of education requires the formation and development of universal skills and competencies, including the development of relevant cultural norms by students and the adoption of universally significant patterns of activity and behavior. The transmission of cultural samples through the educational process is insufficient, especially in the context of subject-specific dissection of education. Only cultural practices that combine the results of all types of educational (subject-lesson, extracurricular independent, additional) activities, including the experience of communication and group interaction with peers and adults, can become a reliable foundation for civic identity. Particular attention is required: the conceptual unity of the cultural basis of all educational and methodological complexes, the close interconnection of basic and additional education, the centralized design of the school's cultural practices, taking into account the initiative, interests and motivations of students.

The principle of three-dimensional (stereoscopic) picture of the world. The formation of Russian civic identity presupposes the rejection of the division of the content of education into several components and the inclusion of the necessary ethno-cultural and regional content of education in the federal state educational standard. At the same time, the notion of a visual and mental perspective, characteristic of modern culture, requires movement from the present to the past and future, from the native and close to the neighboring and the other. Accordingly, the educational description of the world necessarily requires an accurate choice of a didactic position that is adequate to the psychological, cultural, historical and geographical localization of the community to which children belong. It is inappropriate to start studying the world around us with an unfamiliar landscape or unknown realities of everyday culture. On the contrary, the movement from the family and home - to the country and the world, from the subject of the federation - to Russia and the globe seems quite natural.

The principle of variability. Strategies and technologies for multicultural education should correspond to regional circumstances and the goals of the formation of Russian civic identity. A multivariate combination in a single educational space Russia interests of the individual and ethno-cultural group with public and state interests requires the rejection of uniformity and unification. An effective content structure of the federal state educational standard should be achieved, albeit in a single way, but by different means in various subjects of the federation. The range of content variability of multicultural education is set by the very presence of the regional and ethno-cultural parts in the federal state educational standard.

The principle of ethical relevance. Multicultural education has a significant moral and ethical potential, since it creates a universal basis for educating and cultivating the personal, cultural, and national dignity of every citizen of the Russian Federation. Spiritual and moral values ​​and achievements of all cultures, all ethnic and ethno-confessional groups, all national-territorial communities of Russia acquire educational relevance only in a multicultural context, that is, they receive public sanction and state recognition. In addition, the moral and ethical unity and spiritual and moral integrity of the multicultural basis of education makes it possible to avoid the risk of a split personality, to eliminate the danger of opposing the ethnocultural and civil identity of a person.

Lecture 3. International experience of multicultural education.

Multicultural education and upbringing in foreign countries.

Multicultural education in the post-Soviet space.

Stefanenko T.G. Ethnopsychology: A textbook for universities \ 3rd ed., Rev. and additional - Moscow: Aspect Press, 2003.

Dzhurinsky A.N. Pedagogy of interethnic communication - M .: TC Sphere, 2007. - 224 p.

Let us single out the main stages in the development of the concept of "polycultural education" in post-Soviet Russia. As a research method, we use the analysis of consistently adopted regulations. In our opinion, these mechanisms can be distinguished if we trace the change in the official approach of the education system to the term "culture".

First stage (1990s) relied on the concept of culture as a set of material and spiritual achievements of each ethnic group. In Soviet times, despite the division of cultures into "different levels of development", the cultures of the most numerous peoples were officially recognized and the following state-territorial formations were created: Soviet socialist republics, autonomous Soviet socialist republics within them and autonomous national districts. In accordance with this, a system of ethnocultural education was built - teaching at certain levels of education in the native language or studying the native language and literature. Therefore, in the documents of the 1990s. ethnic groups were recognized as subjects of culture, and (ethno) national Russian education began to be called multicultural.

In the Law of the Russian Federation "On Education" of 1992, the term "polycultural education" was not yet used, although the meaning of education as multicultural - ethnocultural was enshrined in the text of the Law: "The state policy in the field of education is based on the following principles: ... protection and development by the system formation of national cultures, regional cultural traditions and characteristics in a multinational state" (Art. 2).

In the later "The concept of multicultural education in the modern general education school in Russia"

and "The concept of gender and cultural education in higher education in the Russian Federation", developed in the Southern Department of the Russian Academy of Education at the Pyatigorsk Linguistic and Rostov Pedagogical Universities, multicultural education was defined as "introducing the younger generations to the ethnic, national (Russian) and world enrichment, development of planetary consciousness, formation of readiness and ability to live in a multicultural multi-ethnic environment" 2 .

In these documents, the objectives of multicultural education were defined as follows: a deep and comprehensive mastery by students of the culture of their own people (which is an indispensable condition for integration into other cultures); the formation of students' ideas about the diversity of cultures in Russia and the world; fostering a positive attitude towards cultural differences that ensure the progress of mankind and the conditions for self-realization of the individual; development of skills and abilities of productive interaction with carriers of different cultures; education of students in the spirit of peace, tolerance, humane interethnic communication. Criteria to be met by multicultural education: 1) reflection of humanistic ideas in the educational material; 2) characterization of unique original features in the cultures of the peoples of Russia and the world; 3) disclosure in the cultures of the Russian peoples of common elements and traditions that make it possible to live in peace and harmony; 4) introducing students to world culture, revealing the process of globalization, the interdependence of countries and peoples in modern conditions.

The main directions of multicultural education of that time are very clearly formulated by D. V. Sazhin:

"1) the study by students of national cultures, their own and others, with a discussion of the problems of national revival and national identity; organization of the work of ethno-national educational institutions, primarily national schools and national cultural centers for the study of native languages ​​and familiarization with native culture - traditions, customs , everyday features, holidays, etc., the so-called “ethno-folklore world”;

• 2) the organization of intercultural dialogue, the fundamental possibility of which is due to the fact that, in general, every person of any culture strives for the same thing - love, the birth and upbringing of children, etc., and the differences lie in original ethno-cultural traditions. Therefore, it is necessary first to develop respect for one's ethnic culture in order to be able to easily and freely enter any cultural world and identify oneself with it. And then - to hold joint actions, meetings, festivals with representatives of other cultures, getting acquainted with their world, traditions and values;
• 3) introducing students to democratic, humanistic values, ensuring that students and teachers master such concepts as “culture of peace”, “cultural convergence”, “national character”, “regional-ethnic culture”, “education in the spirit of peace”, “comparative pedagogy ”, “pedagogical culture of the people”, “regional approach to education”, “ethnopedagogy”, etc.".

The first stage of multicultural education in post-Soviet Russia can be conditionally called polyethno-cultural education - an ethnos was recognized as a subject of culture, the main feature of which was its own original (native) language. Multicultural education at that time was associated with the familiarization of students with their native languages ​​and cultures, as well as with the simultaneous formation of a culture of interethnic (interethnic) communication. Polyethno-cultural education is, on the one hand, the recognition of the productivity of the existence of a diversity of national schools, classes and groups, the formation of a diversity of ethnic identities among representatives of different peoples, and on the other hand, the assertion of the interethnic, interethnic nature of the interaction of various ethnic cultures in education in a situation of a pluralistic cultural environment, adaptation to the cultural values ​​of other nations. Multicultural education removes contradictions between the systems and norms of education of dominant nations and ethnic minorities, ensures painless entry of migrants into a foreign cultural environment, allows them to assimilate new cultural values ​​while maintaining the old national ones, lays civic principles in a child, forms his ability to live in harmony with other peoples and nations.

Second phase (late 1990s - early 2000s) - in Russia, the one-dimensional perception of the people as a single organism is being overcome. In fact, any nation consists of many social groups: territorial, age, gender, etc. And each of these groups has its own stable traditions of behavior and worldview. This mechanism is based on the idea of ​​culture as a set of material and spiritual traditions of each social group that makes up a given society, including ethnic, religious, professional, etc. -2005)" there is a postulate: "... tolerance is defined as a value and a social norm of civil society, manifested in the right of all individuals of civil society to be different, ensuring stable harmony between different confessions, political, ethnic and other social groups, respect for the diversity of different world cultures, civilizations and peoples, readiness to understand and cooperate with people who differ in appearance, language, beliefs, customs and beliefs" 2 . This program created conditions for the implementation of such education, in which religious communities and some regional cultures (Cossacks, Pomors, Kryasheps, etc.) were recognized as subjects of original culture.

At this time, multicultural education begins to be associated with the formation of regional identity and at the same time tolerance. The federal targeted program stimulated the development and widespread implementation of multicultural programs that recognize the cultural traditions of certain social groups - for all levels and forms of education to teach intercultural dialogue, increase resistance to ethnic, religious and political conflicts, the formation of religious tolerance and tolerant consciousness.

The second stage in the development of multicultural education in Russia can be conditionally called "polysociocultural education, in which traditional Russian multicultural education expanded to the recognition of any constructive social groups that make up society, and in this sense, multicultural education solved the problems of humanizing relations between people belonging to the same ethnic group and within its boundaries - to various socio-cultural groups that have a different cultural identity (political, gender, religious, tribal, etc.) This position is shared by a number of authors.

Third stage (since the beginning of the 2000s) - in Russia, the idea of ​​culture as an individual human experience is postulated. The soul of each person is a separate cosmos. Each person creates his own culture, integrating different cultural influences in his own way and participating in cultural creation. Multicultural education is an education that recognizes the ability of each person to act as a separate world of culture, capable of integrating different cultures. This idea was reflected in the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen (2009) and the Concept for the Development of Multicultural Education in Russia (2010).

Describing the process of spiritual and moral development and education of a personality, the Concept of spiritual and moral development and education of a personality of a Russian citizen presents the following logic: in childhood, a child learns the values ​​of the family, at school - consciously accepts traditions, values, special forms of cultural, historical, social and spiritual life his native village, city, district, region, territory, republic; a higher level - the adoption of the culture and spiritual traditions of the multinational people of the Russian Federation, "rooting" in the ethno-cultural traditions to which a person belongs by the fact of his origin and initial socialization; the highest stage of the process of spiritual and moral development of the personality of a Russian is the formation of a Russian civic identity, the development of the cultural riches of his country and the multinational people of the Russian Federation, the realization of their significance, features, unity and solidarity in the fate of Russia. Russian identity and culture can be compared to the trunk of a mighty tree, the roots of which form the cultures of the multinational people of Russia.

The draft Concept for the Development of Multicultural Education in Russia introduces the following principles of multicultural education:

• - multilinguality (providing mastery of several languages);
• - continuity (transmission of national culture from generation to generation with constant renewal, intensive modification of the ethno-cultural complex in the course of active intercultural cooperation and civilizational development);
• - differentiation and diversity (laying complementary cultures and languages ​​into the content of multicultural education, as opposed to unification and assimilation);
• - creativity (preparation of a person for self-realization in dynamic social conditions of information culture through the formation of the ability for self-development and creative transformation of information);

cultural integrity (understanding of universal culture as the essential basis of education - the development by students of relevant cultural norms and the adoption of universally significant patterns of activity and behavior);

• - three-dimensional (stereoscopic) picture of the world (inclusion of the necessary ethnocultural and regional content of education in the federal state educational standard - the study of the world around from the present to the past and future, from the near and dear to the neighboring and the other, from the family and home - to the country and the world , from the subject of the Federation - to Russia and the globe);
• - variability (the effective content structure of the federal state educational standard is provided, albeit in a single way, but by different means in different subjects of the Federation - the content variability of multicultural education is set by the presence of regional and ethno-cultural parts in the composition of the federal state educational standard);
• - ethical relevance (education and cultivation of personal, cultural, national dignity of every citizen of the Russian Federation).

Both concepts are based on the understanding of the interaction of cultures as one of the laws of development of world culture, which consists in the need to go beyond limited cultural experience, to exchange values, achievements and meanings of culture in the course of intercultural communication; as well as recognition of the dialogue interaction of cultures as one of the most important factors of modernization in all spheres of society.

The development of these concepts is intended, on the one hand, to overcome the contradiction between the centrifugal forces that arise with the development of ethno-national education in different regions of Russia and the integration forces provided by multicultural education, on the other hand, to ensure personal development

every student who accepts and is proud of their ethno-cultural, regional, religious, general civil and other identities, regardless of belonging to the majority or minorities, despite the "marginal extraterritoriality of the so-called "non-titular" ethnic groups in the Russian regions."

We conditionally call the third stage "Polysoccultural" education - behind each individual person they began to see a separate unique culture. Multicultural education began to be associated with the (self) formation of a multi-layered common civil identity "Russians", including ethnic, regional, etc.

Thus, the following trends in the development of the concept of "polycultural education" in post-Soviet Russia have been identified: from ethnocultural to polyethnocultural; from tolerant to polysociocultural; from personality-oriented to multipersonal-cultural.

Adopted in 2010, the Comprehensive Program for the Development of Multicultural Education, which involves experimental implementation in 2010-2020. different models of gender and cultural education in three constituent entities of the Russian Federation: the Republic of Tatarstan, North Ossetia-Alania, the Chechen Republic made multicultural education synonymous with multilingual education and, taking into account the Concept for the Development of Multicultural Education in Russia, postulates "Polyethnocultural Education" at a new level.

These are the main stages in the development of multicultural education in Russia. Let us give examples of the most well-known typologies of multicultural education, which overlap in many respects, but also have a number of their own differences.

Formation of attitudes of tolerant consciousness and prevention of extremism in Russian society: federal target program (2001-2005). ((businesspravo.ru/Docum/DocumShow_Docum ID_22832.html

Dmitriev G. D. Multicultural education. M.: People's education, 1999; Sysoev P.V. The concept of linguistic multicultural education (on the material of US cultural studies): dis. doc. honey. Sciences. M., 2004; Skripnik N.I. Conceptual foundations and conditions for the education of tolerant relationships among older preschoolers // Vector of Science TSU. 2010. No. 2(2). pp. 102-105 and others.

The concept of spiritual and moral development and education of the personality of a citizen of Russia. M., 2009. URL: standart.edu.ru/catalog.aspx? Catalog ID=985

The concept of multicultural education in Russia. M., 2010. URL: old.mon.gov.ru/work/vosp/dok/6988/

The concept of multicultural education in Russia.

Comprehensive program for the development of multicultural education (2010-2014). iro-rt.ru/node/736

Municipal preschool educational institution

kindergarten No. 37 combined type

Istrinsky municipal district

143560 Moscow region, Istra district, pos. Kursakovo, 11

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MAIN DIRECTIONS

POLYCULTURAL EDUCATION

IN THE ACTIVITIES OF THE TEACHER

Work completed:

Korshunova Lyubov Anatolyevna

page

Introduction………………………………………………………………….3

The concept of the development of multicultural education………………….4

System multiculturaleducation……………………………..6

Basic principles of multicultural education………………8

education…………………10

Conclusion……………………………………………………………...12

References……………………………………………………..14

Introduction

Multicultural education (gr. - multicultural) is an education built on the ideas of preparing the younger generation for life in a multinational and multicultural environment. The purpose of such education is to develop the ability to communicate and cooperate with people of different nationalities, races, religions, to develop an understanding of the uniqueness of other cultures, and to eradicate negative attitudes towards them. A modern person should be tolerant, tolerant, with a developed sense of respect for people of a different culture, able to live with them in peace and harmony, with a readiness for active interaction. At the end of the 20th century, the process of rapprochement of countries and peoples began in the world, a powerful migration of the population took place (there are 2,000 peoples and more than 200 countries in the world), turning the planet into a “global village”. This required a change in value orientations and a reorientation from a monocultural education to a multicultural one, i.e. multicultural while maintaining its own culture as the core. Multiculturalism is also a personality trait. Under these conditions, folk pedagogy became especially in demand..

The concept of the development of multicultural education

The concept of the development of multicultural education formulates the goals, main directions and strategies for the development of multicultural education at the beginning of the 21st century, which proceed from the need to preserve the socio-cultural situation of pluralism and diversity, to protect the cultural identity of each ethnic community, thereby creating a humanitarian foundation for civil, supra-ethnic principles of social order.

The concept of the development of multicultural education has the following structure:

General provisions

The ideological and content, technological and linguistic components of multicultural (multilingual) education are consistent with the general trends in the development of a single Russian civilization, which has historically united and integrated in its structure the national cultures of the peoples of Russia. Russian civilization is, in principle, polyethnic, multilingual, multicultural and cannot be reduced to Russian national culture. Nevertheless, it is Russian culture that is its central component and plays a major role in developing the ways of the country's civilizational development.

The national and cultural interests of the subjects of the Russian Federation in the field of education involve the restoration of the ethno-cultural and ethno-social functions of the school. However, the education system that grows out of the cultural and historical traditions of the people, addressed to their urgent needs and aspirations for the future, must necessarily develop in the three-dimensional space of national-regional, all-Russian and world culture.

Thus, while preserving the national and cultural independence of the constituent entities of the Russian Federation, the all-Russian civic identity should ensure the socialization of the younger generations in the conditions of a multicultural Russian civilization, prepare them for functional cooperation as part of multi-ethnic civil communities of a regional, Russian, international scale.

Socio-political and socio-cultural landmarks

The ethnopolitical model of the Russian civil nation includes three main levels (floors):

- subnational (basic ethno-cultural), emerging as a community of all peoples, ethnic and sub-ethnic groups, diasporas, confessional communities living in Russia;

- national-territorial (basic political), consisting of the subjects of the Russian Federation;

- supernational (civil, state), uniting the citizens of Russia into a single national community.

The ethno-cultural self-consciousness of the group and the ethno-cultural identity of the individual must be organically built into the national-cultural organism at the basic political level of the subject of the federation, and the ethno-cultural interests of all groups and individual citizens must be ensured and protected on this national-territorial floor of the civil nation. In turn, the national (by no means always coinciding with the ethno-cultural) self-consciousness of the inhabitants of the Russian republics, regions, territories lays the foundation and is consistently integrated into the super-national all-Russian civic identity.

The ethno-cultural self-awareness, which does not coincide with it, is called upon to become the support and organic core of the natural national-civil identity. A multi-level construction of identity, adequate to our conditions, can be represented in the form of a nesting doll. A single Russian civil nation is as poly-ethnic as the nations that are formed within the framework of the national subjects of the Russian Federation. The failure of the "vertical-horizontal" structure of civic consciousness is provoked by the marginalization of the so-called non-titular ethnic groups in the Russian republics. Only if the representatives of these non-titular groups (for example: Russians, Chuvashs, Armenians in Ossetia-Alania, Tatarstan, Chechnya) do not take a position of extraterritoriality, but, along with Ossetians, Tatars, Chechens, are embedded in Ossetian, Tatarstan, Chechen (from the words " Ossetia", "Tatarstan", "Chechnya") national community, it is possible to achieve a consistent national-state consciousness of a federal scale. Regardless of racial, ethnic, religious

Belongings of Specific Citizens The entire population of the republic should be aware of itself as a single segmental civil nation, which at the same time is an integral part of the great Russian nation.

System multicultural education

A full-fledged multicultural education that meets modern requirements and prospects for the development of society is such an educational system that, within the framework of a single state standard, forms the content of education and upbringing in accordance with the structure of Russian identity, that is, it is guided by the goals of broadcasting the ethnocultural heritage and national cultures of the peoples of Russia in a wide all-Russian and world cultural and civilizational context.

In the system of multicultural and multilingual education, all existing levels of Russian education must necessarily be represented.

Goals and priorities of multicultural education

The goals of the development of multicultural education are inseparable from the general strategy for the modernization of Russian education, based on the principles of social targeting and the balance of social, ethno-cultural and national interests of citizens. In a single multicultural educational space of the Russian Federation, the interests of each individual must be harmoniously combined with public and state interests.

The structure of identity in the content of education

An insurmountable barrier to the formation of Russian civic identity is the ranking or opposition of citizens along ethnic lines, which takes place on the basic political level of the national-state (read: territorial-federal) structure of the multi-ethnic and multicultural Russian society. The main risk of such

division exists in the system of general education of the national republics and lies in the misunderstood right to choose additional ethno-cultural content and native language.

Additional right to native language and culture is designed to ensure the interests of small "non-titular" peoples of the federation and all diasporas. The diversity of ethno-cultural and national-cultural interests existing in our country reflects the complex typology of ethnic communities, languages ​​and cultures represented in Russia. Along with the peoples whose homeland (ethnic territory) is part of the Russian Federation, many millions of diasporas of immigrants from other countries live here. Along with the titular peoples of the federation, whose languages ​​are state (Russian - in all of Russia, others - in the national republics), there are small autochthonous peoples who do not have their own national-state institutions. The Constitution of the Russian Federation and Russian legislation in the cultural, linguistic and educational spheres create a solid foundation for meeting the social and cultural needs of every individual, ethnic group, local social or ethnic group, and civil society as a whole.

However, a civil nation is not a genetic-clan and ethno-social, but a territorial-political and national-cultural community. An effective tool for the formation of civic identity can only be the strict obligatory nature of the content of education, adequate to the construction of national-territorial institutions and the value set of cultural and political invariants. At the same time, the universal obligation of the federal component must certainly correspond at the segmental (republican) level with the obligation to study regional content and the state languages ​​of the republics.

Consistent implementation of the principle of obligation will forever save the Russian education system from an imaginary contradiction between the regions, territories on the one hand and the republics on the other. In all cases, the national-cultural accentuation is obvious, corresponding to the ethno-demographic and ethno-territorial basis of the subject of the federation: in the region, territory - national-Russian, in the republic - national-

title. In all cases, the unified Russian civic identity, corresponding to the national-state structure of the federation, remains the unchanging dominant.

In accordance with the ethnopolitical model of the Russian civil nation, the content of multicultural education can be conditionally divided into four interrelated cultural components:

- ethno-cultural, that is, providing a person with the opportunity to identify as a representative of a specific ethno-linguistic and confessional group;

- regional-titular (national-territorial), that is, providing a person with the opportunity to identify as a representative of the national community of a particular subject of the Russian Federation;

- all-Russian (supernational), that is, providing a person with the opportunity to identify as a representative of the Russian civil nation;

- world (universal), that is, providing a person with involvement in global civilizational processes and the possibility of identification as an equal member of the international community.

Reproducing the forms of social and cultural life of the multinational people of Russia, multicultural education will allow students not only to actively participate in intercultural dialogue, but also to better understand their own culture against the background and in close relationship with other cultures of Russian society. At the same time, for the majority of Russian citizens, the above scheme of conditional division turns out to be three-part, since the ethno-cultural component mainly coincides with the regional-titular one.

Basic principles of multicultural education

Determining principles of modern multicultural education:

The principle of succession.

The principle of differentiation and diversity.In information theory

this is called the "law of necessary diversity": the higher the potential for the survival of a system, the more diverse and differentiated its reactions are, as opposed to a variety of external influences. The more complex the internal structure of a society, the more heterogeneous its ethnic and sub-ethnic composition, the more complex and asymmetric its culture, the more chances it has to survive, the more stable and viable it is. Cultural interaction should not lead to averaging, to unification, to the destruction of a specific picture of the world. In the future, the Russian school cannot be anything but multicultural.

The principle of creativity.

The principle of cultural integrity.

The principle of three-dimensional (stereoscopic) picture of the world.The notion of a visual and mental perspective, characteristic of modern culture, requires movement from the present to the past and future, from the native and one's own to the neighboring and the other. Accordingly, the educational description of the world necessarily requires an accurate choice of a didactic position that is adequate to the psychological, cultural, historical and geographical localization of the community to which children belong. It is hardly advisable to begin the study of the surrounding world with an unfamiliar landscape or unknown realities of everyday culture. On the contrary, the movement from the family and home to the country and the world, from the subject of the federation to Russia and the globe seems quite natural. The formation of Russian civic identity presupposes the rejection of the division of the content of education into several components and the inclusion of the regional content of education in the federal component.

The principle of multilingualism.

The principle of variability.The multivariant combination in the single educational space of Russia of the interests of the individual and the ethno-cultural group with public and state interests requires the rejection of uniformity and unification. An effective structure of the federal component will have to be achieved in one way, but

by various means in the national-titular republics and national-Russian subjects of the federation. The range of content variability of multicultural education is set by the very presence of regional and ethnocultural content in the federal component. It cannot be ruled out (in any case, it should be discussed), for example, the possibility of creating regional textbooks of Russian history - in some cases this would help to harmonize the process of forming Russian civic identity.

Languages ​​of instruction

Functional bilingualism, that is, the teaching of some subjects in the native (non-Russian) and some in Russian, is complemented by a different ratio of teaching languages ​​at different educational levels. The native (non-Russian) language is given more attention at the initial stage of education. At the senior, specialized level of the school, along with Russian and native (non-Russian) languages, it can also be used as a language of instruction. English language, since practical possession of it becomes an urgent need of modern man.

Basic principles of multicultural education

The modern national educational ideal, which is the basis for the development and implementation of the federal state educational standard for general education, the basic national values, goals and basic principles of education, is formulated in the "Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen".

As special principles of education that determine the effectiveness of multicultural education in general, the following should be singled out:

- the national and cultural basis of education;

– humanistic openness of education;

- personal orientation of education;

– education of civic responsibility;

- education purposeful creative activity:

- the basic principle of organized self-development.

The educational principle of organized self-developmentinvolves the creation of a new socio-psychological model of behavior for a member of the Russian civil society, capable of ensuring the normal adaptation and comfortable existence of a person in the modern information society, the equal participation of the bearer of his own national and ethno-cultural tradition in global civilizational processes.

The cultural and historical basis of organized self-development is the age classes of traditional culture. The organizational basis is children's and youth communities, constituted within the framework of specific educational institutions. The most important features are the axiological, activity, developing approach to education, personal responsibility, the natural hierarchy of functional competence, competitive forms of climbing its steps.

Conclusion

Comprehensive Program for the Development of Multicultural Educationhas the following structure:

Introduction - The content of the problem of multicultural education - Target setting and objectives of the Program - Mechanism and stages of the Program implementation – System of program events – Resource support and control over the implementation of the Program

The goal of the Program is to create in the Russian Federation a full-fledged system of multicultural education, capable of providing a favorable democratic and humanistic social climate, conducive to harmonization of relations between representatives of all socio-cultural groups of the population in the interests of Russian civic identity.

To implement the target installation, the following main tasks are solved:

– formation of scientific, theoretical and methodological foundations

multicultural education, including the development of educational methods and technologies, the creation of a set of basic curricula, teaching aids and recommendations;

- training, advanced training and retraining of teaching staff for work in the system of multicultural education;

– experimental testing of a multicultural (multilingual) educational model in three subjects of the Russian Federation;

- information support for multicultural education, including the creation of regional databases on the results of development and pedagogical experience of multicultural education;

– approbation and publication of educational and methodological kits developed for primary multicultural schools.

The program defines the mechanism and sequence for solving the set tasks.

There are at least two indisputable reasons for raising multicultural education to the rank of state policy. Ontactical levelThe success of overcoming the threats of social instability that arise on the basis of the unpreparedness of young people for life in the conditions of the ever-increasing multiethnicity and multiculturalism of Russian society depends on the development of multicultural education. INstrategic sensemulticultural education is the most important tool for the formation of Russian civic identity.

Only the basic principles of multiculturalism can turn the education system into an effective socio-cultural mechanism that consistently connects the formation of a comprehensively and harmoniously developed personality with the development of national cultures and the strengthening of the supra-ethnic integrity of society.

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