The significance and personal meaning of education. Social significance and personal meaning of education

Personality is a specific person with individual psychological characteristics.

Socialization of personality– human development in interaction with the outside world.

Its components: development, education, education, personality formation.

Thus, the social and personal significance of education lies in the fact that the learning process is the most important condition for the socialization of the individual, the integration of individuals into social groups, into society as a whole.

In the information society, the role and importance of lifelong education is increasing.

Literature

Social studies: 10th grade: textbook for general education institutions: profile level / ed. L.N. Bogolyubova, A.Yu. Lazebnikova, N.M. Smirnova – 5th ed. – M., 2011. – P. 7 - 290.

Topic 1.2.Introduction to sociology

Study questions

Sociology as a science.

Social structure of society.

Economic institutions of society.

Socialization of the individual.

Family and marriage as social institutions.

Ethnic diversity of the modern world.

The role of law in the life of society. Legal culture.

Deviant behavior, its forms and manifestations.

The role of religion in the life of society.

Social problems of modern Russia.

Sociology as a science

In the broadest sense, sociology is a science that studies society as a form of joint human activity.

But other sciences also study society.

Sociology is the science of society as an integral system, of the laws of its functioning and development.

The word “social” means the totality of social relations, i.e. relationships of people to each other and to society.

The social is understood as the result of the joint life activity of people, which manifests itself in their communication and social interaction, during which social relations are formed.

Social structure of society

Structure is understood as a set of interconnected elements that make up the internal content of an object.

Social structure is a set of interacting social groups, statuses, roles, institutions and relationships between them.

Basic elements of the social structure of society

1. Social groups.

Social group– any set of people identified according to socially significant criteria (gender, age, nationality, profession, place of residence, income, power, education, etc.). Each social group has its own social interests.

Young people as a social group (16–30 years old) play a special role in the life of society.

Other social groups:

People of the city and countryside;

Marginalized groups;

Socio-demographic groups (youth, women and men, older generation);

National communities (nations, nationalities, ethnic groups).

2. Social status– a certain position in the social structure of a group or society, connected with other positions through a system of rights and obligations.

3. Social role– a model of behavior focused on a given status (social roles in adolescence).

4. A social institution in a broad sense is a set of norms, rules of behavior in a certain sphere of human life (political, economic, social, legal, family institutions, science, education, culture, religion, etc.).

Economic institutions of society

The economic sphere of society is the most important. It includes the production, distribution, exchange and consumption of goods and services.

Economic institutions– these are the norms and rules by which its participants interact and carry out economic activities.

These include institutes:

Property;

Inheritance;

Taxation;

Financial and credit;

State regulation of the economy, etc.

The level of economic development has a direct impact on the social structure of society, the quality and standard of living of the population.

Economic activity also creates the material basis for the development of culture.

In turn, the level of cultural development has an inverse effect on the economy.

Economics and politics

Politics is a concentrated expression of economics.

Politics cannot but take precedence over economics.

The sociology of labor in the Russian Federation is based on the system of social partnership enshrined in the Labor Code of the Russian Federation.

Socialization of the individual

Socialization of personality is the development of a person in interaction with the outside world.

Its components: development, education, training, personality formation.

Factors of personality socialization

Hereditary-biological.

Natural-geographical.

Social factor.

Mechanisms of personality socialization

Traditional– a person’s assimilation of knowledge, norms and rules of behavior, views that are characteristic of his immediate environment.

Institutional acts in the process of human interaction with the institutions of society.

Stylized operates within a certain subculture, incl. youth subculture.

Interpersonal acts in the process of human interaction with other people.

reflective Connected with internal dialogue person.

Social control, which is based on social values ​​and norms, plays an important role in the socialization of the individual.

The process of personal socialization is based on a twofold basis:

1) the impact of the team and the leader on the individual;

2) self-realization of the individual, which presupposes self-awareness, self-knowledge, self-determination, freedom and responsibility of the individual.

The process of socialization of the individual goes on continuously from the moment a person is born. At the same time, self-knowledge begins with self-recognition, distinguishing oneself from the outside world.

How does a social institution meet the needs of the individual and society in acquiring knowledge; is a system of institutions with material resources and communications; performs transmission functions in accordance with regulations social experience, inclusion of the individual in various spheres of society, introducing him to culture. The school is responsible to society and the state for the accessibility, quality of education, and its compliance with modern scientific views

In the Law of the Russian Federation “On Education” it is characterized as a purposeful process of education and training, focused on the interests of the individual, society, and state.

First landmark- personal. It is based on the recognition of man as the highest value, and the right to one of the fundamental rights of the individual

Education equips a person with a system of knowledge and skills necessary for successful activities in various spheres of life.

Education introduces the individual into the cultural life of humanity, introduces him to the main fruits of civilization. It serves as a necessary basis for understanding and mastering political, economic, legal, and artistic culture.

Education helps an individual more accurately navigate the difficult conditions of modern life, determine his civic position, get to know his homeland and be its patriot.

Second landmark- social, in the interests of society and the state - is organically interconnected with the personal, because the main wealth of society is people. Scientists say: the development of each individuality undoubtedly contributes to social development; in a general sense, the development of society is equivalent to the development of the individual. If society creates opportunities for individuals to develop, in the end, this inevitably leads to the development of society as a whole.

In most countries it is considered as the greatest value of every nation and world civilization. Concern for education is declared a priority (although in real life this is not always observed). Only it is the basis for the full functioning of all spheres public life, and therefore social stability.

Education has a positive impact on social processes, a well-educated person knows better and more accurately implements laws, strives to prevent possible conflicts, protect himself and his loved ones from dangerous shocks, and realizes the important advantages of evolutionary development for himself.

The role of education is great in strengthening and functioning of a democratic society and the rule of law. It promotes the education of civic consciousness, helps people consciously approach the assessment of the basic documents of various parties and determine their attitude towards their policies. Education serves strengthening national securityness our country.

Education promotes environmental safety. Only about Educated people raised their voices in defense of nature and organized, with the enormous participation of young people, a mass movement that swept the whole world to prevent environmental disasters.

In addition, it contributes to the training of scientific and engineering personnel that ensures a modern level various fields production, including military equipment serving the protection of the state.

“The main value of education is the opportunity for an individual to gain inner spiritual freedom”

Jacques Maritain

Even ancient philosophers were convinced that the system of education and upbringing is the most significant factor in social reproduction: both the quality of future generations and the viability and efficiency of the future development of society itself depend on it. As Plato noted, it is education that fully ensures a fairly definite and clearly expressed result: either the Good or its opposite.

Education forms a person of a particular society, consistent with its needs, aware of the goals of its development and serving their implementation. At the same time, education, including a person in the space of socially significant values, forming universal models of behavior and value attitudes, contributes to the assimilation of significant universal values.

A person must acquire the Good, writes Plato, it should rightly be recognized as higher than pleasure - this is intelligence, knowledge, understanding, art, and so on. Aspiration towards the world of eternal Ideas, distraction from everyday vanity - this is the goal true life. Understanding the modern tasks of education, it can be stated that the development of the spiritual potential of the individual should not be reduced simply to the internalization of objective spirituality. It is carried out in the process of human activity with the goal of positively changing oneself and society in accordance with the highest socially significant values.

The pursuit of knowledge, information, and material values ​​is dissonant with the genetically inherent need for harmonious development in humans. The main task of education is correlation with the natural abilities of a person, their recognition and development. After all, correct upbringing and training, notes Plato, awakens good natural inclinations in a person, i.e. thanks to such upbringing, they become even better - both in general and in the sense of passing them on to their offspring. “Converting a person does not at all mean investing in him the ability to see - he already has it, but it is directed incorrectly, and he looks in the wrong place. This is where we need to put in the effort.”

The problem of the purpose and essence of education is indeed resolved by philosophy (consideration of issues of personality formation, optimal adaptation of a person to life in society, development of educational concepts and programs). The main principle of the modern concept of education is the interpretation of the ideal of education through knowledge and cognition. Thus, an educated person is one who knows the world and knows how to use his knowledge. (The first precept of philosophy according to Plato is the diligent development of the intellect with the aim of restoring unity with the eternal).

Education is the only technological sphere in the formation of a person’s personality. At its core, it always works for the future, predetermining the development of society in a progressive or regressive direction. Therefore, the role of education in the development of any society is decisive. Only it is able to reverse the negative trends in the spiritual and moral sphere of humanity and help in the search for meaning human life, give progressive life guidelines and indicate the criteria for irreversible moral degradation of a person.

Spiritual and moral factors in the struggle between creative and destructive forces always stand on the side of the creative ones. And if destructive forces are mostly spontaneous, then creative ones are always purposeful and require enormous efforts, not only energy, but also time.

We do not deny the personal value of education, we deeply perceive the highest intrinsic value of each person, but at the same time we avoid distortions and extremes, understanding that the value of education is not only in development personal qualities, but also public and state. And only the harmony of these qualities can solve the issue of value education.

Depending on the answer given by a person or, more broadly, by society about the meaning of human existence, the idea of ​​the value of education as one of effective ways pass on to future generations our understanding of the meaning of human life.

When talking about the values ​​of education, it is necessary to take into account three “layers” of values:

- the value of education as a state value,

- as a public value,

- as personal values.

The first two values ​​of education reflect the collective, group significance of this cultural phenomenon, and in the Soviet period of domestic education they came to the fore in many pedagogical concepts. Recently, priority has been given to the personal value of education, an individually motivated, biased attitude of a person to the level and quality of his education.

Apparently there is close connection between the recognition of the student-centered value of education and the tendency to understand education as a continuous process occurring throughout a person’s life. Education can not only maintain the values ​​of society, the values ​​of society at the proper level, but also enrich and develop them.

You can see the close connection between education and the priority values ​​of society using the example of “culture of usefulness” and “culture of dignity” - concepts introduced by the famous psychologist A.G. Asmolov. A culture of utility, or a culture focused on utility as the basic value of society, has “the only goal... - the reproduction of itself without any changes... education is given the role of a social orphan, who is tolerated insofar as one has to spend time on training and preparation person to perform useful official functions."

In his opinion, opposition to such a culture, such a structure of society represents a new type of culture oriented towards dignity. “In such a culture, the leading value is the value of a person’s personality, regardless of whether anything can be obtained from this personality to perform a particular task or not.” It is obvious that the culture of dignity requires a new paradigm of education - education focused on nurturing a person’s sense of self-worth, a sense of freedom, professional and general educational (general cultural) competence. This requires a radical change in the content and organizational forms of the entire educational system, a change in the values ​​of education as a social and cultural phenomenon.

The present period of time is characterized by the de-ideologization of society, rethinking and changing the system of values, including the values ​​of education, and is defined by a number of scientists as an “axiological revolution.” Socio-economic reforms, the rapid pace of life, the economic crisis, and the transition to a market economy in an instant overthrew what had seemed unthinkable just recently. “Old” values, which until recently seemed irrefutable, are being replaced by “new” value orientations alien to previous practice.

Education is not only cultural phenomenon, but also a social institution, one of the social substructures of society. The content of education reflects the state of society, the transition from one state to another. Currently, this is a transition from the industrial society of the 20th century. to the post-industrial or informational XXI century. The development and functioning of education is determined by all factors and conditions of society: economic, political, social, cultural and others. At the same time, the goal of education is the development of a person who meets the requirements of the society in which he lives, which is reflected in the connection between education and culture.

The connection between education and culture is the closest; already the earliest stages of the formation of the institution of education are associated with cult and ritual: culture required constant reproduction. This is not just conditioning, it is an essential interdependence, which is manifested, in particular, in the fact that one of the basic principles of the existence and development of education is “cultural conformity.” At the same time, education is considered, first of all, as a social institution with the function of cultural reproduction of a person or reproduction of human culture in society.

This principle replaced that put forward by Ya.A. Comenius’s position on the “natural conformity” of education. As Ya.A. believed. Komensky, one can easily learn only by “following in the footsteps of nature,” according to which the basic postulates of learning were formulated, reflecting the fundamental laws of nature and man as its part. The principle of “cultural conformity”, imperatively formulated by A. Disterweg: “Teach culturally consistent!”, means learning in the context of culture, the orientation of education on the character and values ​​of culture, on the development of its achievements and its reproduction, on the acceptance of sociocultural norms and the inclusion of a person in their further development. Culture is understood as a system of patterns of behavior, consciousness of people, as well as objects and phenomena in the life of society that is reproduced with the change of generations.

Productive is the concept of the type of culture (for example, archaic, modern) and the position that the very definition of the type of culture can be correlated with the nature of training and education. On this basis, the famous ethnographer M. Mead distinguishes three types of culture:

- postfigurative,

-cofigurative,

-prefigurative.

In a post-figurative culture (primitive societies, small religious communities, enclaves, etc.), children, first of all, learn from their predecessors, and adults cannot imagine any changes and therefore pass on to their descendants only a sense of the unchanging “continuity of life” lived adults, is “a blueprint for the future for their children.” This type of culture, according to M. Mead, characterized human communities for millennia until the beginning of civilization. The manifestation of this type of culture is also found in our time in diasporas, enclaves, and sects; in traditions, national ways.

The cofigurative type of culture assumes that both children and adults learn from their peers, and more broadly from their contemporaries. However, this type of culture includes post-figurative in the sense of following elders in norms, behavior, etc. In its pure form, cofigurative culture can manifest itself in a community that remains without elders. Using the example of an analysis of the life of immigrants in the USA, Canada, Australia, and Israel, M. Mead shows that new living conditions require new methods of education. Under these conditions, a situation arises of association of peers, identification with a peer - a situation when the referents, significant for the teenager, are not adults, not parents, but peers.

Prefigurative culture, “where adults also learn from their children,” reflects the times in which we live, notes M. Mead. This is the culture that is envisioned, this is the world that will be. Education should prepare children for the new, preserving and inheriting what was valuable in the past, because the connection between generations is the history of civilization.

It is obvious that different approaches to the problem of the internal connection between culture (its types, paradigms, trends) and education reveal the contradictions that have accumulated in the history of civilization between the established “educational” stereotype of public consciousness and the knowledge accumulated by humanity about the child, childhood and his world. Modern education and is characterized by the search for a solution to this contradiction.

2.3. State value of education

Education as a reproduction of culture could not help but form as a certain system, within which different subsystems are differentiated (depending on the age of the students, the purpose of learning, the relationship to the church and the state). First of all, we emphasize that education as a social institution is a complex system that includes different elements and connections between them: subsystems, management, organization, personnel, etc. This system is characterized by purpose, content, structured training programs and plans that take into account previous levels of education and predict subsequent ones. The system-forming (or meaning-forming) component of the educational system is the goal of education, i.e. the answer to the question of what kind of person society requires and expects at this stage historical development. In each country, starting from ancient times, education as a system was formed in accordance with the specific socio-historical conditions that characterized each specific time period of its development. The history of the formation of education at its various levels (school, secondary vocational, university) in different countries is also specific.

Education as a system can be viewed in three dimensions:

- social scale (education in the world, a specific country, etc.),

- level of education (preschool, school, higher),

- educational profile - general, special (mathematics, humanities, natural sciences, etc.), professional, additional.

From these positions, education as a system as a whole can be characterized as follows:

Education as a system may be secular or clerical, public, private, municipal or federal;

3. Trends in the development of modern education

One of the leading researchers in psychology higher education A.A. Verbitsky at one time identified the following trends in education, which are manifesting and will manifest themselves to varying degrees until the end of the 20th century.

First trend- awareness of each level of education as an organic component of the system of continuous public education. This trend involves solving the problem of continuity not only between school and university, but also, taking into account the task of increasing the professional training of students, between the university and the future production activities of students. This, in turn, poses the task of modeling production situations in the educational activities of students, which formed the basis for the formation of a new type of learning - sign-contextual, according to A.A. Verbitsky.

Second trend- industrialization of training, i.e. its computerization and accompanying technologization, which makes it possible to effectively strengthen the intellectual activity of modern society.

Third trend- transition from predominantly informational forms to active methods and forms of education with the inclusion of elements of problem-solving, scientific research, extensive use of reserves independent work students. In other words, as A.A. Verbitsky metaphorically notes, there is a tendency to move from the “school of reproduction” to the “school of understanding”, “school of thinking”.

Fourth trend correlates, according to A.A. Verbitsky, with the search for psychological and didactic conditions for the transition from strictly regulated controlling, algorithmized ways of organizing the educational process and managing this process to developing, activating, intensifying, and playful ones. This involves stimulation, development, organization of creative, independent activities of students.

Fifth and sixth trends relate to the organization of interaction between a student and a teacher and record the need to organize learning as a collective, joint activity of students, where the emphasis shifts “from the teaching activity of the teacher to the cognitive activity of the student.”

Trends in changes in the general situation of education at the end of the 20th century coincide with the general principles of its reform in the world and in countries of Eastern Europe and in Latvia. These are the following basic principles:

- integration all the educational forces of society, the organic unity of schools and other special institutions for the purpose of educating the younger generations;

- humanization- increasing attention to the personality of each child as the highest social value of society, focusing on the formation of a citizen with high intellectual, moral and physical qualities;

- differentiation and individualization, creating conditions for the full manifestation and development of the abilities of each student;

- democratization, creating prerequisites for the development of activity, initiative and creativity of students and teachers, interested interaction between teachers and students, broad public participation in education management.

It is important that these principles of education reform are correlated with the main directions of reforming the educational systems of the world community, judging by UNESCO materials. These areas included:

- planetary globalism and humanization of education;

- cultural sociologization and ecologization of educational content;

- interdisciplinary integration in educational technologies;

- focus on continuity of education, its developmental and civic functions.

The considered principles and directions of education reflect the global trends of the modern world, emerging in the processes of democratization, globalization, regionalization, polarization, marginalization and fragmentation. It is obvious that the trends changing in the educational space reflect the general directions of change in the world, and vice versa - these directions are a reflection of the emerging trends in education.

Bibliography

2. Turovskoy Ya. S. The problem of national values ​​in education at the interpersonal relationships// National values ​​of education: history and modernity. Materials of the XVIIth session of Scientific. Council on Problems of History of Education and Pedagogical Sciences. Science / Ed. Corresponding Member Z.I. Ravkin. - M.: ITOP RAO, 1996. - P. 31. 7

3. National value priorities in the sphere of education and upbringing (second half of the 19th - 90s of the 20th centuries) / Ed. Z. I. Ravkina. - M.: ITOiP RAO, 1997. - P. 409-410.

There are two main types of cognitive deactivity - sensory and rational knowledge.

Sensory cognition- this is a type of knowledgein which a person receives information aboutmetas and phenomena of the surrounding world with the help of the senses. Aris described the five sensestotel: taste, touch, vision, hearing, smell. Butthere are also auxiliary senses unknown to Aristotel (sense of balance, for example).

The role of sensory cognition: sense organs -the only channel that directly connectsmakes a person with outside world, without them a person cannotcapable of neither cognition nor thinking, loss evenparts of the sense organs complicate the process of cognition.

Rational cognition- this is a type of knowledge in which information about a perceived object is organized and an attempt is made to understand the essence of the object or phenomenon. The role of rational cognition: the sense organs of the region give limited opportunities (some phenomena, for example an atom, cannot be reflected by the senses), the essence of many phenomena is not what it is perceived by the senses, therefore, it is necessary to penetrate into the essence of knowledgesubject matter, and this is only possible by meansrational knowledge.

Ticket number 15

1. Social groups.

2. Social significance and personal meaning of education.

3. One of the most humane moral rules is widely known: “Leave the earth richer and better than you received it from your fathers.” What is the meaning behind it? What is meant by the word “richer” in this case?

1. Social group(or social community) is one of the main forms of association of people, the purpose of which is to satisfy the needs of individuals to carry out joint, solidary and coordinated actions. In the broadest sense, the concept of “social group” covers any social association - from family and peer groups to the society of a given country and even all of humanity.

Groups of people combine two types of connections: expressive and instrumental. Expressivecommunications - These are social bonds formed when a person becomes emotionally involved in the problems of other people and assumes obligations towards them. Such connections bring feelings of security, recognition, camaraderie, or love. Instrumental connections - These are social bonds formed as a result of the cooperation of individuals to achieve a goal.

In accordance with the nature of the connections, two types of groups are distinguished - primary and secondary. Primarygroup - these are two or more individuals who have a direct, personal, close relationship with each other. Expressive connections predominate here. Secondary group unites two or more individuals participating in impersonal relationships and coming together to achieve some common practical goal. The instrumental type of communication prevails in them: individuals here are not the end in themselves of mutual communication, but a means to achieve the goal. But sometimes the relations of the primary group follow from the relations of the secondary: close relationships arise between colleagues.

"we" and "they".

People belong to many different groups, each of which has a distinct influence on our behavior. When forming our beliefs and standards of behavior, we focus primarily on those communities whose attitudes and actions we perceive as worthy of imitation. To designate these communities, sociology uses the concept reference groups, that is, social communities to which an individual focuses when assessing and forming his views, feelings and actions. In this case, the reference group can be a group to which we ourselves do not belong.

Social groups can be large or small. Large social groups - These are stable aggregates of a significant number of people functioning on the scale of society as a whole. Small social groups - relatively stable, small social groups whose members are in constant direct personal communication and interaction with each other.

Social relations refers to the relationships between various social groups and individuals within them, characterized by breadth, stability and duration.

2. Among social institutions In modern society, education plays an extremely important role, being one of the main branches of human activity. Education represents the purposeful cognitive activity of people to acquire knowledge, skills and abilities, or to improve them. If knowledge is acquired by an individual independently, without the help of other teaching persons, then they usually talk about self-education.

The main goal of education is to introduce the individual to the achievements of human civilization, relay and preserve its cultural heritage. During the learning process, the experience accumulated by the previous generation is transferred to the student and he is prepared for independent creative activity in his chosen field of study. The pace of its economic and political development, as well as its moral state, largely depend on the quality of education that exists in a particular society.

Functions of education:

1) creating conditions and prerequisites for the social mobility of a person or social group;

2) preservation and retransmission of the cultural heritage of society from generation to generation.

The following types of education are distinguished: primary, general secondary, complete secondary, specialized secondary, higher, post-graduate and additional.

The main institution of modern education is the school. It differs from other forms of education in the diversity of student preparation, as well as in the special technologies used in the classroom. Fulfilling the “order” of society, the school, along with other types of educational institutions, trains qualified personnel for various spheres of human activity.

The rapid development of science and related production technologies has put on the agenda the issue of reforming both the structure and content of education. Among the main directions of the ongoing educational reform are:

a) democratization of the education and training system;

b) humanitarization and humanization of the education process;

c) computerization of the educational process;

d) internationalization of the education process.

Modern education is a means of solving the most important problems facing not only the entire society, but also individuals. This is one of the most important stages in the long process of their socialization.

3. This statement emphasizes the continuity of generations, their direct connection. We are talking about the ongoing process of generational change and the problem of preserving and transmitting cultural heritage to descendants. In human nature there is a principle of personality development from generation to generation, this is expressed in the accumulation of invaluable life experience, knowledge, etc. But the younger generation is not always more perfect, often it remains at the same level of development as the old one, and sometimes even at a lower level. Therefore, a special role here is played by the attitude towards descendants, a sense of responsibility towards them.

We live in the 21st century. and face many challenges, both global and local. These are serious environmental threats associated with the unprecedented industrial boom of the second half of the 20th century, and high mortality in some regions of the planet, and much more. Today, humanity has come to the conclusion that it is necessary to recognize responsibility for the destinies of future generations, a responsibility that cannot be shifted to anyone. In order to document this position, in 1997 in Paris, within the framework of UNESCO, the Declaration on the Responsibility of Present Generations to Future Generations was adopted. The UN General Conference on Educational, Scientific and Cultural Affairs, aware that at this historical moment the very existence of humanity and its environment is under threat, recognized that protecting the needs and interests of future generations is one of the most important activities. She also states the need to promote the development of solidarity between generations for the sake of preserving humanity for eternity, and the responsibility of current generations to future ones.

The desire to “leave the earth richer and better” unites all civilized countries. Moreover, the word “richer” should not be taken literally. It should be recognized that wealth alone is not enough for happiness, therefore it is necessary to create conditions under which the needs and interests of subsequent generations will not be burdened by the burden of the past, and also to leave a more perfect world as a legacy for future generations. To fulfill this task, people must be fully aware of their responsibility towards future generations, recognizing that protecting the needs and interests of the latter is a fundamental goal not only within the ethical mission of UNESCO, but also of the entire civilized community.

Education– one of the ways of personality development through people’s acquisition of knowledge, acquisition of skills and abilities, development of mental, cognitive and creativity through a system of social institutions such as family, school, and the media. The goal is to introduce the individual to the achievements of human civilization, relay and preserve its cultural heritage.

According to the Law of the Russian Federation “On Education”, education is a purposeful process of upbringing, training and development in the interests of the individual, society and the state.
Functions of education:

Economic (formation of the social and professional structure of society);

Social (implementation of socialization of the individual ( social function);

Cultural (the use of previously accumulated culture for the purpose of educating an individual).

Net educational institutions in Russia:

preschool (nurseries, kindergartens);

primary (4 grades), general secondary (9 grades) and complete secondary (11 grades) education (schools, gymnasiums, lyceums);

additional education(children's art houses, clubs, sections);

secondary specialized education (lyceums, technical schools, schools, colleges);

higher specialized education (higher education institutions: institutes, universities, academies);

postgraduate education (institutes for advanced training, courses);

training of scientific personnel (master's, residency, postgraduate, doctoral studies);

spiritual educational establishments(seminaries, theological faculties, theological academies).

Education in modern world distinguished by a variety of ways to obtain (school, external studies, home study, distance learning, self-education courses, etc.)

General trends in education:

democratization of education;

increase in duration of education;

continuity of education;

humanization of education;

humanitarization of education;

internationalization of education;

computerization of education.

Priorities public policy and legal regulation in the field of education:

Ensuring availability of quality general education

Improving the quality of school educational literature

Increasing the level of remuneration for educators

Modernization of the system of training, retraining and advanced training of education workers

Improving quality vocational education

Expanding public participation in education management

Development of a network of educational institutions

Transition to normative per capita (budget) financing of educational institutions.

Modern education is a means of solving the most important problems facing not only the entire society, but also by individuals. This is one of the most important stages in the long process of their socialization.

One of the most humane moral rules is widely known: “Leave the earth richer and better than you received it from your fathers.” What is the meaning behind it? What is meant by the word “richer” in this case?

This statement emphasizes the continuity of generations, their direct connection. We are talking about the ongoing process of generational change and the problem of preserving and transmitting cultural heritage to descendants. In human nature there is a principle of personality development from generation to generation, this is expressed in the accumulation of invaluable life experience, knowledge, etc. But the younger generation is not always more perfect, often it remains at the same level of development as the old one, and sometimes even at a lower level. Therefore, a special role here is played by the attitude towards descendants, a sense of responsibility towards them.

We live in the 21st century. and face many challenges, both global and local. These are serious environmental threats associated with the unprecedented industrial boom of the second half of the 20th century, and high mortality in some regions of the planet, and much more. Today, humanity has come to the conclusion that it is necessary to recognize responsibility for the destinies of future generations, a responsibility that cannot be shifted to anyone. In order to document this position, in 1997 in Paris, within the framework of UNESCO, the Declaration on the Responsibility of Present Generations to Future Generations was adopted. At the present historical moment, the very existence of humanity and its environment is under threat; protecting the needs and interests of future generations is one of the most important areas of the UN’s activities. The desire to “leave the earth richer and better” unites all civilized countries. Moreover, the word “richer” should not be taken literally. It should be recognized that wealth alone is not enough for happiness, therefore it is necessary to create conditions under which the needs and interests of subsequent generations will not be burdened by the burden of the past, and also to leave a more perfect world as a legacy for future generations. To fulfill this task, people must be fully aware of their responsibility towards future generations, recognizing that protecting the needs and interests of the latter is a fundamental goal not only within the ethical mission of UNESCO, but also of the entire civilized community.