Keyword: «ethnonational attitudes»

In the modern world, where cultural diversity is becoming an integral part of public life, the ability to constructively resolve interethnic conflicts is of particular importance. Subjects of education who are at the stage of active personality formation are faced with the need to develop tolerance, empathy and constructive dialogue skills. However, lack of knowledge about other cultures, stereotypical thinking and poorly developed communication skills often become an obstacle to harmonious interaction. This prompted us to conduct a study to identify the level of communicative tolerance among subjects of a multicultural educational environment and to find innovative technologies for its development. The study was conducted based on methodological approaches (cultural-historical, systemic, activity-based, personality-oriented, comprehensive) and principles (scientific nature, effectiveness, consideration of individual characteristics, availability, systematicity, consistency) and included target, theoretical-methodological, diagnostic, morphological, procedural, and result blocks, each of which comprised a set of methods and techniques to achieve its main goals. An empirical study of communicative tolerance of 10th-grade students of the Secondary School No. 10 in Kyshtym (N=36) was conducted using the methods of “Diagnostics of Communicative Tolerance” by V. V. Boyko and “Scale of Ethno-National Attitudes” (O. E. Khukhlaev, I. M. Kuznetsov, N. V. Tkachenko). It revealed an average level of communicative tolerance in most subjects, indicating moderate tolerance for individual differences. Most of the subjects demonstrated an average level of communicative tolerance. Subjects with patriotic attitudes were 36%, with neutral attitudes – 39%, with negative attitudes – 12%, with nationalistic attitudes – 13%. Ethno-national attitudes are predominantly patriotic and neutral, indicating respect for their culture in the absence of a pronounced interest in other ethnic groups. Correlation analysis revealed a link between a possible decrease in neutral ethno-national attitudes and an increase in the propensity for cooperation and communicative tolerance. For the effective resolution of interethnic conflicts, we certainly need complex measures, including the development of tolerance, communication skills and emotional intelligence, the study of cultures, avoidance of stereotypes, the practice of empathy and participation in conflict resolution trainings; the creation of a tolerant environment in the family and cooperation with the school. It is necessary to implement not separate measures, but program-target complexes capable of integrating the efforts of teachers, parents and students to develop communicative tolerance. The obtained results expand the understanding of the causes and prerequisites for the emergence of interethnic conflicts between students of comprehensive schools. The materials of the work and the developed recommendations can be used in mass practice by school psychologists and other employees of educational institutions for the purpose of conflict correction.