Keyword: «group solidarity»

The reduction in the number of representatives of younger generations among university teachers and the emerging problems of intergenerational interaction have set the task of finding conditions and factors of group solidarity. The article discusses the hypothesis that historical memory can become one of such foundations. In the context of preparation for the 80th anniversary of the Victory in the Great Patriotic War, the issue of preserving the historical memory of these events is becoming urgent. All this allowed us to formulate the goal of the article: to determine the possibilities of using the historical memory of modern generations of university teachers as a basis for group solidarity. The theory of generations, the theory of "imagined communities" and the theory of memorial culture ("memory studies") served as the theoretical basis for the study. The main research methods were theoretical (analysis, synthesis) and empirical (questionnaire) methods. 23 teachers from Omsk State Pedagogical University took part in the survey. The results of the empirical study allowed us to identify differences in modern generations of teachers: in priority sources and mechanisms for constructing memory of the war (school or works of art); in the heroes who personify it; priority commemorative practices associated with the memory of the war which are determined by individual characteristics and preferences. Despite the different conditions and events of generations’ emergence into adulthood, the historical memory of the war can be considered as the basis for group solidarity of the professional and pedagogical community. Historical memory, is not only the basis for group solidarity, it can strengthen it due to the similarity in the emotional perception of the tragic events of the war, intimate images of the war and the values that it generates. The obtained results and conclusions of the work allow us to adjust the scope of application of the theory of generations, to highlight the spaces of intergenerational integration. The practical significance of the study consists in the possibility of using it to select optimal sources, mechanisms and forms of constructing the historical memory of university teachers.