Keyword: «historical experience»

Implementation of the Roman imperial project is presented as a set of historical lessons and historical experience, in-demand at the moment in the first place. In the spotlight put options that allow modern scholars to draw parallels and suggest a structural similarity of the processes and challenges faced at the time the Roman state - in the field of socio-economic, political, ideological, etc.

The article deals with the life of Vasily Nikolaevich Ignatov, an outstanding representative of Tula region and a close associate of G.V. Plekhanov. Through the prism of human dimension, the social activity of V.N. Ignatov is analyzed as a reflection of historical experience of civic engagement.

The study of history is a necessary condition for the education of a patriotic and moral person. History accompanies us throughout our lives. As children, we listen to fascinating myths, and later we encounter history wherever we are. History is a set of sciences that study the past of human society. Thus, in order to form a correct idea of historical events, it is necessary to cultivate a historical awareness among the population. This issue should be approached systematically, cultivating the historical awareness at different stages of a person's life. In particular, this process is important in adolescence – the period of self-awareness development, determining one's place in society, active self-tests, expanding the sphere of socialization, reflection. The purpose of the study was to examine the concept of "historical awareness" and define the components of this phenomenon, as well as to work out and test a program for the formation of historical awareness in students of grades 5-6. Historical awareness is considered as a source of social experience, a sense of self-consciousness in it, contributing to the understanding of the unity of oneself and society, based on the memory of the past of a person, society and humanity. Historical awareness is represented as the sum of four components: historical memory, historical feeling, experience and knowledge. It is suggested that the process of cultivating historical awareness will be effective with a comprehensive pedagogical impact on all the listed components, thereby forming the so-called "historical combo", which will contribute to the education of a patriotic person. The authors present the results of a questionnaire for students aimed at studying historical knowledge, emotional attitude to history, awareness of the traditions of their family and the country. The article describes the main elements of the program for the formation of students' historical knowledge. The program includes five sections: "Primitive society. The resettlement of the Eastern Slavs", "The Rule of the Rurik dynasty", "The Rule of the Romanovs", "The Formation of the Union of Soviet Socialist Republics", "Modern Russia". After the program implementation, students of grades 5-6 have shown positive changes in the process of forming historical awareness and its components (historical knowledge, memory, experience, feeling).

The article reveals the peculiarities of the perception of history and the concept of patriotism among young people in modern Russia. The influence of information warfare on the formation of ideological views in history and search for ways to improve the process of developing of the civic consciousness among young people is highlighted.

The relevance of the article is due to the urgent need at the present time to revise and use the rich domestic scientific and pedagogical heritage instead of blind copying of Western authors, paying more attention to the spiritual and moral education of university students. The article is devoted to the educational process in higher educational institutions of the Russian Empire of the XIX century, one of the components of which is indoctrination, inextricably linked with the training of students (on the example of metropolitan universities). The article is based on historical official documents of state universities of St. Petersburg, dated the nineteenth century (based on the materials of the Central State Historical archive of St. Petersburg). The author presents a study, the purpose of which is to identify the system of values formed among students of universities of the XIX century, and to find its compliance with the requirements of the modern educational system, to emphasize the continuity of the education principles from that period to our time. One can see the commitment to the traditions of Russian upbringing of young people in the documents of the XIX century: love for the Motherland, decency, nobility in thoughts and deeds, mutual support, diligence. The tasks of indoctrinating students that faced the heads of universities of the Russian Empire are still relevant at the present time. To prepare highly qualified, highly educated specialists with developed strong moral foundations is the goal of educational institutions in our time as well. The socio-cultural, anthropological and culturological approaches were used as the methodological basis of the study. Based on a review of domestic studies devoted to the educational process in higher educational institutions of the Russian Empire, the possibility of applying the achievements of teachers and educators of the past centuries in this field in the conditions of a modern university is analyzed. They rightly believed that reliable spiritual and moral guidelines, such as love for God and their Fatherland, for parents and useful work for the benefit of society, invisibly connect generations with each other. They believed that the spiritual and moral education of the younger generation is primarily the task of the family, and the formation of moral values continues at the university. The theoretical significance of the conducted study lies in the reinterpretation of old ideas, forms and methods of education and their use in the development of new approaches to the education of students of modern universities. From a practical point of view, the experience of previous generations of teachers can help teachers, especially curators, in organizing and conducting educational work with students. The author believes that this research will interest teachers and encourage them to study not only modern scientific and pedagogical sources, but also the sources of pedagogical thought of the past centuries in order to understand and correctly apply information in the educational process of a modern university.