Keyword: «historical memory»

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.

The relevance of the study is caused by the need to adjust the basic elements of students’ historical awareness in the framework of the implementation of the Order of the Ministry of Science and Higher Education of the Russian Federation dated February 27, 2023 No. 208 (amendment to UC-10 "Civic Position" in the 101 Federal State Educational Standard of Higher Education). One of the tasks of government policy to counter the falsification of history is to preserve historical memory, save historical experience, and form traditional spiritual and moral values among students. The dissemination of destructive ideology contributes, among other things, to the distortion of historical truth, the destruction of historical memory. The aim of the article is to analyze the most significant and demanded by young people historical symbols and key events in the history of Russia; to identify the specific features of interpreting the stages of national history within the framework of family historical memory; to study the specifics of updating and interpreting the family past, identifying the main sources and mechanisms to pass on family history. The article presents the results of a longitudinal study of the historical memory of young people. The Omsk Armored Engineering Institute, the Omsk State University named after F.M. Dostoevsky, and the Omsk State Transport University served as the experimental base for the study. 5443 students of Omsk universities took part in the study in the period from 2009 to 2025. The study included a descriptive analysis of key stages and significant events perception in Russian history and a series of unstructured interviews with the use of the semantic differentiation method. The author recorded the characteristics of historical memory formation in students who took part in military operations. Students perceive as the most important stages of the historical process those that have become an important part of personal or family experience and are traumatic ones: participation in voluntary or forced displacements, wars and military conflicts, man-made disasters. The theoretical significance of the study lies in the conceptualization of family memory as a resource for countering extremist views. The authors came to the conclusion that systematic work is needed to develop historical memory based on the family as a commemorative field, to form an archive of oral and visual family history in order to contrast traditional family spiritual and moral values with aggressive information flows that distort the semantic and evaluative part of historical memory. It is this that determines the practical significance of the work.