Keyword: «upbringing»

The article deals with the problem of educating and upbringing younger generations in the spirit of humanism, which has a long history, retaining its relevance in modern pedagogical science and practice. The authors emphasize the fact that the humanization of social life and the upbringing of the younger generation begins in the family and turns out to be one of the most important problems. The article touches upon the issues of educating a humane attitude to life, other people, in the family, school and society, because today it is increasingly possible to meet ill will, bitterness, aggressiveness, egoism, which manifest themselves in family communication, and mutual intolerance and cultural egoism appear in the minds of the younger generation. The authors identify several groups of parents who, in particular, understand the values of humanism as those features that make a child weak, unable to withstand life's difficulties. The authors are trying to outline a way out of those situations that may become problematic in raising a child, and offer a number of solutions.

The article reveals the importance of such social institution as theatre in the process of socialization, upbringing and education of young people. The comparison of the theatrical art perception of the Russian and Britain youth is presented.

The relevance of the research is justified by the need to apply new approaches to pedagogical research. The civilizational approach, in contrast to the formational and other scientific approaches, is actively used not only in philosophical and historical research, but also in pedagogical. The theoretical foundations of this approach help come to the heart of the studied pedagogical problems. The scientific novelty of the research lies in the disclosure of the main provisions of the civilizational approach and their application to pedagogy. This is due to the cardinal changes that took place in the twentieth century in all spheres of society, including education and the humanities. The need to apply new approaches in pedagogical research is also dictated by the development of pedagogical science and the accumulation of new knowledge, the increased interest of society in the upbringing and education of the younger generation. Since the civilizational approach includes the fundamental characteristics of the culture of a particular civilization, the specific features of upbringing and education process within the civilizations, the use of the approach will contribute to improving the quality of education, obtaining profound knowledge, developing research competences in students, and forming the cultural and historical environment of the Russian state. The theoretical significance of the study: it determines the need for a transition from a formational to a civilizational approach, as well as the development and use of an approach in pedagogy. The use of the approach by the scientific and pedagogical community shows the diversity of pedagogical systems and societies development within the framework of world civilizations. The purpose of the study is to highlight the main characteristics of the civilizational approach in the methodology of pedagogical research as well as common and different characteristics of "civilization" concept, and to determine the possibility of using the civilizational approach for a more profound study of pedagogical problems. The authors speak about some peculiarities of "civilization" concept interpretation, revealing its meaning in case of applying to pedagogy. The paper examines similar and different meanings of the "civilization" concept in pedagogy and history, as well as the unique features of the Russian civilization formation and the impact of these features on the development of pedagogical research. It is emphasized that they used an exclusively formational approach in pedagogy for a long time, but after the collapse of the world bipolar system at the end of the 20th century, scientists began to apply a civilizational approach. The authors justify the use of this approach in pedagogy of both higher and secondary schools not only by creating the most important prerequisites for the education of schoolchildren and students, but also by preserving historical and collective memory in social systems. It is believed that the use of the civilizational approach in pedagogical research contributes to the study of various processes, taking into account the specifics of the social and cultural foundations of society in which pedagogical processes take place. The approach increases the potential of scientific research, as it examines the specific features of education and upbringing created within civilizations. Pedagogical paradigms and educational models that were embedded in the socio-cultural foundations of civilizations were directly connected with the reproduction of a certain type of a person, an ethnos that was in unity with the traditions of society and the dominant system of cultural and religious values in it. The authors believe that the application of the civilizational approach to pedagogy, in the process of education and upbringing, can be an effective and essential condition for both professional and personal growth.

The condition of physical and mental health of the younger generation is of particular concern today. Issues of a healthy and safe lifestyle are discussed in modern sociocultural reality, but this is extremely insufficient nowadays. It is important to combine efforts and practices in the direction of clarifying the essential, conceptual component of a healthy and safe lifestyle culture of the individual, as well as in the direction of developing and introducing educational disciplines in order to preserve and further promote the health of students. The currently existing theoretical and experimental studies, curricula / modules dedicated to the readiness for health-preserving, health-creating activities of future professionals do not take into account the peculiarities of the formation of ideas about the world around and their own body and their connection. They do not reflect specific psychological and pedagogical recommendations. Today, there is a lack of educational and methodological recommendations for teachers, psychologists and professors, revealing the content, forms and means of psychological and pedagogical influence on future specialists, the opportunity of using various types of activities in order to be prepared for health-preserving activities. The goal is to find the possibilities of using pedagogical education as a means of fostering a culture of a healthy and safe lifestyle for the subjects of the educational process. In this case, we are talking about fostering a culture of a healthy and safe lifestyle for teachers of various professional areas, other employees of educational institutions (social workers, speech therapists, defectologists, tutors, etc.) and the students themselves. In this context, pedagogical education includes the development and subsequent implementation of educational programs that contribute to the protection and promotion of health, the prevention of diseases, the formation of a careful attitude towards one's own health and the health of others, and the self-organization of safe life. The article presents educational programs based on interdisciplinary, personality-activity oriented approaches, the concept of health preservation and a healthy lifestyle of educational subjects for the training of future teachers, psychologists, social workers, advanced training of existing teaching staff. Further development and implementation of such programs in the modern system of continuous education will contribute to the formation, maintenance, promotion of health, a culture of a healthy and safe lifestyle for the subjects of the educational process and society as a whole. The materials of the article can be used for pedagogical support of the process of fostering a culture of a healthy and safe lifestyle of educational subjects in modern society.

The article is devoted to the consideration of the process of education in the pedagogical literature, which is classified not only by content, types and goals, but also by the style of relations between the teacher and the student. The authors consider the educational process in higher educational institutions, taking into account the social functions it performs. At the same time, the educational function is one of the main ones. Education and upbringing act in unity as two interrelated components in the education system.