Keyword: «upbringing»

The article considers the family as the subject of the upbringing of a preschool child, reveals the content of the fundamental principles of the psychological and pedagogical foundations of family education, presents an analysis of the study of families at the level of subjectivity.

The historical and pedagogical study of the forms of general education for persons with visual impairments is among the problems of general pedagogy. At the same time, the education of this category of persons has certain aspects that must be taken into account in order to obtain a complete and reliable research result. The introduction of inclusive practices in education in the Russian Federation actualizes the need to study the history of the development of forms of general education for the blind and visually impaired people from the point of view of general pedagogy. We assume that the results obtained can serve as a starting point for a similar study of the education forms for other categories of persons who are the subject-object of correctional pedagogy. The purpose of this article is to determine the specifics of the historical study of the general education forms for the blind and visually impaired from the point of view of the general education components that are most significant for this category of students. To achieve the stated goal, we have set the following tasks: to compare the purpose and objectives of general pedagogy and typhlopedagogy; to identify the characteristics of the planned results of learning the educational program of general education by persons with severe visual impairment (disability); to identify the main specific features of the subject-object of general education (students with visual disabilities) that affect the need to study the forms of their general education; to draw a conclusion about the specifics of the historical study of the general education forms for the blind and visually impaired. The article compares the goals and objectives, as well as the planned results of learning the general education program of general pedagogy and typhlopedagogics, highlights the main specific features of the subject-object of general education (students with visual disabilities) that affect the need to study the forms of general education. The study of the history of general education of the blind and visually impaired people is based on general scientific approaches to the historical study of education, however, it also includes additional issues related to the specifics of the process of education of persons with visual impairments. In the context of this approach, the problems include the specific aspects of correctional work, the formation of a generally accepted lifestyle and socio-cultural and sensory education. The specificity of the historical and historical-genetic approach lies in the need for periodization of the period under study. The article suggests and justifies the variant of periodization of the development of forms of general education in the RSFSR in the period from 1945 to 1991. In addition, such research is conditioned by historical, political and social factors, such as historical background (facts, events), state ideology and prevailing socio-philosophical ideas.

In this article it is offered to consider the issue that consists in connection of modern educational reforms with the classical ones, the resemblance of their goals and methods. It is offered to the reader to reflect on the idea that addressing the past in its close relationship with the present could help to understand better the current situation in education and find precise forms and methods to resist destructive politics, since the successful achievement of the goals depends on the correct understanding of the past, the goals and the outcome of the upcoming reform in the field of modern Russian education.

The article emphasizes the importance of ideas and examples of the activities of teachers of the past for modern pedagogical practice. The example of a women's school in the village of Parfentyevo is given which is situated in Kolomna district.

The article argues the need for the development of multicultural education in Russia, as one of the directions of the humanization of society. The authors name the components and reveal the essence of the proposed reform of education in the direction of its multiculturalism, namely, they insist on improving educational programs, textbooks, teaching methods, as well as creating an appropriate system of educational institutions. The goal of multicultural education is named – the formation of planetary thinking through awareness of oneself as part of an ethnic group, state, humanity. However, the values of national education remain traditional – family, school, teacher.