UPDATE OF VALUE CENTERED APPROACH FOR SOCIO-STABLE AND SAFE SCHOOL ENVIRONMENT
Kondrateva Irina 1*, Fakhrutdinova Anastasia 2, Kapustina Elvina 3 and
Vafina Rashida 4
1Assoc. Prof., Kazan (Volga region) Federal University, RUSSIA, email@example.com, *Corresponding author
2Assist. Prof. Dr., Kazan (Volga region) Federal University, RUSSIA, firstname.lastname@example.org
3Senior lecturer, Kazan (Volga region) Federal University, RUSSIA, Elvina.Kapustina@kpfu.ru
4Senior lecturer, Kazan (Volga region) Federal University, RUSSIA, email@example.com
Over recent years, the society has faced the problem of national cultures loss because of migration and culture integration processes. The idea of value centred education based on national self-awareness in conditions of globalization in the article is presented through the organization of educational process at school through educational and after school program. The research is based on the understanding of gnosseological, humanistic, communicative, informational, normative and educational functions of culture. These functions are seen to be implemented for educational purposes for search of solution of methodological, innovative, research and other educational problems. According to understanding of educational value of culture and cultural heritage through the idea of multifunctional content of educational activities, it helps in development of moral qualities of younger generations. The integrative systemic concept of the educational potential of the cultural heritage of local nation culture (Tatar culture in respect to our research) aimed at development of spirituality and morality of youth, justification of approaches to its organization, principles, conditions, forms and methods as a necessary theoretical prerequisite for the further study of mechanisms of development of the phenomenon “socio-cultural activities aimed at safe school environment. The understanding of the educational significance of national culture implemented into activities of not only the school education, but after school programme activities.
Research on the theory of culture and special cultural studies allows saying about the following basic functions of culture, which are in the basis of the organization of educational process at school – epistemological, humanistic, communicative, informational, regulatory, training and educational. Every function reflects different ways of solution of methodological, innovation, research, teaching and other pedagogical problems and leads to formation of new ways of school environment update towards secure, respectful surrounding.
The understanding of historically developed and newly formed cultural traditions of people at multicultural society, especially in cases of residence of immigrants from other regions or even countries, is in the centre of environmental policy of educational institute. Special attention should be paid to the activities on the organization of the spiritual and moral education and development of valuable attitude to students, whose national self-identity differs.
The activities of the school staff allows to use the humanistic function of the national culture in determination of the place of national values in the system of universal values, and it allows us to develop the natural abilities of each child. Combination of students individualization and socialization processes is in the basis of implementation of the humanistic function. On the individual level, the experience of social relations takes place during communication activities, and due to it an individual learns social rules. Purposeful process of socialization of students is carried out at the same time with the individual-personal development, the formation of value centred consciousness, awareness of oneself as a part of a whole community.
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