Abstract
The article considers relevant problems of interethnic interaction in education, which nowadays becomes a key factor in formation of modern thinking. This process turns out to be very contradictive. To overcome these contradictions, the authors propose a model of mutual enrichment of national cultures. Scientific originality of the study lies in the fact that the researchers for the first time consider the problem of using reflective techniques in educational activity in the process of ethno-national self-identification. The research findings are as follows: the authors provide a philosophical and theoretical analysis of conditions for constructive interethnic interaction in education.
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