Abstract
The current Law ‘On Education in the Russian Federation’ promulgated in September 2013 mandates a direct and indissoluble link between three notions: education (obrazovanie), personality development (vospitanie) and teaching (obuchenie). At the same time, the law lacks firm ideological foundations. We hold that the objectives set by the law demand a return to some old, unjustly forgotten or suppressed theories of personality development. Personality development should be viewed as a single process of shaping personal qualities in permanent pedagogical interaction between the family, school and society. The role and functions of personality development, teaching and socialization in the educational process respond to the challenges of time and modify both the conditions of pedagogical interaction with students and the contexts of educating environment. The new objective of the educational system creates more opportunities for directly coordinating the interests of individuals, families, societies and states, increases the scale of conscience-building multifactor impact, while the transforming value-based criteria of personality development put civic and social priorities in ever higher demand. This approach suggests accepting the following statements as axioms of personality development: being educated mandates being brought up well; good upbringing must reflect social models; the outcome of personality development is sociality and public solidarity; man’s social nature does not preclude individuality; the educating environment is a hub of socializational context and an area of pedagogical interaction.
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