Abstract
The paper deals with the basic pedagogical categories of education, training, upbringing in cross-cultural aspect. The differences in the conceptual apparatus of domestic and foreign pedagogy in the definition of education, as well as in the allocation of upbringing and training as components of education are shown. Recently, the content of education is largely understood as a projection of the main components of culture. Culture is an umbrella term that includes all the material and non-material aspects of any human society. The understanding of «culture» is important for pedagogy in general, since it is the transfer of culture that is the purpose of education, which is recognized by the whole world pedagogy. Education is understood as a process of transfer – appropriation of culturally formalized samples of human activity and its results in the form of knowledge, ways of activity, attitudes, values. Education is the basis for the transfer and sometimes transformation of culture. Understanding this interaction is difficult because «education» and «culture» are difficult to define precisely, and also because the interaction goes in both directions: culture influences education, and education influences culture.
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