GNOSEOLOGICAL COMPONENT IN THE FORMATION OF CIVIC IDENTITY OF STUDENTS IN GREAT BRITAIN

Abstract

The article characterizes the gnoseological component of the British student’s civic identity, which contains a complex of knowledge in various areas, including politics, history, economics, the environment and sustainable development. Three main groups of knowledge are highlighted, among which: knowledge of oneself and critical self-understanding, knowledge and critical understanding of language and communication, knowledge and critical understanding of the world. It is noted that the gnoseological component of civic identity provides knowledge of the surrounding world and oneself in this world in general and in one’s country and community in particular, contributing to successful interaction with other people. It is emphasized that the very concept of democracy is inextricably linked with the concept of “civic identity” in the sense that democratic processes in the state, as a rule, depend on the citizens’ informed and active civic position. It has been found that British educators consider high-quality civic education throughout life as a necessary basis for the formation of the civic identity of an individual. The author summarizes that the formation of the civic identity of students in Great Britain is gaining more and more focus, emphasizing the role of democratic values and human rights in today’s conditions, which are based on the need to support a sustainable society, economy and ecosystems, as well as the practice of a sustainable lifestyle of each person. Therefore, it is important to educate informed, responsible, active citizens who are able to contribute to a peaceful, tolerant, inclusive and safe society. Keywords: gnoseological component; civic identity; civic position; democratic values; knowledge; critical understanding; students of higher education institutions in Great Britain.