PHILOLOGICAL EDUCATION IN CONTEMPORARY RUSSIA: IN SEARCH OF AN INVARIANT

Abstract

The article analyzes the reflection of the problems of philological education in modern Russia by the professional pedagogical community through the prism of the collision of different conceptual approaches. The relevance of the topic is connected with the need to build an effective state policy in the field of philological education, both in school and in high school. According to the authors, the greatest difficulties in solving most of the problems are associated with disagreements in the views of different participants of the educational process on the questions about structure and content of the invariant and options for teaching Russian language and literature. The authors suggest a way out of this situation in recognition of the fact that an invariant is necessary, but its definition should take into account its compliance with all established criteria and that its content should be audited from time to time. To overcome the existing conceptual differences and disagreements, it is proposed to create a special dictionary of concepts of philological education, to work on which to attract representatives of all categories of participants in the educational process. It is also concluded that the literal borrowing of educational methods from the Western systems of education and evaluation can not be recognized as useful without their adaptation to the realities and traditions of the Russian school.