Abstract
The basis of state educational policy in the National Doctrine of Education of Russian Federation plays the priority of national spiritual values that defines certain tasks in order to harmonize national and ethno-cultural relations; to preserve and support ethnic and national cultural identity, languages and cultures of Russian people. Being the link between the past and the future, ethno-cultural education promotes man of culture formation and a tolerant personality capable for ethnical self-determination, and having qualities of a citizen. The purpose of this article is to identify and justify social and pedagogical effects of schoolchildren’s ethno-cultural education. The main study approaches are axiological, ethno-cultural and lingvo-culturological. The result of schoolchildren’s ethno-cultural education are social (experience gaining within the international cooperation on the basis of building harmonious relations in a multicultural environment; intensification of ethnic and cultural development and self-development) and pedagogical (sustained interest and the need for ethnic and cultural values development, ethnic and cultural knowledge enrichment, developed a sense of belonging to people’s history and culture; the integrity of ethnic and cultural values perception in the unity of all national art components) effects. This article may be useful for teachers developing ethno-cultural educational programs. DOI: 10.5901/mjss.2015.v6n2s3p77
Highlights
1.1 Significance of a topicThe ongoing process of globalization as the threat of losing cultural face of the world, necessitates ethno-cultural education of young people in their homeland
Adoption and adaptation of these values are characterized by cultural gains that allow us to consider them through the prism of social and pedagogical effects (Ivushkina, 2001)
We found a definite pattern during the study: the specific ethno-cultural education not always and not necessarily reflects in the form of social or pedagogical effect
Summary
1.1 Significance of a topicThe ongoing process of globalization as the threat of losing cultural face of the world, necessitates ethno-cultural education of young people in their homeland. Disclosure and awareness of ethnic culture’s semantic features will allow Modern School to build educational process in the continuity with the best traditions of the past, will inevitably go on to establish an organic connection of goals, objectives, educational content within modern schoolchildren phenomenon (Bakhtin, 1979; Pankin, 2006; Petrova, 2014; Fyodorov, 2008). Ethno-cultural education should be organically included in the content of school subjects, which contribute to an understanding of students’ ethnic and national belonging and on this basis of Russian civil identity formation, a sense of pride for their Motherland. This approach corresponds with ethno-cultural education targets - ethno-cultural and civil identification, inter-ethnic harmony in a society
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