Social solidarity of students: university practices and fashioning tools

Abstract

The problem of the research. Integration and consolidation are needed in modern society. Of particular importance is the maintenance of solidaristic practices, the "education" of which should be carried out by the educational system in general and higher education institutions in particular. Today it is important to understand what tools the Russian university system has for the formation of solidaristic thought and action. In this regard, it is important to rethink the experience of the Soviet era, when solidarity education was part of the ideological system. The aim of the article is to identify the most effective tools and methodologies for fostering solidarity consciousness among students at Russian universities, with due consideration of both national and global experience. Materials and methods. Theoretical analysis was employed to examine Russian and global scientific literature on the nature and evolution of social solidarity among young people and students, its underlying principles and manifestations. The system approach and the principle of additionality were employed to comprehend the instruments and practices of social solidarity formation in higher education institutions. The position of an "internal observer" integrated within the university system was augmented and refined by the research position of an "external observer", enabling a comprehensive examination of the university system. Results. The system of Russian higher education in modern conditions continues to be the most important actor of socialization of the young generation, designed to instill in them one of the basic values – the value of social solidarity. The educational subjects within the social and humanitarian block, which form part of the overall educational process, have the potential to facilitate the formation of social solidarity. In order to fully grasp this concept, it is necessary to apply it to the ongoing process of updating the aforementioned disciplines, which are designed to create a uniform set of content and teaching methods. This will help to foster a holistic worldview in young people, equipping them to engage with the world around them in an informed and empathetic manner. The process of fostering solidarity thinking and action cannot be reduced solely to the educational process, the improvement of the curriculum and the set of disciplines. The trinity of educational, educational and scientific processes is capable of forming social solidarity among modern Russian students. Conclusion. It is challenging to envisage Russian society without the pivotal role of higher education, which is tasked with actively shaping the value priorities of young people. In light of the crucial mission of socialization carried out by higher education institutions, which includes the formation of fundamental values and the promotion of solidarity practices among student youth, it is evident that the influence of higher education on the younger generation of Russian citizens is significant.