The aim of the article is to reveal common axiological attitudes of various groups of experts in Russia and abroad toward civilizational dialogue and cooperation between different countries and peoples. The paper demonstrates how the representatives of expert communities from different countries describe the features and limits of global values. The authors emphasize the interdisciplinary nature of the subject and the need for a comprehensive approach to its study in conjunction with various branches of social sciences (philosophy, psychology, sociology and political science) in order to develop common scientific principles for solving urgent problems common to all humanity.
The article explores the extent to which experts from different countries share the same axiological approaches with regard to the dialogue among civilizations and international cooperation at governmental and grass-roots levels. The article shows how subject matter experts provide collaborative input into the features and limits that shape global universal values. Interactions among civilizations promoting their equality and partnership as opposed to clashes should be at the heart of the transformations of values. Such transformations are expected to foster mutual exchange and enrichment achieved through a deeper understanding of the inevitability of increasing global interconnectedness and mutual dependence.
Abstract. The paper is devoted to modernization of education. The modern education system, her influence on value orientations of youth in new conditions of development of information technologies, transition to the market relations, and mechanism of impact on formation and transformation of value orientations is considered. The comparative analysis of structure of value orientations of school students and students, in the conditions of continuous changes in education for the last decades is given, change of value orientations in the course of socialization of youth is traced on this basis.
The article is devoted to the problems of learning national languages in general education (comprehensive) institutions of the republics of the Russian Federation as viewed by parents and students, according to a survey in the republics of North Ossetia — Alania and Tatarstan. Taking into account the possibility of studying the national language at schools, discussions about the scope of its use have taken place. The search for answers to questions that have arisen led to an understanding of the specifics of learning national languages in the republics of Russia in the maximum number of possible aspects. It was important to understand how the process of teaching the mother togue is carried out. The study is aimed at identifying problems in the study of national languages, civic and ethnocultural education and the teaching of the mother tongue in general educational (comprehensive) institutions. The article examines educational organizations of basic general and secondary general (comprehensive) education and the corresponding educational standards, according to which the learning of national languages is carried out. It was important to identify the problems of learning national languages as viewed by students in basic general and secondary general education institutions and their parents. The authors tried to find out whether there is a way of learning the national language that would be suitable for everyone. It is also important to understand whether there is a difference in the attitude towards learning the national language at school among those who speak this language as their mother tongue and those who do not. The idea mentioned above also became the purpose of the study. The findings let the authors to conclude that parents with a strong sense of ethnic identity were interested in their children speaking their mother tongue, while the children themselves showed little interest in learning it.
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