Malkova Irina Yurjevna
Доктор педагогических наук, Dr. Sci. (Pedag.), Associate Prof., head of the Department of the Management of Education, Tomsk State University, malkovoi@yandex.ua, Tomsk
Fakhretdinova Aleksandra Pavlovna
Postgraduate Student, Tomsk State University, maltsevaal@yandex.ru, Tomsk

The main approaches to the content and organization of civic education and upbringing

The article describes the main features of the civic education in Europe and in Russia. The basic approaches are proposed and substantiated for designing its content and forms of organization. It is shown that the network approach plays a crucial role in the formation of civic competence, as a major conduit for an open learning environment. Through the formation of the subjective position of participants in education it was justified by conditions of the anthropological approach in understanding the content and organization of civic education and upbringing. The competence-based approach is considered in civic education and identified as the basic psychological component of civic competence. The evidence given in this article demonstrates that the design of civic education is a way of changing attitudes, content and quality of the preparatory process by ensuring: the influence of different actors of education on the forming of activities; methods of operation; the special qualities of communication in the civic upbringing and education; the interaction of various resources in the region. It was concluded that the analyzed approaches are appropriate for the civic education and upbringing.
civic education, anthropological approach, network approach, project approach, competence approach

1. Abakumova, N. N., Malkova, I. Y., 2007. Competence approach in education: organization and diagnostics. Tomsk: Tomsk state University Publ., 368 p. (In Russ., abstract in Eng.)
2. Bondarevskaya, E. V., Kulnevich, S. V., 2004. Paradigmatic approach to designing the content of the key pedagogical competence. Pedagogics, 10, pp. 23–31. (In Russ., abstract in Eng.)
3. Ivanov, D. A., Mitrofanov, K. G. Sokolova, O. V., 2003. Competence approach in education. Challenges, concepts, tools. Moscow: Apkipro Publ., 101 p. (In Russ.)
4. Zimnyaya, I. A., 2003. Key competences – new paradigm of education result. Higher education today. 5, pp. 34–42. (In Russ.)
5. Ilicheva, N. I., Galaganova, E. L., Lezhnina, G. V., 2010. Development of civic competence of future specialists in matters of intercommunication by means of foreign language. Bulletin of Kemerovo State University, 2 (42), pp. 36–44. (In Russ., abstract. in Eng.)
6. Klochko, V. E., 2005. Self-organization in psychological systems: problems of formation of the mental space of personality (introduction to transactional analysis). Tomsk: Tomsk State University Publ., 174 p. (In Russ., abstract in Eng.)
7. Levykh, A. Y., 2016. Organizing research and project activity of pupils and students through the network collaboration of a higher educational institution and institutions of general comprehensive education. Siberian pedagogical journal, 5, pp. 89–94. (In Russ., abstract in Eng.)
8. Malkova, I. Y., 2003. Formation of network projects as a mechanism for the development of an open educational space. Jump to the open educational space: the strategy of innovation management. Tomsk: UFO-press Publ., pp. 138–158. (In Russ., abstract in Eng.)
9. Malkova, I. Y., Fakhretdinova, A. P., 2016. Peculiarities of civic education in Europe. Tomsk State Pedagogical University Bulletin: TSPU, 4 (169), pp. 126–130. (In Russ., abstract in Eng.)
10. Petrova, G. I., 2001. Modern trends in the content of education: the Experience of formation of philosophy of education in educational practices. Tomsk: Tomsk CSTI Publ., 124 p. (In Russ., abstract in Eng.)
11. Petrova, G. I., 2002. Philosophical anthropology and anthropological issues in philosophy. Textbook. Tomsk: Publishing house NTL, 160 p. (In Russ., abstract in Eng.)
12. The state programme "Civic education of the population of the Russian Federation for 2005–2008". Website of the presidential Council of the Russian Federation on assistance to development of institutes of civic society and human rights [online]. Available at: http:// www. sovetpamfilova. ru/ sovet/ 16402. php (Accessed 19.04.2016). (In Russ.)
13. Suslov, А. B., 2012. Characters of education technologies for citizenship education. Tomsk State Pedagogical University Bulletin, 11, pp. 142–148. (In Russ., abstract in Eng.)
14. Subject, personality and psychology of human existence. Moscow: Institute of psychology RAS, 2005, 348 p.
15. Fakhretdinova, A. P., Abakumova, O. A., 2017. Different approaches to civic education in the Great Britain. Tomsk State Pedagogical University Bulletin, 4, pp. 128–132. (In Russ., abstract in Eng.)
16. Fakhretdinova, A. P., 2016. Peculiarities of civic competence in France. Language and culture: collection of articles XXVI Intern. scientific. Conf. (27–30 October 2015). Tomsk: Tomsk state University Publ., pp. 367–369. (In Russ.)
17. What is Education for Democratic Citizenship and Human Rights? / The official website of the Council of Europe [online]. Available at: http://www.coe.int/t/dg4/education/edc/who/whatis_en.asp (accessed: 1.11.2015).
18. Feyfant Annie, 2010. L’éducation à la citoyenneté. Dossier d’actualité de la VST, 57, pp. 212–227.