Shakurova Marina Viktorovna
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Leading Analyst, Educational Content Development and Socialization Laboratory, Center of Upbringing and Personal Development, Russian Academy of Education,Prof. of the Department of Social Pedagogy, Voronezh state pedagogical university, shakurova@mail.ru, Voronezh
Dobrynina Elena Anatolyevna
Postgraduate Student of the Department of Social Pedagogy, Voronezh State Pedagogical University, dobryniina@mail.ru, Voronezh
Akimova Galina Mikhailovna
Consultant of the Department of State Youth Policy, Department of Education Science and Youth Policy of the Voronezh Region, galinka_akimowa@mail.ru, Voronezh

Ethno-Cultural Characteristics of the Educational System of Pedagogical University: Experience of Comprehension

It raises the question of the necessity and importance of retaining the ethno-cultural component in the educational systems of pedagogical universities in the context of the dialectics of unification and differentiation, originality, as well as the specifics of dual professionalization in the educational process of a pedagogical university. The purpose of the article is to consider the ethno-cultural conditionality of the educational system of a pedagogical university, to justify the relevance and ambiguity of retaining the ethno-cultural characteristics of educational systems in modern conditions. The research methodology is based on systematic, socio-cultural and ethno-cultural approaches. The methods used are a set of methods of theoretical research (analysis, synthesis, generalization, analogy, interpretation), as well as included observation, comparative analysis of information and video series presented on the websites of universities. Attention is drawn to the essential inconsistency of the characteristic “ethno-cultural”, the meaning of personal choice and the process of forming ethno-cultural identity. It is emphasized that ethno-cultural characteristics are objectively present in the educational system, since they are set both essentially (characteristics of the external environment and the environment of the university, attitudes, preferences, experience and identity of subjects) and purposefully (in the process of goal-setting and choosing system-forming activities). Due to the retention of ethno-cultural identity, it becomes possible to maintain the balance of globalization and glocalization at the level of local organizations and communities; to protect the growing personality (due to the effect of “double professionalization” of both the student mastering the teaching profession and his future pupils) from the threat of cultural marginalization and the destruction of ethnic (ethno-cultural) identity; to provide additional driving forces for the development of the educational system itself, oriented by its nature not on standardization, but on the cultivation of uniqueness.
ethno-cultural, socio-cultural, educational system, pedagogical university, socialization, education.

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