Development of assignments for independent work of students. Methodological recommendations on the topic "organization of independent work of students"

The issues of democratization of upbringing and society should be resolved taking into account the fact that the vast majority of states are not homogeneous either ethnically or culturally. Almost all major countries belong to multicultural and multiethnic communities. National minorities live in them, as a result of mass immigration, new small ethnic groups are formed. The need for tolerant coexistence of large and small ethnic and national communities gives rise to the need for multicultural upbringing and education as an important social and pedagogical principle.

Multicultural education proceeds from the fact that education and upbringing in multiethnic communities cannot be other than taking into account national (ethnic) differences, and should include many types, models and value pedagogical orientations that are adequate to the worldview and needs of different ethnocultural groups of the population.

In a multicultural community, the processes of upbringing take place during the interethnic and intercultural interaction of large and small ethnic groups. These processes do not exclude, along with the development of a national culture, enrichment through the upbringing and education of both dominant and minor cultures. Such tendencies involve the conjugation through the education of cultural and ethnic values ​​of all participants in interethnic and intercultural dialogue, the creation of a common intercultural space within which each person acquires a social and ethnic status, determines belonging to one or another language and subculture.

The 20th century passed under the sign of a growing crisis of the idea and practice of cultural and educational discrimination and assimilation of small ethnic groups. Modern civilization must build relationships between large and small ethnic groups within the same community on the principles of integration and tolerance. The cultural and educational rights of all ethnic groups are by no means always and everywhere respected. Multicultural education is an important guarantee of preserving the humane values ​​of human civilization.

Multicultural education is a democratic pedagogical response of multicultural and multiethnic societies, one of the priority pedagogical problems facing world civilization, the solution of which is an essential condition for the democratization of education and training, public life in general.

Multicultural pedagogy can be assessed as an indispensable tool for overcoming the crisis of upbringing and education, contributing to the harmonization of relations between representatives of different civilizational types and cultures. Being a factor in the effective democratization of upbringing and education, multicultural education of a multinational population introduces them to their own languages, cultures, to world culture through an understanding of the characteristics of individual nations, the history of human civilization, on the basis of a dialogue of macro- and subcultures that have special virtues and values.

The factor of the growing importance of multicultural education, changes in pedagogy in general - globalization, integration world processes. Their most important manifestation, the deep reason for the formation of multicultural education, was the new "great migration of peoples" taking place in the last fifty years. Powerful flows of migrants to the developed countries of the West, Australia, Russia noticeably modify the ethnic composition of states. Often subject to the "marginal complex" born of the weakening of cultural ties with their historical homeland, immigrants do not want to be outcasts in their new homeland, striving to enter its culture. Multicultural education proved to be a pedagogical response to the presence of immigrants.

In the context of economic and political integration, more and more importance is attached to the preservation of national specifics, including in education. Multicultural education is designed to support the diversity of large and small nations in the context of the globalization of the modern world. It turns out to be a means of preserving and developing ethnic cultures, including the values ​​of ethnic cultures in the practice of upbringing and education, and thereby solving urgent problems of pedagogy and school policy.

Interest in multicultural education is due to the expansion of international cooperation, the intensification of the struggle of ethnic and racial minorities for their rights in communities with a multiethnic composition. There is a growing need to master the basics of intercultural communication among certain strata and professions, in particular among teachers, businessmen, and service workers.

Main problems and development trends.

World pedagogical thought is developing a common strategy for multicultural education. In the report of the International Commission on Education of UNESCO in 1997, it was proclaimed that upbringing and education should help to ensure that, on the one hand, a person realizes his roots and thus can determine the place that he occupies in the modern world, and on the other hand, instill respect for other cultures. The document emphasizes a dual task: the development by the younger generation of the cultural treasures of their own people and the upbringing of a respectful attitude towards the cultural values ​​of other nationalities.

Education and upbringing seek to respond to the challenges of society, where the enrichment and development of the cultural diversity of large and small ethnic groups takes place. pedagogical polyethnic education

Representatives of ethnic minorities face many educational problems when they come to school. They have different knowledge and values ​​(language, religion, cultural traditions), and this prevents them from realizing themselves within the pedagogical requirements built on the cultural and educational tradition of the majority. Neglect of the cultural tradition of children from national minorities often negatively affects their educational motivation. Inattention at school to the culture of the minority often arises due to the lack of pedagogical resources (learning materials, teaching time), knowledge of multicultural pedagogy, support from the school administration.

Changes in upbringing and education in the spirit of multiculturalism are already taking place in the modern world. In the West, this process has been especially noticeable in the last fifty years. If at the beginning of the XX century. the response to the increasing pluralization of society was the policy of open assimilation of national minorities, then in the 1940s-1950s. the movement for the joint education of representatives of different races highlighted the task of fostering tolerance and mutual understanding. In the 1960s-1970s. new trends emerged in education that recognized the value of cultural diversity; special programs of multicultural education, training of immigrants, ethnic and racial minorities are being developed.

Episodic educational projects with information about small ethnic groups and their culture were replaced by conceptual educational programs directed against racism and other national prejudices. They make attempts to take into account the worldview of other cultures, offer educational material on the history, culture, literature of the dominant culture. In many countries of the world, the installations of polyculturalism are included in the programs of teacher education.

Countries that have a policy of multicultural education to some extent can be divided into several groups:

• - with historically long and deep national and cultural differences (Russia, Spain);
• - made multicultural due to their past as colonial metropolises (Great Britain, France, Holland);
• - become multicultural as a result of mass voluntary immigration (USA, Canada, Australia).

The main areas in line with which multicultural education is developing in the leading countries of the world are: pedagogical support for representatives of ethnic minorities; bilingual education; multicultural education, accompanied by measures against ethnocentrism. All of these directions are reflected in the special curricula and special education for children from minorities, as well as the educational appeal to all children of the multi-ethnic school class.

Pedagogical support for minority children is carried out in several types of pedagogical work:

• - linguistic support: teaching in the majority language and teaching the language of a small group;
• - socio-communicative support: acquaintance (especially for children of immigrants) with the norms of behavior adopted in the host country;
• - specific teaching of academic subjects; for example, the teaching of a minority language contributes to the academic achievement of children who speak it, which makes it possible to mitigate difficulties in studying social sciences, history, and natural sciences, since children from minorities often do not know the appropriate terminology in the dominant language;
• - work with parents; immigrant parents are included in the process of improving the academic results of their children and will bear the main responsibility for introducing children to the environment.

Bilingual education (teaching in the minority's mother tongue and the dominant language) is seen as an important tool for the academic success of ethnic minority children. There are a number of programs based on the concept of bilingual education. One of them, for example, provides for the transitional use of the mother tongue of minorities as a mode of education (especially in the first year) to the support of bilingual education in higher grades. Thanks to bilingualism, communication between ethnic groups is being established, additional linguistic knowledge is being acquired as one of the guarantees of social mobility. Bilingual education is an important way of shaping the personality - the bearer of a national culture in a multi-ethnic state.

The scale of multicultural education in the leading countries of the world varies significantly. He is given considerable attention at the official level in Australia, Spain, Canada. Efforts on multicultural upbringing and education have intensified in Russia and the United States. The authorities of England, Germany, France actually ignore the problems of multicultural pedagogy. In the conditions of rejection of the ideas of polyculturalism at the state level, its tasks in upbringing and education are taken on by ethnic minorities themselves.

In some countries, multicultural education has helped mitigate the problem of discrimination against black minorities (USA and Canada). However, the problem continues to be very acute. In support of this, we refer to the results of a survey conducted in the early 2000s. among the Caribs living in England, the USA and Canada. Respondents were asked to answer to what extent their intentions to advance in the professional sphere, improve their financial situation, and receive a decent education were realized. In England, 33% of respondents expressed dissatisfaction, in the US - 14%, Canada - 20%.

Important reasons for such differences are the unequal conditions for the education and adaptation of black minorities to the dominant culture. Thus, in the US and Canada, they are usually immersed in their ethnic communities and alienation is very rare here. Their entry into the dominant culture in Canada is much faster than in England, because this country is a more open society. In the US and Canada, obvious barriers to education for the black population have been removed, which cannot be said about the UK.

The problems of polyculturalism are solved both within the school system and within the framework of continuous upbringing and education. Multicultural education affected, first of all, students of general education levels. At the same time, there is a growing understanding of the need for its large-scale implementation at the level of higher education. One of the conditions for multiculturalism in higher education is to take into account racial and ethnic diversity and differences in the composition of students. The goal is put forward to overcome the barriers that hinder the normal communication and development of students from different ethnic and cultural groups, and to establish humane relations between them as an important condition for the progress of mankind.

The ideology of ethnocentrism, nationalism and racism poses a significant danger to multicultural education. Such an ideology, noted at a pedagogical symposium in Tokyo (2003), the ex-president of the World Council for Comparative Pedagogy, the German scientist F. Mitter, first of all, infringes on the rights to upbringing and education of ethnic minorities.

The concept of "polyculturalism" has become widespread in the pedagogy of the United States and Canada since the early 1960s. and has become a common cliché in pedagogical literature. The concept is applied, first of all, to the traditional socio-pedagogical problem of solving racial and ethnic conflicts.

In the United States, the concept of "polyculturalism" was initially used, primarily in the context of racial separatism and ethnocentrism, and had a negative connotation. This was a significant difference from his interpretations by Canadian educators. However, the use of the concept of "polyculturalism" only in a negative sense did not last long. In 1990, Diana Ravich, a former US Deputy Secretary of Education, published an article where she distinguished between two concepts: "pluralistic multiculturalism" and "separatist pluralism", referring the former to positive socio-pedagogical phenomena.

Multicultural education is interpreted in American pedagogy, at least as an idea, school reform, educational process.

When posing the idea of ​​multiculturalism in American pedagogy, the central question was why students from ethnic minorities demonstrated the worst knowledge. Especially often the answer was reduced to the assertion that these students are outside the norms and foundations of white culture, which is the basis of education. Two approaches have emerged to address this situation: either ethnic minority students should be more effectively involved in white culture, or minority values ​​should become the essence of education for them.

Scholars at Stanford University offered a middle ground in looking at these two approaches, arguing in 1987 for their proposals for the reform of the content of education. Along with the values ​​of traditional Western civilization, it was proposed to include in the new programs the values ​​of non-European cultures.

In turn, the ideologists of ethnic minorities raised the question of including the values ​​of their subcultures and their subordination with Euro-American culture in the upbringing of the younger generation. They, however, thought more about ethnic differences than about national identity. For example, African Americans see learning about the specific experience of black Americans as an essential part of education. Hawaiians insist on schooling with textbooks in the Hawaiian language. Hispanics demand bilingual education.

Multicultural education is seen as an objective necessity. J. Banks and K. Cortes identify 4 groups of pedagogical results that polyculturalism provides: equal learning opportunities, awareness of cultures among students and teachers, multiculturalism in educational programs, entry into the global society as equal representatives of minorities.

J. Banks identifies several stages (models) of the possible movement of education in the United States towards the implementation of the idea of ​​multiculturalism: A - upbringing and education exclusively on European values; B - predominantly Eurocultural component of upbringing and education is supplemented by the values ​​of small minorities; C - during education and training, a balance is established between the values ​​of the cultures of various ethnic groups.

Some educators (J. Farkas, J. Banks) emphasize the danger that multicultural education, with its emphasis on taking into account a multi-ethnic, multi-racial society, will strengthen and maintain the distance between ethnic groups and encourage disunity. They believe that a properly implemented multicultural education should unite, not divide.

Approaches to the problem of multiculturalism have undergone a qualitative evolution in American pedagogy. Initially, it was proposed to strive for the complete assimilation of students - representatives of various languages ​​and ethnic groups. This approach bore traces of the ideas of segregation. Its representatives, for example, "arrogantly believed that blacks did not have cultural values ​​that should be preserved, or that blacks themselves wanted to forget their race." Criticizing the idea and practice of assimilation, J. Banks writes that "the mythical Anglo-American culture required ethnic minorities to go through a process of self-alienation" and that the cultural assimilation of immigrants and the colored population was by no means a guarantee of full inclusion in society.

Multicultural education is in the center of attention of teachers in Western Europe. The topic of multicultural education has been one of the central topics at the conferences of the European Society for Comparative Pedagogy (ESCP) since 1988. Many educators note with concern the growth of nationalist sentiments in the field of education, especially among ethnic minorities. They see the manifestation of such ethnocentrism in the hostility of indigenous minorities, both to the dominant ethnic groups and to new subcultures of migrants. Its origins are seen in the consequences of educational assimilation and "cultural genocide" of ethnic minorities.

Western European teachers see a way out of the crisis in interethnic relations in multicultural education. Multicultural education has several promising areas:

• - addressed to all students, including those from an ethnic minority and an ethnic majority;
• - aimed at changing the content and methods of education, as a result of which multiculturalism becomes a fundamental pedagogical principle;
• - reflects a mobile cultural environment, including migrant and dominant ones;
• - focused on mutual understanding and cultural exchange, overcoming the barriers of cultural alienation;
• - Provides training in the social sciences, history and natural sciences, which makes it possible to emphasize the universal nature of scientific knowledge.

Part of Western European teachers, however, continues to stand on the positions of monoculturalism and prefers not to notice the aggravation of the problem of multicultural education. Indicative in this regard is the exchange of views at the 20th ECSP Conference (July 2008). When a scientist from Hungary G. Lenard, speaking about the relevance of the problem of teaching ethnic minorities, referred, in particular, to the example of France, the Frenchman F. Orivel sharply replied that they do not have minorities and there is no problem. Of course, Orivel was cunning, of course, there is a problem - and not only in France.

Multicultural education in Western Europe has a lot in common with the general European education. This is due to several circumstances: firstly, a significant proportion of immigrants come from other European countries (including Turkey); secondly, multicultural and pan-European education is addressed to the same subjects; thirdly, similar didactic materials are used (games, historical information, songs of different peoples of Europe); fourthly, emphasis is placed on fostering mutual understanding among Europeans.

The ruling circles of Western Europe recognize the topicality of multicultural education. Thus, Roman Herzog (Germany) in his speech in 2006 defined the establishment of friendly relations between "people from different ethnic groups" and preparation for life in the heterogeneous culture of Germany as the primary task of the school. Emphasizes the need for cultural openness to national minorities and another German president - Johann Pay.

In fact, despite the recommendations of the European Parliament and the Council of Europe, the declarations of prominent politicians, the official circles of the leading countries of Western Europe do not pay attention to multicultural education, which it deserves. The turn towards multicultural education is extremely slow, but the signs of it are obvious.

Characteristic in this regard is the dynamics of the positions of the National Association for Multiracial Education in Great Britain. Its leaders have gone from a benevolent intention to help minorities assimilate and immerse themselves in the dominant culture to a pedagogical program to support the diversity of cultures in British society. This program was developed in the late 1990s. XX century, provides for: 1) the introduction of information about national minorities in textbooks; 2) creation of manuals and curricula for students from ethnic and racial minorities; 3) taking into account in the curricula proposals for the education of awareness of ethnicity; 4) special classes to get acquainted with the cultures of minorities.

The ideas of multicultural education do not receive any large-scale output in practice. The pedagogical projects that these ideas have in mind are relegated to the background. In fact, there are no systematic pedagogical efforts aimed at preserving the culture of small ethnic groups, especially immigrant communities. The prospects for multicultural education are considered rather reservedly. The authorities prefer to confine themselves to declarations followed by insignificant practical measures. Such declarative documents include, for example, the report of the UK Department of Education "Education for All" (1985), which proclaimed a policy of pluralism aimed at preserving the original cultures of national minorities and awareness of belonging to these cultures.

Multicultural education is an actual problem of modern school.

The rapprochement of countries and peoples, the strengthening of their interaction is the most important regularity in the development of the modern community. The huge world, which previously seemed immense, in which about two thousand peoples and more than two hundred countries, is turning, in the terminology of UNESCO, into a "global village". High-speed airliners have reduced distances between countries and continents to a minimum, powerful electronic information tools allow you to communicate with anywhere in the world and carry information about what is happening in the world, transnational corporations are expanding production and product markets to global proportions, stimulating labor migration.

The globalization of the world is an ambiguous phenomenon. On the one hand, it unites peoples in economic activities, accelerates scientific and technological progress, destroys historical barriers between peoples, the psychology of provincialism, narrow nationalism, on the other hand, it threatens to erase the ethnic and cultural identity of peoples, to unify life according to alien standards. what causes their resistance, the desire to protect and preserve the uniqueness of their own culture. Often this leads to conflicts and wars.

The problem of multicultural education is of particular relevance and complexity in the multiethnic multinational Russian society. In the context of socio-economic and political reforms of the 90s. a new educational situation is taking shape, which is characterized by an increase in the ethnicization of the content of education, an increase in the role of the native language of instruction, and the development of Russian-national bilingualism along with national Russian. The ideas of folk pedagogy are becoming increasingly important in training and education, and the influence of religion on the formation of an individual's self-awareness is growing. The processes taking place in the educational sphere create prerequisites for ethnocultural isolation that are dangerous for the formation of personality.

At the same time, the principle of the openness of society and the ill-conceived policy of the mass media increase the influence of Western (primarily American) low-grade pop culture on young people. The unpreparedness of children and youth for its critical perception and comprehension complicates the process of their ethnic identification and cultural self-determination.

Modern pedagogical realities require, on the one hand, to take into account the ethno-cultural factor in education, on the other hand, to create conditions for learning the culture of other peoples, fostering tolerant relations between people belonging to different ethnic groups, confessions, races. That is why the problem of multicultural education attracts more and more attention of domestic teachers. The conferences and seminars held in recent years on this problem testify not only to the growing interest of specialists in it, but also to the debatability of many of its aspects (see: Multicultural education in modern Russia: Materials of the All-Russian Scientific and Practical Conference. Pyatigorsk, 1997).

A huge variation in the interpretation of the concept of "culture" by scientists (there are several hundred different definitions) causes difficulties in revealing the concept of "multicultural education". Domestic culturologists M.S. Kagan, B.S. Erasov and others distinguish three components in the general concept of "culture": material, artistic, spiritual.

The international conference "Education and Culture", organized by UNESCO (1995), considers the spiritual component to be the most significant for the field of education and interprets culture as a set of ideals, values, beliefs, relations between people, norms of behavior, etiquette, characteristic of a particular nation (ethnos). It seems possible to accept this interpretation as a working option for revealing the essence, goals, functions of multicultural education in the system of general (school) education.

The fulfillment of this task is inextricably linked with the analysis of relevant ideas, concepts, theories in classical philosophy and pedagogy. The ideas of multiculturalism and multicultural education are not only a product of modern life. They have been touched upon and developed by many of the great minds of mankind in the past.

Of great interest, for example, is the Panpedia program. developed by Comenius in the 16th century. The great thinker, based on the premise of the commonality of people, their needs and aspirations, substantiates panpedia as a program for the universal education of the entire human race (see:Kamensky Ya.A. Fav. ped. op. T. 2. S. 383). An essential part of "Panpedia" is the formation in children of the ability to live in peace with others, to fulfill mutual obligations, to respect and love people (see: ibid., p. 395).

Understanding the essence, goals, functions of multicultural education is helped by the ideas of N.K. E. Mailer, A. Toynbee, Y. Yakovets) about the integrity of the cultural and historical development of mankind and the presence of some similar principles for the functioning of cultures of different peoples.

Of great interest for understanding the role of multicultural education in the formation of personality are the ideas of P.F. Kapterev on the relationship between national and universal in pedagogy. To the features of the pedagogical process, due to national values, P.F. Kapterev attributed language, religion, way of life. He considered the assimilation of the native language as an introduction to national spiritual values ​​and, at the same time, to universal knowledge that forms scientific views on the world around. P.F. Kapterev called for the development in children of a sense of belonging to all of humanity, "as much as possible to reduce in schools the idea that the native people are the only bearer of true culture, and other peoples should be servants of this"(Kapterev P.F. Fav. ped. op. M., 1982. S. 421). According to Kapterev, pedagogical activity is initially carried out on the basis of the national ideal, and then it is transformed into activities to achieve the universal ideal. In education, he emphasized, "you need to turn not to one people, but to many, consider their ideals and fill up the shortcomings of your national ideal with valuable alien properties; the folk must be combined with the foreign, with the nationwide and universal" (ibid. P. 56- 57).

To understand the essence of multicultural education, M.M. Bakhtin’s provisions about a person as a unique world of culture, interacting with other personalities-cultures, creating themselves in the process of such interaction and influencing others, are of particular importance. These provisions were subsequently used by S. B. Bibler, V. Okone and others in the development of the theory and practice of interactive learning. The mechanism of mutual influence of personalities-cultures in their concepts is the dialogue, which is interpreted by scientists as a form of communication between individuals and as a way of their interaction with objects of culture and art in a historical perspective. The word (thought, consciousness), according to Bakhtin, acquires an infinite number of new meanings in dialogue. Comprehension of one's own "I" occurs through communication with others. Setting on the development of personality through the comprehension of cultures in historical environments, the deployment of a dialogue around the key problems of their reproduction and interaction make it possible to realize that culture has diverse manifestations in time and space and helps to determine the place and purpose of a person in the modern world.

Important conclusions for the substantiation of multicultural education follow from the cultural-historical theory of the development of behavior and the psyche of L.S. Vygotsky, according to which the sources and determinants of mental development lie in a historically developing culture. Considering the development of the psyche as a mediated process, the scientist believed that mediation lies in the appropriation (mastering) of cultural and historical experience and that any function in the cultural development of the child appears on the stage twice, on two planes, first in the social, then psychological, first between people - as an interpsychic category, then within the child - as an intrapsychic category. The transition from outside to inside transforms the process itself, changes its structure and functions. Behind all the higher functions, their relations are genetically social relations, the real relations of people (see:Vygotsky L.S. Sobr. op. T. 3. M., 1983. S. 145).

The position on the leading role of the socio-cultural context in human development involves taking into account specific realities in the formation of the personality, determines the significance in the formation of the student's consciousness of the environment, relationships with people, attitudes towards certain cultural values.

Taking into account the new socio-cultural realities, the world pedagogical thought is developing an appropriate educational strategy. The task of preparing young people for life in a multicultural world has been named among the priorities in the documents of the UN, UNESCO, and the Council of Europe of the last decade. Report of the International Commission of UNESCO on Global Strategies for the Development of Education in the 21st Century. emphasizes that one of the most important functions of the school is to teach people to live together, to help them transform the existing interdependence of states and ethnic groups into conscious solidarity. To this end, education should help to ensure that, on the one hand, a person realizes his roots and thus can determine the place that he occupies in the world, and on the other hand, instill in him respect for other cultures (see: Education: a hidden treasure. Report of the International Commission on Education for the 21st Century, presented by UNESCO, Paris, 1997, p. 52).

The International Encyclopedia of Education (1994), summarizing the theoretical provisions and emerging practice in educational institutions, considers multicultural education as an important part of modern general education, which contributes to the assimilation of knowledge about other cultures by students; clarification of the common and special in the traditions, way of life, cultural values ​​of peoples; educating young people in a spirit of respect for inoculum systems.

At the end of the 20th century, there is no doubt about the relevance of multicultural education, its worthy place in the theory and practice of educating the younger generations, the need for active development and refinement of the goals, objectives, functions, content, technologies of this important component of general education by domestic specialists.

What are the goals, objectives and main directions for the implementation of multicultural education in the conditions of the modern general education school in Russia? For many decades, the Soviet school has accumulated valuable experience in the international education of students. Clubs of international friendship, festivals, sports competitions, travel, excursions, joint recreation of children and adolescents of different peoples inhabiting the Soviet Union, formed good, human interethnic relations. However, the closed nature of Soviet society limited the international education of youth within the framework of one country, although the largest in the world.

Profound changes in the world and Russian society require new approaches to this problem, which can be provided by multicultural education, subject to the creative development of accumulated experience.

The goal of multicultural education is to form a person capable of active and effective life in a multinational and multicultural environment, with a developed sense of understanding and respect for other cultures, the ability to live in peace and harmony with people of different nationalities, races, beliefs.

From this goal follow the specific tasks of multicultural education: "deep and comprehensive mastery by students of the culture of their own people, which is an indispensable condition for integration into other cultures;

the formation of students' ideas about the diversity of cultures in the world and Russia, the upbringing of a positive attitude towards cultural differences that ensure the progress of mankind and the conditions for self-realization of the individual;

» creating conditions for the integration of students into the cultures of other peoples;

development of skills and abilities of productive interaction with carriers of different cultures;

"education of students in the spirit of peace, tolerance, humane interethnic communication.

The content of multicultural education is multifaceted and is characterized by a high degree of interdisciplinarity, which allows considering the problems of multicultural education as part of the academic disciplines of the humanities, natural sciences, artistic and aesthetic cycles and in special courses on the history and culture of individual peoples.

It is important that the content of multicultural education meets the following criteria:

reflection in the educational material of humanistic ideas;

characterization of unique original features in the cultures of the peoples of Russia and the world; "the disclosure in the cultures of the Russian peoples of common elements of traditions that allow them to live in peace and harmony;

introducing students to world culture, revealing the process of globalization, the interdependence of countries and peoples in modern conditions.

In the process of multicultural education, the child is introduced to his native culture, and from it to Russian and world culture.

The school creates conditions for introducing students to their native culture, native language. This allows them to realize their uniqueness, to develop an idea about a certain social group, about common roots, about the peculiarities of culture, language, way of life, beliefs, norms of behavior of the people, and also to fully reveal their inclinations and talents as prerequisites for the reproduction and enrichment of their native culture. The study of the native language should be aimed not only at raising the level of speech development, but also at mastering the cultural heritage of the ethnic group, at the formation of a scientific worldview.

The child must be given the opportunity to study in his native or related language, as well as the right to choose the language of instruction.

The development of ethnocultural experience contributes to the realization that the native culture is one of the forms of the cultural diversity of the world, part of the achievements of an integral interdependent world. progress, the establishment of good neighborly cooperation at the interpersonal, state, international levels.

Each ethnic community has the right to independently determine the content and forms of inclusion of the younger generation in the development of their own cultural experience. In the logic of multicultural education, it is advisable to acquaint schoolchildren with the history, art, traditional crafts of their people in the context of the cultural development of Russia and the world. This will make it possible to more clearly define the role and place of native culture in the general civilizational process, prevent self-isolation of the ethnic group, provide a single cultural and educational space, and ultimately contribute to the expansion of social mobility of the individual.

The inclusion of integrated courses of culture, history, religion, art of the peoples of a certain region in the curricula of schools will help to understand the mutual influence, mutual penetration and mutual enrichment of the cultural and historical experience of various ethno-national communities, to identify its universal human potential.

Information and ideas of a religious nature may be used in the content of general education. Religion can contribute to the formation of universal moral concepts and beliefs, provided that religious education is built on the basis of equal representation in the content of education of humanistic values ​​of all world creeds and is carried out in the form of intercultural dialogue.

Another area of ​​multicultural education is the familiarization of students with the languages ​​and cultures of the peoples living both in Russia and abroad. In the multinational Russian state, the Russian language plays a special role in the formation of the personality and the realization of its creative possibilities as the language of interethnic communication, which has rich cultural traditions and literary heritage. Knowledge of the language of interethnic communication expands the educational, scientific and cultural perspectives of the individual, includes it in the rich context of the moral images of Russian literature, introduces it to the cultural, scientific and technical achievements of Russia and the world. It is obvious that the development of national-Russian bilingualism in school is an objective necessity, since it creates favorable conditions for a more complete development of the child, the formation of ownership and responsibility for the fate of Russian society. Teaching the Russian language is an important state task, the solution of which contributes to ensuring the integrity of the state, achieving interethnic harmony.

Russian-national bilingualism (when Russians learn the language of people of a different nationality living in Russia) contributes to the inclusion of bearers of Russian culture in the unique world of ethnic groups living in Russia, the formation of a respectful attitude towards other peoples. The integrity of students' understanding of cultural processes can be ensured by introducing an integrative course "Russian Literature" into the content of general education, which presents the best examples of artistic works of the peoples of Russia. Courses on culture, literature, art of individual peoples of the country should be included in the elective subjects.

The study of foreign languages ​​allows not only to develop linguistic competence, but also to acquaint students with the culture of the country of the language being studied. It is important that the subject, along with examples of artistic culture, contain a description of the values, customs, traditions, and norms of behavior of carriers of a different culture.

Comparison of the elements of the culture of another country with knowledge of the native culture makes it possible to obtain confirmation of the idea of ​​cultural diversity, to understand the features of cultural manifestations due to the specifics of economic, political and social development, to accept these features as a given, to take them into account in relationships with carriers of other cultures, to feel a sense of respect for cultural achievements of another nation, involvement in its problems and difficulties, the desire for cultural cooperation with foreign countries. At the same time, it is necessary to help children develop immunity to the worst examples of foreign, primarily pop culture, which spreads lack of spirituality. cynicism, cruelty, mercantilism.

It is important that schoolchildren learn that in addition to the culture that belongs to another country, there is a world interethnic culture, which includes a high artistic culture. science (as a sum of knowledge and worldview), international law, norms of social behavior, family and marriage relations. World culture serves as evidence of the general universal principles of cultural regulation and the specific implementation of these principles.

The content of the educational field "Social Science" allows students to get an idea of ​​the genesis of the development of the material and spiritual culture of mankind. comprehend events and phenomena at the local, Russian and global levels and see their interconnection.

Students should be taught to understand this. how global problems are refracted at the local level, to teach them to analyze these problems in a specific socio-cultural context, to give them an idea of ​​both the general experience of civilizational development and its differences due to natural-geographical, economic, political, social factors, ethno-cultural contacts, etc.

The training course "General History" allows you to avoid being locked into your own history (which can lead to rejection of another culture), organize a dialogue of cultures of different eras, connect historical experience with the activities of a modern person of culture, with current problems of our time, determine your place in the modern world, to feel admiration, compassion, sympathy for the heroic events, the creators of history.

Studying the course "Human Rights" gives students the opportunity to understand the concept of freedom as a value and as a condition for self-realization of the individual, brings up a sense of personal dignity, respect for the rights and dignity of people regardless of nationality, race. religion. The course contributes to the formation of the teachings of non-conflict international communication.

The content of the subjects of the natural science cycle gives an idea that the Earth has a single ecological system, helps to realize the importance of preserving peace and protecting the environment, developing economic, scientific and cultural cooperation, and solving global contradictions by non-violent methods.

The educational field "Art" provides students with ideas about the diverse connections of man and society with the world of art, comprehension of the internal laws and structures of culture in its various representative versions - art, morality, science, promotes understanding of the mechanisms of various national cultures, awareness of ethnic and national values ​​of art , music as part of world artistic culture.

The content of the training courses "Labor training", "Technique", "Technology", providing schoolchildren with familiarization with modern production technologies, mastering labor and professional skills, allows at the same time to show production, technological processes as an integral part of the spiritual and material culture of society on civilizational all-Russian and ethnic levels. In particular, it is quite accessible and feasible to introduce students to traditional types of crafts. This may be due to the understanding of their significance for the development of the culture of society and ethnic group. In the process of educational, industrial, socially useful work, conditions are created for schoolchildren to understand the category "labor" as the rights and obligations of a citizen, to cultivate a respectful attitude to work, to labor traditions, to develop mutual understanding, cooperation, solidarity. Prerequisites are being created for effective communication and productive activities in a multicultural environment.

In general, the content of general educational courses gives the student the opportunity to learn such basic concepts and categories of multicultural education as originality, uniqueness, cultural tradition, spiritual culture, ethnic identification, national identity, Russian culture, world culture, common roots of cultures, diversity of cultures, differences between cultures. mutual influence of cultures, intercultural communication, cultural convergence. culture of interethnic communication, conflict, culture of peace. understanding. harmony, solidarity, cooperation. non-violence, tolerance, etc.

Solving the problems of multicultural education requires the widespread use of active teaching and upbringing methods. The leading place in them is occupied by the creative and search activities of students, discussions. symposia, group and individual. independent work, project development, role-playing games, dramatization, trainings, during which the student gains experience in solving problems related to the peculiarities of interaction in a multicultural environment, and which are aimed at forming a culture of communication. In this case, the student becomes the subject of the educational process, which is built when constructing direct experience. This activates his cognitive. emotional and volitional sphere. Important. so that the ideas embedded in multicultural education are perceived by students as "living knowledge", filled with meanings that are close and understandable to them. take on personal meaning for them.

The formation of ethnic and civic consciousness, planetary consciousness, culture of interethnic communication is associated with the understanding of the personality of its place in the world. attitude to native culture, awareness of oneself as a subject of an ethnic group, a citizen of the Russian state and the world. Achieving this is possible only when the student is actively involved in cognitive activity, is introduced into a situation of dialogue with culture, with himself, with peers, with teachers. It is important that the content of the dialogue puts him in a situation of choice and includes vital questions in the course of which he studies himself and others, determines his preferences, likes and dislikes. draws conclusions on its own. comes to certain conclusions and generalizations.

Dialogical cognition of reality begins with the recognition of that. that the world is polyphonic and multifaceted, that there are many truths, among which one should find those that help to understand oneself, to realize the need to coordinate one's interests and values ​​with the needs and attitudes of other people on the basis of the principles of democracy and justice. tolerance for differences between people in customs, religions.

Learning dialogue helps to understand that human civilization is a complex system that operates on the basis of the interconnection of different cultures, and this interconnection provides a common language for all people. In dialogue, the carrier of a certain culture contacts with other cultures and personalities, absorbs or rejects the features of these cultures and people on the basis of their own life experience, analysis of the socio-cultural situation, educational material.

In the pedagogical process, it is important to create such conditions in which the student begins to relate himself not only to his ethnic community, but also to other cultural groups, to experience complicity, sympathy, the desire to find ways of interaction, the desire to cooperate with people, despite the existing differences. The dialogue of the bearers of different cultures in a multicultural educational space makes it possible to realize the need to be guided in their activities by humane motives.

Of particular importance for solving the problems of multicultural education is the socially useful practice of students, during which the learned concepts and developed beliefs acquire the character of habitual ways of behavior and activity. Work on environmental protection and preservation of cultural monuments, assistance to the disabled and the elderly, refugee children, participation in international programs and projects help develop respect for other peoples, countries, contribute to the formation of the qualities of a Russian citizen, the development of planetary consciousness.

The implementation of multicultural education puts forward the need to develop a teacher training program as an intermediary between the cultures of different peoples, the organizer of intercultural communication. This is a large and complex work that requires appropriate theoretical and technological support. Obviously, the important components of teacher education in a multicultural world and a multi-ethnic Russian society should be:

"the teacher's knowledge of the tasks, basic ideas, concepts of polycultural education;

culturological, ethnohistorical, ethnopsychological knowledge, allowing to realize the diversity of the modern world and the specifics of cultural manifestations at the level of the individual, group, society, to ensure an understanding of the importance of cultural pluralism for the individual and society;

the ability to single out or introduce into the content of general education ideas that reflect the cultural diversity of the world, country, ethnic group;

» the ability to organize the pedagogical process as a dialogue of different cultures in time and space.

It is important to accumulate and disseminate best practices in the implementation of multicultural education, to explore the theoretical aspects of the problem under consideration.

Organization of extracurricular work in the Russian language in a multicultural elementary school.

Analysis of programs and teaching aids in the Russian language showed that

Extracurricular activities in this subject are not given due attention.

The main form of organization of work in the assimilation of program material remains

lesson. But when planning the educational process, the teacher should not

focus only on this form. It is important for him to understand the fact that the purpose of the subject "Russian language" is not only to "... contribute to the development of students' independence, creative initiative, more durable and conscious assimilation of the material, improve the skills of linguistic analysis, increase the level of language development of schoolchildren" and so on, how much in instilling a love for "linguistic knowledge." Extracurricular work is quite an effective tool in choosing the right key in the implementation of the latter. In the hands of a competent teacher, it allows you to reveal many tasks of a psychological, as well as pedagogical and methodological plan, which cannot always be fully realized by lessons. The purpose of the subject "Russian language" in elementary school is to lay the foundations of a functionally literate personality, to and speech development of the child, help to realize oneself as a native speaker. This provision includes extracurricular work in the Russian language, making them deeper and more meaningful, enhancing their educational function. Therefore, we believe that in the development of programs and textbooks in the Russian language, the authors-compilers should pay special attention to its role.

Extracurricular work in the Russian language at school pursues the same goal as

Russian language lessons, - teaching speech communication in Russian, which involves the implementation of an active dictionary of students, practicing the skills of correct pronunciation of Russian sounds, the formation of skills for the correct construction of sentences, communication of knowledge about the grammatical structure of the Russian language, instilling spelling and punctuation skills, etc. This unity of purpose makes extracurricular activities a serious addition to Russian language lessons.

The purpose of extracurricular work is determined by its specific educational and

educational tasks, the main of which are: - the development of children's interest in the subject "Russian language", in the living Russian language, in speech, in literature in Russian. deepening knowledge of the language obtained in the classroom, improving the quality of this knowledge and language skills; expanding the stock of knowledge of students in the field of vocabulary, phraseology, grammar, stylistics of the Russian language and the struggle for a culture of oral and written speech; - the formation of primary orthoepic, spelling and punctuation skills; - the development of oral and written coherent speech of students with the simultaneous development of their logical thinking, the formation of initial skills to work with dictionaries, the inculcation of elementary skills of independent work with a book; - the development of independent cognitive activity of students in conditions of free initiative, accustoming children to use additional literature, different materials, developing the ability of self-education; propensity for language subjects; - development and improvement of the pedagogical qualities of the personality of schoolchildren: curiosity, initiative, diligence, will, perseverance; - development of individual abilities of students; the upbringing of a sense of patriotism, the formation of an internationalist consciousness, the development of a moral and aesthetic ideal, etc., which together constitute the essence of the upbringing of students - the upbringing of low-performing students of faith in their own strength, in the possibility of overcoming the backlog in the Russian language. The role of extracurricular activities increases social the function of learning, they include children in the broad streams of life, introduce them to mass activities, expand the circle of communication. Extracurricular work should be distinguished from educational assistance to those who are lagging behind; however, for those who help those who are lagging behind, this is all an extracurricular activity, and a very noble one at that. Homework is also not included in the system of extracurricular work. The listed tasks of extracurricular work in the Russian language can be successfully completed only if the specific methodological principles of its organization are observed and its content is successfully determined. Extracurricular activities should expand the linguistic horizons of schoolchildren and develop their linguistic flair, to cultivate love and respect for the Russian people and interest in their language, should instill in students the skills of independent work with a book, teach them to use dictionaries and other reference literature, independently replenishing their knowledge of the Russian language.

Education acquired particular relevance and complexity in the 90s, when, in the context of socio-economic and political reforms, a new educational situation emerged, which is characterized by increased ethnicization of the content of education, an increase in the role of the native language of instruction, and an increase in the influence of religion on the formation of an individual's self-awareness. Under these conditions, multicultural education, on the one hand, contributes to ethnic identification and the formation of cultural self-awareness of students, and on the other hand, prevents their ethno-cultural isolation from other countries and peoples.

An important prerequisite for multicultural education is the formation and development of a civil democratic society in Russia, in which the fight against chauvinism, racism, ethnic egoism is intensified, and at the same time, openness towards other countries, peoples and cultures is manifested, education is carried out in the spirit of peace and mutual understanding. .

In the conditions of modern globalization processes of world civilization, the problem of determining the ways of effective formation of a new type of consciousness, the nature of the life position of an individual as a subject of a multicultural society is acute. Successful integration of the individual into the national and world culture is considered from the standpoint of its inclusion in the multicultural educational space. meanings, active culture-creative position.

In Russia, the education system is the most important institution of social reproduction and state security, a leading factor in the preservation and development of national cultures and languages, and an effective tool for the cultural and political integration of Russian society.

The development of a multicultural education system is an integral part of the overall strategy of cultural development, which proceeds from the need to preserve the socio-cultural situation of pluralism and diversity, to protect the identity of each ethnic community, thereby creating a humanitarian foundation for civil, supra-ethnic principles of social order.

The most important socio-political prerequisites for multicultural education in Russia are the formation of democracy and civil society; integration into the world cultural and educational space; strengthening the fight against manifestations of chauvinism, racism, ethnic egoism.

The concept of multicultural education was developed on the basis of:

the Constitution of the Russian Federation;

It is obvious that if a child’s ability to communicate in childhood with children of different nationalities is not sufficiently formed, then in the future he may have interpersonal conflicts based on intolerance, rejection of a person of another nation, which is very difficult for an adult to solve (or correct) and sometimes impossible.

The process of formation of interpersonal relations of children of senior preschool age in the conditions of a multicultural educational environment of a preschool educational institution will be effectively developed if:

The process of raising children will take place in a subject-developing environment that takes into account all the cultures of different nationalities of children attending kindergarten

In the conditions of kindergarten, the educational process should be carried out in the spirit of tolerance and tolerance, respect by the child of another child, regardless of his nationality

The joint activity of children is the main condition for the emergence and development, communication and relationships. In groups and collectives there are relationships and relationships. Man, one way or another, refers to things, events, social life, people. He likes something, something not, some events, facts excite him, others leave him indifferent.

Interpersonal relationships determine the position of a person in a group, team. How they develop depends on the emotional well-being, satisfaction or dissatisfaction of the child in the community. Relationships - this is the position of the individual to everything that surrounds her as to herself.

Relationships are personal relationships between individuals. Relationships arise in joint activities. The problem of children's relationships attracts the attention of psychologists, teachers, sociologists, and representatives of other sciences, both in our country and abroad.

Relationships and communication are inextricably linked with each other. The psychological dictionary gives the following definition of communication. Communication is a complex multifaceted process of establishing and developing contacts between people and groups, generated by the needs of joint activities and includes at least three different processes: communication (information exchange), interaction (action exchange), and social perception (perception and understanding of a partner).

Communication is a process of interaction between people aimed at harmonizing and uniting their efforts in order to achieve a common result. Communication, like any other activity, is “a special, independent need of a person that does not merge with his other needs and aspirations. V.M. Myasishchev considered communication as a process of interaction between specific individuals, in a certain way reflecting each other, relating to each other, acting on each other B.D. Barygin considers communication as interaction in the unity of its two opposite tendencies - cooperation, integration on the one hand, and struggle against differentiation on the other. M.I. Lisina understands communication as the interaction of two (or more) people, aimed at coordinating and combining their efforts in order to build relationships to achieve common results.

“Communication is the interaction of people entering into it as subjects… Communication requires at least two people, each of whom acts precisely as a subject.

The multinational nature of the Russian education system has long historical roots, which implies interethnic relations. Interethnic relations have their own structure, consisting of rational (ethnic) consciousness, interethnic communication and interaction.

Interethnic relations are a combination of special knowledge and skills of an individual, as well as actions and actions adequate to them, which allow representatives of different nationalities in interpersonal contacts and interactions, and allow quickly and painlessly to achieve mutual understanding and agreement of joint activities.

One of the definitions of multicultural education is found in the International Dictionary of Education. Multicultural education is education that includes the organization and content of the pedagogical process, in which two or more cultures are represented that are different in linguistic, ethnic, national or racial characteristics. In The International Encyclopedia of Education (1994). Multicultural education is defined as "Assimilation of knowledge about other cultures, awareness of differences and similarities, common and special between cultures, traditions, lifestyles, the formation of a positive, respectful attitude towards the diversity of cultures and their representatives." The main goal of multicultural education is to form the skills, attitudes, knowledge that a person needs to function in his ethnic culture, the dominant culture of the country and the culture of other ethnic groups.

Multicultural education is the concept and practice of upbringing and education in the process of culturally diverse interaction. It is aimed at establishing favorable relations of mutual exchange and mutual understanding between representatives of different cultures of the country. It takes into account cultural affiliation, promotes the assimilation of knowledge about other cultures, awareness of differences and similarities between cultures, traditions, way of life, forms a positive attitude towards the diversity of cultures, considers cultural diversity as a positive condition for pedagogical activity, provides equal educational opportunities for representatives of all cultural groups.

A multicultural environment is a culturally diverse society, which consists of several social groups with a particular culture.

The system of methods and forms of such education consists in the organization of educational and educational activities, in the conditions of which interconnection and interaction is achieved, aimed at shaping the experience of interethnic communication.

Interethnic (multicultural) education is a paramount need for any multinational community. The conceptual design of multicultural education took place in the world pedagogical thought at the turn of the 1970-1980s. Leading roles in the development of problems of multicultural education are played by American and Canadian scientists. These problems are solved by research centers at universities and teacher training colleges. Among them stand out the Center for Multicultural Education at the University of Washington (Seattle) - head J. Banks, the Research Center for Multicultural Education at the University of Washington. Colorado - Supervisor L. Baka, Stanford Center for International and Cross-Cultural Education Programs, Santa Cree National Research Center for Cultural Diversity. The National Association of Multicultural Education, which by 2001 had a branch in 22 states, is promoting the ideas of multicultural education - presidents C. Grant and D. Goldnik.

Russian scientists make their contribution to the study of the problems of pedagogical activity in a multi-ethnic and multicultural environment: O.V. Gukalenko, G.D. Dmitriev, M.N. Kuzmin, V.S. Sobkin, L.L. Suprunova, V. A. Tishkov and others.

Domestic scientists also gave their definition of the concept of multicultural education. So O.V. Gukalenko focuses on socialization as the basis of multicultural education. Another researcher Yu.A. Koryagintsev highlights the intellectual, emotional and spiritual identification of the individual, the development of personal culture as one enters another culture. V.A. Tishkov, reflecting on the phenomenon of "cultural diversity" in relation to Russia, understands it not as a sum of cultures, but as a society of one culture that has many forms. According to M.N. Kuzmin, multicultural education means “realization of free choice and social prosperity of representatives of different cultural traditions in the all-Russian space”. Thus, human communication in a multicultural environment is communication in the spirit of peacefulness of interethnic understanding and cooperation, respect for human rights and freedoms, the process of forming the spiritual prerequisites for the active participation of each individual in the life of society. Relations in a multicultural environment is an active process of self-determination that occurs when developing attitudes towards the microsociety, national and world cultures. An individual in a multi-ethnic, multilingual, culturally diverse pedagogical space defines his "I", constantly being in a situation of choice.

Senior preschool age is the period of formation of initial ideas about friendship and the emergence of friendships. The position of the child in the children's team, and the success (not success) of his socialization, etc., largely depend on how they develop.

The issues of improving interethnic relations, including the formation of their culture among the younger generation, the approval of the ideas of tolerance and friendship of peoples, becomes the focus of attention of representatives of pedagogical science in all multinational states. The development of children largely depends on the relationships that develop between them in the group. At this age, children's communication with each other is enriched, their games develop and become more complicated, peer interactions become more diverse and meaningful.

The pedagogical process in a multinational preschool educational institution, of course, retains all its structural components. Its content depends on the social and ethnic environment of the children's group. At the same time, it is necessary to focus the attention of the teacher on the selection of methods and forms of organization of the pedagogical process.
Introducing children to the culture of their people and nationalities living nearby, teachers form in children an idea of ​​themselves and others as a person, while the originality of the national only emphasizes the importance of the universal. The teacher must know how to regulate the relations of preschoolers that arise when they interact with "other" children who are different from them.

In strengthening cultural traditions, in instilling in children the norms and values ​​of behavior characteristic of different cultures, teachers of preschool institutions play an important role.

Proper organization of life in kindergarten, a trusting and friendly atmosphere surrounding children is a necessary condition for cultivating the right relationships and communication between children.

The upbringing of the right relationship between children, based on the principles of humanism, is a special task of the preschool teacher. The formation of relationships between children is based on the mutual sympathy of children, their attachment to kindergarten, the ability to evaluate the behavior of peers and their own.

When organizing the pedagogical process, the educator should strive, first of all, to create optimal conditions for the independent activity of children. This is a positive emotional state of children, their employment with useful activities, constant verbal communication. In addition, in the process of forming the right inter-ethnic relationships, ensure that the children uniting in groups differ in different levels of relationships, and, if possible, be of different nations. This is what causes their positive influence on each other.

Thus, the process of pedagogical management of the formation of children's relationships can be represented as the simultaneous influence of the teacher on the personal qualities of the child, on his activities, and the direct management of children's relationships.

Differences in languages, traditions and culture as a whole will help the educator to enrich the social experience of preschoolers, prepare them for meeting other cultures in the future, help to form correct, positive relationships between children in a group of children with different nationalities. The thoughtfulness of the selection of methodological material, the fluttering environment, the joint play of children, acquaintance with the traditions and customs of different peoples, will become the basis for a comfortable full-fledged development of both the individual in particular and the development and formation of children's relationships in general.

UDC 372.881. Pilipenko

student YURIU RANEPA Scientific adviser: candidate of pedagogical sciences, prof. Mitusova O.A.

PROBLEMS OF POLYCULTURAL EDUCATION AND

EDUCATION

Resume: The article deals with the main problems of multicultural education and upbringing. The prerequisites for the occurrence of such problems are listed. The characteristic of the teacher who carries out such educational activities is given.

Key words: multicultural education, multicultural education, multiculturalism, polyculturalism.

The unpredictable changes taking place in the socio-economic system of the country, the complication of the situation in interethnic relations, the growing volume of information form the need for the formation of a person who is able to live in a multicultural space, a creative and tolerant person, responsible, ready to take constructive actions in difficult living conditions. The main social institution that adapts a person to changes in society is the education system.

In the current political, economic, social and educational situation in Russia, the problem of multicultural education is becoming increasingly important.

Multicultural education is the education that a person

receives in a multi-ethnic society where people live and cooperate,

speaking multiple languages.

Multicultural education acts as a "response" to such processes as:

Processes of globalization and integration of education;

Strengthening the influence of religious movements that have a negative impact on young people;

Intensive interaction between Russian and foreign organizations;

Growth of extremism, aggression;

The need to form a tolerant consciousness, etc. It is not uncommon for today's youth to demonstrate

ignorance in the knowledge of the characteristics of the national cultures of the world, their customs, traditions and history. There is also a share of the responsibility of education in this, because such a quality as multiculturalism is not laid down at the genetic level, but is brought up.

It should be noted that multicultural education is inextricably linked with multicultural education, which, in turn, involves taking into account the cultural and educational interests of nations, and also cultivates a spirit of solidarity and mutual understanding in a person, which contributes to the formation of peace and the preservation of the cultural identity of various peoples.

O.A. Mitusova notes that Russia, as a multinational country, is characterized by the presence of an “internal multicultural space” and

108 Mitusova O.A. Language education in the context of intercultural communications / Humanitarian and socio-economic sciences. 2006. No. 3. S. 121-124.

"external multicultural space" that affect educational processes.

A teacher plays a significant role in the field of multicultural education and upbringing. According to E.I. Solovtsova, a specialist in this field should have the following qualities and skills:

Developed critical and reflective thinking;

Acceptance of the multicultural world;

Respect and a sense of tolerance towards other cultures.

The main objective of multicultural education is to develop the ability and readiness for intercultural communication, which is understood as “communication in a foreign language, taking into account the culture of the country where this language is spoken”109, however, not all universities provide such training. One of the reasons is insufficient legal support. There are not so few legal acts regulating the educational process, but so far none of them has adopted the principle of polyculturalism as a priority direction of development, however, some provisions correspond to the goals and objectives of multicultural education. It should be noted that the multicultural training of teachers is not mentioned in any regulatory legal act.

At this stage of the development of society, the use of innovative technologies in multicultural education also plays an important role. But the complexity of using such technologies lies in the “lack of

109 Mitusova O.A. Architectonics and logical and semantic content of the language educational space: formal, non-formal, informal education of students // Uchenye zapiski SKAGS. 2011. №3. pp. 171-176.

unified methodology and practice of a comprehensive current assessment of the quality and effectiveness of the educational process”110.

In non-linguistic universities, often, the source of multicultural education is only the discipline "Foreign Language", which, in comparison with other disciplines, "allows you to more effectively set students' attitudes of tolerance and ethical identity"111.

The problem is also the fact that the principle of polyculturalism is characteristic, at this stage of the development of education, only for individual courses, and not for all disciplines.

Based on research in the field of multicultural education, S.M. Mamleeva put forward conditions that ensure the effectiveness of multicultural education. These include:

Creation of a stable moral and psychological readiness of students to choose goals and priorities that contribute to the formation of value orientations;

Interdisciplinary integration;

The use of innovative pedagogical technologies in the educational process.

Summarizing the problem of multiculturalism, taking into account the above information, multicultural education and upbringing can be defined as an innovative process that is aimed at a qualitative change in the educational system and which orients future specialists towards mobility and independence, and most importantly - competitiveness, in a multicultural and multilingual modern world. Except

110 Pronina E.V. Necessary conditions for the implementation of innovative education technologies in Russian universities // Vocational education and youth employment: XXI century. 2016. Part 2

111 Mitusova O.A., Martirosyan Yu.V. Formation of attitudes of tolerance and national identity among bachelor-managers // Uchenye zapiski SKAGS. 2013. No. 1. pp. 146-152.

In addition, multicultural education contributes to the enrichment of large and small ethnic groups without infringing on the latter.

UDC 378.147.34 Fastashchenko T.A.

student of JURI RANH and GS Scientific adviser: Doctor of Philology, prof. Kotova N.S.

MOBILE EDUCATION

Abstract: The article discusses the principles governing student-centered learning, discusses the growing attention to information and communication tools and mobile resources. Wireless technologies are presented as a natural and affordable way to promote student-centered learning in combination with the process of interaction between the teacher and the student.

Key words: mobile education, information and communication technologies, educational process, student-centered education.

The potential of digital devices and networks that provide

wireless e-learning and mobile learning (m-learning)

combine "individual (or personal) learning", which can be accessed at any time and in any place of study. This

promotes the "convergence of the Internet", wireless networks, wireless electronic devices and "e-learning methods".

112 Kotov S.V., Kotova N.S. Formation of inclusive education in Russia // European Social Sciences Journal. 2015, No. 6. P.263-267.

113 Kotova N.S., Kotov G.S. Higher education through distance technologies (foreign experience). // In the collection: Theory and methodology of the modern educational process, a collection of scientific papers based on the materials of the I International Scientific and Practical Conference. Editors: N.A. Krasnova, T.N. Pleskanyuk. Nizhny Novgorod, 2016, pp. 51-54.