Home – Home – Jornals – "Philosophy of Education" 2020 number 4

Introduction. The paper raises the question of the current state of ethnic cultures and the specifics of the education system as the most significant modern public channel for broadcasting ethnic culture. With the help of the education system, a wide range of problems of ethnocultural development is being solved: the formation of a positive ethnocultural identity, determination of the place of local ethnoculture in world culture, the formation of intercultural dialogue in ethnocultural zones, the realization of the economic potential of ethnocultures, etc. At the same time, at different stages and directions of education, different tasks and substantively different goals and mechanisms of ethnoculture transmission have been implemented. The purpose of this paper is to study the role of the education system in the processes of consolidation of interethnic communities in Russia. Methodology and methods of the research. The paper uses theoretical modeling followed by empirical verification, supported by the use of a socio-cultural approach to comprehensively take into account the impact of social, cultural, economic, demographic, political and other processes on the specifics of ethnocultural education in a particular region. The results of the research. The understanding of ethnoculture as a complex education is fixed, the components of which are value orientations and specific ritual (with sacred content) practices, everyday “ethnically marked” skills and competencies (running a traditional economy, knowing the native language at the everyday level, etc.), applied folk art, etc., as well as ethnocultural knowledge and ethnocultural identity formed on the basis of this knowledge. The main components of the theoretical model of ethnocultural education are fixed: functional-target, institutional, content and organizational. The typologization of forms of ethnocultural education is carried out in accordance with the components of the presented theoretical model of ethnocultural education (on the example of the Republic of Tyva). Three main forms are identified. The first form is ethnocultural education at school, within the framework of the national-regional component. The second form is getting a specific arts and crafts or music education. The third form includes refresher courses, public lectures, scientific conferences, Olympiads, etc. Ethnocultural education is considered as the most significant modern public channel for broadcasting ethnoculture. The transformation of the content of the link “education-ethnoculture” is fixed: from mutually exclusive understanding (either educated or living according to ethnocultural canons) to understanding the possibility of obtaining knowledge about ethnoculture mainly through educational channels. Possible beneficial consequences of expanding the practices of using the potential of ethnoculture for the consolidation of modern interethnic communities in Russia, as well as the integration of Russian ethnocultures into the world cultural space without loss of ethnospecificity are revealed. Conclusion. It is concluded that ethnocultural education works for the integration of interethnic communities in Russia by increasing the level of ethnocultural competence of individuals, the formation of a positive ethnocultural identity and ethnopatriotism, and also has the potential to form an ethnocultural dialogue based on knowledge about other ethnocultures.