Socio-philosophical analysis of Russian educational law in its value discourse
I. V. Yakovleva1, S. I. Chernykh2, G. N. Glios3
1Novosibirsk State Pedagogical University, Novosibirsk, Russia
2Novosibirsk State Agrarian University, Novosibirsk, Russia
3Altai State Medical University of the Ministry of Health of Russia, Barnaul, Russia
Keywords: educational policy, legal support, axiology of education, educational priorities: ontological, epistemological, instrumental
Abstract
Introduction. The study aims to formulate a methodology for independent assessments of the legal support of the current stage in the development of the Russian education system among the educational community. An independent assessment of legal support is influenced by many factors. Among this “set”, a special place is occupied by value factors, which, in the general dialectic of the development of the educational space, most significantly influence the objectivity of the assessment itself. In this regard, approaches to the formation of value-containing foundations of Russian educational policy in their dialectic with legal support are considered. Methodology. Identifying the principles of educational policy that contribute to the development of education in a situation of active experimental work on organizing legal support for the current stage of development of the Russian education system requires turning to the axiology of education. A reflection of new values in Russian legislative acts was carried out on the basis of scientific publications, Internet sources and the content of educational platforms. Discussion. Interpretation of the content of these acts made it possible to determine the dependence of their changes on the value orientations of the main subjects of educational policy throughout its development in the first pre-perestroika period (1966-1990); in the 2nd period (1990s - early 2000s); 3rd period (2010-2020); 4th period (2021); 5th period (2022); 6th period (beginning of 2023). It has been revealed that the current state of the legislative framework, its correlation and relationship with the values of the main subjects of the educational space today lack clear codification and algorithmization. The value-oriented methodology proposed in the text, enshrined in the appropriate legal framework, can act as a regulator of a dialectically integrated model of legal practices. Conclusion. It is noted that the codification-legal absence of value-based fundamental provisions at the level of ensuring changes in education in content requires the development of a synthetic model of educational policy filled with axiological content.
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