“Fundamentals of Russian Statehood” and the civilizational approach as a means of shaping students, worldviews in the context of confrontation with the core of the world-system
A. A. Izgarskaya1, A. A. Borisova2
1Institute of Philosophy and Law of the Siberian Branch of the Russian Academy of Sciences, Novosibirsk, Russia
2Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: education, “Fundamentals of Russian Statehood”, students’ worldview, civilizational approach, world-system approach, Eurasianism, ideology
Abstract
Introduction. The study raises the issue of the quality of the course “Fundamentals of Russian Statehood” and the civilizational approach as its scientific basis. The course, designed to shape the students’ worldview, is implemented in a situation of opposition to the core of the world-system. This circumstance allows us to draw parallels with the Soviet period, when Marxism-Leninism was the scientific basis of social science disciplines. Methodology. World-system analysis is used as a methodology. The capitalist world-economy presupposes the adaptation of the worldview of social groups and individuals to the inequality of socio-ecological niches created by the international system of division of labor. Education is a means of adaptation to the dominant order and political ideologies - metastrategies in the form of liberalism, conservatism, radicalism (socialism). Contradictions in the world-system activate centers capable of resisting liberal hegemony and offering a world order based on radicalism or conservatism. Unlike the Soviet period, the modern Russian confrontation is based on a conservative ideology that has received scientific justification in the civilizational approach. The problems of the civilizational approach are described by the method of identifying epistemological traps. Discussion. The collapse of the USSR created the preconditions for the adoption of the civilizational approach as the leading direction of social sciences. In the civilizational approach, there is no agreement on the content of basic categories, which, when explaining social dynamics, gives rise to contradictions that are either ignored or lead to an unjustified distortion of the original concept, or are resolved “ad hoc”. Textbooks broadcast concepts of the 19th - first half of the 20th centuries, contain a lot of epistemological traps, and are not capable of explaining at the level of modern theories of social dynamics. In science, there are studies that suggest a synthesis of world-system, civilizational and network concepts, but they cannot be used as a scientific basis for the course “Fundamentals of Russian Statehood”, since they do not correspond to its ideological component. Conclusion. To form a holistic, scientifically based worldview, a scientific paradigm with the appropriate integrity is needed. The FRS course does not have one. The course broadcasts the pre-paradigm stage of not the most modern concepts of the civilizational approach.
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