Home – Home – Jornals – "Philosophy of Education" 2020 number 3

Introduction. The paper raises the issue of the role of education in the formation of inter-ethnic solidarity. Inter-ethnic integration is considered as a process, contributing to the achievement of inter-ethnic solidarity; its various socio-philosophical concepts are given. The purpose of the paper is to explicate various modern domestic educational strategies aimed at the formation of interethnic solidarity and integration, and the identification of their socio-philosophical foundations. Methodology and methods of the research. The object of the study is interethnic solidarity and integration in the educational process, and the subject is the features of their foundation by social and philosophical concepts. In the work, general scientific methods of analysis and synthesis were used. Clarification of the concepts of «solidarity», «interethnic solidarity» and «interethnic integration», as well as consideration of socio-philosophical concepts highlighting the different sides of these concepts, were carried out on the basis of the analysis of a number of publications from the field of social philosophy. The study of a number of regulatory documents at the federal and regional levels of the educational system of the Russian Federation and publications from the field of educational philosophy made it possible to identify the main directions of interethnic integration implemented in the educational system, as well as to synthesize the idea of their socio-philosophical foundations. The results of the research. It was revealed that the key areas of educational strategies, that form inter-ethnic solidarity, include civil integration as a supra-ethnic solidarity foundation of identity, the formation of knowledge about the culture and values of representatives of different ethnic groups and measures, aimed at developing of inter-ethnic communication skills. It is shown that in the vast majority of educational strategies are based on the value concepts of inter-ethnic integration, while in its culturally accented expression. It has been suggested that such integration model can lead to a distorted understanding of the value system of another culture, and therefore should be supplemented with a component aimed at intensifying direct communication practices in interethnic interaction. Based on the application of the non-functional approach to the analysis of educational practices, it is shown that the formation of civic identity serves the purpose of supra-ethnic consolidation, which can lead to a loss of balance in the identity matrix of the individual. Conclusion. It is concluded that the socio-philosophical concepts of interethnic integration are reflected both in modern publications from the field of educational philosophy and are implemented in educational practice. This suggests that the education system comprehensively works for interethnic integration and the achievement of interethnic solidarity. At the same time, to increase the effectiveness of work in this direction, the significance of educational practices aimed at revealing not only the axiological and cultural components of ethnic identity, but also those that will enable it to become the basis of ethno-political integration, is substantiated.