Modernization of Russian education as a consequence of integration processes in the eurasian socio-cultural space
M. A. Abramova
Institute of Philosophy and Law, Siberian Branch of the Russian Academy of Sciences, Novosibirsk, Russia
Keywords: transformation of the education institute, Eurasian educational space, Russia, power balance theory, the "soft power" concept, post-Soviet space, integration processes, internationalization
Abstract
Introduction. The appeal to the problem of the education transformation as a social institution in Russia is caused by the duration of the ongoing processes, including under the influence of international agreements on the one hand, and on the other, by the need to preserve sovereignty and protect national interests. The persistence of institutional changes, entailing an axiological crisis and the prioritization of supranational tasks, actualizes the question of existing trends in changes and the role of the modern influence of integration processes in the Eurasian socio-cultural space on the process of transformation of Russian education as a social institution. Methodology. The author examines the process of education transformation on the basis of a retrospective analysis, including the dynamics of changes in the Law “On Education” of the Russian Federation, the theory of balance of power, focusing on the application of the concept of “soft power”. Discussion. The main trends in the transformation of education as a social institution are highlighted, both negative and positive sides of this process are shown in comparison with other countries. The shift of institutional changes from solving local problems to participation in the international field is justified. Conclusion. The transformation of education as a social institution in Russia, which has been underway for about thirty years, determines the revision of old political and cultural foundations on the one hand, and the formation of new ones on the other. In the aggregate, the contradictory process of education transformation, despite the identification of conflicts between the old and the new, suggests finding new grounds for the harmonization and adaptation of Russian education to international integration challenges. In this context, it is very important for Russia to integrate into these processes, but also to preserve its cultural and historical specifics. One of the most important factors that determine the preservation of the role of education as a tool of “soft power” is its use as a basis for dialogue between countries, which allows reducing the level of conflict, preserving and replenishing human potential, as well as finding new grounds for interaction.
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