Education is the process of transmitting knowledge and cultural values accumulated over generations. Pages of history The transfer of culture to subsequent generations refers to

Functions of education.

Transfer of knowledge from generation to generation and dissemination of culture - through the institution of education, cultural values, scientific knowledge, achievements in the field of art, moral values and norms, rules of conduct, and social experience are transmitted from generation to generation.

Socialization of the individual, especially young people, and their integration into society - the formation of attitudes, value orientations, and life ideals that operate in a given society.

Determining the status of an individual is the preparation of individuals to place them in certain social positions in the social structure of society.

Sociocultural innovations, development and creation of new ideas and theories, discoveries and inventions - the education system transmits innovations from the mainstream of the dominant culture that do not pose a threat to the integrity of a given society.

Social selection (selection) is the placement of people into unequal positions in the social stratification of society.

Providing professional guidance and professional selection – development of the creative potential of the individual, qualification and social advancement of a person.

Creating a knowledge base for further education – the acquired knowledge and skills help in successful further education.

In the educational system, in addition to functions, there is also a structure. In Russia, the following forms of education are distinguished:

Basic education:

A) Preschool - preschool education and upbringing of children from 3 to 6-7 years old;

B) Primary - primary school – 1st – 4th grades;

C) Basic (incomplete secondary education) - basic school - grades 5 - 9;

D) General (complete secondary education) - complete secondary school - grades 10 – 11; secondary vocational schools, technical lyceums, technical schools, schools, colleges;

C) Higher education - universities (training from 4 to 6 years), institutes (4 - 5 years), academies (5 - 6 years), postgraduate studies (3 - 4 years) and doctoral studies (2 - 3 years);

E) Special (vocational education) - schools (training centers), colleges, lyceums, technical schools, colleges, universities, institutes, academies.

Additional education:

A) Out-of-school institutions of education and upbringing of children according to their interests - creativity houses, stations for young technicians, clubs, music, art and sports schools;

B) Vocational training - on-the-job training, courses, skill schools, advanced training institutes;

C) Political, economic education - a system of lectures, courses, training programs in the media;

D) General cultural development - cultural universities, libraries, clubs;

B) Self-education.

In sociology, general education is understood as a system of knowledge about the basic sciences and skills necessary for application in practical activities;

This is a system of educational institutions that provide pre-vocational training and education for children and adolescents, as well as general educational training for the adult population.

Vocational education is designed to prepare a person for a certain type of activity, profession; at the same time, the fact of having these skills is documented (certificate, diploma);

This is a system of vocational educational institutions.

Professional education consists of the following stages:

vocational training - its goal is “the accelerated acquisition by students of the skills necessary to perform a specific job... Vocational training can be obtained in educational institutions: interschool training centers, training and production workshops...”. Vocational training can be combined with general education to the extent of a secondary school program.

primary vocational education – the goal is to prepare “skilled workers in all main areas of socially useful activities on the basis of basic general education... Education can be obtained in educational institutions of primary vocational education.”

secondary vocational education – the goal is to train “mid-level specialists. Education can be obtained in educational institutions of secondary vocational education or at the first stage of educational levels of institutions of higher vocational education.”

higher professional education – the goal is to train and retrain “specialists of the appropriate level, satisfy the needs of the individual in deepening and expanding education. Education can be obtained in educational institutions of higher professional education.”

The change in the state-political and socio-economic system in Russia has created a new situation in the field of education today. The education system as an independent institution maintains relative stability and continuity even at the most critical moments of social change. And the point here is not some kind of conservatism of the education system, but the fact that it has internal laws of its development. At the same time, the education system, due to its relative independence and inertial stability, may find itself in conflict with both the needs of society and the plans of the younger generation. Such a contradiction arises when the development of the education system lags behind changes in the needs of the state and population. In addition, there are internal contradictions inherent in the education system itself.

There are a number of conflicts that affect the development of the education system in Russia:

contradictions between society's needs for personnel and the professional inclinations of young people;

contradictions between the task of training qualified specialists, which implies specialization, and the needs of cultural transmission, where narrow specialization is contraindicated;

contradictions between the new needs of society and the existing organizational structures in the education system;

contradictions between the available financial capabilities of education and the needs of society;

differences between social groups in attitudes towards professions;

inequality in the chances of children from different segments of the population getting an education has deepened;

School graduates are poorly inclined to acquire deep knowledge and do not realize its instrumental value as “human capital.”

When such contradictions escalate, educational reforms become necessary. Several of them have already been carried out in Russia with greater or lesser success. Thus, the Concept of modernization of education for the period up to 2010 states the increasing role of human capital, which in developed countries accounts for 70-80% of national wealth, which, in turn, determines the intensive, rapid development of education for both youth and adults.

The main task of Russian educational policy today is to ensure modern quality of education based on maintaining its fundamental nature and compliance with the current and future needs of the individual, society and the state.

Sociocultural functions of education. Let's look at the main sociocultural functions and the developing potential of modern education.

1. Education is one of the optimal and intensive ways for a person to enter the world of science and culture . It is in the process of education that a person masters cultural values. The content of education is drawn and continuously replenished from the cultural heritage of various countries and peoples, from various branches of constantly developing science, as well as from human life and practice. The world today is uniting efforts in the field of education, striving to educate a citizen of the world and the entire planet. The global educational space is rapidly developing. Therefore, the world community expresses demands for the formation of a global strategy for human education (regardless of the place and country of his residence, type and level of education)

The great mission of education is to develop in the younger generation a responsible attitude towards the culture of their native language and languages of international communication. This is facilitated by dialogic forms of learning. Dialogue is a form of subject-subject knowledge of the surrounding world. It is of particular importance at the stage of recognizing the essential, heuristic and creative in the proposed educational information. The educational environment formed at a school or university influences the choice of rules of communication and methods of behavior of a person in a social group. This choice determines the manner of communication and style of behavior, which will later manifest itself in the interpersonal and business contacts of an adult.

At the same time, education is a process of transmission of culturally formalized patterns of behavior and activity, as well as established forms of social life

2. Education as a practice of human socialization and continuity of generations. Education manifests itself as a practice of human socialization and the continuity of generations of people. In different socio-political conditions (and during the period of reforms), education acts as a stabilizing factor between new social ideas and the ideals of previous generations, embodied in the historical tradition. Therefore, education allows us to maintain the process of reproduction and transmission of historical and social experience and at the same time consolidate in the minds of the younger generation new political and economic realities, new guidelines for social and cultural development. It is no coincidence that one of the main tasks of education is preparing the younger generation for independent life and shaping the image of the future. The prospect of the future opens up in the course of mastering various forms of human life (learning, work, communication, professional activity, leisure).

A person's life is a link in a chain of generations. That is, a person lives in the space of a socio-cultural tradition, which has a significant impact on the formation of his character, style of behavior, aspirations, values and interests. In this regard, the relationship between tradition and innovation in the field of education and human upbringing embodies the relationship between education and the culture of peoples as a whole.

The education system embodies the state, trends and prospects for the development of society, either by reproducing and strengthening the stereotypes that have developed in it, or by improving it.

Social function of education, on the one hand, it is characterized as preparing a generation for independent life, and on the other hand, it lays the foundations of the future society and shapes the image of a person in the future. The essence of preparing for independent living is:

In the formation of a lifestyle accepted in society;

In mastering various forms of life activity (educational, labor, socio-political, professional, cultural and leisure, family and everyday life);

In the development of human spiritual potential for creation and creativity.

The main functions of education include:
- The optimal and intensive way for a person to enter the world of culture.
- Communication environment.
- A means of development and formation of a person as an individual and a professional.
- A method of socialization of the individual, the process of self-affirmation.
- A means of ensuring continuity of generations.
- Factor of social progress.

45. Models of education in modern society.

Education- this is a socially organized and standardized process (and its result) of the constant transmission by previous generations of subsequent generations of socially significant experience, which, in ontogenetic terms, represents the formation of personality in accordance with the genetic program and socialization of the individual.

Contents of education determined by the educational need of society, as well as the personal need for education. Types of educational content: a) knowledge about nature, society, technology, thinking and methods of activity. B) experience in implementing known methods of activity, embodied together with knowledge in the skills of the individual who has mastered this experience. C) experience in creative, exploratory activities to solve new problems arising in society. D) the experience of a value relationship to objects or means of human activity, its manifestation in relation to the surrounding world, to other people in the totality of needs that determine the emotional perception of personally defined objects included in its value system.

Main stages of education:

1. Preschool. It is represented by a system of preschool institutions. According to American sociologists and educators, if you apply the entire pedagogical arsenal in preschool age, then eight out of ten children will study at school at the level of gifted children.

2. School. The next level is school, primary - 3-4 years of study, basic - 5 years of study, secondary school - two more years of study. School is the main basic institution in the modern education system, the greatest achievement of civilization.

3. Extracurricular education. We include all kinds of out-of-school institutions: music and sports schools, stations for young tourists, naturalists, centers for technical and artistic creativity. Their activities ensure the comprehensive development of the personality of the child and adolescent.

4. Vocational education - vocational school, represented by technical schools, vocational schools, and now also colleges, universities of various types.

5. Postgraduate education - postgraduate studies, doctoral studies, obtaining a second specialty, institutes and faculties of advanced training, internships, etc.

6. Higher education. Fundamentally new for domestic higher professional education is the formative multi-stage system: bachelor, specialist, master. What is attractive is its flexibility, the opportunity for young people to get involved in professional activities at different levels of education, the integration of secondary and higher vocational educational institutions.

6. Non-state educational institutions. New forms of education appear in the form of independent structures or special divisions of state educational institutions.

By Education we understand this aspect of upbringing, which consists of mastering the system of scientific and cultural values accumulated by humanity, mastering the system of cognitive skills, forming on their basis a worldview, morality, behavior, moral and other qualities of the individual, developing his creative powers and abilities, preparation for social life, for work. The content of education includes all elements of social experience.

Depending on the goals, nature and level of training, they distinguish secondary, general, polytechnic, vocational and higher education. The knowledge, skills and abilities necessary for every person are provided by a comprehensive school. The knowledge, skills and abilities necessary for a worker of a certain profession are acquired by him in special educational institutions. The content and methodology of general education ensure the formation in schoolchildren of cognitive interests and skills necessary for work, further education and self-education, serve as the basis for polytechnic and vocational education and are carried out in close connection with them.

Education can be achieved in many ways. This can be independent reading, radio and television programs, courses, lectures, work in production, etc. But the surest and most reliable path is systematically organized training, which aims to provide a person with a normal and complete education. The content of education is determined by state curricula, curricula and textbooks on the subjects studied.

46. Global trends in the development of education.

Features of the current stage of education development in Russia are connected by the following global trends:

the rapid development of modern computer technologies and the expansion of the scope of their application in the educational process of both schoolchildren and adults; saturation of educational institutions with technical means that ensure the implementation of information processes of storing, transmitting and processing information in a new, digital format; using the resources of the global information network Internet in the educational process.

Informatization of education is manifested through a set of measures to transform pedagogical processes based on the introduction of information products and information and communication technologies into teaching. The use of modern technical devices (personal computers, television and video equipment, various devices for converting information from one type to another) and information and communication technologies in the learning process leads to analysis and a new understanding of the didactic process, the establishment of new principles of learning.

The Federal Target Program for the Development of Education for 2006 - 2010 (Decree of the Government of the Russian Federation of December 23, 2005 No. 803) identifies the main directions of this scientific and practical problem, which provide not only for the provision of educational institutions with computer equipment, but also concern changes in methods, forms and content of training in connection with the penetration of information and communication technologies into the educational process.

The global trend in education is the information boom, that is, a sharp increase in the volume and speed of circulation of information in modern society. The main reason for the “boom” should be recognized as mass education, which supplies literate people, producers and consumers of both scientific and mass public information.

The most obvious problem created by the information boom was the need to revise Training contents . The ever-increasing flow of information and the changes in scientific understanding that come with it have called into question the content of many “classical” textbooks. A compact and understandable presentation of established knowledge, which a textbook suggests, has become difficult due to the constantly accelerating renewal of the composition of scientific, technical, social and humanitarian knowledge. In addition, it required the introduction of new educational subjects such as computer science, cultural studies, ecology.

At the same time, education is a process of transmission of culturally formalized patterns of behavior and activity, as well as established forms of social life. In this regard, the dependence of individual developed countries on the level and quality of education, culture and qualifications of citizens is increasingly visible.

The spiritual in a person manifests itself due to his “growing into” culture. The carrier of culture is the family, and the first is mastered in the process of learning and self-education, education and self-education, professional activity and communication with people around. However, it is precisely in the process of learning upbringing that a person acquires sociocultural norms that have historical significance for the development of civilization, society and individuals. Therefore, when determining the goals and objectives of educational systems, the social order is clarified. In turn, the content of education can be limited by the standards of the region, country, and the whole world, which take into account the nature of human interaction with cultural values, the measure and degree of their appropriation and creation.

2. Education as a practice of human socialization and continuity of generations. Education manifests itself as a practice of human socialization and the continuity of generations of people. In different socio-political conditions (and during the period of reforms), education acts as a stabilizing factor between new social ideas and the ideals of previous generations, embodied in the historical tradition. Therefore, education allows us to maintain the process of reproduction and transmission of historical and social experience and at the same time consolidate in the minds of the younger generation new political and economic realities, new guidelines for social and cultural development. It is no coincidence that one of the main tasks of education is preparing the younger generation for independent life and shaping the image of the future. The prospect of the future opens up in the course of mastering various forms of human life (learning, work, communication, professional activity, leisure).

In conditions of radical changes in ideological views, social ideas, ideals and the existence of people in general, it is education that performs a stabilizing function and contributes to a person’s adaptation to new living conditions.

At critical moments in history, it is necessary to ensure the continuity of cultural and educational traditions, preserving the identity of the people and the existing system of values. The preservation of the above components contributes to their integration into the system of world values as elements of macro-society. At the same time, tradition performs a decisive function in the processes of education and upbringing of the new generation.

The education system embodies the state, trends and prospects for the development of society, either by reproducing and strengthening the stereotypes that have developed in it, or by improving it.

Social function of education, on the one hand, it is characterized as preparing a generation for independent life, and on the other hand, it lays the foundations of the future society and shapes the image of a person in the future. The essence of preparing for independent living is:

In the formation of a lifestyle accepted in society;

In mastering various forms of life activity (educational, labor, socio-political, professional, cultural and leisure, family and everyday life);

In the development of human spiritual potential for creation and creativity.

Therefore, each socio-economic formation and cultural-historical stage of development of society and the state is characterized by its own educational system, and for the people, the nation - an educational system. However, there are common features in international pedagogical systems. They are the ones who lay the foundations for the process of integration into the global educational space.

What cultural and educational traditions that have developed in different civilizations are still known today?

For example, the rational logic of education at school and university has historically developed in European civilization.

In Asian civilization, Confucianism emerged as a methodology for human education and upbringing.

In the course of history, education developed in Rus' as “education by peace.” It was in Russia that public opinion was often used to influence people educationally. Therefore, the theory of human upbringing in a team and through a team, created by A. S. Makarenko, only summed up some of the existing tradition.

3. Education is a mechanism for the formation of human social and spiritual life and a branch of mass spiritual production.

Educational and educational institutions concentrate the highest examples of socio-cultural activity of a person of a certain era. Therefore, the social value of education is determined by the importance of an educated person in society. The humanistic value of education lies in the possibility of developing the cognitive and spiritual needs of a person. In an integral system of education of all types and levels, the accumulation and development of the country’s intellectual, spiritual and moral potential occurs.

4. Education as a process of translation of culturally formalized patterns of human activity.

In the process of training and education, a person masters sociocultural norms that have cultural and historical significance. As a result, the norms of morality and ethical behavior of a person in a social group and at work, in the family and public places, as well as the rules of communication, interpersonal and business contacts are mastered. It is no coincidence that the meaning of education is seen not only in the transmission of social experience over time, but also in the reproduction of established forms of social life in the space of culture.

5. Education as a function of the development of regional systems and national traditions.

The specificity of the population of individual regions determines the nature of pedagogical tasks. Young people are included in the spiritual life of a city or village through education. Regional educational systems take into account the educational needs of different sociocultural groups of the population. For example, the development of an educational standard is determined by the specifics of the region of the country.

For example, for schools in St. Petersburg, the regional component includes the discipline “History and Culture of St. Petersburg,” and for schools in Dagestan – “History and Culture of the Peoples of the Caucasus.”

6. Education is the social institution through which basic cultural values and goals for the development of society are transmitted and embodied.

Educational systems - These are social institutions that purposefully prepare the younger generation for independent life in modern society. In the process of setting goals and objectives for specific educational systems, it is necessary to clarify the social order within the entire education system of the country. For example, in the 1970-80s, the domestic education system was faced with the task of preparing a creative, intellectually and spiritually developed person, a citizen of his homeland and an internationalist, brought up in the spirit of communist ideas and ideals. In the 1980-90s, priority was given to training an enterprising and sociable person who speaks foreign languages. If in the first period physicists, mathematicians, and engineers had a high social status, today lawyers, economists and businessmen, as well as humanists - philologists, translators, foreign language teachers, are socially significant.

Educational institutions - These are social institutions, the developing network of which, as a system of preschool, school, secondary specialized, higher and additional education, acquires the state status of the education system in the country. In this context, educational institutions are included in social practice. Their social function is to provide educational services to the population of the country. The implementation of social functions requires forecasting and planning for the development of education. The latter becomes a significant component in the process of forming the country’s state educational policy. The state norm of a particular type of education is determined by the state educational standard. One of the main directions of such a policy is the development of state educational standards for schools and universities.

State educational standards determine the mandatory curriculum of each school or university. This standard consists of two parts. The first part is a set of disciplines required for all schools or universities, the second part is elective disciplines. At the level of the Russian Federation, the first part is called the federal component, and the second - the regional component. At the level of a specific educational institution, the first part is the compulsory disciplines of the curriculum for all students, the second part is elective subjects. The standard includes a mandatory set of requirements for preparing a school or university graduate.

7. Education as an active accelerator of cultural change and transformation in social life and in the individual.

The spiritual principle in a person manifests itself due to his “growth” into the cultural heritage of the family and cultural tradition, which he masters throughout his life through the processes of education, upbringing and professional activity. Education accelerates this process during the development and formation of a person as a person, subject and individuality. This fact is proven by research and educational practice. In the educational process, teachers create conditions and select such means and technologies that ensure the personal growth of students, the development of their subjective properties and the manifestation of individuality. Each academic discipline and specific educational technology is focused on the development of these qualities.

Summary

Culture and education remain the focus of attention of the entire world community. They act as leading factors in social progress and the development of civilization.

The interaction of culture and education can be considered in different aspects:

At the level of society, in the historical context;

At the level of specific social institutions, spheres or environments of human development;

At the level of academic disciplines.

Human education and the educational system are considered only in a specific sociocultural context, due to the versatility of their relationships.

Education performs sociocultural functions:

It is a way of socialization of personality and continuity of generations;

A medium for communication and familiarization with world values, achievements of science and technology;

Accelerates the process of development and formation of a person as a person, subject and individuality;

Ensures the formation of spirituality in a person and his worldview, value orientations and moral principles.

Questions and tasks for self-control

1. How did you understand the following idea: culture is a prerequisite and result of human education?

2. Reveal the meaning of the main functions of modern education,

3. In what aspects can the relationship between education and culture, education and society be considered?

Contrary to all the statements of supporters of a substantial understanding of culture, it is still not a substance, but an accident. It is the creation of people who always live in society, it is a product of society. I have already said more than once that society is never a simple collection of people. Society and the totality of people that make up it never completely coincide. As already noted, the lifetime of a sociohistorical organism always exceeds the life span of any of its members. Therefore, the constant renewal of its human composition is inevitable. There is a generational change in society. One is replaced by another.

And each new generation, in order to exist, must learn the experience that the outgoing one had. Thus, in society there is a change of generations and the transfer of culture from one generation to another. These two processes are a necessary condition for the development of society, but they, taken by themselves, do not represent the development of society. They have a certain independence in relation to the process of development of society.

The emphasis on continuity in the development of culture gave grounds for interpreting this development as a completely independent process, and the identification of accumulation in the development of culture made it possible to interpret this process as progressive, ascending. As a result, evolutionist concepts arose in which the development of culture was considered independently of the evolution of society as a whole. The center of gravity in these concepts was transferred from society to culture. This is the concept of the largest English ethnographer Edward Burnett Tylor (Taylor) (1832 - 1917) - the author of the famous book “Primitive Culture” in his time. He was a staunch advocate of evolutionism. From his point of view, any cultural phenomenon arose as a result of previous development and appeared in society as a product of cultural evolution.

The process of transmitting the world of meaning and other cultural values and traditions from generation to generation represents cultural transmission. It is transmission that ensures the continuity and continuity of cultures. As a result of transmission, the younger generation gets the opportunity to start from what the older generation has achieved, adding new knowledge, skills, values, traditions to what has already been accumulated.

Each generation has its own characteristics: values and spiritual image, life experience and attitude to the events of the era, creative achievements and preservation of traditions. It assimilates the achieved level of development and, on this basis, becomes the initiator of transformations that promote advancement. These two sides of the relationship between generations - the development of cultural heritage and innovation - form the basis of the historical development of society. The nature of cultural continuity is reflected in the spiritual appearance of generations.

Defining the change of generations as a cultural and historical process based on the biological rhythm of human life, we can highlight the following most important aspects in it:

1) the process of cultural evolution involves a change in participants in cultural creation;

2) over time, old participants in the cultural process drop out of it;

3) people of one generation can participate in the cultural process only locally (“here and now”);

4) the cultural process can only be carried out as a result of the transfer of cultural heritage;

5) the transition from generation to generation is a continuous sequential process.

Traditions play a special role in the process of generational change. On the one hand, traditions are those values that are passed on from generation to generation according to the law of succession and continuity. They can be written or oral, coded in patterns

the behavior of adults, in the functioning of social institutions, etc. On the other hand, tradition is not only what is passed on, but also something in the depths of which innovations are formed.

The question arises: how can tradition, that is, following a ready-made model, allow for innovation, that is, a deviation leading to the abandonment of traditions. The fate of tradition in changing generations develops differently in different cultural and historical eras.

Firstly, complete or almost complete identity in views and norms of behavior may be observed in successive generations. This is the situation in a stagnate society, such as, for example, the early Middle Ages. What is specific for people belonging to such a society is the complete absence of any doubts about the appropriateness and legitimacy of the material and spiritual factors of their existence. Social creativity was absent. Relations between generations within the family were of a patriarchal clan nature. The entire community, including the family, stood guard over the existing way of life.

However, in the late Middle Ages, this order begins to blur, as crafts, cities, and trade develop.

Secondly, the functioning of traditions in the change of generations may have a different character, similar to what happens at the turn of the Middle Ages and the Renaissance. Traditions are preserved, but their observance is no longer as strict as before. State laws reflecting the new social reality come into competition with traditions. Traditions are beginning to be looked at as something routine.

Condescension to private violations of traditions arises, and thereby a niche arises in which traditions alternative to the previous ones can arise and mature.

The situation is different in conditions of a crisis of spiritual culture, when cultural continuity is called into question, or even tendencies to abandon cultural traditions arise. New socio-cultural knowledge, ideals and values stimulate a crisis of the old ideology. But even in this case, the continuity of the existence of culture is ensured by the unity of culture and cultural creativity. All these features and trends influence the nature of generational succession.

Currently, interest in the history of family and clan is growing significantly. New promising directions for studying the history of the nobility, merchants, clergy, intelligentsia, and entrepreneurship are identified.

In recent years, the most important archival documents have been published, on the basis of which it is possible to reconstruct the history of the family dynasty. Knowledge of family history is the basis for the continuity of generations and respect for cultural heritage. And vice versa, the oblivion of ancestors inevitably leads to immorality, humiliation of dignity, and a barbaric attitude towards historical and spiritual and moral values.

A historical generation is a period of time during which a given generation lives and actively acts, becoming contemporary with the events of the era that influenced its spiritual appearance. In modern conditions, people are increasingly talking about the “business generation,” which actively manifests itself in entrepreneurial and commercial activities, which affects value orientations and the emerging lifestyle. Generation in this sense is not so much a quantitative as a qualitative certainty.

The older generation can involve several generations in the field of its attraction, creating a stable tradition of attitude towards historical events and spiritual values of its time, causing emotional involvement and mutual understanding. Such relationships develop between generations in conditions of relative stability of society. But the dynamics of change, as a rule, cause in the new generation a critical attitude towards the previous period, proclaiming the rejection of previous goals and values, declaring them false.

In a society with a fairly stable structure and a slow pace of change, the success of education was assessed depending on how much the elders were able to pass on the accumulated knowledge, skills and abilities to the younger generation. The younger generation was being prepared for life in a society that would be broadly similar to the one in which their parents had lived their entire lives. The elders could not even imagine a different life; their past was a blueprint for the future. Such a model of culture is characteristic not only of the distant past, but is typical for periods of stagnation, a slow pace of development, for isolated regions, closed ethnic groups. This type of cultural continuity was thoroughly studied by the American anthropologist M. Mead.

The older generation embodies the wisdom of life, which should be accepted unquestioningly. It is a model for imitation and reverence, because it possesses all the necessary complex of knowledge and values, norms of behavior. The older generation enjoys high prestige among

youth, and his experience is not only instructive, but also leaves an indelible mark on the soul of a young man, creates the necessary stability of the way of life, maintaining an atmosphere of mutual understanding and care, routine and ritual of everyday life. The integrity of the inner world does not undergo major changes even when individual elements of everyday life are modernized or when moving to a new country. Inclusion in another culture does not completely displace the traditional image and style of life if it is enshrined in the consciousness and behavior of generations and is perceived as the standard of relationships.

The loss of value guidelines causes nostalgia, which is a complex set of feelings of loneliness and melancholy, the desire to immerse oneself in one’s native environment. Traditional cultures have great energetic power and influence the spiritual image of generations, supporting the style of communication, norms and methods of raising children, spiritual and moral values and priorities. The traditional culture of peoples has a deep and ramified “root system”, without which a generation loses vitality and loses its understanding of its origins. It forms national identity, patriotism and spiritual and moral values. However, despite the importance of traditions, it would be wrong to ignore those new trends that arise in every new era and are the result of the dynamism of history. In the new situation, the experience of the younger generation is radically different from that of the older generation.

Young people themselves develop life guidelines, behavior styles and values, ideas about success and the meaning of life. And this is completely justified, because previous approaches to solving life problems turn out to be ineffective. In this sense, the older generation loses its authority, but at the same time retains knowledge of traditions. The process of extinction of the old culture is gradually taking place. The older generation reacts to the new situation in different ways: some peacefully accept the changes, others sharply criticize all innovations. This inevitably entails a state of spiritual vacuum, uncertainty about the future, anxiety and anxiety.

Categorical attitude and arrogance in relations between generations destroy the possibility of understanding and dialogue and lead to increased tension. Disapproval of everything new, the desire to turn back the course of history, to stop the pace of change do not evoke a positive response among young people and inevitably lead to confrontation between generations.

No less dangerous is the disregard of young people for the experience of their elders, the desire to erase from memory all the achievements of past years. Each generation fulfills its historical role and deserves support, because without this the connection between generations is interrupted. Continuity of generations is the basis of the historical development of man and society, therefore all public and personal efforts should be aimed at mutual understanding and dialogue.

The acceleration of change and the introduction of innovations has a significant impact on the psychological state and well-being of a person. People live at “increased speeds” when the world, ideas and relationships, values and orientations, social institutions and organizations are rapidly changing.

Transience leads to a feeling of fragility and instability of life, creates a mood of uncertainty and instability, and gives rise to a special mental attitude towards the short-term nature of connections and human relationships.

Increased mobility increases the number of human contacts, makes them superficial, and causes a growing feeling of loneliness. The transience of change and novelty complicate the problems of human adaptation in the world, causing psychological overload and moral fatigue. There is a lack of mental comfort and positive emotions from communication. The flow of novelty penetrates into family life.

The abundance of options for marriage unions, a wide choice of models of family life also affects the spiritual and moral component of the individual. Society is divided into separate subcultures, each of which forms a special world with its own hierarchy of values, style and lifestyle, preferences and likes, rules and prohibitions.

Fragmentation of society entails the collapse of a unified structure of values. The central core of values that existed in the past is disappearing with incredible speed. Over the years, a generation has grown up that is not familiar with many ideological slogans, rituals, and organizations.

Without continuing the description of the trends of modern society, it is necessary to understand the situation of the younger generation in conditions of constant changes, to develop a strategy for adapting to changes that helps restore mental strength.

A growing person needs a sense of security, stability and goodwill in the world around him; he needs life guidelines that are approved and supported, receive public recognition and respect. Lack of a sense of identity creates loneliness, loss, and alienation.

In the context of the rapid pace of modernization of society, the transformation of social institutions, significant changes are taking place in the social situation of the younger generation.

There are purchase-sale relationships, illegal transactions, double standards, rudeness and promiscuity, disrespect for elders. The media, which deliberately reproduce violence, permissiveness, and violation of the most basic human rights, also have a negative influence. Programs promoting the education of morality and high spirituality have almost disappeared.

A decline in the intellectual and moral level of society can lead to irreparable losses in the spiritual appearance of the younger generation. The real solution to the problem of continuity in the change of generations in a crisis is that we must proceed from the transience of any crisis of culture and the change from the stage of its destabilization to the stage of stabilization with the preservation of the core of culture and the development of new, time-appropriate samples. At the same time, we should remember the dual role of youth in the development of culture.

Youth is a relay of culture in transmission from the past to the future, ensuring preservation and continuity in the development of culture. But she passes on the culture to her descendants in a partially transformed form. It is in this sense that she creates culture. Two functions - conservation and innovation - must always be balanced. Thus, any changes in culture presuppose the preservation of the unity and continuity of culture through the continuity of generations.

Education is the process of transmitting knowledge and cultural values ​​accumulated over generations. Pages of history The transfer of culture to subsequent generations refers to

Education is the process of transmitting knowledge and cultural values accumulated over generations. Pages of history The transfer of culture to subsequent generations refers to