On Formation Of Civic Education And Upbringing In Russia

The article examines the genesis of the formation of knowledge about civic education and upbringing in domestic pedagogical science with an emphasis on the post-war period of the Soviet era and the end of the 20th–beginning of the 21st century. It is shown that this process was of a concrete historical nature, reflecting the state of society, the state and the dominant ideology at one or another evolutionary stage. The views of individual teachers of the twentieth century, who managed to generalize and systematize the theoretical and practical experience of educating a citizen accumulated in the country, filling it with their own thoughts and practical experience, are presented. Considerable attention is paid to the research of the post-Soviet period. The characteristic of modern conceptual approaches and models of education and upbringing is given. With the help of comparative historical, pedagogical and theoretical analysis, three stages in the development of knowledge about the formation of civic upbringing and education in Russian pedagogical science have been identified: the Soviet period (from the mid-1950s to 1985), the period of perestroika (restructuring) (1985–1991) and the democratic period (from 1991 to the present). It is noted that today the priorities of humanistic pedagogy lie at the heart of domestic civic education and upbringing, as well as the focus on fulfilling the state and social order for building a civil society and the rule of law with the recognition of the human right to individual expression, personal opinion and protection of personal dignity.