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“Theoretical and methodological substantiation of the acmeological concept of the formation and development of subjects of multiethnic education”

The first chapter substantiates the new direction of acmeology and psychology - the ethnoacmeology of education, examines the social institutions of the multi-ethnic development of the personality, the basic concepts of ethnoacmeology of education and the principles on which the new direction is built: the principle of determinism, the activity approach, the principle of development, the principle of comparativeness in the analysis of national psychological characteristics, principle of humanism; The educational multiethnic space of Russia and the Pskov region is analyzed. The multi-ethnic competence and its acme form - ethnic tolerance are examined in detail.

The ethnic potential of the subject is considered as the potential possessed by all subjects of education, whether consciously or not, by the nature of belonging to a particular ethnic group from the moment of birth, involves a fairly developed ethnic identity, high knowledge and behavior patterns of its ethnic group. Multiethnic potential - competence in knowledge and skills to apply them in practice of several / many ethnic groups, possession of ethnic tolerance and ethnic consciousness. The main task of modern education is to help unleash the multi-ethnic potential and direct it into the constructive direction of development.

The author scientifically substantiates the ethnoacmeology of education as a new scientific area of ​​acmeology, which considers "ethnos" as one of the defining components of the acmeology of education and training in the modern multi-ethnic educational environment. Multiethnic education is seen as a system of introducing subjects of education to ethnic heritage, aimed at developing ethnic potential: ethno-identity, ethnic tolerance, ethnic identity. Polyethnic education is based on the theory of multicultural education, acmeology of education and upbringing, design theory of national - regional educational systems based on the principle of ethnocultural connotation; research ethnological features of the personality of the subject, developed in a personality - oriented education; ethnopsychology, social synergetics and theories of nations, the concept of the relationship between national and universal in the sociocultural life of a society; philosophical and ethnographic studies and ethnological theories; modern theories of ethnos and ethnic development, anthropology; concepts of using national experience in the development of children; theories of active acmeological and socio-psychological training.

The analysis of the interaction of ethnic culture and education in the multi-ethnic space of Russian regions is carried out, which solves the most important task of strengthening Russian statehood by introducing the younger generation to ethnic culture as the highest manifestation of spirituality and education.


Particular attention is paid to multiethnic competence, which is a condition for effective interpersonal interaction of educational specialists with other subjects of the educational process. Competencies are considered: differential-psychological, social-psychological, autopsychological, acmeological, special, ethnocultural-stereotypical and emotional-volitional. Based on a generalization of the concepts of V.N. Maximova and V.N. Sof'ina formed the structure of professional multi-ethnic competence (Fig. 1). It is stated that modern education is one of the ways to become familiar with social and ethnic values.

Much attention is paid to the development of the acme form of multi-ethnic competence - ethnic tolerance, two ways of personality development are described - tolerant and intolerant. An effective way of developing ethnic tolerance in modern education is defined - training and education aimed at developing independent thinking, a critical point of view, sound judgments. Attention is focused on the fact that the development of ethnic tolerance must take into account factors: symptoms of intolerance, characteristics of professional multi-ethnic competence of an education specialist, levels of development of tolerance in education, special methods and means of developing ethnic tolerance. Emotional intelligence is considered as a psychological resource for the manifestation of ethnic tolerance.

Fig 1.

The structure of professional multi-ethnic competence

.

Explanations for Fig. 1:

KDP - differential psychological competence;

SEC - socio-psychological competence;

AIC - autopsychological competence;

AK - acmeological competence;

SK - special competence;

EV - emotional-volitional competence;

EX-ethnocultural-stereotyped competence.



At the end of the chapter, conclusions are drawn that the ethnoacmeology of education is the science of the pinnacle of development of subjects of multiethnic education of different ages and types of activity (specialists and future education specialists, students and their parents). The interaction of culture and education, based on the values ​​of ethnic groups and psychological, pedagogical, acmeological achievements, ensures the socialization of a growing person, allowing him to integrate into a single space of ethnic culture of Russia and the World.
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“Theoretical and methodological substantiation of the acmeological concept of the formation and development of subjects of multiethnic education”

  1. “Development and implementation of the acmeological concept of the formation and development of multi-ethnic competence of subjects of education in the framework of a new acmeological direction - ethnoacmeology of education”
    In the second chapter, the goal was to develop a methodological construct for studying the multiethnic competence of subjects of education and to study its specifics based on this construct. To achieve this goal, the author analyzes the concept of "multi-ethnic education" as a category of acmeological research, gives the genesis of this concept, considers the conceptual
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  3. “An empirical study of the formation and development of multiethnic competence of subjects of education”
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  4. Manoilova MA. Acmeological development of multi-ethnic competence of subjects of education, 2011
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  11. Plugin M. I. .. Acmeological concept of the Professional formation of teachers of higher education, 2009
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