Axiological Guidelines of Civil Education in Modern Russia

Journal of Environmental Treatment Techniques

2020, Volume 8, Issue 1, Pages: 266-271

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal weblink: ttp://www.jett.dormaj.com

Axiological Guidelines of Civil Education in

Modern Russia

Leonid V. Baltovskij , Vladimir G. Belous , Anna I. Abalian , Ivan V. Radikov

Saint Petersburg State University of Architecture and Civil Engineering, St Petersburg, Russia, Vtoraja Krasnoarmejskaja ul. 4, St. Petersburg,

90005, Russia

Faculty of Political Science, Saint Petersburg State University, Ul. Smol'nogo 1/3, entrance 7th, St. Petersburg, 191124, Russia

Received: 22/08/2019

Accepted: 26/11/2019

Published: 20/02/2020

Abstract

Education, as the most important kind of social activity, changes the cultural image and consciousness of a person. This is the

way the political function of education is realized. Education is designed to form a stable relationship of the individual with the

society and is, therefore, the most important means of communication. In this article, the authors analyzethe political aspects of

education in general and civil education, in particular. The authors focus their attention on the potential of civil education for the

formation of self-consciousness of the 21st century in the modern Russia. The product of this self-consciousness is a new identity that

is viewed as a result of the construction of social values and their interiorization in the individual consciousness. In the analysis of the

political aspects of education in contemporary Russia, the following conclusions are drawn. The fundamental basis of civil education

is statehood. Statehood is understood by the authors as a functional dependence of public consciousness on existing political

institutions and norms, as well as the influence of the consciousness on institutional changes. The main targets of civil education are:

loyalty, civic consciousness, patriotism. Loyalty involves the conscious recognition of the common rules by the individual. Civic

consciousness is a specific way of communication between the individual and authorities, society and the state, in which all

participants of the political process are institutionally equal. Patriotism implies meaningful behavior, which is based on the continuity

of culture and the preservation of the historical tradition, personal responsibility for the fate of the fatherland. The article is intended

to give a broad audience of foreign readers specific ideas about the problems of civil education in modern Russia, its tasks and

prospects.

Keywords: Civil education, Civic education, Statehood, Loyalty, Civic consciousness, Patriotism, Self-consciousness, Identity

a universal human activity, aimed at the transformation,

Introduction

organization and improvement of the social world.

Accordingly, political cognition (and knowledge as its result)

are viewed as successive social practices. First, it is the

appropriation of the world by man, turning it into an object of

study and reflection. Secondly, the perception of the world as

a task, a problem, a question. Third, responsibility to the

world, or the constant search for the meaning of one’s own

existence by the person. In this context, civil education is

seen as such a specific organization of a discursive space that

is designed to satisfy the fundamental human need for self-

expression and action.

Modern mankind exists in the conditions of the unfolding

crisis of culture: the deficite of democracy, the growth of

extremism, multiculturalism and the national security threats,

the problems of economic growth, migration flows, the

emergence of network social ties, etc. An ordinary member

of the society can less and less influence the adoption and

implementation of political decisions. That is why society

must respond to the challenges of modern times, perceive

them as a "social order" for a quality civic education.

The notion of the "political" is traditionally associated

with the distribution of power in society and the ability of

society and man to influence this distribution. There are other

modes of interpretation of the "political". In particular,

Schmitt saw in this concept the reflection of the specific

antagonism of the "friend" and "enemy". A. Gramsci

considered "political" as a world of human freedom, a

product of will and action that merged into one in a person's

historical experience. For Hanna Arendt, "political" is a

dimension of the "common world" in which people, while

recognizing each other as equals, are able to jointly solve the

issues of their own communal being (1).

The authors of the article, guided by the principle of the

identity of social being and consciousness in human creative

transformative activity, interpret the concept of "political" as

Corresponding author: Leonid V. Baltovskij, University of

Architecture and Civil Engineering, St Petersburg, Russia, E-

mail: leonid.baltovsky@gmail.com.

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Politically oriented education is designed to help citizens in

their self-determination, in understanding their institutional

capacities. Idealistic views on the process of the formation of

a "political man" exclusively as a result of the individual's

empowerment with legal and social rights are passing away.

The concept of "citizen" also presupposes duties – not only of

the individual towards the state, but also of the state towards

the individual. The unity of the rights and duties of the state

and the citizen gives grounds to compare them on the basis of

a general institutional criterion. In the conditions of modern

communication, citizenship is not restricted by the

boundaries of one city, as originally, and even one state.

Modern political discourse naturally operates with such

concepts as global citizenship, digital citizenship, and media

citizenship.

It should be noted that in modern Russia, civic education

differs significantly from the forms that have been

established in most countries of the so-called "Western"

world. In the discursive space of the Russian Federation, the

term "political education" is primarily in use. The specificity

of perception of the tasks of civil education is due to the fact

of the relatively recent domination of state communist

ideology. For a long time, education was entrusted with the

task of the upbringing of a "new man," who had to obey

unquestioningly the prescriptions of the "moral code of the

builder of communism." At the same time, the "Western"

model of civil education was based either on alternative,

anticommunist ideology, or on the principles of complete

exclusion from speculative rhetoric.

education, which should complement or correct the basis that

individuals receive from civil society (5, 6, 7, 10). Man is

considered as the supreme value and an end in itself of social

development.

The axiological approach to the formation of a citizen as

a political institution allows one to address directly the value-

semantic sphere of social consciousness. The authors believe

that this approach can be realized in modern Russia on the

basis of the individual's adaptation of the values of world

culture and civilization and national features and traditions.

The subject of this work is the place and role of civil

education in the formation of the national-state identity of the

individual in the modern Russian Federation. The object of

research is the process of political self-consciousness

formation among Russians: loyalty, civic conciousness and

patriotism. Civil education is called upon to change the

consciousness of a person, focusing it not on random,

spontaneous, not mediated by reflection action, but on

purposeful rational behavior. The authors’ concept involves

the consideration of the education system in the broad

context of political communication, understood as the

relationship between a person and society, the individual and

the state (2, 3, 4).

Results

.1 Citizen as the purpose of statehood

The main scientific result of the present study is the

substantiation of the idea of the political institutionalization

of a citizen. The paper proves a thesis that a citizen is not an

expendable material, but an end in itself for the development

of statehood. The traditional idea of political institutions

involves many organizations whose activities are determined

by relations and norms: the state and its bodies, parties,

movements, institutions, centers, foundations, etc. Behind

this approach is the perception of institutions as given

phenomena - organizationally formed structures of the

political process. There is another meaning of the term

By now, the communist and anti-communist forms of

political consciousness have lost their relevance. This does

not mean that societies no longer care about the political

socialization of the individual. Despite the differences, the

general basis for political education (for both the "Western"

world and modern Russia) can be called "production" of

citizens who have

a "potentiality of influence" (1).

Citizenship is an integrative quality of a person, characterized

by the adoption and realization of socially significant values.

We are talking about individuals who are free, initiative,

competent and at the same time responsible, law-abiding,

differing in political motivation and skills of public

participation. Regardless of the place and time of his

existence, the citizen consistently realizes his involvement in

the society. A citizen, although he does not appear today in

this capacity, should, in a certain temporal perspective, gain

the status of a political institution. The prospects of mankind

largely depend on the solution of this historical task.

“organization” as a task or some preset parameters. In this

case, the concept of “political institutionalization” is used,

which reflects changes in political structures in time and

space. Civil society and the state are relatively completed

forms of the political process, at least in comparison with the

citizen - a special subject of the political process, a value that

constantly changes in time and space.

A citizen receives such a status in the process of his own

political ontogenesis - already at birth. Further, political

institutionalization is brought to certain conditions by society

and the state. The issue in this case is not just about the

process by which a person acquires certain skills of

interaction with other people determined by relation power,

that is, about socialization. Institutionalization of a citizen

implies a real affirmation of a citizen as a subject of the

political process - recognition of each person not only in

relation to an obvious set of rules and norms, but also to

forms of self-regulation, due to which the person’s active

position in the political world is manifested.

Materials and Methods

The authors’ concept is formed on the basis of modern

theories of citizenship, according to which procedural and

institutional mechanisms are not sufficient to achieve the

balance of private interests as the goal of political

cohabitation. A certain level of civic virtue and civic

consciousness is needed (8, 11). As methodological

guidelines, the authors distinguish two approaches to their

formation. In the first case, the role of civil society

institutions is emphasized, through which people learn the

ideas of self-discipline, cooperation and duty (9, 14, 15, 16).

The second approach points out the need for special civic

At the same time, a citizen is constituted in the course of

political phylogenesis. History knows two basic algorithms of

citizenship: a citizen of a civil society and a citizen of a state.

The modern world complicates the dichotomous construction

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by adding new alternatives: the citizen of the world as an

atom. The effective response of modern political theory and

practice to the challenges of globalization and atomization of

society is to justify and normatively consolidate the

increasing number of people today believe that the country

needs a strong state. However, the very idea of "strength"

differs significantly. According to the All-Russian Center for

the Study of Public Opinion, Russians, reflecting on what

makes a country strong in the eyes of the world community,

most often mentioned the army and weapons (31%). In the

opinion of 15% of respondents, the power of the Russian

Federation is supported by the foreign policy and authority of

the head of state. Another 13% of survey participants

mentioned the Russian spirit, culture and traditions as the

main source of strength, and 11% denoted natural resource

wealth (12).

Taking into account the differing points of view, we

consider the modern strong state as an independent,

sovereign community capable of guaranteeing the population

security and free development based on the conscious unity

of citizens. Meanwhile, consciousness is always oriented

institutional status of

a citizen. Global and Russian

experience indicates significant progress in this direction,

primarily in the field of political and normative practice.

However, the main obstacles at the moment,

paradoxically, arise in the field of political theory. The

political status of an individual is still not considered an

independent value, but part of the whole, a "member", "a

person belonging to the state." Meanwhile, if we endow

social groups with the properties of political subjectivity,

then why is a single person unworthy of a similar status. In

this context, a citizen, following the literal meaning of the

word "subject" (lat. Subjectum - being at the basis), should be

interpreted as the basis of the political field.

The authors of the present paper focus on the temporal

dimension of politics. The original approach of unity of the

three levels of political science research is taken: ideal -

normative - real. The logical model of a changing and

developing the “citizen - statehood” system is built in the

study. The authors rely on a whole range of interdisciplinary

methods, which includes the systemic method, the

institutional method, comparative analysis, the regulatory

method, and the hermeneutics method. These methods can be

effectively implemented provided that the logical and

historical approaches are consistently combined in the

general context of solving the fundamental scientific problem

towards opposing poles, choosing either a normative

prescription or self-consciousness. It is no coincidence that

two types of relations between the state and the citizen, two

kinds of citizenship, were formed in Russian history: an

official, loyal, and an oppositional one. In post-communist

Russia, there is a gradual process of the emergence of

modern civic self-awareness, on the one hand, and the state's

perception of the citizen as an active subject of political

action, on the other. The main characteristics of modern

statehood are independence, responsibility, flexibility,

mobility, professional education and the ability of people to

unite in civil society. A modern man is gradually beginning

to focus on democratic ideals and democratic forms of

political behavior. Although, obviously, recognition of the

citizen status as a political institution is still a matter for the

future. For modern Russia, this is a historical challenge.

the political institutionalization of a citizen. The dialectical

and dialogical nature of the logical and historical allows

maintaining the unity of the subject area around the issue of

“citizen”.

.2 Statehood as a changing relationship between citizen

and state

Political education is an important part of civil

3.3 Political consciousness design and construction

The authors of the present article understand civil

education as a multi-stage phenomenon of the formation of

public self-consciousness. The most important role in this

process belongs to political reflection. Intentionality, the

person's interest in his social ties and functions is the primary

stage of political reflection. Rules, norms, due to which a

person arranges his notions about the political; ideas,

theories, ideological practices, scientific views, according to

which the person explains and transforms the world - these

are all examples of a secondary stage of political reflection.

Finally, the third, higher type of political reflection is its

construction as an object of political consciousness and

action. The main product of political reflection is statehood,

which is revealed in such concepts as loyalty, civic

consciousness, and patriotism.

It deals with the design of social reality in the mind of a

person through identification tools. The state acts as the key

subject of the process of purposeful formation of national-

state identity in the modern world. However, it would be

incorrect to perceive a citizen as a passive object of political

influence. The identity of the individual as a whole (and civil,

in particular) is the process of constructing individual

meanings on the basis of a cultural attribute or a related set of

characteristics that are given preference over other sources of

individual significance.

democratic education. The basic concept of mature political

consciousness is "statehood" (13). In the public

consciousness of the "Western" person there is a stereotype

that the distinctive feature of the Russian mentality is

anarchism, often interpreted as the barely concealed contempt

of the individual for state institutions. However, before, and

now the range of attitude of Russians to the state political and

economic institutions, included both support and mistrust.

The disintegration process of the Soviet statehood pushed

society to perceive the state as a hostile force that opposed

the interests of the majority of the population. Neglect of the

national interests by many representatives of state power,

growth of social distrust of institutions and norms led to a

gradual erosion of consciousness of national and state

identity among citizens. This process was accompanied by a

sharp decline in production, degradation of the economic

structure, and

a dramatic decrease of population life

standards. The minimization of state participation in the

economic and social spheres ultimately provoked an even

greater centralization of management,

resuscitate the role of the state.

In the new millennium, the dominant form of political self-

consciousness in Russia is beginning to change. An

a tendency to

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The "projecting" type of identity is

complex

gives priority to the norm. Products of scientific reflection

cannot be transferred to the consciousness of the audience in

its original form, and in one way or another should be

adapted and unified. By means of epistemological

procedures, this kind of scientific norms is transformed into

educational standards. In modern Russia, the highest

configuration of normativism in the sphere of education (both

general and political) is embodied in the "State Educational

Standard". In this regularized set of prescriptions (which are

reproduced by textbooks, teaching aids, course programs and

individual lectures) there are theoretical paradigms and

concepts, designed to serve as reference points for both

cognitive and educational processes. Any educational

"standard" assumes that the result of the process will be

"competencies", understood as a unity of abilities, knowledge

and skills.

The scientific and educational discourse in the

information age deals not only with the conflict of reflection

and norm, but also with the gap between the theoretical and

ordinary forms of political reflection. The rapid reformatting

of the space of personal interaction with other members of

society, citizens and authorities, the creation of new zones of

individual activity, opens up opportunities for the

diversification of political knowledge. Although education is

based on the theoretical reflection, completed in the norms,

extracted from the history of thought, the works of

phenomenon, which is formed both from the side of

individual self-awareness, and from the side of social

prescriptions. Constructing identity arises from the impact of

numerous factors. The process of constructing (like

education, or the formation of an image) does not take place

in a social vacuum. It relies on the dominant type of culture,

styles of thinking, traditions and other diverse socio-historical

prerequisites. We understand national-state identity as the

result of the reproduction of socio-political values and their

interiorization in the public consciousness.

The formation of a democratic statehood is influenced by

both spontaneous factors (for example, fragments of

collective historical memory circulating in the mass

consciousness), and a purposeful educational process. Today,

in many countries of Europe and North America, there have

been established special institutions for political / civic

education. The special research committee of the

International Association of Political Sciences is developing

the theme of political education. At the beginning of the XXI

century, the Council of Europe adopted a number of

recommendatory documents, as well as a large-scale program

to train democratic public spirit. Many details of these

documents can be applied in Russia, where the search for the

relevant model of political and civic education is in progress.

.4 Political aspects of education in the information age

The addressee of education is heterogeneous. In the

outstanding predecessors and contemporaries,

conclusions can not be absent in it.

direct

historical boundaries of any era there are many groups, each

of which seeks to impart its own status to a universal

meaning. First of all, this remark could be applied to

generations. Within one or several generations there is a

common way of thinking, in which the dominant image of

culture (including political) is reflected. However, at the

same time period, different styles of thinking can be met.

This concept reflects what people think about themselves and

their own social tasks. Styles of thinking correlate with

constantly interacting, but fundamentally different, mentality

that reveals its specificity both within the same age group and

at the border between the nearest generations. A well-known

example of such a conflict is the opposite of "fathers" and

Politics as a field of knowledge is much more accessible

than, for example, astrophysics. Ordinary reflection, which is

directly related to reality, shakes the theoretical norm with

skepticism, irony, sarcasm, after all, the most common

indifference. As a result, the norm generally loses its

constitutive significance. The world of politics turns into a

chaotic set of assessments, and the assessments themselves

boil down to the primitive dichotomy of "own" and "alien",

"bad" and "good." Political knowledge in the modern world

(and the educational community comes as its brilliant

reflection) is inevitably regressing. Dialogic reflection,

arising in communication with the audience, "cools" in the

teacher's monologue. Theoretical reflection gives way to

ordinary consciousness, as a result of which the information,

received by the audience, is not transformed into cognitive-

practical skills.

The domination of digital technologies brings to modern

education the temptation of unification, the total repression of

reflection beyond the limits of science. It seems to us that the

goal of civil education is not to contrast scientific reflection

with the educational norm (this is just an initial givenness

that should be simply accepted), but that universal

educational standards should encourage students to free and

creative thinking. The systemic nature and universality of

civil education do not allow destructive processes to prevail

over positive ones. That is why the educational community

again and again makes attempts to bring political knowledge

into society, inculcate the skills of theoretical thinking,

introduce certain political traditions and norms in the public

consciousness. In other words, we are dealing with the

persistence of a cultural process that determines both politics

in general and educational policy in particular.

"children".

Generation gaps have always been reflected in the

educational process. Knowledge carriers (teachers) are, as a

rule, representatives of the older generation, the audience

(students), which is taught, accordingly, belongs to the

younger one. It is this interaction of different generations that

simultaneously can lead to the creation of scientific

continuity (schools) and to the conflicts, including

ideological ones. In the modern world functioning of

numerous information networks, continuous upgrade of

digital technologies lead to a decrease in the credibility of

civil education, the de-legitimation of knowledge of the

senior". If the older generation mostly lives by the

experience of the past, then young people rather absorb the

fluids" of the future. In their self-consciousness, there are

both free reflection and critical perception of the previous

experience. Education, on the contrary, is built on established

norms and authoritarian prescriptions. The educational

process necessarily reduces the reflection to a minimum and

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interests and has no clearly expressed political position.

There is an illusion that state self-consciousness (statehood)

is objectified by Russians only with the advent of a real,

external military threat. Under normal conditions, it is

unnecessary and even dangerous to emphasize.

.5 Factors hindering the formation of a modern system of

civil education

As already mentioned above, the objective functions of

civil education in modern Russia are loyalty, civic

consciousness, and patriotism. Apparently, all these items are

ideal forms, or optimal results. The objective function is the

relationship between the optimized variable (goal) and the

controlled variables that arise as conditions for the solution of

the task. It is no accident that mathematicians interpret the

goal as an optimizable variable. Accordingly, optimization is

an activity aimed at achieving the best results. Optimum

education is a system of rational arguments that serves to

explain the way to achieve the stated result. If we consider

politics in general as a process of social change, then the goal

of the politicians' activity will invariably be such

optimization.

Loyalty involves consciously subordinating to the general

norms and rules adopted in society, and never the

subordination of authorities as such or of the persons who

represent it. Civic consciousness is a specific way of

communication between the individual and authorities,

society and the state, in which all participants of the political

process act as equal to each other. Finally, patriotism appears

in the form of meaningful behavior, which is based on

personal responsibility for the destiny of their fatherland, the

continuity of culture and historical tradition.

The society of the beginning of the XXI century is in a

state of change, which is especially obvious in comparison

with most of the previous century. The definition of

modernity as "postmodern" means that the society enters a

new phase of development, name of which has not been

finally determined. Its essence has only to be expressed in

scientific, theoretical forms. Civil education should take on

such functions as tracking, systematizing, formulating and

modeling the future. Modern political consciousness in

Russia, as well as modern scientific political discourse, is

often limited by the boundaries outlined by former

ideological forms. The collapse of the Soviet Union led to the

elimination of the old system of civil education, formed in

the conditions of the prevailing single ideology, the only

ruling party, and the undemocratic Soviet state.

The actions of modern political technologists, achieving

the desired political results through intensive propaganda,

manipulation of public opinion, PR campaigns, create the

illusion of the unnecessary systematic work on the formation

of a civic position. Historical memory preserved for a

significant part of Russians the totality of the ramified

structure of the Soviet propaganda system, oriented toward

servicing and maintaining party and state government. The

attitude to civil education as a phenomenon of totalitarianism

remains. Hence, the value blurring of political consciousness.

In modern Russia, the development of political and civic

education, and consequently, the spread of democratic values

often occurs against the background of bureaucratization of

the state system, its detachment from the real needs of

society. As a result, there is a weak state support for

education, culture, and lack of a well-thought-out educational

policy.

Conclusion

Crisis phenomena of the modern world are generally

recognized and widely discussed by different communities.

However, the overwhelming majority of politicians and

intellectuals do not realize that the roots of problems faced by

mankind in the beginning of the 21st century originate in the

sphere of consciousness. The future vector depends not so

much on fluctuations in economic conditions, as on the

meaningful political choice between raising and lowering the

level of culture. The formation of a genuinely new, creative

thinking and imagination is possible only on the ways of self-

knowledge and critical evaluation of a person's own status in

the modern world.

The issue of civil education begins to play a special role

in complex periods of the states’ development, when it is

necessary to unite the efforts of citizens and the high

responsibility for the fate of their fatherland. Statehood is

understood as the ability and need of a person to consciously

join the system of existing state institutions with the aim of

In the early 1990s, a new generation which has not got

much of political experience and theoretical knowledge

appeared on the Russian political arena. However, the very

process of domestic and foreign policy prompted the Russian

ruling elite to recognize the need for political socialization.

The tasks of formation of civilized political behavior of the

Russian citizens, a reasonable and constructive approach to

political processes and events that restrain destructive and

violent forms, turned out to be highly urgent. This creates

prerequisites for a new, systematic and purposeful activity in

the field of civil and political education in Russia.

The emergence of a fundamentally new system of

democratic civil education in Russia is facing a number of

problems. The historical experience of autocratic and

paternalist etatist power in Russia has given the political elite

the habit of treating themselves as "citizens" exclusively, and

the population of the country as an easily managed object,

indifferent and apathetic, which cannot realize its own

optimizing them, providing

restraining, directing,

normative, organizational and restrictive influence on the

state. Loyalty, civic conciousness and patriotism are specific

forms of communication between society and the state,

between individuals and the authorities. Modern Russian

society needs citizens, possessing coherent system of civil

and legal qualities that have every opportunity to be aware of

themselves as active agents of political life.

At the moment, civic, political and patriotic education

and upbringing in Russia, especially concerned the younger

generation, is at a rather low level. It contains many formal

measures, accounting and militarized approaches are strong

in it. Excessive militarization and "patriotization" of political

discourse are fraught with stirring up the alarmist and

chauvinistic sentiments, passion of searching for enemies.

Stating the insufficiency and often imitative nature of

civil education in modern Russia, the authors believe that the

main task of civil education is the formation of an active

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citizen with the potential for political influence in the status

of a political institution. Representatives of political science

in Russia should actively influence the formation of modern

statehood, to facilitate the process of turning the members of

the Russian state into free and responsible citizens of their

own country.

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