Karpov Anatoliy Viktorovich, Chernov Dmitriy Nikolaevich THE STRUCTURE OF LANGUAGE COMPETENCE FROM THE POINT OF VIEW OF THE METASYSTEM APPROACH. Education & Pedagogy Journal. 2023;3(7):52-67. DOI:

The article analyzes the advantages and disadvantages of the existing approaches to defining the concept of linguistic competence. A proposed classification organizes the variety of competencies associated with language use. The author’s conception of the organization of linguistic competence at the structural level as a psychological and pedagogical phenomenon is presented from the theoretical and methodological positions of the Metasystematic approach as the most modern version of the systematic approach to date. Five levels of the system of linguistic competence were identified: Metasystem, System-wide, Subsystem, Component, and Elementary. It is stated that the content of the highest metasystem level of linguistic competence is a holistic linguistic ability consisting of communicative, lexical-semantic, grammatical, and regulatory subsystems. The regulatory system is most important to the functioning of linguistic competence, which is an activity invariant of the self-regulatory processes of goal formation, prediction, decision-making, planning, programming, control, and self-control. The embedding of the level of the metasystem in the underlying levels of the system determines the specifics of its content, which is represented by different ways of dealing with language knowledge: Language Reflection, Language Intuition, Language Knowledge, and Language Skills. In order to verify the model of the structural level of language competence, an empirical study was conducted with a sample of 94 second-grade students of a general education school. The methods used were tests of language and speech development, which are widely used in psychological and pedagogical practice, and the method developed by the author to study the peculiarities of a student’s language awareness when working with quasi-linguistic constructions. The methods of interview, structured observation, and expert assessment were used. The study confirms the validity of the authors’ theoretical ideas. The obtained theoretical and empirical results can be used to clarify the goals, purposes, and methods of language teaching and psychological and pedagogical support of this process at all levels of language teaching.

Keywords: linguistic competence, language knowledge, language intuition, language reflection, systematic approach, metasystematic approach, language learning

Pakhalian Viktor Eduardovich Non-complementarity in the training of educational psychologists and evaluation of their professional activity. Education & Pedagogy Journal. 2023;4(8):30-42. DOI:

The question of non-complementarity in the system of training and evaluation of the work of educational psychologists is examined. Through an analysis and comparison of various texts, ranging from legal and regulatory documents to specialized research, the author presents his view on the origins of this type of contradiction between psychological training in Russia and the system of evaluation of educational psychologists in the field of education. The results of this analysis offer insights into possible ways to solve the existing problem. This position is based on the identified contradictions between the following elements within the training of educational psychologists and the assessment of their professional activities: 1) legal and regulatory, 2) methodological, 3) educational, and 4) personal (personal-professional). The possibilities for resolving these contradictions are described in detail: Defining the basic characteristics of educational psychologists’ activities in the Federal State Educational Standards (FSES) and professional performance standards, as well as in the legal and methodological documents related to the work of school psychologists. Eliminate “methodological chaos” by creating a professional and scientifically accurate understanding of the content of educational psychology and its major areas of work in education. Legal clarification of the position and role of the psychologist in the education system and evaluation of the work of the educational psychologist.

Keywords: non-complementarity in the system of education and assessment, practical educational psychology, ways to overcome non-complementarity, personal qualities of a proficient and effective educational psychologist

Suntsova Yana Sergeyevna Irrational attitudes in thinking and maternal emotional burnout. Education & Pedagogy Journal. 2024;1(9):48-61. DOI:

The article describes the relationship between irrational attitudes in thinking and indicators of emotional burnout in mothers. The importance of the study arises from the need to provide psychological help to mothers facing the problem of parental burnout, the inability to fulfill their parental responsibilities in the upbringing and development of children, and coping with stressful situations associated with the peculiarities of irrational attitudes in thinking. The lack of a study on how mothers’ emotional burnout is related to their irrational thinking attitudes was a problematic area of the study. The survey results of 108 mothers aged 20 to 36 raising children under seven are presented. The study used the following methods: A test for diagnosing irrational attitudes by A. llis, a Test for parental burnout by I.N. Efimova, and a Scale of subjective well-being by A. Perue-Badu, adapted by M.V. Sokolova). Associations were found between mothers’ emotional burnout indicators and irrational attitudes, such as ‘catastrophizing,’ ‘commitment to others,’ ‘commitment to oneself,’ ‘frustration intolerance,’ and ‘judgmental attitude.’ The most significant associations for irrational attitudes are ‘frustration intolerance’ and ‘judgmental attitude.’ They reflect the mothers’ intolerance of various frustrating situations and the tendency to evaluate their personalities based on their traits or actions. In practical terms, the study’s results can be used in a psychologist’s counseling, corrective, and preventive work, especially in preventing maternal burnout syndrome.

Keywords: motherhood, emotional burnout, maternal burnout, irrational thinking, cognitive psychotherapy

Pazukhina Svetlana Vyacheslavovna Ensuring the psychological safety of modern children in pedagogical interaction. Education & Pedagogy Journal. 2024;1(9):36-47. DOI:

The study focuses on the organization of pedagogical interaction with modern children in the context of ensuring their psychological safety. New challenges and threats related to the digitalization of all areas of life are considered, which must be taken into account in the organization of pedagogical communication and management of interaction with children of Generation Z. The scientific novelty lies in the fact that the question of the psychological safety of children in the educational environment is approached from two angles: age psychological and information-pedagogical. The first approach is based on taking into account the specifics of Generation Z when interacting with it, while the second approach involves the prudent use of digital technologies in education, taking into account the risks and threats that may arise from their use. Traditional teaching methods are being reconsidered due to the new challenges of the digital generation and educational innovations. It is emphasized that teachers should develop pedagogical skills, increase their competence, and develop a value-based attitude toward children’s personal development. The identified risks and threats represent a particular aspect of pedagogical work that ensures children’s psychological safety in the learning process.

Keywords: personal development under the conditions of digitalization, new threats and risks, psychological safety for children, the pedagogical authority of adults, pedagogical interaction

Mitina Larisa Maksimovna, Osadcheva Irina Igorevna, Mitin Georgiy Valerevich Science, culture and pedagogical education – consolidating the possibilities. Education & Pedagogy Journal. 2024;1(9):5-22. DOI:

This article presents the results of the XIXth International Scientific and Practical Conference, “The Teacher of the Future in Dialog between Science and Pedagogical Practice,” on July 4 and 5, 2023, as part of the Year of the Teacher in the Russian Federation. The Federal State-Funded Educational Institution “Psychological Institute of the Russian Academy of Education” organized the conference in Moscow. The conference aimed to address a key theoretical and practical challenge: creating optimal psycho-pedagogical conditions for future teachers’ personal and professional development. This development is seen as a convergence of national traditions in Russian education, contemporary scientific knowledge, and innovative technologies. Such teachers can lead students to selfdiscovery and self-realization.

Keywords: future-oriented teachers, systemic personal and developmental approach, resource-oriented and prognostic approach, educational strategies, personal and professional resources, competencies, shaping the future of students

Gaponova Sofiya Aleksandrovna, Kornilova Natalya Sergeyevna STUDY ON THE ASSERTIVENESS OF STUDENTS – FUTURE CIVIL SERVANTS. Education & Pedagogy Journal. 2023;3(7):25-37. DOI:

This article highlights the importance of studying and promoting assertive behavior in students, especially future civil servants. Their success today depends on adopting a proactive attitude, overcoming difficulties, and demonstrating emotional stability. Analysis of the scientific literature has shown that assertive behavior leads to improved personal effectiveness and prevents professional burnout, insecurity, and anxiety. Assertive behavior is a specific way of acting that enables individuals to actively and consistently represent their interests and achieve goals, establish open communication, and acknowledge and appreciate the unique qualities of others. Analysis of research results obtained by the following methods: “Investigation of the level of assertiveness” by V. Capponi, T. Novak, “Autonomy-dependence” questionnaire by G.S. Prygin, “Diagnostics of self-confidence” by B.D. Karvasarsky, shows that during higher education, students do not acquire the essential knowledge, skills, and abilities necessary to develop a sufficiently high level of autonomy, self-confidence and, consequently, assertive behavior for their future professional activity. The lack of positive progress in the measured indicators, and in some cases even a decline, suggests that assertive behavior is not sufficiently developed in students during their studies. This observation is evident in the core and elective courses of the «State and Local Government curriculum as listed in the standard training programs. Moreover, the results of the correlation analysis confirm this impression. In particular, there is a significant weakening of the correlation between autonomy and the correlation between “assertiveness and self-confidence.” This weakening means that students’ independence and sense of responsibility are decreasing, and the tendency to rely on external circumstances and the opinions of others is increasing. Based on the obtained results, it is recommended to consider introducing additions to the university curriculum aimed at developing assertive behavior. The goal is to enable students – aspiring civil servants – to manage their emotional responses better, make thoughtful and balanced decisions, achieve their goals, and demonstrate self-confidence and independence. This development is expected to increase their effectiveness in interacting with citizens and colleagues and contribute to their success in their future roles as civil servants. This will ultimately lead to more effective interactions with citizens and colleagues.

Keywords: assertiveness, assertive and manipulative behavior, self-confidence, autonomous and dependent behavior, students, civil servants

Korytova Galina Stepanovna The digital educational environment as a factor in changing the student’s personality. Education & Pedagogy Journal. 2024;1(9):23-35. DOI:

In the digitalization of the modern educational system, psychological development and changes in the students’ personalities occur. Issues related to the digitalization of Russian education are actively discussed in the modern psychological and pedagogical community. The digital environment is a factor influencing the students’ personality development process. Thanks to global digitalization, many new opportunities are being introduced into the modern educational process, but the consequences also raise serious social and psychological issues. Parallel to the general digitalization in the digital society, a child’s personality, immersed in the digital space almost from the first moment of his birth and experiences a digital childhood, is formed. The digitalization of education, the use of the latest digital educational technologies, and the students’ stay in a virtual environment significantly impact the students’ psychological development, leading to changes in their behavior and the formation of a specific digital personality. The article presents the results of an empirical study investigating how teachers perceive modern students’ personalities and behavioral characteristics of contemporary students in the digital space. It shows that modern students have psychological characteristics and traits that are characteristic of representatives of the digital generation.

Keywords: digital educational environment, personality psychology, student personality, digital space, digital generation, digitalization of society, digital personality

Maralov Vladimir Georgiyevich, Maralova Tatyana Petrovna The role of psychological capital in the development of the dark and light triad of personality traits in university students. Education & Pedagogy Journal. 2024;2(10):36-52. DOI:

This study examines the relationship between psychological capital and traits associated with the dark and light triad of personality. In particular, it aims to determine how the parameters of psychological capital – self-efficacy, hope, optimism, and stability – interact with traits of the dark triad (narcissism, Machiavellianism, and psychopathy) and the light triad (humanism, Kantianism, and faith in humanity). Empirical tests were used to investigate the hypothesis about these parameters’ interrelationships and mutual influence. The study included 103 students of the Institute of Pedagogy and Psychology of the Cherepovets State University aged between 17 and 22 (average age 18.3 years). The diagnostic tools used in the study included special questionnaires to assess traits related to the dark and light personality triad and psychological capital. Data analysis involved the use of correlation and regression analysis techniques for mathematical processing. It was found that of the dark triad traits, only narcissism, which is positively correlated with self-efficacy, hope, optimism, and stability, is positively correlated with psychological capital and some of its parameters. The two factors of psychological capital that have the greatest influence on the characteristics of narcissism are self-efficacy and optimism. Narcissism, on the other hand, only affects optimism. With regard to the characteristics of the light triad, it was found that optimism, self-efficacy, and resilience are positively correlated with faith in humanity, while optimism is positively correlated with humanism. The regression analysis revealed that optimism, faith in humanity, and humanism are not only interrelated but also influence each other. Specifically, optimism is a predictor of faith in humanity and humanism, while faith in humanity and humanism predicts optimism as an attitude toward life. These findings contribute to understanding the interplay and mutual influence of holistic personality traits. They have practical implications for counselors of student groups and university psychological services.

Keywords: dark triad, light triad, psychological capital, students

Kokorina Alexandra Valeryevna, Nelyubin Nikolay Ivanovich Manifestations of Magical Thinking in Psychology Students. Education & Pedagogy Journal. 2024;3(11):51-64. DOI:

Contemporary psychology has shown an increasing interest in exploring alternative methods by which people rationalize their perceived reality. This research trend is a reaction to the growing prevalence of unconventional and extravagant approaches to self-development that explain psychological problems and suffering. It is also a response to the growing demand from clients for ‘exclusive’ and extraordinary self-improvement practices and crisis management solutions triggered by instability and change in various areas of public life. These practices, based on magical forms of perception and thinking, are increasingly becoming part of psychological services offered not only by pseudopsychologists or charlatans but also by business- and money-oriented psychologists. In addition to the conceptualization and theoretical exploration of magical thinking, there is a growing need to identify its various manifestations in modern life. This includes the identification of meaningful and behavioral markers to assess the degree of normality or abnormality of its manifestations. This article presents theoretical insights and empirical findings on psychology students’ attitudes toward magical thinking. The study shows that the intensity of magical thinking decreases with progressing education and that students are more critical of the relevance of magical thinking for their future professional practice. Nevertheless, belief in paranormal phenomena is still widespread among students. The study participants believe that magical thinking occurs as a resilient cultural phenomenon in their everyday and educational practice. They also recognize its potential application in professional psychology, albeit in limited instances. Although their education influences the extent of magical thinking, it is not the decisive factor, as other studies have shown. Interest in magical practices, occult beliefs, and superstitions does not completely disappear after graduation. This interest could be due to the ongoing methodological crisis in practical psychology, which has not yet completely detached itself from esoteric practices rooted in magical thinking.

Keywords: mindset, professional thinking, magical thinking, education, practical psychology

Ghazi Hussein Taan Albayati Analysis of the Modeling Applications’ Trends in the Educational Process for 2020–2023. Education & Pedagogy Journal. 2024;3(11):5-22. DOI:

This study aims to investigate the trends of applying modeling processes in the educational process at the Arab and foreign levels for the period (2020–2023). The study followed the descriptive approach by presenting the modeling concept and the research areas covered in different languages and identifying the most important models used in the educational process based on the global database available on: (Google Scholar, elibrary.ru, Scopus). The study included (319), Arab and foreign studies that dealt with the restriction and numerical, qualitative, and methodological classification from 2020 to 2023. The study has identified the most important trends in which modeling was used as a research method. The study has also highlighted the models used in the educational process. We hope that the analysis of the trends will help to identify the areas and departments where modeling has been used to solve educational and scientific problems. The study has shown several results that could evaluate this study and help researchers in applying modeling as a research method.

Keywords: Modeling, Modeling Methods, Modeling procedure, Educational Process

Nikitin Aleksandr Aleksandrovich, Nikitina Olga Aleksandrovna Conceptual Guidelines for Teaching Mathematics in the Second Grade of General Education Schools. Education & Pedagogy Journal. 2024;3(11):65-86. DOI:

The proposed article is a continuation of a series of articles dealing with the guidelines for teaching mathematics in the 1st through 11th grade of general education schools based on the Federal State Educational Standard, taking into account the division into knowledge elements. The implementation of the conceptual guidelines makes it possible to determine the content elements in 2nd grade, including the natural numbers from 1 to 100 and zero, counting numbers, actions of addition, subtraction, multiplication, and division; the multiplication tables; the relationships between arithmetic operations; the properties of arithmetic operations; measuring and comparing quantities (length, time, mass, cost); the examples of polylines and polygons; the examples of sets; logical thinking and reasoning; working with tables and bar charts; the examples of algorithms for arithmetic operations, quantities, and geometric constructions; the text problems in one or two actions using models, tables, short notes and diagrams. On this basis, the content of the 2nd-grade textbook is designed, and the ideas underlying the 1st-grade textbook are developed. The theoretical part allows students to answer control questions and helps them solve tests, problems, and exercises with one or more variants. The conceptual guidelines of mathematics teaching in grade 2 form the basis for a vertical structure of mathematics teaching from grade 1 to 11 in general education schools.

Keywords: primary education, teaching, mathematics, knowledge element

Chervonnyy Mikhail Aleksandrovich, Yakovlev Igor Nikolaevich Approaches to Meaning-Making and Practical Implementation of Pedagogical Initiatives by Prospective Teachers. Education & Pedagogy Journal. 2024;3(11):39-50. DOI:

Background. The value of a teacher’s initiative is determined by the fact that it enables future and current teachers to actively contribute to the innovative updating of educational content to promote the self-realization of themselves and their students. The development of initiative in future teachers plays an essential role in developing their professionalism and their capacity for self-development. First of all, the teacher must be active and proactive when it comes to finding new teaching methods, introducing innovations into the educational process, and finding solutions to various educational problems. A proactive teacher can better adapt to society’s changing demands and teach students more effectively. This study aims to examine different approaches to training proactivity in future teachers and consider effective methods for the practical implementation of pedagogical initiatives in the educational process. The article aims to determine the importance of pedagogical initiative in the process of professional training of teachers and to identify their ability and readiness for creative activity and self-development. Materials and methods. A systematic analysis of existing publications on the research topic was conducted to determine the importance of the concepts of pedagogical initiative in the context of the development process of a future teacher. Methods were applied to collect and analyze data from news feeds on university websites to determine the types of initiatives maintained by the university. The data obtained was analyzed, systematized, and interpreted. Results. In the theoretical part of the study, three approaches are examined to construct the meaning of a future teacher’s pedagogical initiative. In the first case, an approach is highlighted in which the meaning of the concept of initiative emerges as a psychological characteristic of an individual in the conditions of self-motivation, reaction to external stimuli, and self-actualization. In the second case, the concept reveals the characteristics of students’ independent, proactive engagement indicated for different levels of education. In the third case, an approach in which initiative is considered intrinsic and integral competence of a certified teacher is emphasized. In the practical part of the study, a comparative analysis of the work of teaching and non-teaching universities on the issue of forming initiativeness in future teachers was carried out.

Keywords: initiative, universities, future teachers, classification, education

Sapogova Elena Evgenyevna Irrationality as an integral part of the transgression strategy and its potential for coping with uncertainty. Education & Pedagogy Journal. 2024;2(10):53-68. DOI:

The author presents a theoretical and methodological analysis of the phenomenon of irrationality and examines its potential in the process of coping with the discomfort of uncertainty. In the paradigm of existential psychology, irrationality is presented as one of the ways of resisting uncertainty, the increasing obsolescence of individual experience in the conditions of growing awareness of the uncertainty of existence, the immaturity of modern people, and the danger of developing a fragmented identity. The article presents the idea that turning to irrationality in the process of coping with uncertainty acts as an integral part of the strategy of transgression, which can not only take the subject beyond the framework of rational cognition of reality but also provide him with new experiences of adaptation to an uncertain existence and access to the level of new possibilities or logical comprehension of reality and self-understanding (axiology, Bayesian logic, imaginative logic, logic of synchronicity). The author compares the possibilities of rational and irrational thinking and behavior in situations of uncertainty when the available experience is not sufficient, and a person who cares for himself cannot avoid making decisions and acting. The work formulates provisions on irrationality and transgression as components of the mechanisms of meaning formation and self-development.

Keywords: uncertainty, precariousness, identity, experience, transgression, rationality, irrationality

Mayakova Elizaveta Vladimirovna, Ter-Grigorian Anna Emmanuilovna, Blinova Aleksandra Olegovna Youth communities in social networks as a tool for organizing educational activities with students. Education & Pedagogy Journal. 2024;2(10):22-35. DOI:

Social media has become an integral part of our lives, and young people are among the most active groups on these platforms. The digital environment has significantly changed the form of communication. The study aims to identify the characteristics of content and initiatives within youth communities on social media platforms specifically designed to facilitate educational activities for students. Various online communication platforms such as VKontakte, Odnoklassniki, Telegram, and YouTube were selected and analyzed for the study. The focus was on identifying formal youth communities, understanding their types, selection criteria, and the specifics of their formation. Based on expert interviews with deputy directors of educational work, educational consultants, and heads of schools and universities, several youth communities were found to share information about educational work with educational organizations through social networks. These include the Movement of the First (Russian children and youth leadership movement), the all-Russian public organization Russian Union of Youth, the all-Russian military-patriotic public children and youth movement Yunarmia, the all-Russian competition Big Break, the all-Russian public movement Volunteers of Victory, Mosvolonter, and the Young Traffic Inspectors of Russia. The article presents specific criteria for analyzing social network posts and then analyzes youth communities’ official websites and channels to identify their content and activities. It also presents a comparative analysis of the characteristics of youth communities on the VKontakte social network based on the developed criteria. The research revealed that VKontakte is the most popular social network among youth organizations. It serves as a primary resource for engaging participants in educational activities and acts as a platform for connecting community members from different regions. The Telegram messenger essentially copies the content of the other platforms. The main content is about the activities of these organizations, such as news about competitions, promotions, events, and posts about the activities of youth organizations. The article’s authors conclude that the social networks of youth organizations are professionally managed by different teams of specialists who adhere to individually recognizable styles of design and brand books. These networks offer various activities to organize educational work for students.

Keywords: social networks, educational work, content, youth communities, youth organizations, online communication, students

Lobanov Viktor Viktorovich Historical and Pedagogical Background of Educational Activities in Mixed-Age Groups. Education & Pedagogy Journal. 2024;3(11):23-38. DOI:

The author examines the historical presence of educational activities in mixed-age groups. This topic is relevant because many pedagogical practices from the pre-revolutionary and Soviet periods are being reintroduced in modern Russia. For example, collectivism, traditionally valued in the Soviet Union, was officially recognized as a national value in Russia in 2022, which underlines the need for a renewed scientific study of the various forms and types of collective activities, including in the field of education. The educational aspect of mixed-age group activities has significant development potential. The effectiveness of collective education can be improved by organizing interactions between participants of different ages, creating a more realistic model of a diverse society. A problem-oriented analysis of the scientific literature has shown that mixed-age groups are considered an educational tool for moral and social development, especially by specialists in psychology and pedagogy. This view underlines the importance of examining the empirically developed elements of education within these groups through which educational work has been carried out in practice. The focus, therefore, shifts to understanding how these elements of learning, originally intended to promote character and social values, also contributed to wider educational outcomes. In this context, it becomes clear that in modern pedagogy, where participants re-evaluate the historical experiences of their predecessors, mixed-age groups emerge with a clear focus on education rather than character development. Nevertheless, the development of such mixed-age groups also requires recourse to the accumulated historical and pedagogical foundations for the implementation of certain pedagogical elements. This foundation enables the formalization of preconditions – such as voluntariness, the existence of an internal hierarchy (e.g., ‘ranks’), productive activities, simultaneous development in multiple environments, and diversity of forms, means, and methods – that align collectivity, pedagogical goals, and mixed-age composition in a way that is still relevant today. By drawing on this historical foundation, educators can better integrate these elements to develop pedagogical practices that are both effective and appropriate for today’s context.

Keywords: educational activity, history of extra-training pedagogy, extra-training education, supplementary education, children’s movement, theory of collectivity, mixed-age group

Ivanov Evgeniy Vyacheslavovich On the strategic priorities of modern education in the face of global challenges. Education & Pedagogy Journal. 2024;2(10):5-21. DOI:

Humanity faces global challenges caused by geopolitical, economic, environmental, and other circumstances. This situation is exacerbated by the crisis pursued by the West for decades, the policy of globalization and multiculturalism. Since education is an inert system that cannot set strategic priorities for its development, it is always forced to focus on solving current problems of the past and present. As a result, education’s role in shaping humanity’s future is indirect rather than purposeful, often leading to local and large-scale undesirable disasters. The historical and cultural analysis of the situation in Russia and the countries of Western civilization made it possible to identify serious challenges that cannot be solved without the active participation of education. The first is related to the fact that in the conditions of current globalization, a new crusade of Western civilization is taking place to spread its traditions and values in the world, which are presented as universal. Modern research, historical examples, and the negative experiences of our times show that what is acceptable for some nations often becomes destructive and disastrous for others. Therefore, the first strategic priority of modern education should be to help adolescents and specific peoples understand their cultural identity, develop a respectful attitude towards other peoples’ cultures, and, on this basis, engage in productive intercultural dialogue. Another global challenge is the energy and environmental situation and the consumer psychology imposed on people from childhood, typical of Western countries, post-Soviet states, and today’s Russia. All this threatens the preservation of life on Earth in the future. In the history of humankind, two periods can be distinguished in which humans were on the brink of extinction. Each time, they were saved by finding the strength to consciously change their way of life and themselves based on commonly accepted and shared values and taboos, i.e., they showed themselves to be rational and equal spiritual beings. This aspect is insufficiently reflected in the regulation documents on education adopted in Russia and the world in recent years. Therefore, the second strategic priority of modern education should be the development of people’s environmental consciousness and the recognition of the priority of spiritual needs over material needs.

Keywords: strategic priorities of modern education, global challenges of our time, cultural identity, freedom, consumer psychology, crisis of modern education, competency-based approach

Goncharova Tatyana Aleksandrovna Using the memories of Tomsk Oblast inhabitants to teach regional history at school. Education & Pedagogy Journal. 2024;2(10):69-80. DOI:

The pedagogical and scientific community actively discusses the problems of teaching regional history at school. The article discusses the possibilities of using the memories of Tomsk Oblast residents to teach regional history. A general description of the situation in the pedagogical and methodological support of regional history teaching is given. It is emphasized that a comprehensive study of regional history is impossible without working on the regional level, which offers a link to local history. Since there are currently no didactic-methodological materials on the history of Tomsk Oblast, the emphasis is placed on memoirs that can be included in an anthology or a collection of documents that are an obligatory part of the didactic-methodological complex. These are the collections “Нарымская хроника” (Narym Chronicle), “Как мы жили: воспоминания и устные свидетельства томских крестьян” (How We Lived: Memories and Oral Testimonies of Tomsk Peasants) and “Я вам, родные, излагаю быль” (I Will Tell You, My Dears, a True Story), in which the memories of residents of Tomsk Oblast are published. The characteristics of the stories contained in them are given. The advantages of including these collections in the educational process at school are shown. The use of the collections will help the teacher to demonstrate one of the main features of modern historical science – the interest in the “little man” that arose in connection with the development of micro-historical approaches in historical research, as well as to show the potential and uniqueness of family archives, where memories can often be preserved. The use of these materials allows students to understand better the diversity of the historical and cultural heritage of Tomsk Oblast. The information content of the memoirs presented in the collections can be understood by studying the following sections on the history of Russia: “The Russian Empire in the 19th and Early 20th Centuries” (topics “Ethnocultural Appearance of the Empire,” “National-Religious Peculiarities”), “Russia in the “Years of Great Upheavals.” 1914–1922 (topic “Civil War and its Consequences”), “Soviet Society in the 1920–30s”) (topics “ The USSR in the Years 1929–1941: “Stalinist Socialism”, “Cultural space”), “The Great Patriotic War. 1941–1945”, “The Zenith and Crisis of the Soviet System. 1945–1991” (topic “Late Stalinism” (1945–1953)).

Keywords: regional history, didactic-methodological complex, anthology, document collections, memoirs, Tomsk Oblast