Relevance of the research topic. During the years of reforms and renewal in Russia, the existing system of public education has changed significantly and the system of communist education has become a thing of the past. Today, there is a lack of a program of holistic social and pedagogical work with a person, his education in the field of educational, labor, leisure activities, his preparation for independent gel and active work in society.

There is a contradiction between the state of socio-pedagogical activity and the objective need of the individual and society to optimize it in modern conditions.

The worldview of the individual as a system of views on the world as a whole finds expression in the system of values ​​and ideals of the individual. At the heart of the worldview lies the world outlook, i.e. body of knowledge about the world. This knowledge and ideas refer not only to the present, but also to the past. They hold together the spiritual world of people. On the basis of such knowledge and ideas, traditions arose, formed and developed in all spheres of human activity. The ideological function of the regional traditional culture is designed to solve the following tasks: expanding the horizons and systematizing students' knowledge in the field of regional culture, the formation of moral and ethical qualities of the individual, beliefs, views, value judgments on issues of traditional culture, the formation of behavioral norms, rules inherent in the inhabitants of the region. At the same time, it is important to remember that the full formation of worldview orientations is possible only on the basis of detailed ideas about universal human values. In order to avoid the closure of the personality only in its own culture, the assimilation of its foundations must take place against the backdrop of the achievements of world culture.

The culture of a region of any rank is unique. The originality of regional cultural traditions is made up of the geographical, economic and social characteristics of the territory. The regional culture reflects the socio-historical experience of people living in a given territory, representatives of different social groups, nationalities, and religions. For many centuries, at the regional level, there has been a process of mutual influence, mutual enrichment, but not a merger of various subcultures.

Consequently, the relevance of the topic is determined by the scientific and practical need to study the pedagogical potential of regional culture. The research problem is formulated as follows: what is the pedagogical potential of regional culture and what are the conditions for the influence of this potential on the system of modern Russian education. The solution to this problem forms the basis of the dissertation research.

The degree of scientific development of the research topic.

The regional culture has a rich multidisciplinary historiographical tradition. An analysis of published sources gives an idea of ​​the research on this issue in domestic and foreign science, which made it possible to restore in sufficient detail the deep roots of such a specific sphere of society as regional culture.

At the turn of the XX-XXI centuries. there is an increase in interest in the problems of regional culture. The issues of studying regional culture are touched upon in theoretical works: in the field of philosophy, philosophy of culture and cultural studies (M.S. Kagan, JI.N. Kogan, A.F. Losev, L.L. Shumilina), cultural policy (A.I. Arnoldov, V.M. Mezhuev, G.S. Knabe), ethnocultures (T.V. Devyatkina, N.F. Mokshin, V.A. Yurchepkov, N.G. Yurchenkova), etc.

Russian progressive figures, writers and teachers (V.G. Belinsky, N.A. Dobrolyubov, N.I. Ilminsky, M.V. Lomonosov, N.I. Novikov, A.N. Radishchev, JI.H. Tolstoy, K.D. Ushinsky, Y.G. Chernyshevsky and others) took the idea of ​​nationality, the history and geography of the people, morality and its spiritual creativity as the basis for educating the younger generation.

During the development of the Soviet school, many theorists and practitioners in their research and experience turned to the origins of folk pedagogy (V.P. Vakhterov, V.I. Vodovozov, E.A. Zvyagintsev, P.F. Kapterev, N.A. Korf, N. K. Krupskaya, A. V. Lunacharsky, A. S. Makarenko, A. I. Nikiforov, S. A. Rachinsky, V. N. Soroka-Rossinsky, V. Ya. Stoyunin, A. V. Sukhomlinsky, N.G. Tarasov, S.T. Shatsky, and others).

In the second half of the 20th - early 21st centuries, the study of the role of traditional Russian culture in the upbringing of the younger generation, the ideas of pedagogical regional studies, the ethpopedagogization of the educational process, the development and implementation of the national-regional component of the content of education, the role of the family and the school in the formation of national culture are devoted to the research of K. III. Akhiyarova, G.I. Baturina, M.I. Bogomolova, T.S. Butorina, G.N. Volkova, T.F. Kuzina, L.V. Kuznetsova, B.C. Kukushina, Yu.V. Lazareva, D.S. Likhacheva, I.V. Pavlova, O.N. Prokopets, I.Z. " Skovorodkina, L.P. Shabalina, and others.

Academician of the Russian Academy of Sciences D.S. Likhachev in the 80s. 20th century created a culturological concept, in line with which he considered the problems of humanizing people's lives and the corresponding reorientation of educational ideals, as well as the entire education system as a defining social development at the present stage. The concept of culture D.S. Likhachev interpreted not only as the sum of moral guidelines, knowledge and professional skills, but also as historical memory, as a creative preparation of the culture of the future based on the past and present.

The scientific substantiation of a new branch of pedagogy - ethnopedagogy was carried out by G.N. Volkov. From his point of view, “ethnopedagogy is the pedagogy of the universal wisdom of education, because its natural purpose is the constant initiation of a multilateral dialogue of cultures. Ethnopedagogy is a global pedagogy, it opens the way to the hearts of people and peoples: in order to get to know the people, one must know their traditional system of education. Therefore, it unites, unites peoples.

B.C. Kukushin made an attempt to determine modern tendencies development regional education and their consideration in the upbringing of children of different nations, singled out the general and the special in the traditions of folk pedagogy, presented the experience moral education personality in the educational complex of ethnoculture 2.

Folk traditions as the basis for organizing the educational process in an educational institution were studied by I.V. Pavlov. “The organization of the education of students on the basis of traditions presupposes an understanding of its essence and content, the identification of those pedagogical conditions under which this work brings about the greatest educational effect.”

The role of folk pedagogy in the modern educational process is studied by K.Sh. Akhiyarov, M.I. Bogomolova, G.I. Baturina, T.F. Kuzina, etc. “Ignoring the folk foundations of education, the centuries-old wisdom accumulated by many generations of people, has already given its negative results: whole generations of our compatriots have grown up who are indifferent to the history of their native land, their native

1 Volkov G.N. Ethnopedagogy: textbook. for students of environments, and vyssh. ped. textbook manager /G.N. Volkov. - 2nd ed., corrected. and add. - M .: Academia, 2000.

2 Kukushin B.C. Ethnopedagogy/B.C. Kukushin. - M.: MODEK, 2002.; Pasovets Yu.M. On the social portrait of Russian youth: common features and regional specifics of property status // Sociological research. 2010, No. 3.

3 Pavlov I.V. Education on traditions / I.V. Pavlov. - Cheboksary: ​​Chuvash book. publishing house 1988. language, the fate of the people”4. “It is now in difficult economic and social conditions, in the period of the decline of spirituality and moral principles, folk pedagogy, the traditional culture of the peoples of Russia should become for the younger generation the core that can save not only our children, but also the future of Russia from many troubles”5.

The contradiction between the need of the modern community to consider the pedagogical potential of regional culture as an integral phenomenon and the need to combine disparate research in this area to solve practical problems of ensuring the realization of the pedagogical potential of regional culture, as well as the logic of the development of humanitarian knowledge, on the one hand, and the lack of appropriate socio-philosophical works, on the other hand, they defined the research problem.

Purpose and objectives of the study. The purpose of the dissertation research is a socio-philosophical analysis of the pedagogical potential of regional culture. This goal is implemented by solving the following tasks:

Conceptualize the concept of "pedagogical potential" within the framework of social philosophy from a regional perspective; consider regional culture as a basis that determines the pedagogical potential in the conditions of modern Russian society;

Clarify the methodology of socio-philosophical analysis of the pedagogical potential of regional culture; paccMOipeib crisis tendencies of the Russian pedagogical potential against the background of the leveling of regional cultures by the globalization process;

1 Akhiyarov K.Sh. Folk pedagogy and modern school /K.Sh. Akhiyarov. - Ufa: BashGPU, 2000.; Zamyatin D.N. The image of heritage in culture. Methodological approaches to the study of the concept of heritage // Sociological research. 2010, No. 2.

5 Baturina G.I. Folk pedagogy in the modern educational process / G.I. Baturin, T.F. Kuzina. - M.: School press, 2003.

Determine the role of the regional cultural component in overcoming the crisis of the pedagogical potential of Russian education; to analyze the prospects for improving the pedagogical potential of regional culture in modern Russian education,

The object of the study is the social processes taking place in modern society and pedagogy.

The subject of the study is the pedagogical potential of regional culture in relation to the situation of the crisis in Russian society.

Theory and methodology of research. The dissertation research is based on philosophical and general scientific methodology, principles of system-structural and comparative analysis, historical and social knowledge. The general methodological basis of the study was a systematic and socio-philosophical approach based on the reflection of the position on the socio-pedagogical orientation of the activities of various socio-cultural institutions operating both in the field of education and in the field of leisure; on the relationship between management and self-government pedagogical process; about polysubjectivity of pedagogical interaction.

Theoretical basis research served as the main provisions of the theory of personality, set out in the works of A.G. Asmolova, JI.C. Vygotsky, I.B. Kotova, A.I. Leontiev, the theory of socialization B.G. Ananyeva, G.M. Andreeva, I.S. Kona, B.F. Lomova, A.V. Mudrik, E.N. Shiyanov, studies of ethnopedagogy as a socio-pedagogical institution - in the works of M.A. Ariarsky, B.I. Berezina, D.M. Genkina, A.D. Zharkova, Yu.D. Krasilnikova, GL. Tulchinsky, S.V. Churilova.

The study is based on the results of various scientific disciplines, which allows us to consider the pedagogical potential of regional culture in the space of social philosophy with the help of socio-philosophical reflection. It was based on systematic and logical approaches. In addition, when studying the pedagogical potential of regional culture, an interdisciplinary approach is of particular importance, since any social phenomenon is multifaceted and requires consideration from different angles.

The novelty of the dissertation research is as follows: the concept of pedagogical potential is conceptualized from the standpoint of social philosophy in a regional context, which allows us to consider it as an integral education with a pronounced prognostic orientation, using the necessary resources of regional culture and ensuring the effectiveness of professional pedagogical activity; the author's interpretation of regional culture is given as a basis that determines the pedagogical potential in the conditions of modern Russian society and reveals it in the traditions of moral, spiritual, patriotic, labor, aesthetic, environmental education and testifies to the richness of the history and culture of our country; clarified the methodology for analyzing the pedagogical potential of regional culture on the basis of dialogue in the choice of methodological foundations, methods of argumentation and consistency in the construction of socio-philosophical research; it is substantiated that the crisis tendencies of the Russian pedagogical potential against the background of the leveling of regional cultures by globalization processes are related to the fact that as a post-industrial society develops, the level of general culture decreases, symptoms of a spiritual crisis appear; the role of the regional cultural component in overcoming the crisis of the pedagogical potential of Russian education is determined, based on the fact that the history, culture and modern development of any region contain a powerful educational and upbringing potential, the implementation of which depends on the development of folk pedagogy and ethnopedagogy;

The prospects for improving the pedagogical potential of regional culture in modern Russian education are outlined, consisting in the formation of an active attitude to folk culture.

Provisions for defense:

1. The phrase "pedagogical potential" is quite often used in scientific literature, however, often the authors, using this term, invest in it a different meaning. The conceptualization of the scientific status of the category "pedagogical potential" is associated with the dialectical movement of the analysis of the concept from the general through the special to the particular: potential - social potential - creative potential - spiritual potential. Within the framework of the theory of integral individuality, one can consider the pedagogical potential in a slightly different way, namely, as a structure that includes psychodynamic, instrumental and motivational characteristics. The intellectual characteristics of the pedagogical potential are represented by the professional experience of the teacher and some personal qualities. Pedagogical potential is an integral education with a pronounced prognostic orientation, which creates an opportunity for a specialist to transmit cultural experience and contribute to its appropriation by subjects of culture and education. The pedagogical potential accumulates the necessary resources of regional culture and ensures the effectiveness of professional pedagogical activity.

2. The processes of globalization and modernization, the growing interdependence of the world community, of which Russia is a part, pose with particular urgency the problems of the existence of local units within the global and Russian social systems- regions. Regionalization as a trend is interconnected with the global process, it kind of precedes globalization. In the era of globalization in the world, which is making the transition from an industrial economy to a post-industrial one, from administrative integration to economic and cultural, the limits of the growth of the regions of the Russian Federation have been clearly identified. The space of “administrative” Russian regions began to shrink. Supporters of the historical and cultural approach define a cultural region as a space necessary and sufficient for the implementation and reproduction of human life. For representatives of the geographical direction, regionality is also a fusion of human culture and the geographical environment, their interpenetration, reflexive reflection in each other. Russian world consists of the Russian cultural world and integration into it (with varying degrees) of other cultural worlds. The pedagogical potential of the regional traditional culture lies in the traditions of moral, spiritual, patriotic, labor, aesthetic, environmental education and testifies to the richness of the history and culture of our country.

3. Socio-philosophical research reveals social significance various forms activities and their role for the self-affirmation of a person in society, showing the nature of society itself, the dynamics and direction of its development, helping people to realize the immediate and long-term consequences of their actions for themselves and other people, social groups and, possibly, for the whole society. The methodology of socio-philosophical analysis of the pedagogical potential of regional culture in the dissertation work is based on a dialogue in the choice of methodological foundations, methods of argumentation and consistency in the construction of socio-philosophical research. The achievement of an interdisciplinary vision of the pedagogical object is provided on the basis of the reorganization of relevant knowledge, i.e. knowledge that has a disciplinary origin and reflects only certain aspects of a pedagogical phenomenon or process as an object of study. In addition, it seems possible to use the following aspects of the analysis of regional culture - ontological and functional.

4. The diversity of the world and cultural pluralism are its riches. At the same time, there may be reasons for this. distrust, suspicion, leading to the perception of others as enemies. Human history has known many different wars and violent conflicts, the causes of which were declared to be spiritual, confessional and cultural differences. At the same time, the same history provides much more examples of tolerance and peaceful coexistence of representatives of different cultures and civilizations. In the scientific literature of the last decade, various aspects of the manifestation of the crisis in education are considered, the nature of which lies in the deep gap between the spiritual values ​​of culture and the material values ​​of civilization, characteristic of the late 20th - early 21st century. This gap actualized the opinion that as a post-industrial society develops, the level of general culture decreases, and symptoms of a spiritual crisis appear. The crisis in the educational system affected all its components, namely education. However, with the development of ethno-regional educational systems in each subject of the Russian Federation, the ideas of “revival” of national culture, language, traditions and customs are associated. At the same time, education itself became possible to interpret as a socio-genetic mechanism for the transmission of culture to subsequent generations, a mechanism that predetermines the formation of a personality.

5. One of the bright signs modern education- an increase in the role of regionalization in the education and upbringing of young people. Regional identity educational environment allows teachers to create an effective educational space in an educational institution, village, city, district. The history, culture and modern development of any region contain a powerful educational and upbringing potential. The purpose of the regional component is the protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state; preservation of the unified educational space of Russia; ensuring the rights of the younger generation to affordable education; equipping schoolchildren with a system of knowledge about the region; preparation of young people for life in the problematic socio-cultural environment of the nearest territory and beyond. Considering the problem of regionalization of education, one should pay attention to such an aspect as the revival and development of folk (traditional) pedagogy - an important area of ​​pedagogical knowledge and living folk experience in the field of education and upbringing. Along with the concept and term folk pedagogy, another term was established - ethnopedagogy.

6. One of the global trends modern stage the development of general and secondary education is the education of a citizen, the formation of a system of values ​​and relations corresponding to a multinational society. In multinational Russia, an active attitude to folk culture, including history, traditions, customs, language, religion, and so on, stands out as the most important value. Studies have shown that the relevance of the problem of forming an active attitude to folk culture is obvious, but its effective solution depends on a number of factors, among which the influence of the pedagogical potential of regional culture is very important. However, at present, at the regional level, due attention is not paid to involving children in mother tongue, history, traditions, customs, folk literature, art, songs, dances, etc. In this situation, the national school should become the center for coordinating the activities of teachers, parents, religious figures, aimed at shaping children's active attitude to the culture of mankind , the country in general and the national culture in particular.

Theoretical and practical significance The study is due to its relevance, as well as the fact that the results obtained by the author regarding the problems of the pedagogical potential of regional culture in modern Russian education make it possible to deepen, systematize and conceptualize the existing scientific ideas about its specifics and features.

The main conclusions made by the author in the course of studying the pedagogical potential of regional culture in modern Russian education make it possible to identify the features of this social phenomenon. The provisions and conclusions of the dissertation can be used in teaching social philosophy, cultural studies, sociology, pedagogy, sectoral social disciplines, sociology of culture, ethnic pedagogy, as well as in the development of special courses on pedagogical and regional problems in modern Russia.

Approbation of work. The main provisions of the dissertation research were discussed at the Department of Philosophy and Sociology of the Krasnodar University of the Ministry of Internal Affairs of Russia, regional scientific conferences on problems of social philosophy, pedagogy and social policy in this region.

The author was a participant in a number of postgraduate seminars, the results of his reports are reflected in 9 scientific publications, with a total volume of 2.75 pp, including 1 edition recommended by the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation, with a total volume of 0.5 pp.

A number of conceptual provisions of the dissertation work were used by the author in lecture materials and in seminars in the process of teaching.

Work structure. The dissertation research consists of an introduction, two chapters, each of which contains three paragraphs, a conclusion, a list of references.

Conclusion

Prospects for the development of modern education are focused on free and responsible relations of its participants. The interests of the individual are proclaimed dominant, and the provision of opportunities for its development is the main task of education. The discreteness of education conflicts with the infinity of a person's personal development and determines the emergence of a new view of education as education "throughout life", which accompanies and supports the spiritual development of a person. However, the idea continuing education does not so much solve the problem of transition to a qualitatively new education corresponding to the changed conditions, but raises a number of questions related to the specification of the content, mechanisms, conditions and factors that ensure the development of a person in the process of education.

The strengthening of regional trends in education ensured the formation of new approaches and views on the place and role of a person in the educational process. Any subject of the educational process, including a teacher, acts not only as a consumer, but also as an active creator of culture. An education system focused on the activity and uniqueness of its actors requires an appeal to the immanent qualities of the individual. This situation brings to the fore the study of the problems of training a modern teacher, the possibility of its orientation towards the improvement and development of the personality, strengthening the subjectivity of the participants in the educational process, and developing a focus on another person.

Emphasis is shifting from a utilitarian approach to the teacher as a performer performing socially significant functions, to a personal approach with a focus on the development of subjectivity and personal potential of the figure, ensuring the transmission of culture in a wide social space.

The study of various aspects of providing conditions for the successful realization by a person of his capabilities in various areas of life, including professional, is a promising area of ​​pedagogical science. In philosophy, cultural studies, pedagogy, psychology "a certain fund has been accumulated scientific works, which contain sufficiently substantiated prerequisites for studying the process of development of the professional and pedagogical jugencial of the personality.

However, analysis contemporary research shows that there is a large amount of information in various, including related, areas of study of pedagogical potential, while the development of the professional and pedagogical potential of the culture of the region as an independent problem is not studied, and the term "pedagogical potential of the culture of the region" itself has not yet received sufficient justification.

Thus, there is a need to conduct a complex of studies of the phenomenon, the content of the influence of the subjects of regional culture on the processes of development and realization of the hidden possibilities of the pedagogical potential of the culture of the region.

In this regard, some aspects of the study should be emphasized, sharpening attention to the problem of the pedagogical potential of the culture of the region. Thus, it is important to identify the place of the pedagogical potential of the culture of the region, its capabilities in the educational system and the role of the pedagogical potential of the culture of the region in the organization and implementation of professional pedagogical activities, since the system of relations of all subjects of education depends on the size, quality of the pedagogical potential of the culture of the region and the ability to maximize it. the effectiveness of pedagogical activity in general. Of particular importance is the identification of conditions for the development and realization of potential at different levels of education. The answer to the question - how the pedagogical potential of the culture of the region is realized, how it acts as a subject of self-realization of its potential - allows you to find out the real situation of education in the region, the strength of its influence on sociocultural processes in society.

Studying the process of development of the professional and pedagogical potential of the region will make it possible to predict the situation in the educational sphere, which is important for the development of theory and practice.

Based on the analysis of theory and practice, the paper establishes contradictions between the growing need for a successful personal and professionally competent teacher and the lack of conditions for the optimal implementation of integral personal qualities.

The social need for the development of methodological, theoretical and practical foundations that ensure the effectiveness of the implementation of the pedagogical potential of the culture of the region in the process of continuous pedagogical education and the lack of developments on this issue. The objective need for continuous teacher education and the lack of real technologies that ensure consistency and continuity between the stages of higher and additional professional education of a teacher.

The leading idea of ​​the dissertation research is the development of regional pedagogical potential and its implementation in the conditions of modern Russian society.

The implementation of this idea is possible only if there is content and learning technologies that are adequate to the patterns of development of modern Russian society, creating conditions for harmonizing the processes of interaction between the regional pedagogical potential of culture and personal development. It is this problem that can provide a strategic direction for the development of this research topic.

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