Actual aspects of implementation of the subject "Fundamentals of religious cultures and secular ethics" AT SCHOOL

In accordance with the orders of the President more than twenty regions of Russia 2010 / 2011 the school year began an experiment to implement a school subject "Basics of religious cultures and secular ethics" (ORKSE). The first positive results were the basis for the widespread inclusion of the subject in a comprehensive program 2012 / 2013 academic year. В настоящее время (January – June 2012 of) conducted appropriate training of teachers. In the Altai region, в частности, based AltGPA, from last year master's program is carried out with a similar name.

ORKSE school subject has a number of features:

– consists of six modules alternative "Fundamentals of Orthodox Culture", "Fundamentals of Islamic Culture", "Fundamentals of Buddhist Culture", "Fundamentals of Jewish Culture", "Fundamentals of the world's religious cultures", "Fundamentals of secular ethics", to be studied with the consent of the students and their parents by choice (legal representatives);

– a culturalist (rather than doctrinal) and aims at providing students' moral ideals and values, constitute the basis of religious and secular traditions of multinational culture of Russia;

– meaningfully built around three basic national values: Homeland, family, cultural tradition;

– will be offered to students 4 классов (9-10 лет) relevance in view of development of value orientations in children in this age.

According to reports, the vast majority of public school and support the implementation of COPER. Most often indicated the following reasons:

– will provide national and state identity in socio-differentiated and multicultural environment Russia;

– would be an effective instrument of moral education of the younger generation in the Russian society;

– perform a kind of counterweight, prevalent in today's society consumer landmarks, mass culture and virtual entertainment;

– help to strengthen relations in the "parent-child".

Although there are other opinions:

– children "overwhelmed" at school;

– "Cultural studies education is not relevant to modern society, much more important than technical, News, economic…", Etc..

Conducted with teachers (Primary school teacher, historians, social scientists), prepodavatelyami and metodistami AltGPA (Department of Philosophy and Cultural Studies, Center for Continuing Professional Education) work allows us to speak about their understanding of the importance to achieving the objective ORKSE school. Teachers are aware of, that the basis of normative culture (morals and ethics), defining actions and human activities in various spheres, values ​​are values, giving meaning to life in the literal sense. And the child imposed by society standards are feasible in the case of their perceived need based on internal beliefs. Children do not just learn about values ​​with varying traditions (secular or religious), and will "survive" in the course of their conversation thematically organized. There is an awareness of and, that the culture of any nation is inextricably linked to the original cult (religious), they make it historically and socially forming rod. Religions of Russia (orthodoxy, Islam, Judaism, Buddhism, etc.) the basis of its national culture, and at the level of valuable traditions should be familiar to children. In this perception of different religious traditions is possible only in the format of cultural dialogue, friendship and understanding, always positively perceived that children.

However, teachers do not exclude possible "risks" in the implementation of the school ORKSE. Firstly, schools in certain regions Russian alternative choice may affect the actual differentiation of the children on religious, national basis. Во-вторых, development of children subject involves the active involvement of parents in the educational process, that not all families practiced. Problematic aspect of the difference may be "social level" families, т. to. subject provides training copyright projects using information technology, additional education for children and others. Thirdly, Axiology is the subject of social and altruistic orientation, explicitly included in contradiction with the individualistic attitudes of competitive school-learning environment (portfolio etc..). Fourthly, difficult to imagine an alternative implementation for more than two modules simultaneously subject, especially in rural schools.

Но, despite the possible difficulties, representatives of the school community are confident, thing that comes to school and play an important role in the educational process.

Received 22.05.12