"Оно должно вот так продолжаться и продолжаться…» (О функциях школьного преподавания родного языка)
Bilingual education including, on the one hand, access to dominating language, and, on the other, - teaching in minority languages or teaching only languages themselves at school is an important part of language politics of a state. In many regions we observe a paradoxical situation: school education does not promote acquisition of a disappearing language, though it is highly valued by members of community. The article considers features of teaching minority languages at school in the Russian Federation on two examples - Nivkh and Kalmyk. Interviews with parents, pupils, former pupils and teachers allow to describe teaching native language at school as a procedure of maintaining identity of community.
The article tackles the problem of development of the modern school mathematical education. The author of the article compares the state exams in mathematics and the mathematical Olympics of pupils. The author also describes team mathematical games for gifted pupils which took place in 2006.
The results of the field research of intergroup attitudes in Southern Russia (N=723) demonstrated that the relationships of the valence and uncertainty of ethnic identity, perceived discrimination and level of religious identity with intergroup attitudes depend on a group status (majority – minority) and the type of settlement (dense-sparse). The perceived discrimination predicts the intolerance of intergroup attitudes among the majority group members whereas, the valence and uncertainty of ethnic identity – among the minorities members. The salience of ethnic identity and high level of religious identity predict intolerant attitudes among migrants with the dense way of settlement, the valence of identity and perceived discrimination predict intolerant attitudes among the migrants with the sparse type of settlement. The willingness to distinguish between people by religion provides the maintenance of their group boundaries and identity in multicultural regions of Russia. The growth of uncertainty of ethnic tolerance provides better adaptation of migrants in multicultural regions of Russia.
In this article we are talking about the early development of the educational process in one of England's North American colonies. Pennsylvania attracted many immigrants from Europe by its religious freedom. Moving to a new land, Europeans from different countries brought their way of life, including various systems of education. Therefore, at the end of the beginning of the XVII-XVIII centuries there were several different types of schools. The national education system, which appeared only in the XIX century has absorbed much of the colonists created.
The article is devoted to the spiritual and moral education (SME). Along with the author's concept of SME, an overview of axiological attitudes and orientations, an approximate set of principles, mechanisms and conditions of the spiritual and moral development of children in school is presented. The attention is paid also to the issues that cause heated debate such as religious education, the reincarnation of the traditional meaning of "spirit" and "spirituality". The need to match activities on the spiritual and moral education with a new vector of Russia's historical development that was firstly and foremost constitutionally elected and suffered in the turmoil and tragedies of Russia in the XX century. The article emphasizes that SME is the mandatory (number one) task of the school, society and state. Solving this task may indeed lead to the basic axiological consensus and spiritual revival of Russia
Recently there have been widely spread models (classifications) of educational institutions (schools) based upon regularly collected statistical data and a presupposition that all the standard indices incorporated in those models have the same meanings concerning to every possible school. The article questions this presupposition.