Семейное образование как кризисная социальная практика

Вестник Нижегородского университета им. Н.И. Лобачевского. Серия: Социальные науки. 2021. № 2. С. 111–119.

Prydatchenko M., Шалютина Н. В.

In modern society, education is increasingly losing touch with learning, fulfilling only the ritual function of association. Contributions to the educational process do not pay off and the participants do not meet their expectations. Under these conditions, social actors take on the explicit functions of the educational institution. In recent years, the number of families who have chosen family education for their children has been growing in Russia. Analysis of the development of the educational institution through the prism of postfigurative, configurative and prefigurative types of culture interaction shows that excessive postfigurative education, contrary to the prefigurative trend, leads to the implementation of irrelevant curricula that limits the development of society. At the same time, there is a lack of solidarity in society to improve the quality of education. The expansion of the education market has deprived school education of its uniqueness. Family education is a crisis practice because of a dysfunctional educational institution and a lack of funds for social actors. Actors turn to family education to preserve their own identity under conditions of instability and uncertainty. It is important to note that family education realizes only the explicit functions of the educational institution, losing the maintenance of social continuity and community, setting a new trend of social stratification.

Keywords: доверие, trust, family education, семейное образование, educational institution, институт образования