PHILOSOPHICAL REFLECTION OF INCLUSIVE EDUCATION BEING A PART OF THE RUSSIAN SOCIO-CULTURAL SPACE: ON THE WAY TO INCLUSIVE CULTURE

Natalia Sudakova

Ass. Prof., Ph.D. of Pedagogic Sciences, The Russian Presidential Academy of National Economy and Public Administration, Russia, sovetnik.imtp@mail.ru

 

Abstract

The relevance of the presented research is conditioned by the need to comprehend modern sociocultural tendencies, both global and European ones, which find a very different response in the Russian society. It’s a fact that the current changes in the gender policy of the United States and the EU countries are not only rejected by Russian scientists, but are also defined as a crisis of traditional values associated with deviation from the human civilization cultural development vector. Here we note that the tendencies towards androgyny / gender erosion, stimulated by the patterns of global culture which are rapidly spreading all around the world are perceived in the same way. Nevertheless, the Russian socio-cultural development does not go beyond global processes, since the country is among those world communities, among which the attitude to social and cultural otherness is perceived as a complex but an unequivocally considered problem within the framework of humanistic morality. Thus, in Russia, first of all, it is about respecting human rights and strengthening the value of humanity, ethical rules and norms of treating people with limited health opportunities. Accordingly, speaking about changing the social attitude to other / Different people as a process of an inclusive culture emerging in Russia should proceed from the fact that people with disabilities fall into the circle of people deserving special attention from all citizens.

The aim of the study is to understand various aspects of incorporating inclusive education in the Russian system of sociocultural coordinates in the context of overcoming the social discrimination and creating a subsystem of opportunities for the self-realization of all people without exception, including those with limited health opportunities.

This work was carried out with the help of socio-cultural analysis, expanded by the possibilities of cultural philosophical reflection. This approach allowed not only to disclose all the problems and prospects for the formation of a system of inclusive education in modern Russia, but also to answer a number of questions related to understanding the significance of achieving "unity in diversity" both in the context of the formation of an inclusive culture and in the context of harmonization of social relations.

The paper analyzes the trends of a special type of educational paradigm being formed in Russia. This paradigm is based on the humanistic values of partnership and openness, which allows everyone, regardless of personality, to be meaningful both for himself and for the world as a whole. Various approaches to the phenomenon of inclusion as a new socio-cultural concept have been considered. The analysis of avalanche changes in the geography of Russian specialists dealing with the problems of inclusive education in the last two decades is presented.

Conclusions of the research show that there is small but unique experience in Russia, the experience of including children with disabilities into a single educational space. All the studies of this topic are very kaleidoscopic today, and therefore they require a serious scientific-methodological and cultural philosophical justification. The lack of experience, of proven methods for working in an inclusive educational space, and the unwillingness of a sufficiently large number of educators to take responsibility for finding ways to solve complex problems arising in the process of work, responsibility for the results of this work with the problems of bringing these ideas of inclusion to practice have been revealed today.

Keywords: Russia, reflection, inclusive culture, inclusive education