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DOI: https://doi.org/10.34069/AI/2022.53.05.14

How to Cite:

Mazurkevich Olha64

PhD in Art Studies, Associate Professor of the Department of Folk Instruments of Ukraine I.P. Kotlyarevsky Kharkov National

University of Arts, orchestral faculty, Department of Folk Instruments of Ukraine Constitution Square, Ukraine.

Postgraduate Deputy CEO (Deputy General director) Kyiv Zoological Park, Ukraine.

Candidate of Psychological Sciences, Associate Professor senior researcher at the Center for Ukrainian Studies Taras Shevchenko

National University of Kyiv, Faculty of Philosophy, Center for Ukrainian Studies, Ukraine.

Lecture The Department of Art Studies, Kiev National University of Culture and Arts, Dnipro Faculty 9 Mykhailo Hrushevsky St.,

Cultural bases constitute an important part of

modern state systems of youth education. Given

the development of multicultural communities,

the study of this field acquires additional

relevance because dynamic changes require

comprehension, interpretation, and practical use.

For this reason, modern trends and factors in the

development of European and American models

of interaction between education and science in

of the future Ukrainian educational system,

considering the transformation in the modern

sciences of the multicultural society.

Another factor influencing modern culture is the

development of computer technology and

software and digital technology in general. This

innovative component of modern culture requires

research through the prism of cultural and

anthropological aspects. We are talking about the

preservation, tourism, and entertainment, etc.

Therefore, for the training of specialists whose

activities will be related to culturology, the

necessary aspects are the development of

appropriate competencies related to digital

support. This condition in modern society is

necessary, so its integration into the educational

processes is also necessary.

At the same time, a separate factor influencing

the formation of the national system of education

is environmental education, which in modern

European countries occupies an important place.

man of national culture, which combines the

system knowledge of both national culture,

harmonious national consciousness, orientation

on ethnocultural, and environmental values, as

well as tolerance and the ability to inter-ethnic

and intercultural dialogue. All this requires

purposeful actions to organize the process of

formation of a person of national culture in the

system of national education (Merenuik &

Mereniuk, 2019; Zelenska, 2021, p. 181–201).

which will deal with specific issues. In particular,

the definition of the general place of culture in

the system of education and upbringing, the

influence of the national upbringing system on

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the education of multicultural competencies were

singled out, the necessity of the national

upbringing system in patriotism formation was

outlined, the importance of the modern

environmental education was described.

Theoretical Framework or Literature Review

main innovations in the modern educational

process. First of all, the author focused on

education and upbringing in the United States,

his analytical review discusses key barriers to

innovation and characterizes the main ways to

increase the rate of innovative transformation in

the education system.

Kromydas (2017) analyzed the current state of

analysis of the cultural aspects of European

education.

Idris et. al., (2012) highlighted the influence of

national education on the formation of patriotism

and self-identification principles.

Khojasteh et al., (2020) investigated measures

of national identity in the educational system of

Iran, France, the United States, and Japan. The

Brighouse (2020) studies are devoted to

contemporary problems in the educational

sphere. Selected cultural aspects of a

multicultural education system are described in

Walter (2017). Slamet et al., (2021) investigated

the problem of the formation of multicultural

competence. These researchers note that

multicultural education is quite an innovative

approach, which not only transforms the system

discussion in the Ukrainian professional

environment about the prospects of using

culturological approaches in national systems of

education. In her opinion, culture is an important

tool in the development of modern democratic

society, a kind of means to achieve the unity of

its elements.

Zelenska (2021) investigated the problem of

implementing culturological education in higher

education institutions for training specialists in

international relations. The specialist believes

Methodology

The work is built on the application of theoretical

research methods: analysis, synthesis, induction,

and deduction. The article also used special

pedagogical methods of research, including

observation. With the help of concretization, the

formation of cultural foundations of the national

system of education is reflected. The work also

an ascension from the abstract to the concrete. It

is used in the analysis of the general theoretical

approaches and positions and the formation of

specific conclusions. Particularly, with the help

of this method we were able to pass from the

definition of the importance of culturological

education in general to individual educational

practices used in the EU countries. Besides, with

the help of the historical method of research, we

have managed to trace the peculiarities of

the future cultural studies. As a result of using the

comparativists method of research, we managed

to compare the peculiarities of public education

systems in Canada and EU countries: FRG,

France. Separate attention in the work is focused

on empirical methods of information collection

and interpretation. In particular, the problem of

further implementation of cultural foundations in

the national system of education is covered based

on the predictive method. Also, the study is

Results

Culture in the system of education and

upbringing

National education is the main social institution

designed to ensure both the preservation and

development of national culture. Consequently,

development because all directions of human

activity are connected to it: starting from material

production up to creative manifestations.

However, the main categories in culture are not

material things, but the person and the society in

which it is located. Consequently, an important

aspect of the national system of education is the

formation of human culture (Hornbeck et al.,

2019). The leading task of this process is the

the formation of skills of cultural perception, the

formation of important cultural requirements and

interests to improve the culture of

communication, and the development of cultural

knowledge (Richards, 2019).

We associate the mentioned transformations in

the field of education with the transition to the

cultural-creative function of education and

pedagogy, which should be aimed at creating a

understand the world around them, designate

their place in the world, to form the basic norms

of behavior to regulate social relations between

people (Zelenska, 2021).

Note that by the first half of the 19th century the

concept of culture was viewed somewhat through

the prism of rational and philosophical

interpretation of moral, aesthetic, and legal

norms. At the same time already at the end of the

in Eastern Europe, while in the English-speaking

countries such a subject is called Cultural studies,

and in the German-speaking countries, it is called

Kulturwissenschaft. In addition, culture in these

regions is predominantly interpreted in socio-

ethnographic terms.

Given the context of modern education, the basis

of cultural studies is a unanimous approach to the

interpretation of pedagogical aspects and the

vision of the systemic functioning of the

pedagogical system. Thus, culturological

whole. We believe that mastering culture as a

basic value is human development.

Thus, the role of education, at the same time its

fundamental aspects closely related to culture, is

increasing in the implementation of the potential

of culture to improve the person. The

manifestation of the specificity of the cultural

potential of education is a scientific approach to

effective implementation in different spheres

(including education) (Bolden & O’Farrell,

At the same time, education should become a

process of active inclusion of the individual in

the mastering of the universal culture of mankind

(we are talking about national, and historical). In

addition, it affects the formation of a cultural

worldview, and personal choice: appropriation of

values of upbringing are also somewhat related

to upbringing. We are talking about the free

development of the individual, the priority of the

national in upbringing, and resistance to

universal values (educational-scientific, cultural,

and natural) upbringing, etc. (Richards, 2019).

The culturological approach in the process of

education and upbringing is necessary for

dynamically developing countries. It is

that pedagogical problems should not be limited

to mere curriculum design, approval of

educational standards, or multi-step testing

(Rutkovska, 2021). These problems lose

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importance when the society of a state lacks a

solid humanitarian policy and does not solve

urgent social and cultural problems. J. Bruner

noted that a view of the meaning and content of

education derives from society's point of view

and its goals. At the same time, he notes that the

educational sphere, unfortunately, does not

perform its leading integrative and cultural

education - competence - culture – mentality”. At

the same time A. Pavlenko as a supporter of the

pragmatic approach to modern education noted

the role of the transformation of educational

paradigms in reforming the educational system.

In his opinion, in the modern world humanities

education is focused individually on students

(pupils) but creates an opportunity for

comprehension of the general culturological

addressed to understanding the importance of

culture, art, and science for the development of

modern civilization. She concluded that modern

culturological education actualizes value, moral

and reflexive ways of thinking and acting, and

behavior. Thanks to well-chosen educational

tools, productive, social, and creative interaction

between people of all ages and genders are

ensured (Rutkovska, 2021). In addition, teaching

children the basics of culture lays a strong

social transformations indicate the increasing

importance of culture in human life, which

affects the development of national education in

general.

The influence of the national system of

education on the formation of multicultural

competencies

The main tasks of the modern upbringing process

Note that the culturological principles of the

education system should contribute to the

formation of the foundations of multicultural

education. In particular, as a result of a specially

organized multicultural environment, specific

tasks of multicultural upbringing can be solved.

For example, it is not only about fostering respect

for native culture or history but also to familiar

with the achievements of foreign culture. At the

same time, it is also important to foster a tolerant

and democratic attitude toward the historical and

cultural achievements of other peoples (Cherng

vision of space in educational, political,

economic prisms, development of the general

cognitive activity of a person (Anspok & Kazaka,

2019).

Since a multicultural developing space is an

integrated category that accommodates a variety

of spheres of the child's activities, it is important

to provide special conditions, and a stable

These conditions should influence the

development of a tolerant and democratic

attitude among all participants in the educational

process. In addition, it should be based on mutual

understanding and readiness to perceive people

of other nationalities. The development of

creative individuality is impossible without

mastering the universal cultural heritage (Cherng

& Davis, 2017; Idris et al., 2012). Thus, the

purposeful application of the basics of a

education in the formation of patriotism

(Arredondo & Gordon Reinoso, n.d.). At the

same time, the oblivion of national culture leads

to a loss of national identity and the

manifestation of negative qualities. Thus, the

destruction of national culture leads to the loss of

national roots (Cherng& Davis, 2017). At the

same time, modern society needs an active,

active, educated citizen with the best traits of

culture. At the same time, the effectiveness of

national culture formation in the system of

national education depends on the continuity and

progression of this process, including preschool,

general secondary, and vocational education

(Idris et al., 2012). However, let us note that the

implementation of such gradualness and

systematisms in this system implies the search

for new approaches, the theoretical development

culture of the individual as a strategy, goal, and

result of the entire system of national education.

According to the research of modern teachers,

the study of folk culture, traditions, and history

of their own people form the knowledge of the

essence of national psychology, and the

development of national consciousness. We

believe that such a process should begin at an

early age. At the same time, the orientation of the

school to the national culture is a key condition

(Jaskułowski et al., 2021). Thus, we are of the

opinion that the content of educational work

should include a thorough study of the

components of folk culture and history. In

addition, curricula should be saturated with

national components of the content of education

and upbringing. Note that in the educational and

training process of EU countries, in particular

France and Germany, there is an emphasis on

cultural education and respect for the past. The

For this reason, modern Germany is an

exemplary country open to international

cooperation, but the important achievements that

characterize the German nationality in its

educational aspects are unforgettable (Khojasteh

et al., 2020). In France, the obligatory emphasis

in the educational system is on the national

aspect. Note that civic education is on the

political order of the French government, which

is shaped by the consolidation of the republic and

the restoration of democracy. Khojasteh et al.

(2020) note that France's main legal documents

system of cultural studies education is quite

promising, whereas in France one feels that the

pedagogical branches are under a certain

bureaucratic pressure (Slamet et al., 2021;

Warren, 2017). At the same time, Canada's

educational and teaching processes emphasize

history education and respect for the past. Given

that Canada is a relatively young country, history

lessons are integrated with geography,

societies at the local and global levels, their

heritage, and the nature of citizenship

(Khojasteh, et al., 2020). In addition, we note that

learning in Canada can take place in different

languages, which contributes to the consolidation

of the young Canadian nation based on the

cultural interaction of its different ethnic parts.

We are not talking about the classic

French/English division, but also about the

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environmental crimes. Thus, we believe that one

of the cultural foundations of the national system

of education is environmental education because

awareness and intolerance of society to non-

ecological treatment can radically transform the

environmental situation in the country. At the

same time, the situation with ecological literacy

and consciousness can be considered

attitude to the environment in Ukraine is well

proposed, first of all, to strengthen this sector. So,

the activation of environmental education should

take a key place in the construction of national

the work of cultural studies should not be limited

to technical aspects. In our opinion, knowledge

of the mechanics of various programs, and the

ability to use them to work with presentations,

layouts, etc. do not guarantee a full

understanding of the cultural process of

development. Education should be considered in

unity with education.

students' sense of identity is special. At the same

time, the government has an important role to

play in the development of national education, in

particular by taking care of teachers and avoiding

the politicization of the educational process. As

far as the European model of cultural policy is

concerned, the experience of the Federal

Republic of Germany, which combines tradition

with modern trends, is extremely useful. After

Germany staked on an open society, a symbiosis

of cultures, and moved to the implementation of

the “unity in diversity” plan. In our opinion, this

rather smooth transition was promoted by the

traditional federal structure for these lands,

smoothly increasing since the 19th century.

Thus, the local governments of the lands have

shifted from the unification of Germany to the

policy of multiculturalism –the unification of all

peoples inhabiting Germany. This process takes

can develop into a search for a dialogue between

all the nationalities inhabiting the state.

Despite this, we believe that environmental

education should become an important part of the

national system of upbringing and education. In

particular, in Germany, from an early age

children are taught to respect the environment

and to coexist peacefully with it. Early

development of ecological competence allows to

also about further work with other operating

nuclear power plants. In addition, indigenous

reforms require environmental protection

legislation, oversight of rare animal populations,

and the safe handling of water resources. We

believe that it is possible to overcome these

problems by developing environmental

competence from early school age.

Conclusions

Consequently, the culturological approach in the

Thus, culturally-oriented education implies a

person's conscious assimilation of culture. On the

other hand, one of the leading indicators of the

viability of national cultures is the interaction

with other cultures, the ability to master their

achievements, and integration into the broader

cultural space. However, there is still no adequate

realization in practice of the pedagogical

potential of national culture, which can be

bearers of national culture, and socialization of

the younger generations in the conditions of an

ethnocultural environment.

Among European countries, the German

experience of the educational system, based on

the combination of the cultural achievements of

the German people with the current trends of

societal development (as well as environmental

trends), is the most advanced. Note that, in our

an important factor in the formation of modern

cultural foundations of educational systems. We

believe that patriotism as a love of one's own is

also an important basis for respecting the

achievements of others. For this reason, a modern

system of education and training (based on

government support and responsible teaching) is

the key to the development of culturological

policies in centralized countries. These

conditions should influence the development of

that further development is impossible without

reference to the universal cultural heritage. We

believe that involving the basics of a

multicultural environment in the process of

personality formation is seen as a certain means

of ensuring a tolerant attitude towards different

peoples and their cultures. Bringing in a broader

evidence base in the future will shed more light

on these issues.

In addition, an important cultural element of the

national system of education is environmental

intensification of cooperation with legislative

and executive authorities, the introduction of

nature protection as a separate discipline in

school and university programs, intensification

of educational and environmental outreach

activities on the Internet.

Bibliographic references

Arredondo, P., & Gordon Reinoso, J. (n.d.).

Brighouse, T. (2020). A ‘national education

Cherng, H.Y. S., & Davis, L.A. (2017).

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Hornbeck, D., Abowitz, K., & Saultz, A. (2019).

Idris, F., Hassan, Z., Ya’acob, A., Gill, S. K., &

Khojasteh, F., Assareh, A., Hajiani, A., &

Kromydas, T. (2017). Rethinking higher

Richards, A. G. (2019). Cultural Diversity,

Rutkovska, A. M. (2021). Culturological

Saarinen, T. (2020). New Nationalism and

Slamet, S., Agustiningrum, M., Soelistijanto, R.,

Walter, J. S. (2017). Global Perspectives:

Warren, C. A. (2017). Empathy, Teacher