The potential of axiological and civilizational approaches for the development of civic education in modern Russia

Introduction. The development of civic consciousness becomes a key aspect in creating a strong and mature society. This is due to the need to educate people who are ready to actively participate in public life. This is especially true for Russia, where current socio-political challenges require the involvement of all segments of the population. A comprehensive approach to civic education implies fundamental changes in the philosophy of the educational space of modern Russia, namely, the return of the educational component in the program of activities of educational institutions.

Purpose. To analyze the experience of applying the axiological and civilizational approach to the study of civic identity.

Theoretical basis. One of the key tasks of the axiological approach is to search for and analyze the fundamental principles on which the social life of the country and its statehood are based. Such value dominants in modern Russia today are family and traditions, social harmony and patriotism. The realization of the axiological approach to civic education faces a number of challenges, including the need to overcome the legacy of the Soviet period, when the formation of civic identity was often carried out within the framework of hermetic ideological constructs. Today, the task is to engage young people in active participation in society, based on Russia's unique historical experience, which is one of the key components of the civilizational approach. Special attention will be paid to the operationalization of the concepts of citizenship and patriotism; the thesis of interdependence of the categories of civic and patriotic will be put forward. This approach allows more productively designing programs of civic education, building them into the system of continuous socialization of a citizen.

Results. In modern society, the need to activate civic awareness and understanding of historical and cultural heritage comes to the forefront. This process requires the development of innovative strategies, especially in the context of educational work with young people. Key problems in this area are the lack of a sustainable value system that could serve as a basis, as well as the lack of coherence that prevents the formation of effective mechanisms of social activism.

Conclusions. The study of the application of axiological and civilizational approaches in the study of civic identity has allowed us to identify the key problematic aspects facing the sphere of civic education in Russia, as well as to formulate strategies for its optimization and development in the future.

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