The problem of the study. Russia experiences the growth of both universal solidarity and the solidarity of network communities, especially of volunteer movements. The available developments of the Solidarology course do not provide students of all areas and training programs with materials demonstrating the specifics and the positive impact of historically established concepts of solidarity.
The purpose of the study is to identify similarities and differences between two historically established interpretations of solidarity in Russia to include them in a philosophical (metascientific) section of Solidarology, aimed at debunking some stereotypes about their constructive and destructive potential, and about their scientifically substantiated and ideologically constructed components.
Materials and methods. The authors refer to the literature on issues of solidarization and consolidation, starting from the 19th century. The sources applied are comparatively well-developed knowledge among professional researchers, but less presented in popular science literature and educational literature. The paper analyzes methodology developments and regulatory acts governing the educational process in terms of enhancing solidarity among students. The research applies the methods of theoretical review and generalization of international and Russian literature on the issues of structuring the content of Solidarology course in higher educational institutions.
Results. The paper represents the structure of Solidarology in Russia theme, consisting of a consistent description of the religious-idealist and positivist-practical interpretations of solidarity in Russia. Following the mentioned structure, lectures and practical classes should be developed. The findings stimulate the new generation of young researchers and a creative class in Russia to produce adequate new concepts of national and global solidarity, retaining the advantages and constructive aspects of the particularistic and macrosocial solidarities.
Conclusion. The authors distinguish two basic pillars of Russian Solidarology, religious-idealist and positivist-practical, both of which retain their applied and ideological relevance. The practices of social consolidation can use the best features of both to solidarize the authorities, intellectual groups, and the creative class with all social strata.
Keywords: solidarity society, solidarology, educational course, patriotism, integration, social cooperation, social practice
For Reference: Sirazetdinova, M. F., Pozdyaeva, S. M., & Khismatullina, G. G. (2023). Religious-idealist and positivist-practical interpretations within the “Solidarology” educational course. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 62 (2), 191-203. doi: 10.32744/pse.2023.2.11
Information about the authors:
Miliausha F. Sirazetdinova (Russia, Ufa) - Senior Researcher, Cand. Sci. (Philosophy), Senior Research Fellow at Scientific Research and Development Office, Leading Specialist at Science and Education Center of Bashkir People History. Ufa University of Science and Technology. E-mail: glavredsirazi@gmail.com. ORCID ID: 0000-0002-5572-4351. Scopus Author ID: 57212493792. ResearcherID: M-3460-2014 Svetlana M. Pozdyaeva (Russia, Ufa) - Professor, Dr. Sci. (Philosophy). Professor at Philosophy and Cultural Studies Chair. Ufa University of Science and Technology. E-mail: pozdyaevasm@yandex.ru. ORCID ID: 0000-0002-9786-7086. Scopus Author ID: 57200068232 Galia G. Khismatullina (Russia, Ufa) - Senior Lecturer at the Department of Digital Economy and Communications. Ufa University of Science and Technology. E-mail: galia76@mail.ru
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