China and Russia: Traditions and Innovations in Education
DOI: 10.23951/1609-624X-2026-2-7-21
The heritage of two world powers, Russia and China, possesses immense potential in shaping the future development of the education system. It is relevant to run into the problem of traditions and innovations because modern world is rapidly mastering advanced technologies, including the artificial intelligence. The history and culture of both countries are the main sources in the understanding of interconnections teacher – student, content of education – technologies. This comparative-historical study allows to define the importance of the mentor’s role in educating the rising generation. The study of Confucian ideas and Russian socio-pedagogical thought reveals a deep layer of worldview issues. Value-semantic characteristics form the core of a civilization. The author’s perception of the meaning-forming heritage of the two civilizations actualizes the research methodology. The author assumes that methodology and value system are dialectically related in the cognition. Methodological approaches to social construction go back to moral philosophy in both China and Russia. The article analyzes the distinctive features of the Russian tradition. Upbringing and education have been closely related to Orthodox understanding of the world for centuries in Russia. It laid the foundations of worldview, goals and meaning of life. The secularization of consciousness contributed to the breaking of these relationships. The author gives examples of dialogue between nihilists and those who are considered to be conservatives, on the example of confrontation in space of Literary and public discussions of the XIX century. The author concludes that the experience accumulated by two different civilizations makes it possible to solve modern problems of education using a general humanitarian, general philosophical approach. The main principle of a harmonious combination of traditions and innovations should be implemented in the era of the digital economy. The author refers to the modern practice of interaction between Moscow State Pedagogical University and leading pedagogical universities in China to create “positive” training technologies based on the integration of technological and humanitarian components. Moscow State Pedagogical University has the experience of the pilot project on the implementation of the educational and educational component of the educational process. The author’s conclusion actualizes the significance of the application of methodological solutions that contribute to the development of personality in conjunction with the cultural and historical context.
Keywords: pedagogical traditions, innovations in education, Russian pedagogical thought, Chinese experience, values and meanings, unity of history and culture, methodology of education, civilizational heritage
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Issue: 2, 2026
Series of issue: Issue 2
Rubric: GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION
Pages: 7 — 21
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