Introducing the paradigm of “emotional-behavioral regulation” into pedagogical discourse to develop schoolchildren’s ability to accept others

Currently, there is a contradiction between the educational documents’ declaration of the need to build in schoolchildren a value-based attitude towards others as well as the ability to accept themselves and others, a large number of theoretical works devoted to tolerance, and the low real level of tolerance in Russian society recorded by researchers. The author makes an attempt to resolve this contradiction by introducing the paradigm of “emotional-behavioral regulation” into the pedagogical discourse in addition to the paradigm of “character education”. Based on theories about the factors of personality development, character education alone cannot cover all the factors of the intolerance a person can demonstrate towards other people. Character education involves cultivation of various qualities and skills on a rational-cognitive basis, while many factors of hostile behavior are of a psychophysiological nature and require teaching schoolchildren techniques for overcoming stress and emotions, self-regulation techniques, automation of conflict-free behavioral reactions, etc. The author proposes to organize work to overcome the psychophysiological factors of intolerance within the framework of a separate paradigm. The paradigm of emotional-behavioral regulation will be aimed at teaching schoolchildren to overcome negative emotions, switching their emotional background and imprinting prosocial behavior patterns. The proposed paradigm is based on non-cognitive behavioral methods, coping strategies and emotional regulation techniques. The article substantiates the expediency of the proposed paradigm, and also develops its categorical apparatus.