Knowledge-Beliefs and Conviction as the Core Landmark of Russian Youth Education and Upbringing

Introduction. The special military operation in Ukraine has revealed shortcomings in Russia’s education and upbringing system, prompting renewed attention from scientists and practicing educators to the problems of forming a holistic worldview, deep convictions, civic responsibility, patriotism, and high moral standards in young people. A critical analysis of accumulated experience and the search for reliable guidelines for educational work have become necessary. The aim of this research is to analyze the problems of educating and training Russian youth and to identify effective means of forming reliable knowledge, convictions, and beliefs in young people. Materials and Methods. In this research paper, the authors employ interdisciplinary and historical approaches, analyzing a large body of philosophical-sociological and psychological-pedagogical sources on the problem of belief formation. Modeling is conducted based on a synthesis of ideas from “educative learning”, “folk education”, “developmental learning”, and the development of a harmonious moral personality, as well as the laws governing the formation, functioning, and development of systems, generalized and identified in the development of theories of inventive problem solving and the development of creative personality. Conceptual models are proposed for the formation of multi-level knowledge, the individual’s ascent to conviction, and a systematic worldview. Results. The formation of stable knowledge and beliefs is seen as the main objective of youth education and upbringing processes in realizing the national educational ideal as a foundation for developing educated and patriotic citizens. The proposed conceptual models (of knowledge formation in education and upbringing, of a person’s ascent to conviction and a systematic worldview) reflect the cumulative and variable nature of knowledge formation over time, according to its stability or instability; the shifting zones of a person’s trained skills and education; and the dynamics of “engaging” reflection in the consciousness of young people as they construct a holistic worldview. Discussion and Conclusion. The obtained results contribute to the scientific analysis of the current problem of formation of beliefs of the Russian youth and determination of the ways of effective implementation of the national educational ideal.