Anthropological perspective of studying Russian education

The article explores the potential of the anthropological perspective for an in-depth understanding of Russian education as a sociocultural phenomenon. Based on the works of T. M. Nadyrshin and M. S. Guseltseva, the relevance and productivity of the anthropological approach are substantiated, which makes it possible to reveal the hidden cultural mechanisms and informal practices that shape the educational space of Russia. The historiographical review shows that the interest of anthropologists in education in Russia, including Soviet education, has a long tradition, but the current situation requires rethinking and deepening this research direction. An overview of the key concepts of anthropology of education –– cultural transmission, enculturation, hidden curriculum and cultural therapy –– is presented and their analytical power in the context of Russian educational reality is demonstrated. The article is enriched with empirical data obtained in a study of teacher identity, demonstrating the manifestation of cultural transmission and adaptation to school mechanisms in the Russian context. A methodological toolkit is proposed, including ethnographic methods, narrative and contextual analysis, based on research by leading experts in the field of anthropological methodology. The key aspects of Russian education through anthropological optics are examined: mechanisms of value transmission, manifestation of hidden curricula, influence of ethnocultural diversity, historical memory and the role of school as a cultural institution. Special attention is paid to the practical application of the concept of cultural therapy to solve topical problems of humanization and development of Russian education. The discussion compares the possibilities and limitations of the anthropological approach in the study of education in comparison with sociological and pedagogical perspectives. In conclusion, the significance of the anthropological approach for the formation of a deeper, contextualized and critical understanding of Russian education, necessary for the development of effective strategies for its further development, is emphasized.