Cultural Paradigm of School Education and Its Structural Components as a Basis for Educating a Harmoniously Developed Personality of a Student

Today Russian society faces the strategic task of counteracting disharmonising and disorienting trends that contribute to the distorted perception of the system of traditional values by young people. A significant role in the upbringing of a harmoniously developed personality belongs to the school education system. The author of the article believes that in the process of upbringing it is necessary to take into account such a fact as the migration process, which has led to a gradual change of the multicultural composition of Russian schools to a cross-national one. Therefore, today the upbringing of modern schoolchildren should be carried out from the position of the culturological paradigm of education and be aimed at creating conditions for the dialogue of cultures, ensuring the formation of a harmoniously developed personality of the student, capable of living and acting effectively in a polycross-cultural space. This attitude determined the topic of our research, allowed us to substantiate the author’s concept of modern culturological paradigm of school education and to check its effectiveness in the course of experimental research.