Foreign languages in the education system of the Russian metropolitan nobility in the first half of the XVIII century.

The subject of the study is the history of learning foreign languages in the context of the formation of the culture of the Russian metropolitan nobility in the first half of the XVIII century. German, French, Latin and Greek, which are the basis of socio-cultural knowledge, served as a tool for its differentiation into general education and specialized, technical and humanitarian. Nevertheless, the foreign language contributing to the formation of the culture of the Russian nobility was French, which in a number of educational institutions in St. Petersburg was of a voluntary nature of study. It is advisable to consider the involvement of the nobility in the educational process as an element of the formation of the culture of Russian society. This process proceeds synchronously with the study of foreign languages, which, in turn, have undergone a transformation within the framework of education from a means of communication with a foreign teacher to an academic discipline. The work is based on the principles of historicism and objectivity, which provide for the analysis of socio-cultural phenomena in relation to the specifics of the period under study. The research is based on the application of a set of general scientific methods: analysis, synthesis, analytical description, classification. The historical and comparative method made it possible to identify patterns, principles, and technologies of learning foreign languages. The axiological approach helped to determine the sociocultural significance of learning different languages. The novelty of the research lies in a comprehensive analysis of the history, principles, and methods of learning foreign languages in various types of educational institutions in St. Petersburg and Moscow in the first half of the XVIII century and their role in the educational process. The development of the norms of European traditions in various types of professional activities and their introduction into the cultural space of Russia was carried out in the interests of the state through foreign languages. Their study was initially spontaneous in the process of conversational practice of Russian nobles studying abroad with native speakers. The German language, which has sociocultural significance for the formation of general educational and technical knowledge, did not satisfy the interests of the state in introducing the Russian aristocracy to elite culture. Classical knowledge corresponding to these goals has revealed the need to teach representatives of the upper class "ancient" languages for reading and translating traditional Latin and Greek authors. Ultimately, the establishment of a classical university served as the basis for the education of a moral personality.

nobility, training, educational process, foreign languages, educational institution, Moscow, Saint-Petersburg, culture, Maritime Academy, Academy of Sciences