The formation of the value system of family education in schools in the BASSR in the period 1950-1991

the article is devoted to the historical and pedagogical analysis of the transformation of the value system of family education, reflected in the school practice of the Bashkir ASSR in the period from 1950 to 1991. It examines how family orientations were formed through educational institutions in the conditions of the Soviet ideological model. The key stages and features of school-family interaction, as well as changes in educational priorities in different historical periods, are revealed. The material is illustrated by a table containing a comparative analysis of educational forms and values. In conclusion, generalizing conclusions are given, emphasizing the importance of historical experience for modern pedagogy. The study examines the process of forming a value system of family education in the school environment of the BASSR in the context of Soviet ideology and social transformations during the post-war period before perestroika. The main problem is how the state educational system in the conditions of. The purpose of the article is to identify and analyze the key stages and factors that determined the formation of the value system of family education in BASSR schools in the period from 1950 to 1991. The research was based on archival documents, methodological materials, publications of pedagogical and historical literature, which make it possible to trace the dynamics of changes in educational practice. The applied methods include historical and methodological analysis, which allows comparing changes in the education system in different periods, as well as content analysis of curricula and practical recommendations of teachers. This approach allowed not only to recreate the evolution of ideas, but also to reveal the subtle interrelationships between government policies and family traditions reflected in the educational process. The results of the study demonstrate that the process of forming value orientations in the field of family education was gradual, with each stage reflecting the specifics of the socio-political situation. It is shown that despite the pressure of ideological demands, an element of traditional family principles remained in pedagogical practice, contributing to the education of civic responsibility and patriotism. Based on the analysis of the materials, it was found out how the educational system adapted to changes in society, as well as how teachers, acting as intermediaries between state institutions and cultural heritage, contributed to the formation of sustainable family values.

family education, value system, school, Soviet pedagogy, ideological education, social adaptation, history of education