Dialogue of generations: the ideas of L.S. Vygotsky, J. Korchak, V.A. Sukhomlinsky, and I.M. Montessori in the context of inclusive primary school in the 21st century

when beginning to understand the tasks of modern inclusive education in Russia, it is important not only to look forward, but also to turn to the intellectual heritage of the past. It is the dialogue between 20th century academics and modern researchers that is key to developing a deep and comprehensive understanding of the phenomenon of inclusion. It helps to identify the fundamental principles laid down by the classics of pedagogy and adapt them to the challenges of the 21st century. This study uses a comprehensive approach, including a thought experiment, scientometric analysis and a survey of experts, to comprehensively study the integration of classical pedagogical ideas into modern inclusive practice. As part of a thought experiment presented in the form of a dialogue between generations, the leading classics of 20th century pedagogy - L.S. Vygotsky, J. Korchak, V.A. Sukhomlinsky and M. Montessori - enter into a discussion with modern scientists, specialists in inclusive education, neurobiology and sociology. Particular attention is paid to the pedagogy of M. Montessori, whose principles of individualization, independence and a prepared environment are considered key factors for reducing barriers and developing social competence in children with special educational needs. The purpose of this approach is to analyze the contribution of the ideas of these outstanding teachers to the formation of the concept of inclusive primary school and to identify the possibilities of synergy of their approaches in the context of current challenges. In addition to the thought experiment, a scientometric analysis of publications devoted to the integration of classical ideas into inclusive education was conducted, which made it possible to identify key trends and gaps in the academic discussion. To verify and deepen the data obtained, a survey of specialists in the field of inclusive education was organized. The survey results showed a high level of awareness of practitioners about the ideas of the classics and their active application in professional activities. At the same time, a clearly expressed need of specialists for further training and obtaining new knowledge was revealed, which confirms the relevance of developing professional competencies in this area. The study demonstrated the importance of synthesizing the legacy of great teachers, current scientific knowledge and practical experience for the formation of an inclusive educational environment capable of realizing the potential of each child.

classical pedagogy, thought experiment, scientometric analysis, synergy of approaches, application of ideas