RUSSIAN CIVIC IDENTITY IN THE SYSTEM OF EDUCATIONAL POLICY PRIORITIES: FROM SOCIO-CULTURAL MODERNIZATION TO SOCIAL CONSOLIDATION

Abstract

The relevance of the study is determined by the need to overcome the value-semantic differentiation of mass consciousness and generational gaps within the thirty-year post-Soviet development and intensifying global civilizational challenges. In this regard, this article is aimed at providing a conceptual justification for the role of state educational policy as a macro-institution of socialization and a strategic tool for the transition from utilitarian "service-oriented" modernization to the consolidation of Russian society. The methodological framework of the research comprises a complex of complementary approaches: the system-activity approach (viewing education as a social reality construction), social constructionism (interpreting identity as a deliberate construct), and the axiological approach (studying the moral foundations of citizenship). The article scientifically substantiates an interdisciplinary model for the transition from "service-oriented" modernization to social consolidation. The novelty of the results lies in conceptualizing Federal State Educational Standards (FSES) as a "social contract," revealing the resources of ethno-cultural memory in supra-ethnic integration, and substantiating the "inner position of the personality," institutional trust, and moral emotions (shame and pride) as psychological regulators of youth prosocial behavior. A three-level model for forming a "projectbased" civic identity as a mental shield for national security is proposed. The materials presented in the article allow for a reconceptualization of educational guidelines from spontaneous transit to a managed identity politics. The results contribute to the philosophy of education and can be utilized in curriculum development aimed at strengthening mental sovereignty and civic solidarity across generations.