Systematization of family education traditions: a socio-pedagogical classifier

Introduction. Based on an interdisciplinary analysis, the authors have found a contradiction between a wide range of approaches which describe the essence and mechanisms of family education, and the lack of a universal tool which allows to identify, analyze, compare, classify, rank, describe, reveal the essence and specifics of various traditions, which are the bases for the inheritance of culture and transfer of experience from generation to generation. The problem of the article is the lack of tools to systematize and generalize family education traditions. The purpose of the research is to substantiate the approach to investigating traditions of family education and to develop a method that allows to systematize the traditions of family education in their significance, diversity, variability, and transformability. Materials and Methods. Based on a systematic analysis of philosophical, cultural, ethnographic, sociological, psychological, educational, and linguistic literature (n =70, including 35 international studies), the following ten methodological approaches were identified: axiological, hermeneutic, integrative, cognitive, cultural-historical, cultural, ontological, psychosocial, synergetic, and existential. By systematizing them, the main dominants in the study of family education traditions are determined. The typology of these approaches enabled the authors to determine the basis for classifying the traditions of family education. Results. The authors revealed the essential characteristics of family education traditions, identified their basic core based on the national culture values. In order to structure the diversity of family education traditions, the authors used the classification method and developed a research tool - a socio-pedagogical classifier of family education traditions. The tool classifies various traditions according to the following 16 bases: 1) mechanisms of origin; 2) causes of appearance; 3) ways of occurrence; 4) scale; 5) historical heritage; 6) sustainability; 7) the nature of the changes; 8) family functions; 9) methods of inheritance (transfer); 10) forms and methods of fixation; 11) orientation of educational influence; 12) the main purpose; 13) the content of the interaction between family members; 14) style of family education; 15) value-semantic guidelines; 16) goals, objectives, content of moral education of the younger generation. Conclusions. The interdisciplinary approach made it possible to determine the dominants of the identified approaches to the study of family education traditions. Diversity, variability and transformability of family education traditions are taken into account by the authors when developing a research method - a socio-pedagogical classifier. This tool serves as a basis for developing a model methodology for studying the transformation of family education traditions.