Social and cultural aspects of teaching Dostoyevsky in higher school

The purpose of the author of the article is to correlate the methodology and methods of teaching creativity F. M. Dostoevsky in higher school with a modern social and cultural situation. The new paradigm of education is focused on the formation of a system of ethical norms, social and cultural beliefs and norms of life activity, which corresponds to the ideals and needs of modern society. One of the main tasks is the formation of a self-developing personality, free to choose and responsible to society. At the same time, in educational literature, stereotypes and a biased approach to the study of Dostoevsky's creativity, which were formed in the 1950s and 1960s. The article provides a critical analysis of modern textbooks, devoted to the study of Dostoevsky's creativity in higher education, highlights the most promising areas and proposes new approaches that meet the needs of modern society. Attention is also paid in the article to the social and cultural tasks that have been posed in the last works of Dostoevsky's researchers in the USA, Germany and China. In modern educational literature there should be a cultural and social and cultural commentary explaining the specificity of the historical and cultural context of the works and Orthodox worldview of Dostoevsky, as well as examples of systematic and complex text analysis, which includes analysis of the writer's conceptual sphere, based on the national conceptual sphere, the interaction of the author's discourse and his characters. Comprehensive analysis should combine philological analysis (literary and linguistic), conceptual, discursive, psychological and philosophical. The culturological and axiological approach to the work of Dostoevsky allows solving educational and developmental tasks in the educational process.