The educational period in the life of every single person, and especially the school years, is regarded as “The Golden Period” of a family when it realizes itself in the fullest sense of the word and its purpose in life. From the moment when a tiny tot steps out of its childhood years and embarks upon the road of his/her social development, and up to the moment when young people establish their own family, creating a small organism of society, this is seen as the key period in the formation of a person as an individual, as a citizen, as a worker, as a member of society and as a future family member. And this “Golden Period” is of cardinal significance for the renewal of the family itself and the society as a whole.
Every people and every civilization possesses and carefully preserves its traditions and mechanisms of forming (or molding) a new person who is capable of becoming a full-fledged representative of his/her culture. These traditions and mechanisms include family lifestyle and structure, family upbringing and the social system of education and training.
Lately, for many individuals the role of the family boils down to giving material and psychological support to the child, or what is even worse, to sexual relationships of two persons who are not even parents. What we are talking about here is the crisis of the family and what we are witnessing can be called a social crisis.
At the same time, the system of education is becoming more and more orientated towards training a specialist who has acquired a certain set of skills, first of all, business skills, professional and social skills. However, such an education does not teach and does not bring up a new individual; it does not shape a prudent, kind-hearted, self-sacrificing individual in respect to himself/herself, in respect to his country, its history and its future; such a system of education falls short of teaching an individual to establish and protect one’s family and to bring up children. Here, we are talking about a crisis of education. More and more often we are observing crises of individuals which are involving both youngsters and grown-ups - evidence of which we have witnessed in events unfolding in American schools, in “the Breivik syndrome,” in revolutions and conflicts with the participation of young people.
The numerous attempts that are being undertaken today to redefine the norms of morals and morality that are characteristic of all civilizations allow one to speak about imposing and even foisting an anti-social model in the formation of an atomized individual that is incapable of living together with other people.
In order to restore the role and significance of the family in education, in order to restore the value-orientated foundations of the educational process, it is our firmly belief that it is necessary to strengthen the traditional family values; we feel it is necessary to address the best classical models of culture in world civilizations, and last but not least, it is necessary to activate the social dialogue and launch new projects in the spheres of educational and youth policies.