NATIONAL SOLIDARITY WITHIN CONCEPTUAL AND INSTRUCTIONAL BOUNDARIES

Abstract

Contemporary pedagogy, which addresses the vital sphere of personality and its development, has reached a point where real opportunities emerge (by developing appropriate methodological principles, theoretical positions, and technologies) to solve problems at a worldview level of universal importance. One such issue is national solidarity.
The purpose of the article is to reveal the essence of the construct of “national solidarity” and outline the educational invariants for its development. The objectives are to conduct a logical-scientific review of the problem of national solidarity, propose a structural model for the category of national solidarity, provide a detailed characterization of the identified structural components, and reveal a series of educational principles that adequately reflect the essence of national solidarity and lead to corresponding changes in learners. To achieve the goal of the article, the method of theoretical (synthetic) reflection on the stated problem, the method of structural-logical support for scientific inquiry, and the method of content enhancement concerning the set goal were used.
It is outlined that the driving point in comprehending national solidarity is a clear, logically verified concept of this phenomenology. This first captures the innovative component, the processual unfolding of which defines the theoretical-research boundaries. These boundaries are productive not as scientific constructs but as frameworks that provide a structural scheme of substantive orientation, leading to the successful achievement of the ultimate goal: the formation and development of this spiritual category.
It has been proven that, within this concept, national solidarity in its educational movement is represented by categories such as cohesion, a particular state, the motive of unity, educational principles, and educational rules. According to their significance (and within the scope of the scientific article), these structural-processual categories are interpreted in a cause-and-effect justification that establishes a consistent path toward the expected result. The latter is conditioned by corresponding educational procedures that enable each learner to realize their potential within the framework of mastering the value of national solidarity.