socially relevant. The deepening of globalization processes, cultural intervention leads
to the destruction of the cultural archetype of society.
In order to understand the importance of the identified problems, it is necessary
to investigate the concept of “cultural archetype” from the point of view of sociology,
cultural studies, pedagogy, also to identify clearly the differences between various
cultural archetypes. It is about comparing the general, possibly simplified
characteristics of the Western and Eastern cultural archetypes of society. The main
purpose of the review is to determine how compatible the cultural archetypes are, to
reveal the significance of the cultural archetype in the organization of educational
system and educational technologies.
The theory of cultural archetypes and educational system. Socio-cultural and
historical methods as a methodological approach to the problems of the national
pedagogical system formation studying are used in our article. Once, this approach was
successfully applied by K. Ushinsky, the famous educator, later, - by Max Weber, one
of the founders of modern sociological science. K. Ushinsky, stated the differences in
various National educational systems of European states, that sometimes had a
common history, but based on the national tradition, formed by social processes. And
as a result, he introduced the principle of nationality in public education. He demanded
the inadmissibility of implementing the mechanical copying of foreign pedagogical
models [16].
M. Weber, applying the same historical and cultural method in his research,
focused on the ideological features of large groups of people on the basis of religious
ideology, comparing the social values of Protestants and Catholics [5]. According to
M. Weber, it is the "spirit" of Protestantism that formed capitalist relations. Here,
according to M. Weber, the system of education and upbringing played a crucial role
in the process of reproducing these relations from generation to generation.
Both K. Ushinsky and M. Weber emphasized the main idea of existing of an
organic ties between social development with cultural tradition and ideological value
as a steady trend provided by the system of education and upbringing.
Hereafter, understanding of social processes, identification of their movement
patterns’, and what is most important, reasons for the differences in the development
of social relations and differences in national characters, led scientists to comprehend
this phenomenon. At the turn of the XIX - XX centuries, the concept of cultural
archetype was formed, that was reflected in the works of educators, psychologists,
sociologists, philosophers.
Theories of cultural archetypes are a set of concepts, which were put forward by
K. Jung in his works “Analytical Psychology”, “Archetype and Symbol”, in L.
Vygotsky’s “Cultural and Historical Theory”, in symbolic interactionism as a direction
in sociology, social psychology, cultural studies by J. Mead, whose predecessors were
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