dependent on an active leader on the other hand, form a special system of relations
between government and society (vertically and horizontally).
This peculiarity lies in the fact that society is obliged to accept the will of the state,
represented by the leader either voluntarily (humbly) or forcedly; as a rule, “forcedly”
causes an internal protest of the society. This phenomenon is permanent, since in a
passive society only the coercive method is effective. This thesis in many ways
historically characterizes and explains the most important phenomenon of the socio-
psychological direction: disrespect of the law, the source of which is the “power-
government-leader”-concept. Law is the institution of the state, unconsciously opposed
to the traditions of society. Traditionally, the legal system of Orthodox Slavic society
has always been based on the supremacy of “duty”, but not a person and a citizen’s
“rights”. There is a cognitive opposition of society to the state in the form of latent
conflict. This opposition is hidden because society does not have real organizational
tools for the manifestation of disagreement with the government or a real, accessible
right of social initiative. For example, in Eastern Orthodox states social reforms were
carried out mainly “from the top to the bottom”, and not “from the bottom to the top”,
as in the countries of the Catholic world. And this conflict has a character, natural for
the society, and no matter how professionally and efficiently the power performs its
functions, society will always be dissatisfied with the power.
Considering the value of the collective, it is necessary to emphasize the functional
factor ensuring a stable connection between the collective and the individual. Often the
regulator of interpersonal and social relations here is not the justice and law, but ethical
categories, namely, conscience and rightfulness, as a traditional form of social
connections realization. In the consciousness of the Orthodox Slavic society, the
violation of the law by an individual (law is the institution of a state) is a less serious
evil than the violation of the norms of rightfulness (rightfulness is a social institution).
This is mainly due to the historically formed integration dependence of the individual,
the society/collective and the supremacy of social value orientations. Under these
circumstances, the value interests of the state become less important, hence, for an
Orthodox person, the state and society are two parallel worlds that function as if
separately in their own way.
The education system reproduces such relationships. In this regard, it is necessary
to note a number of features associated with education and training. Children’s
upbringing, since the early Middle Ages, within the framework of communal life
activity, was based on the Orthodox "cathedral" tradition. And only in the middle of
the XIX century, a system of mass education began to develop in the Russian Empire,
but as an ordered state mechanism. The society did not have and did not receive the
opportunity, in contrast to the countries of Western Europe, an educational initiative,
the ability to search for effective pedagogical technologies, because there were no
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