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This article reveals a culturological approach as a theoretical basis for the mental education of a future teacher who is able to work effectively in a multicultural educational environment; the concept of "dialogue of cultures" is considered, on the basis of which it is possible to analyze modern trends in the development of higher education pedagogy; substantiates the significance of dialogic culture as the most important component of the professional and personal competence of a modern specialist; the educational potential of pedagogical disciplines and technologies for organizing educational and cognitive activities in higher education are revealed, which ensure the effective implementation of the dialogue of cultures as a means of mental education of the future teacher. The dialogue of cultures in modern higher education forms such general scientific and professional competencies as the ability to understand the meaning of culture as a form of human existence; be guided in their activities by modern principles of dialogue and cooperation; readiness for a tolerant perception of social and cultural differences, respectful and careful attitude to the historical heritage and ethno-cultural traditions of various peoples. The dialogue of cultures in the study is designated as a means of self-organization of personal reflection, characterized by a focus on cooperation in communication, recognition of the partner’s right to his own point of view and its protection, the ability to listen and hear the partner, the willingness to look at the subject of communication from the partner’s position, the ability to sympathize, empathy.

culture

cultural approach

the concept of "dialogue of cultures"

mental education of the future teacher

ways to implement the dialogue of cultures in higher education

2. Bakhtin M.M. Aesthetics of verbal creativity. - M., 1979. - 314 p.

3. Berdyaev N.A. The meaning of history. - M., 1990. - 245 p.

4. Bondarevskaya E.V. Theory and practice of personality-oriented education. - Rostov-on-Don, 2000. - 254 p.

5. Pedagogy: personality in humanistic theories and education systems: textbook / ed. E.V. Bondarevskaya. - M., 1999. -560 p.

6. Ushinsky K.D. On the need to make Russian schools Russian // History of pedagogy in Russia: a reader for students. humanitarian faculty. higher textbook establishments / comp. S.F. Egorov. - M., 2002. - S. 227-230.

7. Chapaev N.K., Vereshchagina I.P. Modern problems of mental education in the light of K.D. Ushinsky // Historical and pedagogical journal. - 2012. - No. 1. - P. 118–126.

8. School of dialogue of cultures: Ideas. An experience. Problems / under total. ed. V.S. Bibler.-Kemerovo, 1993. - 414 p.

In the context of the social, cultural, ethnic and religious diversity of Russian society, the preparation of a future teacher who is able to create an atmosphere of mutual understanding, dialogue and cooperation in a multinational and multicultural school is becoming a paramount task of higher professional and pedagogical education in the Russian Federation.

The training of a competent specialist in the context of the above is impossible without taking into account the cultural component of the content of higher education. If we turn to a meaningful analysis of the concept of "culture", then it most often acts as a synonym for progressive spiritual and material values ​​of both an individual and all of humanity. So, for example, N.A. Berdyaev believed that “culture is connected with the cult of ancestors, with legend and tradition. It is full of sacred symbolism, it contains signs and similarities of other spiritual activities. Every culture, even material, is a culture of the spirit; every culture has a spiritual basis - it is a product of the creative work of the spirit on the natural elements.

Today, at a sharp turning point in our history, the mental education of future teachers, more than ever, should be based on national values, traditions and national culture. Another founder of Russian pedagogy K.D. Ushinsky formulated the principle of a directly proportional relationship between the level of development of the self-consciousness of the people and the level of borrowing. According to this principle, the greater the national character in a public education, the more freely it can borrow whatever it pleases from other peoples. The core of mental education, according to K.D. Ushinsky, should be the study of the native language, national culture, including religious culture and the history of the Fatherland, as well as the formation of respect for one's fatherland. Emphasizing the extreme importance of preserving and enhancing national cultural traditions, K.D. Ushinsky introduces into the scientific circulation of pedagogy the category of nationality, which for him has a pronounced mental coloring. According to N.K. Chapaeva and I.P. Vereshchagina, “... the power of genius K.D. Ushinsky manifests himself in the fact that he sees the possibility of eliminating socio-economic troubles not in revolutionary transformations, not in the “revival of Russia”, not in the “building of a new Russia”, but on the ways of multiplying and enriching knowledge of Russia and self-respect.

In the works of the teacher-researcher E.V. Bondarev's mentality is defined as a characteristic of the way of life of a nation, a social community, and mentality is defined as a reflection of the attitude of individuals, their ideas about the mentality of other people, about the forms of their behavior. Mentality is the most important characteristic that reveals the cultural, value potential of the individual and determines the formation of his worldview in the future. Mentality expresses beliefs and traditions conditioned by collective ideas, containing values, attitudes, motives and behavior patterns in the mind. Acquaintance with the national culture is one of the most important areas of education of the younger generation, it forms the spiritual basis for the formation of a personality, the education of its mentality.

In interpreting the trends in the development of modern education in Russia and its mental characteristics, one can meet several points of view. According to one of them, the Russian system of education and upbringing is in a deep crisis. The second point of view is based on the installation, according to which, if we integrate all the best that has been created in domestic pedagogy with what has been developed in the field of education and upbringing in Western Europe and the USA, then we will certainly solve all our pedagogical problems. We are supporters of the point of view, according to which, in the conditions of a multinational multicultural society, the key to our progress in the field of education and upbringing is the constant reliance on our cultural, educational and educational values ​​and traditions; on critical reflection of foreign experience in the field of education and upbringing; on a deep knowledge and assimilation of the ethnopedagogics of the peoples of Russia, in which a huge spiritual and moral potential is laid, a rich experience in the formation of a culture of interethnic communication has been accumulated. Our country is a "spiritual space" for the dialogue of original cultures, various peoples and nationalities living on it.

Dialogicity is organically inherent in man at all stages of his evolution. “Life is dialogic by nature,” says M.M. Bakhtin, - to live means to participate in a dialogue: to question, to listen, to answer, to agree, etc. In this dialogue, a person participates with his whole and whole life: with his eyes, lips, soul, deeds. He puts his whole self into the word, and this word enters into the dialectical fabric of human life, into the world symposium ... Every thought and every life is poured into an unfinished dialogue. V.S. Bibler, explaining the features of his concept of the “School of the Dialogue of Cultures”, notes that “the transfer of modern knowledge and the development of a culture of thinking, moral culture are completely different tasks. Not ready-made knowledge, skills, skills, but the culture of their formation, transformation, transformation - this is what a graduate of our school should have. In the modern socio-cultural situation, a person is at the turn of cultures, interaction with which requires dialogism, understanding, respect for the “cultural identity” of other people.

Modern research shows that the implementation of the concept of "dialogue of cultures" in the educational space is possible in several directions. Firstly, the strengthening of dialogicity, criticality in comprehending the world around us, which surrounds us, which we study, including through involvement in joint activities with other people. Secondly, the development of a person's internal dialogue for in-depth understanding and comprehension of oneself. Thirdly, it is the strengthening of dialogue between all participants in the educational process.

"Dialogue of cultures" as an element of culturological and competence-based approaches in the training of a future specialist is intended to form such general scientific and professional competencies as

● ability to understand the meaning of culture as a form of human existence;

● be guided in their activities by modern principles of tolerance, dialogue and cooperation;

● readiness for a tolerant perception of social and cultural differences, respectful and careful attitude to the historical heritage and cultural traditions of different peoples.

The studies of E.V. Bondarevskaya. Dialogicality in her research is considered as a criterion for self-organization of personal reflection, characterized by a focus on partnership in communication, recognition of the partner’s right to his own point of view and its defense, the ability to listen and hear the partner, the willingness to look at the subject of communication from the partner’s position, the ability to sympathize, empathy. The use of dialogue, in her opinion, will allow achieving a high level of self-organization - the transition of trainees to the status of subjects in conditions where

● the dialogue will really become an exchange of information (content of culture), and not the imposition of "correct" positions, knowledge will be interpreted as part of culture, and not a reproductive reproduction of the material read;

● there will be a "complementation" of opinions, and not a guide to the "only true" answer of the teacher (teacher);

● the teacher (teacher) will encourage students (students) to think, critically evaluate, motivate, while using indirect control mechanisms.

However, the ability to conduct a productive dialogue with students, taking into account the above principles, has not yet become the professional property of every university teacher. In our opinion, this is possible only under one condition - if a teacher of higher education masters teaching technologies aimed at forming a dialogic culture of a future specialist. This problem is especially relevant in the preparation of future teachers. It is in the process of educational and cognitive activity at the university that future teachers master the methods, forms and culture of organizing dialogue, gain the experience of dialogue communication in order to further implement it in their professional activities. In addition, cooperation and dialogue in the educational process provide the personal-semantic development of the subjects of interaction, where the mechanisms of self-development, self-realization and self-education of the personality of the future specialist come into play.

Many years of practical experience in teaching at the Sterlitamak branch of the Bashkir State University at the faculties that train teachers for work in a multinational school (Faculty of Bashkir Philology, Faculty of Philology (Russian department, Tatar-Russian department, Chuvash-Russian department, foreign department)), shows that effective implementation of the dialogue of cultures as a means of mental education of students involves the inclusion in the content of pedagogical education of such elements as

● expansion of the ethno-cultural and ethno-pedagogical components through the assimilation of knowledge in ethno-pedagogy and ethno-psychology;

● mastering the content, forms and methods of pedagogy and psychology of interethnic communication;

● formation of appropriate skills and abilities to use the acquired knowledge in practical activities in a multicultural educational environment;

● development and improvement of the necessary personal qualities of the future teacher.

The implementation of the dialogue of cultures as an important means of mental education of the future teacher is possible under the condition of effective organization of such areas of activity of a higher school teacher as

● determination and use in the educational process of the spiritual and moral potential of folk pedagogy;

● understanding of folk pedagogy as an ideological and instrumental basis for the professional processes of socialization and personality development;

● formation of students' pride in their culture and at the same time overcoming their national prejudices and prejudices;

● use of the educational potential of folk pedagogy, in the traditions of which there are unlimited possibilities for improving the culture of interethnic relations;

● formation of positive motivation among future teachers for the implementation of ethnocultural education and upbringing of children, development of their susceptibility to cultural pluralism, knowledge of the features and traditions of education in foreign pedagogy;

● equipping teachers with knowledge about the socialization of children in different ethnic cultures, about the peculiarities of interethnic interaction, about models and technologies for introducing an ethnocultural component into the education of pupils and preparing them for effective interethnic interaction;

● mastering and taking into account in the educational work the psychological characteristics of students of different cultures and nationalities;

● equipping students with methods for diagnosing the ethnopsychological characteristics of students, methods and means of folk pedagogy.

Particular attention in pedagogy classes is paid to the problem of interaction between people of different races, cultures and religions in historical and comparative aspects, which allows students to better understand the complex problems of modern education. The solution of the set tasks is facilitated by the study of such special courses and elective courses as "Natural Pedagogy", "Ethnopedagogy and Ethnopsychology", "Polycultural Education", "Comparative Pedagogy", "Spiritual and Moral Education in the Modern Educational Space", "Psychological and Pedagogical Determinants formation of tolerant consciousness of the individual”, “Folk gaming culture”, etc.

Effective ways to implement the dialogue of cultures as a means of mental education in the process of preparing a future teacher are such as

● visiting performances, local history museums, exhibition halls;

● organization of holidays (for example, “My genealogy” (“Shezhere bayramy”)), competitions, quizzes, competitive programs with the inclusion of ethno-pedagogical material, ethno-pedagogical expeditions;

● analysis of situations using examples from the practice of forming a culture of interethnic communication.

A huge educational potential in terms of the implementation of the dialogue of cultures as a means of education is also embedded in interactive and active forms and methods of work that form a steady interest in the process of developing a personal dialogic culture and the need for self-development, such as

● work in microgroups to draw up outline plans for extracurricular activities focused on universal and national values;

● creative, individual-group forms of work on studying, illustrating and dramatization of folk national customs, holidays and traditions;

● "protection of projects", business games, educational discussions, "round tables", presentations aimed at discussing the problems of forming a culture of interethnic communication;

● research assignments, master classes on comparative analysis of various folk education systems;

● travel games, role-playing games (“Russia is my Motherland”, “Journey through the Republic of Bashkortostan”, etc.);

● game and communicative trainings for students to acquire the experience of interethnic communication while studying at school, in the family, in a communication environment.

A significant role in the implementation of the dialogue of cultures as a means of education in higher education is played by cultural and sports events using folk customs and traditions, during which a special educational environment is formed, providing each student with the opportunity to show their creative abilities and opportunities in an informal setting.

The problem of implementing the dialogue of cultures as a means of mental education of the future teacher must be considered comprehensively, meaning the creation of an educational space in a higher educational institution that contributes to the effective preparation of a future specialist for work in a multinational and multicultural environment.

Reviewers:

Kozlova P.P., Doctor of Pedagogy, Professor of the Department of Pedagogy, Sterlitamak Branch of the Bashkir State University, Sterlitamak;

Fatykhova A.L., Doctor of Pedagogy, Professor of the Department of Pedagogy, Sterlitamak Branch of the Bashkir State University, Sterlitamak.

The work was received by the editors on November 29, 2013.

Bibliographic link

Valeeva R.R., Abdrakhmanova M.V. DIALOGUE OF CULTURES AS A MEANS OF MENTAL EDUCATION OF A FUTURE TEACHER IN A MODERN HIGHER SCHOOL // Fundamental Research. - 2013. - No. 10-13. – S. 2949-2953;
URL: http://fundamental-research.ru/ru/article/view?id=32942 (date of access: 06/22/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Irina Lukyanova
Multicultural approach as a condition for introducing preschoolers to the dialogue of cultures

I. N. Lukyanova

MBDOU d / s No. 6 "Health", Stavropol

Annotation. The article considers the essence multicultural approach, its features in preschool education; presented conditions for introducing preschoolers to the dialogue of cultures through a multicultural approach.

abstract. In the article shows the essence of a multicultural approach, its features for pre-school education; it’s also represents the conditions of preschoolers initiation to the dialogue of cultures through a multicultural approach.

Keywords: multicultural approach, preschooler, preschool education, dialogue of cultures.

Keywords: multicultural approach, preschooler, preschool education, dialogue of cultures.

For our multinational region, issues related to educating the younger generation of a respectful attitude towards the human person, regardless of their ethnicity, race, should be considered in the context of strengthening statehood and uniting the state.

In the national doctrine of education in the Russian Federation, the strategic goals of education are closely linked with the problem of overcoming the spiritual crisis in society, with the preservation, dissemination and development of the national culture, with development in children culture interethnic communication. Giving the educational process an ethno-pedagogical orientation allows, on the one hand, to preserve and develop ethnocultural identity, to form ethnic identity; on the other hand, to cultivate a respectful attitude towards others, to understand otherness, to strengthen Russian society.

multicultural upbringing in general is understood as the upbringing of the child in culture of the peoples of the region where the baby lives the priority of the culture of his nationality. Revealing the essence multicultural education, E. R. Khakimov emphasizes that it is aimed at preserving and developing the diversity cultural property, norms and forms of activity that exist in a given society, and is based on the principles dialogue and interactions of different cultures.

Organization, forms and types multicultural education are necessarily implemented on the basis of the following principles [e.g., 3]: the principle polylingualism; the principle of differentiation and diversity; the principle of creativity; principle cultural integrity; volumetric principle (stereoscopic) pictures of the world; the principle of variability; principle of ethical relevance.

T. I. Kulikova notes that multicultural education is formed, functions and develops as an open system that helps to satisfy the interests of citizens belonging to different cultures. It is in this sense that through the goals, objectives and principles multicultural education structure is formed and implemented dialogue of cultures approach in the upbringing and education of the child.

Recently, in the course of discussions on the problems multicultural education, concepts and separate theoretical positions appear, which conditionally can be combined within the meaningful boundaries of the socio-psychological approach. It has not yet been fully formed in science, but at the same time, it is already possible to single out some of its distinguishing features, the most important of which is the consideration multicultural education as a special way of forming social-attitude and value-oriented predispositions, communicative and empathic skills that allow the child to carry out within the framework of tasks for his age intercultural interaction and understanding of others cultures, as well as tolerance towards their carriers.

Because the preschool age is the period when the basis of personal culture, culture communication and interaction with others, then this is the most favorable time for the child to develop interest in and respect for his native culture accepting the diversity and specificity of ethnic cultures, fostering a friendly attitude towards people regardless of their ethnicity .

Modern approaches to preschool education require conditions for initiation child to national values, to the history of his native land, his orientation to dialogue of cultures ethnic groups in a multinational preschool.

AT preschool educational process, we can distinguish approximate requirements for multicultural environment of the child, forming in children ideas about a person in history and culture, which can be replaced by the concept "subject-developing environment": there are collections of books and postcards, games and toys introducing history, culture, work and life of different peoples; there is a local history corner ( "hut", living room, etc.); there are examples of folk life; there are samples of national costumes (for dolls, children and adults); there is literature (tales and legends of the peoples of the region).

For implementation multicultural education and upbringing of children preschool age, a variety of funds: communication with representatives of different nationalities; folklore; fiction; game, folk toy and national doll; arts and crafts, painting; music; ethnic mini-museums; national dishes.

In this way, multicultural approach in preschool education acts as condition to educate the child in the process of joining the dialogue of cultures. AT preschool educational organizations exist conditions for the implementation of the multicultural environment of the child, forming his ideas about a person in history and culture, is the consideration of a set of principles multicultural education, conditioning achieving the goal and solving relevant tasks, using a variety of forms and methods of working with children, having a system of interaction with parents and teachers of an educational institution.

Bibliography:

1. Bakunova I. V. Interpersonal communication in children preschool age with speech underdevelopment // Education. The science. Scientific personnel. - 2015. - No. 5. - S. 219-220.

2. Bashmakova N. I., Ryzhova N. I. multicultural educational Wednesday: genesis and definition of the concept // Modern problems of science and education. - 2014. - No. 2. Mode access: http://www.science-education.ru/ru/article/view?id=12635.

3. Dialogue of cultures: social, political and valuable Aspects: Materials of the Moscow Forum. - M., 2015. - 616 p.

4. Kulikova T. I. Structural-content model multicultural educational environment. [Electronic resource] // Applied psychology and psychoanalysis: electron. scientific magazine - 2015. - No. 3. URL: http://ppip.idnk.ru

5. Khakimov E. R. Essence multicultural Education // Bulletin of IzhGTU, 2009. - No. 3. - P. 189-191.

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Image Library:

Dialogue of cultures. The Culture of Dialogue: In Search of Advanced Socio-Humanitarian Practices

On April 14–16, the Institute of Foreign Languages ​​of the Moscow City Pedagogical University held the I International Scientific and Practical Conference “Dialogue of Cultures. The Culture of Dialogue: In Search of Advanced Socio-Humanitarian Practices. M. Chigasheva , A. Ionova , V. Glushak , N. Merkish , I. Belyaeva , lecturers of the MGIMO Department of German Language took part in the conference .

The conference was devoted to topical issues of a theoretical and applied nature related to improving the quality of training for teachers of language and non-linguistic universities, linguists, translators, specialists in the field of intercultural communication, and teachers of foreign languages ​​in secondary schools. The conference was attended by 245 professors, doctors and candidates of sciences, doctoral students, graduate students and teachers from Russia, Austria, Bulgaria, Georgia, Italy.

In the framework of the plenary sessions, well-known Russian scientists dealing with various issues of intercultural communication, professors and doctors of sciences V.Safonova, E.Passov, S.Ter-Minasova, E.Tareva, A.Levitsky, T.Zagryazkina, A.Berdichevsky, N .Baryshnikov, V.Karasik, A.Schepilova and associate professor E.Mikhailova. The speakers shared with the conference participants the results of their research related to the development of the dialogue of cultures and its reflection in the modern educational paradigm. They noted the need to revise the general approach to the content of modern foreign language education, due to the state's need for highly qualified specialists of various profiles who are ready to carry out their professional activities in an intercultural dialogue on an equal footing.

The work was organized in nine sections devoted to the practical implementation of the dialogue of cultures in the context of teaching schoolchildren and university students of various profiles: “Dialogue of cultures as an object of study, description and mastery”, “Culture of dialogue: linguistic aspects”, “Translation in an intercultural paradigm”, “ Foreign language as a tool of intercultural communication”, “Intercultural approach and advanced educational practices”, “Intercultural paradigm as the basis of modern socio-humanitarian knowledge”.

Teachers of the Department of German at MGIMO had the opportunity to make presentations that aroused keen interest among the audience. I. Belyaeva considered in her speech the problems of teaching a foreign language within the framework of an intercultural approach. A. Ionova revealed the role of linguocultural concepts in the process of teaching foreign language professional communication. V. Glushak presented scenarios for changing the mode of dialogic communication in everyday German communication. M. Chigasheva dwelled on the role of proper names in the political discourse of the media and the problem of their translation. The report by N.Merkish was devoted to the possibility of using the principle of dialogue of cultures when working with foreign-language mass media texts.

At the end of the work of the sections, the participants of the conference had the opportunity, within the framework of organized round tables and master classes, to discuss in more detail some issues of the content of teaching foreign languages, teaching translation, to get acquainted with various strategies for equal status intercultural communication and advanced linguistic educational practices.

Based on the results of the conference, the need for further expansion and deepening of professional contacts between MGIMO teachers and teachers from other Russian and foreign universities was noted, which will facilitate the exchange of experience and advanced methods and technologies for teaching a foreign language to students of various areas of training within the framework of an intercultural approach.

Among all concepts that are difficult to understand, everything related to “culture” is probably the most incomprehensible for the guys who will take the test. And the dialogue of cultures, especially when it is required to give examples of such a dialogue, generally causes stupor and shock in many. In this article, we will analyze this concept in a clear and accessible way so that you do not experience a stupor in the exam.

Definition

Dialogue of cultures- means such interaction between carriers of different values, in which some values ​​become the property of representatives of another.

In this case, the carrier is usually a person, a person who has grown up within the framework of this value system. Intercultural interaction can occur at different levels, with the help of different tools.

The simplest such dialogue is when you, a Russian, communicate with a person who grew up in Germany, England, the USA or Japan. If you have a common language of communication, then you, realizing or not, will broadcast the values ​​of the culture in which you yourself grew up. For example, by asking a foreigner if they have street slang in their country, you can learn a lot about the street culture of another country, and compare it with yours.

Art can serve as another interesting channel of intercultural communication. For example, when you watch any Hollywood family or any other movie in general, it may seem strange to you (even in dubbing) when, for example, the mother of the family says to the father: “Mike! Why didn't you take your son to the baseball weekend?! But you promised!". At the same time, the father of the family blushes, turns pale, and generally behaves very strangely from our point of view. After all, the Russian father will simply say: “It didn’t grow together!” or “We are not like that, life is like that” - and he will go home about his business.

This seemingly minor situation shows how seriously they take promises (read your own words) in a foreign country and in ours. By the way, if you do not agree, write in the comments with what exactly.

Also, any form of mass interaction will be examples of such a dialogue.

Levels of cultural dialogue

There are only three levels of such interaction.

• First level ethnic, which occurs at the level of ethnic groups, read peoples. Just an example when you communicate with a foreigner will be an example of such interaction.
• Second level national. In truth, it is not particularly true to single it out, because a nation is also an ethnic group. Better to say - the state level. Such a dialogue occurs when some kind of cultural dialogue is built at the state level. For example, exchange students come to Russia from countries near and far abroad. While Russian students go to study abroad.
• The third level is civilizational. What is civilization, see this article. And in this one you can get acquainted with the civilizational approach in history.

Such interaction is possible as a result of what civilizational processes. For example, as a result of the collapse of the USSR, many states have made their civilizational choice. Many have integrated into Western European civilization. Others began to develop independently. I think you can give examples yourself if you think about it.

In addition, the following forms of cultural dialogue can be distinguished, which can manifest themselves at its levels.

Cultural assimilation- this is a form of interaction in which some values ​​are destroyed, and they are replaced by others. For example, in the USSR there were human values: friendship, respect, etc., which was broadcast in films, cartoons (“Guys! Let's live together!”). With the collapse of the Union, Soviet values ​​were replaced by others - capitalist ones: money, career, man is a wolf to man, and stuff like that. Plus computer games, in which cruelty is sometimes higher than on the street, in the most criminal district of the city.

Integration- this is a form in which one value system becomes part of another value system, there is a kind of interpenetration of cultures.

For example, modern Russia is a multinational, multicultural, and polyconfessional country. In a country like ours, there cannot be a dominant culture, since they are all united by one state.

Divergence- very simplified, when one value system dissolves into another, and affects it. For example, many nomadic hordes made their way through the territory of our country: Khazars, Pechenegs, Polovtsy, and they all settled here, and eventually dissolved in the local system of values, leaving their contribution to it. For example, the word “sofa” was originally called a small council of khans in the empire of Genghisides, and now it is just a piece of furniture. But the word has survived!

It is clear that in this short post, we will not be able to reveal all the facets necessary to pass the exam in social studies for high scores. So I invite you to our training courses , on which we reveal in detail all the topics and sections of social science, and also work on the analysis of tests. Our courses are a full-fledged opportunity to pass the exam for 100 points and enter a university on a budget!

Sincerely, Andrey Puchkov