THE EDUCATIONAL POTENTIAL OF FATHERHOOD: CONCEPTUAL BASES OF RESEARCH AND SUPPORT

Introduction. Nowadays, under the conditions of a general crisis of family relations, fatherhood as a social phenomenon and institution increasingly attracts the interest of researchers in various fields of humanitarian knowledge. However, Russian researchers have not treated educational potential of fatherhood in much detail due to historically developed objective reasons. Most studies are conducted not systemically; many of them describe typical problems. Moreover, previous studies of the educational potential of fatherhood have not dealt with practical recommendations for support and development of fatherhood as an educational institution.

The aims of this research are: the analysis of fatherhood as an educational institution; scientific and theoretical justification for opportunities to strengthen family relations and children welfare through pedagogical support for fatherhood period.

Methodology and research methods. The methodological framework of the research undertaken by authors is based on institutional approach. The relevant directions of the research on the stated problematics are highlighted on the basis of the review of the Russian and foreign scientific literature; the analysis of normative documents and generalization of social and pedagogical practices. The theoretical analysis and synthesis of the data obtained during the surveys among men from different regions ofRussia and foreign countries allowed the authors to structure typical ideas about fatherhood and to model a concept for its educational resources.

Results and scientific novelty. The problems complicating mass reproduction of effective “fatherly pedagogy” are designated: system crisis of a family and masculinity; socio-economic factors resulting in the low educational motivation of fathers; lack of clear and positive ideological and valuable bases of human existence, etc. The concepts “fatherhood” and “educational potential of fatherhood” are consistently interpreted.

The concept “language” of the father-child interaction (FCI), new to psychology and pedagogical knowledge, is introduced. Given the above concept consists in the direct emotional and communicative interaction based on empathy and “episodic” relation of a father to a child's life, i.e. pragmatic love.

The general logic of FCI can be presented as “language-form-value”; particular options of implementation of the general formula can be “sport-training-health”, “literature-reading-meaning”, “arts-concerts-tastes”, etc. According to the authors, practical application of concrete substantial forms-units (“languages”) of the FCI system is an effective pedagogical tool for individual and personal updating of fatherhood in order to positively influence the formation of a child’s socialization.

The concept of educational potential of fatherhood which includes three key determinants is worked out: knowledge and erudition of a father-parent; his personal qualities; system of motives and values.

Practical significance. The proposed three-part model of determinants for educational potential of fatherhood could be applied to undertake the diagnostics of this potential among parents for organization of their pedagogical support. The idea of “languages” of FCI might be useful for social projects implementation to support families and institute of fatherhood.

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