Pedagogical Anthropology

The article discusses the international experience o f research on age identity in the framework o f the system o f continuous pedagogical education. The authors beheve that the existing concepts "identity theory" and "social identification theory" need to add a "differentiated identification theory", when the individual is a subject o f social life and implements a plurality o f social roles adopted in society. The article was prepared in the framework of the project "Formation o f pubhc consciousness and spiritual and moral culture o f students in the system o f continuous pedagogical education on the basis o f the patriotic idea "Mangilik El". Key words: the theory o f identity, the theory o f social identification, the theory o f differentiated identification, age identity, learning and communicative environment, continuous pedagogical education. Problem statement in general. Since the beginning of the reforms of the Russian education (since 1983) and similar reforms in Kazakhstan, only in the last 12 years have they begun to pay attention to the study of the identification properties of students. This is due to the problems of a broad social transfor­ mation of society and the need to restore the integrity of the civil and national-cultural worldview. Russia and Kazakhstan are complex state entities that unite ethnic groups with different cultural and religious beliefs. In this regard, the education system should contain both macrosocial (universal and nationwide) ideological characteristics, and socio-communicative (unique and national-ethnic) properties. For "identification" is the relationship of people in the form of ideas about the world and about normative interactions with it. At present, a large amount of scientific literature and dissertation research in the field of philosophy, political science, sociology, psychology and anthropology are devoted to the analysis of the nature of both Russian and Kazakh identity, in which its individual and social structures are revealed. If in philosophy they are interpreted as indivisible processes of individual identity of a person and his social identity with the environment, then psychology analyzes the balance of the normative behavior of an individual with his social-public roles. In modem Russian and Kazakh studies the Western understanding of social realities isoften used. Of course, we can use the theoretical concepts of leading scientists of the world, but in the context of taking into account the socio-cultural specifics of a particular country. Purpose of the article. The purpose of the article is to analyze the western practice-oriented expe­ rience in the study of individual identity and social identification in the education system. Method of theoretical analysis. Distinction o f methodological installations o f Russia and the West. Social construction of a person's identity is formed in the process of its development. Therefore, the education system is one of the important research components of the theory of identification in world practice. 186