AN EFFECTIVE MODEL OF INTERGENERATIONAL INTERACTION IN THE FORMATION OF PROFESSIONAL PATRIOTISM AMONG SCHOOLCHILDREN IN THE CONTEXT OF A DEPARTMENTAL CAMP

Abstract

The article examines the formation of professional patriotism among schoolchildren within the educational environment of a departmental children’s health camp. It identifies a contradiction between the demand for a holistic educational outcome and the episodic, fragmented use of intergenerational resources, which fail to perform the functions of a developmental system. The study aims to substantiate the integration of intergenerational ties into this process on the basis of a synergetic approach. The methodological framework comprises A. S. Makarenko’s and M. M. Potashnik’s classical theories of educational systems, A. K. Bykov’s and A. N. Tomilin’s concepts of patriotism, K. Mannheim’s sociological interpretation of generations, and pedagogical modelling. Intergenerational ties are treated not as spontaneous family interaction but as a pedagogically managed condition of upbringing; the authors propose a classification by socialisation level, communication type, degree of organisation and content orientation, together with four forms of implementation: mentoring and tutoring, joint activity, dialogic communication and event-based pedagogy, and traditions and rituals of continuity. The departmental camp is shown to concentrate educational resources, since professional identity is embodied not only by teachers but also by practising specialists, instructors and mentors. The empirical site is the Zarnitsa children’s health camp, a structural unit of St. Petersburg State Unitary Enterprise Gorelektrotrans, which requires more than 10,000 employees. Data on students’ value priorities are presented: material well-being – 76 %, family well-being – 63 %, health – 58 %, whereas the opportunity to help people – 15 % and good education – 20 %; 80 % of respondents regard material well-being and career growth as the hardest to achieve. The authors conclude that a scientifically grounded model integrating intergenerational ties into the camp’s educational process is required.