RESOURCES OF INTEGRAL APPROACHES IN THE AREA OF EDUCATION IN RUSSIA AND ABROAD

The relevance of the study is caused by the fact that integral theory and integral education are new areas that have been developing during the latest decades. For this reason, lack of cooperation of researchers is generally observed, and Russian scientists working in this field are most often unknown in the West. The significance of the article lies in an attempt to overcome fragmentation of knowledge – both scientific knowledge, formed by the worldview of classical science, and the modern education system with its disciplinary fragmentation, which does not contribute not only to formation of a holistic picture, but also to harmonious development of a healthy person. The aim of the study was to generalize and analyze the main approaches in the field of integrated education that currently exist in the world. The methods of analysis, synthesis, classification, and comparative research were used. The paper introduces the «map», which systematizes the main approaches (presented by both individual researchers and organizations) in the world, highlights key features, strengths and weaknesses, the main sources in development of approaches, and touches on aspects of teaching methods and methodology. Findings. Integrated education touches on the deep, essential foundations in understanding the learning process. It contributes to the revision of the main idea that makes up the content of traditional education, which can be formulated as «from information to transformation». That is, creation of the conditions for transformation of a human personality in his/her entirety rather than formal «pumping» of information from a teacher’s to a student’s head. The student is no longer viewed as a passive «recipient» of knowledge, but he is actively involved in the process to develop not only intellectual (rational), but also his value-spiritual, emotional and social functions, to form an active civic position, which implies helping one's neighbor and taking care of the environment. Integral education implies mutual development of a teacher and a student; it recognizes the existence of a variety of personalities of students and teachers (teaching styles, personality types, pedagogical styles, etc.). From a universal human point of view, it seeks to promote intercultural, interracial and interreligious understanding and dialogue; recognition of the ideological diversity and unity of mankind; an essential equality of all races.