Pedagogical ideas and everyday experiences of parenting children in culture of 18-century Russian Enlightenment

Parental education as a philosophical and historical phenomenon in the domestic culture of the Russian Enlightenment of the 18th century is studied in this article. The author considers the following concepts of parenting: government education, class division, Christian education, cooperating education and civic education. These concepts are presented in pedagogical works and in everyday experience of family life. Representatives of the first concept are F. Polikarpov, F. Saltykov, V. Tatishchev, I. Betskoy, Catherine II, A. Barsov, and others. Partial substitution of education in the family by public education is the essence of the concept. Distrust of the ''outdated'' education of children in the family and demand of distancing parents from children during their learning is also considered. As a result, of the division of parenting children in the families of the nobility and other Russian classes (peasants, merchants, priests and petty bourgeoisie) the second concept arises. Among the peasants, merchants, clergy and middle class the traditional understanding of the relationship between parents and children preserves. In the aristocratic circles the relationship between parents and children during the 18th century completely changes: from the neglect of parental duties at the beginning of the century to the idea of fatherhood and motherhood as a duty and joy for everyone at the end of the century. Representatives of the concept of Christian education are I. Pososhkov M. Lomonosov, I. Bogdanovich, and others. These researchers recommended the use of educational potential of Christian values and broad education of the people of all classes. The representatives of the concept of union of parents and teachers in their children's education are F. Jankovic de Mirievo, E. Dashkova, A. Prokopovich-Antonsky, N. Novikov, A. Bestuzhev, and others. Civic education concept of raising children in the family was typical for the pedagogical views of A. Radishchev. The scientist saw the essence of this concept in the education of worthy ''sons of the Homeland'', the true patriots and honest citizens. The 18th century was an important step in understanding the issues of family, parenthood and childhood. It preserved the traditional national Christian view of the nature of relations between parents and children in the family, as well as created new ones, based on ideas of nationhood and education as a means of raising of the younger generation. The era of the Russian Enlightenment characterizes the belief in education based on principles of reasonableness and harmony as an effective tool for changing people for the better. This explains the desire of the state to take the matter of raising, training and education of young people into their own hands and to partly ''liberate'' their parents. ''Opening the world of childhood'' as an important and special period in human life with its demands and needs took place in the works of Russian educators.

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