SUPPORT OF THE EDUCATIONAL POTENTIAL OF FATHERHOOD IN THE EDUCATIONAL ENVIRONMENT

In this article, the authors explore the problem of comprehension of fatherhood as an upbringing institution. The analysis of various aspects of fatherhood in the Russian and foreign history, sociology, and psychology represented in various authors' researches (including I. S. Kon, R. V. Ovcharova, G. G. Filippova, Y. V. Borisenko, M. V. Butaev, N..Demchuk, E. V. Krichevsky, I. V. Rybalko, S. V. Lippo, Y. A. Tokarev, M. E. Lamb, R. Palkovitz, R. D. Parke, M. Siegal Was, F. Parsons, A. Booth, J. N. Edwards, P. L., Eagle, J. W. Fountain, D. McDonald, K. Daly, M. M. West, M. J. Konner, N. W. Townsend, H. Wagatsuma, R. P. Rohner, R. A. Veneziano, K. D. Pruett, W. C. MacKey, E. Kruk, etc.), allows to note that the support of the father's pedagogy, has not been sufficiently developed, because the focus of all the above-mentioned sources is not on pedagogical aspects. According to the authors of the article, despite the common approaches to the interpretation of the term "fatherhood" or "fatherhood" (sociological and legal), it can be understood not only as a kinship of a man and his child, generating the respective rights and responsibilities. The authors define fatherhood as an educational institution, suggesting a pedagogically conscious and an active attitude of a father towards his child. The article is based on a qualitative historical-sociological analysis of the general systemic crisis of masculinity and fatherhood. Its outcome is the authors' conception of scientific and practical support of the educational potential of fatherhood in the educational environment. This concept consists of the following elements: a new terminological construction, including such terms as "the educational potential of fatherhood", "a father-child interaction", "the language of a father-child interaction", "WE-conception" of a father-child interaction, etc.; a systematic, practice-oriented model of support of the educational potential of fatherhood, based on humanistic and ethic values, that is possible to use in a wide educational environment (school, kindergarten, other institutions); a fundamental psychodiagnostic method of the fatherhood educational potential assessment and evaluation that can be used as a tool for monitoring the dynamics of every real "father-child" educational and upbringing practice.