The goal of the present research is to substantiate the position on the communicative nature of thinking. To achieve the set goal, the concepts of “thinking” and “communication” were analyzed. There is also provided a terminological note with regard to the usage of the concept of “autopoiesis” in the works of H. Maturana, F. Varela, N. Luhmann и E. Thompson. In the framework of the research, the author elaborates an idea that the genesis of any thinking is determined by its communicative nature. Communications play a sensemaking and formative role in the process of thinking. The author interprets thinking as an autopoiesic process, where communications provoke it to expression in various forms. The proposed author’s interpretation of the communicative space and time on the basis of N. Luman’s theory of communication allows to structure social reality and identify the factors of determination of mental and cognitive characteristics in the ethnocultural context. The main research methods are the method of dialectical analysis as well as a comparative approach.

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Introduction. The need to rethink and adjust the process of preparing a future teacher for class guidance is due to difficulties in choosing adequate forms and methods of educational work, insufficient preparation of the teacher for the perception of the child as a subject of own development, as well as an insufficient level of knowledge of the metacompetencies of the modern world The purpose of the study is to analyze theoretical aspects and to identify parents' satisfaction with the activities of the form teacher as a key figure in the educational process of the Russian educational process subjects. Materials and methods. Therefore, representatives of the parent community of educational organizations (251 respondents) participated the study. Among them, 215 (85.7%) were female parents, 36 (14.3%) were male ones. The age limits of respondents ranged from 35 to 60 years. The survey covered parents from the following regions of the Russian Federation: the Chechen Republic – 215 people, the Republic of Ingushetia – 18 people. Also there were 18 people from the other regions of Russia. The survey was conducted by means of using the author's questionnaire, which included 15 questions aimed at identifying satisfaction with the activities of the form teacher as a key figure in the educational process and formulating the request of parents as subjects of the educational process Results of the study. The conducted survey aimed at identifying the degree of satisfaction with the work of the form teacher allows the authors of the study to state that the vast majority of parents are satisfied with their relationship with the form teachers (more than 95% of parents); they attend parent meetings at school (more than 95% of parents), have feedback (93.2% of parents), also have a fairly successful mutual understanding with their children (85.7% of parents), which allows both parents and form teachers to create a comfortable educational space for all its participants Conclusion. In the modern technological world, when virtual communication dominates the living word, there is a certain devaluation of the spiritual sphere, the collaboration of the “parent-student-form teacher” system becomes really important. A form teacher in a modern school is a teacher–mentor who supports and guides students, who helps them in solving educational and personal issues and problems, creates a developing space in the classroom, organizes events and involves students in socially useful activities.

The study is relevant because in the conditions of the civil identity formation of Russian people, it is productive to take into account the genesis of the ethno-national experience of competing narratives, in which the culture of relations between the peo-ples of our country has developed. Referring to the analysis of social community it seems appropriate to use two terms: ethnos and nationality. In the dis-course about ethnos, it is advisable to focus on the cultural-philosophical analysis of its formation and development. The purpose of the study is to sub-stantiate the thesis that the subject's thinking corre-sponds to communications characteristic of a par-ticular historical era and culture. The study reveals the systemic nature of thinking and communication. The authors substantiate the idea that the ethnocul-tural originality of the communicative continuum is conditioned by the specific historical context within which the formation and development of the ethnos takes place. In this interpretation, the proposition about the purely national nature of the psycho-mental nature of a social community loses its value, and the thesis according to which specific historical experience gained in a certain communicative con-tinuum plays the main role in the formation of ethnic originality.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.