The article presents the directions and the content of scientific and methodical support of the upbringing process in school. The analysis involved the study of mass and advanced experience of schools in the sphere of upbringing, examination, generalization, comparison, interpretation and systematization. These methods were chosen to address the theoretical research objectives. The directions of scientific and methodical support of the upbringing process in school required to study the mass experience of schools were identified, as were the best practices in upbringing. There were analyzed, summarized and systematized. Each aspect of this support was identified on the basis of the analysis and theoretical generalization of the data obtained. The scientific and methodical support of the upbringing process can be developed in several directions and at different levels. At the state level, it is connected, inter alia, with software (an example is the ‘Approximate upbringing program’); at the level of higher education, initially it can be associated with the definition of the theoretical foundations for the preparation of future teachers for upbringing activities in the general education system, with the development of updated content of textbooks and manuals on the theory and methods of upbringing; while at the level of the advanced training system it is associated with the development of its principles, new programs and the search for interactive forms of teachers’ training. The novelty of the research is in the determination of the main directions and content of the scientific and methodical support of the upbringing process in school. The results make it possible to form the scientific and methodical support of the upbringing process in school at different levels. Based on the basic provisions of the scientific school of Academician of the Russian Academy of Education L.I. Novikova Systematic approach to the upbringing and socialization of children and youth the results enable professionals to carry out the necessary changes in the sphere of upbringing, taking into account modern social challenges.

Modern life is constantly creating situations when the rights and value of every individual acquire the dominant role. Many educators understand today that the change in the socio-cultural situation in the country gives rise to the need for such personality traits as autonomy, self-reliance, independence, free will, and active life. This situation causes the change of the whole system of fundamental constants of pedagogy, especially the category of "upbringing". This article considers some aspects of the category "upbringing" and its understanding in the context of different cultures of the Western society. The paper analyses the opportunity and the ways of Western educational categories to be translated and be understandable by Russian researchers and educators. The article points out the special role of the interpreter, the necessity of each translated category immersion into the context of culture, way of thinking, and especially the language of the country where it came from. The main methods of the research are systematization, classification, comparative analysis, which allowed to determine the main approaches to defining the notion "upbringing" in comparison with the notion "education". The materials of this article can be useful for the researchers in educational area, for the scholars and students of teachers training institutions in the process of their professional development.

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.

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.