The article considers pedagogical activity as a product and instrument of reproduction of cultural and historical types. It is asserted that the pedagogical tradition and ideals of upbringing reflect the basic values that have been formed in the course of the development of these types. The author distinguishes three main types of pedagogical traditions and ideals of upbringing: socio-centric, anthropocentric and dualistic. It is shown that pedagogical activity is the main means of preserving the otherness of cultural-historical types.

It is proved that civilizations are different in the degree of openness to innovative search, the scale and intensity of which are determined by their sociocultural characteristics. The preconditions for innovations in the field of education are mostly created in the civilizations of the private-property type (including in Western Europe), since the pedagogical culture with the tradition of innovationproductionis developed there.

The article deals with the influence of the global sociocultural transition on goal-setting of Russian education. It is proved that the domestic system of targeted inculturation should be aimed at the formation of homo creator, the constitutional quality of which is the desire for activities motivated by the internal, post(over)economic interest.

There is represented the retrospective analysis of the discussion concerning the issues of patriotic education at the end of the XIX - beginning of the XX centuries. There is made the conclusion that patriotic education of the Russian youth is the basis for keeping the otherness of the historically established ethnocultural communities, and it is the condition of preserving Russia as an independent subject of history.

Рассматривается влияние российской ментальности (невербализованных установок сознания) на содержание проекта воспитания «нового человека» 1920 - 1930-х гг. Утверждается, что в воспитательном идеале, разработанном теоретиками большевизма первой трети ХХ в., отразились социоцентристское мировидение, хранимое обыденным педагогическим сознанием, и традиционная миротречная установка отечественной ментальности.

There is considered the process of development of a new man model carried out by the authorities of the Soviet system of education in the conditions of sociocultural transformation of the 1920s. The given model was formed under the influence of the USSR course for forced modernization of the society. It was this strategy that caused the demand to subordinate to the social whole.

There is considered the influence of cultural genotype of Russia on the genesis and development of the domestic ideals of education. There is substantiated that three types of ideals were formed and retranslated in the country: of the sociacentric, anthropocentric and dualistic nature.