Communication in the family: traditions of family reading in Russia
In the conditions of violation of emotional and spiritual ties between generations in modern Russian society, there have been changes in the attitude to the tradition of joint reading in the family. The article discusses the communicative aspects of the family reading tradition in Russia, changes in the organization of communication based on joint reading in the family due to the influence of socio-historical factors. The purpose of the article is to identify the possibilities of organizing intra-family communication based on joint reading in modern families, to determine the degree of relevance of family reading for the formation of emotional and spiritual culture of the family. The research methodology is based on the basic principles, methods, and concepts of reading theory; the concept of reading as communication; and the idea of family communication as a source of collective meaning generation. The method of empirical research of families of students of the Linguistic gymnasium of the city of Kirov, aimed at finding out the relevance of family reading in modern conditions, identifying the presence of family communication, built through reading, is used. The hypothesis of the study suggested that in modern society, the tradition of family reading is almost lost. The survey revealed that family reading is not an exceptional phenomenon in modern society and can serve as a basis for family communication. The main results are to identify the fact that family reading is an exemplary family communication, which is based on a dialogue with the book, motivating active interaction between family members and generating an exchange of moral and spiritual values. This is what determines the need to preserve the tradition of family reading as one of the most important traditions of Russian society. In conclusion, the article points to the prospect of studying the reading repertoire of the modern family and its influence on the formation of reading interests of teenagers, the possibility of developing recommendations for the organization of family reading methods.