Abstract

The article discusses the legal and regulatory aspects of enlightenment activities within the context of the socio-cultural objectives of contemporary Russian educational policy. The author examines social and education-policy factors that underscore the need for extensive enlightenment efforts in the country. One of these factors is the increasing pragmatization of attitudes towards knowledge, leading to a decline in the cultural literacy of the population. Among the manifestations of this issue is the undervaluation of the importance of fostering a well-rounded cultural identity, giving precedence to a “competency-based approach.” Educational standards are geared towards skill and ability development while minimizing the significance of general education subjects. The author also highlights the challenges associated with the growing impact of information technology on the intellectual development of society. These factors necessitate the development of federal legislation to support enlightenment in Russia. However, the existing legal and regulatory framework for enlightenment activities contradicts the values of Russian society and the traditions of domestic enlightenment, effectively turning government bureaucrats into the primary enlighteners. The author analyzes specific legislative clauses that establish cumbersome bureaucratic procedures, which essentially make free enlightenment impossible. Government agencies are burdened with overwhelming responsibilities to monitor enlightenment activities. The dangers of involving citizens in oversight of enlightenment efforts are emphasized, as this poses risks of reviving a culture of denunciation. Enlightenment in Russia requires state support, not artificial constraints. The author substantiates the thesis that enlightenment activities should focus on personal development, not merely on training specific competencies.