Steady success in forming Russian citizens can only be reached with upbringing and socialization institutions functioning in coordination. With this in mind the Russian practice of the late years is analyzed. It is shown that there is no full coordination in this sense on the basis of national Russian values. In many cases these institutions confront each other in their work. This results in a number of problems and contradictory results in upbringing and socialization. Some measures to harmonize these processes are suggested.

The “challenge of convergence environment”, combined with the need to implement a number of government initiatives, are the factors, that make harmonization of ideas about education and a number of types of scientific and practical activities with which it is closely connected become the key conditions for the development of education. The authors of the article show a possible course of coordinating positions, involving specialists and practitioners in non-conflict controversy on the example of vocational guidance. They also make an attempt to build analogies between “careerguidance pluralism” and its analogies in areas of knowledge and practice that are more directly related to education. For that, they propose a way to “mark” the field of such harmonization by describing potential areas and ways to implement it.

The essence of persistence is explored, the main signs of persistence and persistent behavior are highlighted. The features of various manifestations of persistence and the division of the object of persistence are discussed. The strengths and weaknesses of the main approaches to the study of persistence are considered: analytical, multicomponent and systemic, as well as dynamic-behaviourist, motivational-analytical, emotional-analytical, regulatory-analytical, and performance-analytical. From the standpoint of a holistic-functional approach to the study of personality traits, proposed by A. I. Krupnov, proposed a refined author’s definition of persistence.