From the viewpoint of bourgeois democracy, ushinski does not agree with the theory of "official nation" aimed at maintaining the czar's autocratic system, nor does he agree with the theory of "total westernization" that denies Russian characteristics. Ushinski believes that each nation will have its own different educational system, educational purpose and special means to achieve this goal, which are reflected in the characteristics of each nation.
Ushinski understood "nationality" as "the characteristics of each nation determined by its historical development, geographical conditions and natural conditions". Nation is the only source of national historical life. Nationality is also the basis of establishing ethnic education, and the education of each ethnic group is produced from the unique educational concept formed by that ethnic group. From this point of view, ushinski is firmly opposed to blindly copying foreign education systems without its own national characteristics. When ushinski emphasized nationality, he did not deny that there were some commonalities in the education of different nationalities, nor did he exclude learning from and drawing lessons from foreign successful educational experiences.
(2) Practical significance
Judging from the time when ushinski lived, his educational nationality principle is not only a refutation of the official nationality, but also a protest against the bad habit of Russian serf education system that totally ignores national characteristics and worships foreign things.
In modern times, ushinski's educational nationality principle is also of great significance. It should be eternal to emphasize that a country's education must meet the needs of its society and its national characteristics. Because education is based on society, at the same time, education promotes social development. If it does not meet the needs of our society and the characteristics of our nation, it will be impossible to promote the development of our society. At present, the curriculum reform in China is also the same. Whether it is the idea of curriculum reform or the specific measures of curriculum reform, we should base ourselves on the reality of our society and the characteristics of our nation, and we can't completely copy the western theories and measures.