The article covers the theoretical and methodological basis for the development of a multi-paradigmatic model for environmental socialization in a multi-cultural educational environment via the system of existential, pragmatic and resonancesynergetic paradigmatic models characterized by their own objectives, content, technological approaches and criteria in effective searches. The article demonstrates that the development of conceptual multi-paradigmatic model for environmental socialization of

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... an individual in a multi-cultural educational environment derives from the need in the search of new models for environmental education and upbringing of learners based on the acknowledgement of a multi-paradigmatic nature of modern culture with education being a significant part of it; coexistence of different ways of world interpretation from the point of view of cultural and educational pluralism. The use of the system of existential, pragmatic and resonance-synergetic paradigmatic models in developing a multi-paradigmatic model for environmental socialization in a multi-cultural environment stipulates for the application of combination of methods, integrative ideas, and methodological principles being the methodological regulators for all units of this system. The article justifies the essence of the multi-cultural educational environment as a subjective context of an individual that is used to communicate social and individual experience in application of the culture of attitude to nature. Educational environment as a medium for learners' existence contains Events, dominant ideas of various significance resulting in resonance impulses intensified under observance of certain conditions required for stimulation of resonance mechanism; the resource potential of multi-cultural educational environment in the process of environmental socialization has been detected, acting as a determinant for provision of environmental socialization. 259 to the development of the system of environmental education of population complying to all modern global and local environmental challenges. Under condition of announcement of democratic principles in the state structure of modern Russia the role of ethnical and cultural identity becomes more important resulting in strengthening in the development of an ethno-cultural factor ensuring nature and culture oriented activities in educational practice. As a sociocultural phenomenon, education is considered one of specific forms of socialization of an individual. Under current conditions, educational establishments have to on the one hand change the priorities in the lifestyle of an individual to meet the ideas of co-evolution of an individual and nature and on the other hand to preserve national and ethnical traditions as a condition for environmental problems solution in the multi-cultural world. Conceptual multi-paradigmatic model has to include objective and subjective factors and conditions which integration ensures acceptance by an individual of environmental knowledge, meanings, and values considered as moral imperatives. Following the assumption that a multi-paradigmatic approach is a "theoretic and methodological strategy of modern social research", Yadov V.A. (2006) considers it expedient for "combination of various theoretic approaches" that is, to a greater extent, adequate to the new "historical and cultural science stage." Kolesnikova I.A. (1999) introduced the notion of "paradigmatic plurality" enabling to "overcome rigid borders of paradigmatic restrictions established in science... Co-existence of various paradigmatic environments does not disturb the integrity of educational reality; moreover, it contributes to its development through the increase of diversity; interparadigmatic method of reflecting such plurality serving as a method of cognition, implemented at the level of reflection will be adequate to inhomogeneity of its structure (Kolesnikova, 2003). The author attributes an epistemological function to paradigmatic plurality: inter-paradigmatic reflection lifts all restrictions regarding the ways of understanding of the essence of life developed as part of the considered subject. Herewith, we do not get certain averaged integrative truth but an understanding of the sources of various paradigmatic views. Educational feasibility of a multi-paradigmatic approach lies in the fact that it allows to cover event-related reality of the subject of education in its diversity and inconsistency in conditions. "...We accumulated unique experience in mutual influence, enhancement, and respect of various cultures. Such multi-culture and multi-ethnicity is present in our historical consciousness, in our spirit, our historical code" (Putin, 2014). Moral imperatives of national values, regulating and governing the attitude of an individual to nature can serve as the Basis of such unity. According to Moiseyev N.N. (1995) , "...the society feels the need in the distinctive environmental imperative as an aggregate of conditions and prohibitions, which implementation may ensure survival of a human, further progress of humanity and its common evolution with nature." Such environmental imperative arises mainly due to such social institution as education, as part of which the understanding of objective laws of development of the "nature-human" system occurs (Moiseyev, 1995) . The methodological basis of analysis of interaction of two complex systems "nature" and "human" in the social and cultural environment under consideration is the category of "lifestyle". This level of routine forms deep foundations of a human -thinking, values, mentality, determining responsible attitude of a human to him/herself, environment and nature. Under modern conditions, the survival of a human largely depends on the development of global environmental culture combining the values of national cultures and human values. "Development of a new lifestyle where the individual chooses the life path based on environmental paradigm is an expected result of environmental socialization. Efficiency of such interaction between the subjects of multi-cultural environment is characterized by the establishment of a cultural dialogue" (Autleva, 2014). Educational environment in which the environmental imperatives of ethical values are actualized (nature preservation, conservation and self-value), subjects of multi-cultural environment (norms, values, visions, and perceptions), may become an important resource for development of moral attitude of the individual to the environment. Makayev V.V. (1999), and Suprunova L.L. (2014) interpret multi-cultural educational environment as "personal environment since the main subject of its implementation is the learner; it is a dialogue-based environment since only dialogue-based relations ensure full-scale interaction of various sub-cultures." Numerous paradigms applied for the development and implementation of the system of environmental socialization formation determine a set of research methods and implementation techniques for each paradigmatic model (existential, pragmatic, resonance -synergetic) along with the search of integrative ideas, invariant methodological principles of construction and transformation of educational environment, which precondition integration of the integral multiparadigmatic model while maintaining the autonomy of each conceptual model.