Current national policy aimed at an active “import substitution,” support for the domestic producers, sanctions’ resistance, a reliance on self-sufficiency and the nation’s own potential, – all these determine, among other things, the social education activity. In this respect, it is increasingly important for social education to be built on the Russian sociocultural foundations [1]. The Russian sociocultural foundations discourse proved to be a logical phenomenon, a logical chain link in the development of the Russian educational thought. It dates back to the perception of humanistic ideas of the Enlightenment (18th - early 19th centuries), then through the adoption of Western European values in education (the first half of the 19th century) and later towards understanding the necessity of their interrelationship with the specific traditions of the Russian school (since the second half of the 19th century). By synthesizing the views of educators in the aforementioned aspect, it is possible to suggest the following interpretation of the key definitions in question. Universal social education values are primary moral and intellectual imperatives based on the identity of the human anthropological development, which are specifically revealing through various periods of history and somehow determining the genesis of social education in particular world nations.