Abstract: Philosophy of history usually considers differences between epicurean, stoic and skeptical directions in Hellenistic philosophy whereas ancient skepticism localized in Pyrrho;s teaching and his followers’ doctrine is often viewed as a certain kind of relativism and agnosticism. The author makes an original attempt to pay attention to their common features that, probably without being critical for their epoch, become essential in historical perspective and allow us to view an interesting dialogue of epochs partitioned by about two millenniums. Taking into account that ancient world is the origin of Neo-European mankind, contemporary society, being is built on post-modernistic truth demonopolization, is rooted in Hellenistic epoch, the undoubted philosophic merit of which was the review of the relationship between thought and reality, nature and criteria of true knowledge. Hellenistic philosophy, being characterized first of all by “internal emigration”, out-of-the-way, even not anthropological, but “existential” turn of philosophical thought, individualistic and eudemonistic directions, in many ways anticipated modern epistemological, ethical and socio-philosophical ideas. Meanwhile its representatives viewed in broad historical context will turn out to be not “marginal” thinkers of their epoch but true prophets of the world’s philosophical thought.

Abstract: Is a pedagogue always a pedagogue? This question is not so easy as it may look at first sight. What personal and professional qualities allow us to call a person a pedagogue? Why is the aphorism that “root of learning is bitter” usually treated as truthful. Can it be questioned or the opposite proved? How to make the learning process is not difficult and tiring, but easy and joyful? The article is dedicated to pedagogue’s role in educational process. One of the reasons for students’ low motivation, their disinterestedness, unruliness, bad record and infirm knowledge and skills etc is rather low level of teacher’s pedagogical culture. It keeps him from structuring and giving the material in the right way, from making it clear and explicit, vivid and interesting, important and useful for the pupils. The article deals with the principal components of pedagogical culture, ways and means of increasing efficiency of pedagogical process on the basis of pedagogue’s personal self-perfection. As the questions raised in it are topical, it may be interesting and useful for university and college teachers both in theoretical and practical aspects.

Abstract: One of «eternal» problems of secondary and higher school is raising the level of students’ learning interest and consequently their motivation. What seems interesting and useful to them is remembered many times better than boring and dull things. How can learning material be made clear, useful and interesting? This is not such an easy question as it may look at first sight. Basing on wide pedagogical empiric data and analysis of different materials and texts, the author shows that how students and their teacher perceive the same material are two different worlds. Their meeting is the peak of teacher’s mastery. The article introduces readers to one of outstanding examples of such mastery – Y.I. Perelman’s works, who was famous for popularizing science, for being a talented teacher and an outstanding master of word. It may be useful for teachers as methodological instructions, didactic training or specific master-class. It may help students to improve their erudition and get to know a rare and wonderful genre of captivating science.