Abstract: The study of the legal awareness in the educational space presumes its exposition as a universal phenomenon. This phenomenon combines two mutually agreed aspects. One aspect includes the theory of the legal awareness, that is determined with the philosophical reception of such concepts as the natural right and the positive right. The another aspect concerns the practical forms, that help to realize the legal awareness in the educational space by means of the creation of the special educational environment. The theoretical analysis of the phenomenon of the legal awareness shows the complexity of this problem, that connects legal and social sides of the phenomenon. The mutual integration of this directions is possible only on the theoretical level and basis on the grounds of the idealist philosophy by Kant, Hegel, Ilijin. The another possibility of such exposition gives the materialist philosophy primarily the marxism. This state can be explained with the antinomy of the phenomenon of the legal awareness. This antinomy allows the situations, when the special features of the phenomenon do not correspond with each other, but its unity keeps safer. This unity keeps safer by means of the theory of the reflection, that accentuates the material external world. The another way of the realization of this unity is connected with the idealist philosophy, that considers the legal awareness as the special structure- third option that corresponds with the human personality as the potency and the educational environment only realizes this third option. The modern theories of forming of educational environment in the educational space, created by V. V. Rubzov, V. A. Jasvin, V.I. Svobodchikov, V. I. Panov integrate this two approaches and emphasize the dialogical features of educational environment and do not reduce it to the ideal or material grounds.

Keywords: idealist philosophy, materialist philosophy, consciousness, educational environment, right, activity, legal consciousness, legal awareness, interpretation, antinomy

References:
A.N. Batsunov, (2010).Condition of  justice  in modern  Russia: problems and  prospects.  The Bulletin of Voronezh State Technical University, 7, 6-10.   
V.A . Rybakov,(2015). Since of Justice: question of concepts. Herald of Omsk University  Series «Law», 3 (44), 23-28.
À.N. Batsunov,(2010).The phenomenon of Law consciousness in social and philosophical perspective. Tambov University Review Series Humanities,7(87),161-167.      
Allison, H. E.,( 2011).Kant’s Groundwork for the Metaphysics ofMorals. A Commentary. Oxford: Oxford University Press
Hegel, Georg Wilhelm Friedrich.,(1990). "Encyclopedia of the Philosophical Sciences in Outline [1917]". In Ernst Behler (ed.). Encyclopedia of the Philosophical Sciences in Outline, and Other philosophical Writings. Translated by Taubeneck, Steven A. Continuum
Nersesyants, V.S.,(2010) Philosophy of Law in New Philosophical

Abstract: The article deals with two main topics: an attempt is made to characterize the meaning of modern education and introduce the concept of a cultural-semiotic environment, the concept of which is proposed by the author and a group of methodologists and practitioners of pedagogy. The idea of the meaning of education is briefly explained, the process of meaning formation is set in more detail. Characterizing this process, the author analyzes one case and shows that meaning formation allows solving problematic situations by constructing narratives (schemes, metaphors, symbols, etc.) and a new objectivity; as a result, a new reality is created, as well as conditions for new activities. To define the meaning of modern education, the concept of an educational environment (as formed in education, related to pedagogical communication, semiotic loaded) is introduced. In addition, the current situation in the field of education is described. The leading position of the teacher is not the management and formation, but the support of the personality, stimulating and puzzling it, hints and help, organizing conditions and space for the student's activity and creativity, joint search for solutions, demonstration of their own position and work, willingness to discuss problems together with students and a number of other points that lie within the same reality. Four educational needs are analyzed, which form the appropriate pedagogical audiences: "universal" education, "specialized", "interest-based" and "missionary". The conclusion is made that the meaning of education is a complex field of meanings, assuming from the side of pedagogy and science the arrangement of the cultural and semiotic environment, and from the individual thinking, choice and actions. The complexity of building such a dual-use environment (providing the formation of an average type of person and the support of different types of personality) is that it should work for the four specified types of education, acquaint a developing young person with the main types of problem situations, and form the competencies necessary to resolve them.

Keywords: communication, problematic situation, meaning, escort, forming, personality, education, subject matter, action, understanding

References:
Knight, J.R. (2001). Philosophy and education. An Introduction to a Christian Perspective. Translation from English, foreword and note. M.V. Bakhtin.-St. Petersburg: Anima https://textarchive.ru/c-2820268-p2.html
Rozin, V.M. (2011). Introduction to schemalogy: schemas in philosophy, culture, science, design. Moscow: URSS.
Rozin, V.M. (2020). Education in the era of the Internet and individualization (wake-up-self-determination to help the tutor). Moscow: New Chronograph.
Rozin, V.M. (2021). Studies in the philosophy of education. Change of paradigm. Moscow: New Chronograph.
Rozin, V.M. (2022). Cultural and psychological interpretation of the concepts of "development" and "life world". Psychology and Psychotechnics. No. 1.
Rozin, V.M. (2021). The problem of demarcation of modernity and social reality after modernity (philosophical dialogue). Philosophy and Culture. No. 10.
Rozin, V.M. (2007). Philosophy of education: studies-research. M.: MPSI, Voronezh, MODEK.
Rozin, V.M. (2018). D

Abstract: This article attempts to build a discourse of cultural-semiotic environment for the tutor's concept of education. In order to achieve the set task, analysis is conducted on the case from educational practice, including the author's, pertaining to discovery of a drawn image by a child. In the process of such discovery, the author differentiated three phases: formation of problematic situation, its resolution through drawing a scheme, and learning the reality with secondary objects. This material is interpreted within the framework of a new extended semiotic approach, which includes semiotics not only signs and sign systems, but also schemes, icons, symbols, and works of art. The article discusses the cultural-semiotic environment, which stimulates mental development of a young person, and in addition to semiotic means, features communication, resolution of problematic situation, and ascertainment of the structured explanation by results of the entire process. The author analyzes position of a tutor as a fundamentally different from educational position of the pedagogy of formation. The author also offers a semiotic version of the genesis of culture, in which he distinguishes three different formats ‒ actual semiotic, social, and anthropological, which impacts the formation of personality. In conclusion, the article presents a description of current situation in culture and education, as well as thoughts on the role and objectives of the tutor movement thereof.

Keywords: personality, culture, reality, schemes, semiotic approach, environment, education, tutor, individual, subject

References:
Rozin V.M. — Semiozis nesemioticheskikh obrazovaniy (simvolov, skhem, ikon, proizvedeniy iskusstva) // Kul'tura i iskusstvo. – 2020. – ¹ 6. – S. 29-37.
Rozin V.M. Simbioz znakov i sobytiy (diskurs-primer konvergentsii) // Tsifrovoy uchenyy: laboratoriya filosofa. 2020. T. 3. ¹ 2. ‒ S. 8-31.
Rozin V.M. — Kontseptsiya «postkul'tury» // Kul'tura i iskusstvo. – 2019. – ¹ 6. – S. 45-52.
Rozin V.M. Myshlenie: sushchnost' i razvitie. Kontseptsiya myshleniya. Rol' myslyashchey lichnosti. Tsikly razvitiya myshleniya. ‒ M.: LENAND, 2015. ‒ 368 s.
Rozin V.M. Genezis evropeyskoy sotsial'nosti. Etyudy-issledovaniya. Novoe vremya. ‒ M.: Novyy khronograf. 2020. ‒ 400 s.
Rozin V.M. Stanovlenie i razvitie evropeyskoy sotsial'nosti: Etyudy-issledovaniya. Kn. 1: Drevniy mir i Srednie veka. M.: LENAND, 2019. ‒ 182 s.
Rozin V.M. Kul'turologiya: ucheb. Posobie dlya bakalavriata i magistratury. 3-e izd. M.: Yurayt, 2018. 410 s.
Rozin V.M. Vizual'naya kul'tura i vospriyatie. Kak chelovek vidit i ponimaet mir. Izd. 6-e.

Abstract: In this article the review of modern researches on the theory of knowledge is given, the new interdisciplinary endeavour which purpose is to research biological prerequisites of human knowledge and to explain features of knowledge on the basis of the modern evolutionary synthesis and Michael Polanyi's philosophy of science is considered. Application of the evolutionary approach allows to allocate a new foreshortening in the theory of knowledge. This approach is based on rationalistic attitudes and is focused on consideration of real cognitive processes, on research of real informative process by the means of modern science. Analysis of modern researches on the theory of knowledge allows to pay attention to the new methodology which can be described as the 'naturalistic' approach. This approach tries to analyze all kinds of philosophical problems from the scientific standpoint using specific scientific knowledge. For the purposes of the present research the authors believe it is necessary to analyze the new interdisciplinary endeavour aimed at studying biological prerequisites of human knowledge and to explain features of knowledge based on the modern evolutionary synthesis. As a conclusion, the authors state that the analysis of knowledge from the biological point of view shows that there is an opportunity to broaden our cognitive area. The consecutive understanding of biology as a science about interaction of living systems with environment and among themselves defines a methodological position of Lorentz which he called a hypothetical realism after Campbell. 

Keywords: evolutionary approach, cognitive map, tacit knowledge, world picture, interdisciplinary approach, methodology of science, theory of knowledge, autophoesis, philosophy of science, rationality

References:
A.A. Voronin Usloviya vybora i vybor usloviy // Filosofiya i kul'tura. 2013. ¹ 7. C. 932 - 941. DOI: 10.7256/1999-2793.2013.7.6449.
Baksanskiy O.E. Konvergentsiya: metodologiya meganauki // Filosofiya i kul'tura. 2014. ¹ 4. C. 505-518. DOI: 10.7256/1999-2793.2014.4.10390.
Korzhuev A.V., Baksanskiy O.E. Pedagogicheskoe issledovanie v sovremennom nauchnom diskurse // Pedagogika i prosveshchenie. 2014. ¹ 4. C. 51-65. DOI: 10.7256/2306-434X.2014.4.13926.
Gurevich P.S. Filosofskoe bratstvo // Filosofiya i kul'tura. 2015. ¹ 11. C. 1593-1596. DOI: 10.7256/1999-2793.2015.11.17113.
Follmer G. Evolyutsionnaya teoriya poznaniya. Vrozhdennye struktury poznaniya v kontekste biologii, psikhologii, lingvistiki, filosofii i teorii nauki. M., 1998. 226 c.
Polani M. Lichnostnoe znanie. M.: «Progress», 1985. 344 s.
Smirnova N.M. Kontseptsiya neyavnogo znaniya M. Polani i problema nauchnoy istiny // Priroda istiny v sotsial'nom poznanii. Kalinin, 1985. S. 101-109.
Maturana U.R., Varela F.Kh. Drevo

Abstract: The subject of the research is the sociocultural (fundamentalist) approach to the philosophy of mathematics, in particular, ethnomathematics as the sphere of mathematical research. Particular attention is paid to the ideas of Oswald Spengler, the author of The Decline of the West, Neo-Kantian Hermann Cohen and Paul Natorp about the position and role of mathematics in the cognitive process as well as the relationship between mathematics and culture. The results of the research show that the human mind is able to offer many different ways to quantitative perception of the world, each of which arises from everyday practice, and that the paradigm adopted by contemporary mathematics is in fact only one of possibilities. The main research methods used by the author include generalization, logical and historical methods, as well as a comparative analysis. The novelty of the research is caused by the fact that it reveals the unity of ideas expressed in ethnomathematical researches that deal with the problems of occurrence and development of "experimental" mathematics as well as researches in the field of socio-cultural philosophy of mathematics. It is shown that these results support the idea of Spengler about the dependence of the forms of knowledge on human conditions of existence, about existence of not one but several mathematics, each of which is rooted in their own culture, as well as the ideas of the representatives of the Marburg Neo-Kantian School about mathematics being the "first principle" of thinking. The author of the article concludes that researches in the field of ethnomathematics, and in a broader context, as part of the socio-cultural approach to mathematical knowledge, are most effective when considering mathematics in terms of its historical development; that their results can serve as an additional argument in favor of mathematical empiricism in its confrontation with the mathematical apriorism. 

Keywords: philosophy of mathematics, universality, sociocultural philosophy, neofundamentalist approach, thinking, mathematics, fundamentalist approach, culture, contextualism, ethnomathematics

References:
Yashin B.L. Universal'nost' myshleniya i apriornoe i aposteriornoe znanie [Tekst]: Prepodavatel'-KhKh1 vek-obshcherossiiskii nauchnyi zhurnal o mire obrazovaniya. M.: MPGU, 2015. ¹ 2. C. 229-235.
Gerdes P. Ethnomathematics as a new research field, illustrated by studies of mathematical ideas in African history [Elektronnyi resurs]: URL:http://iascud.univalle.edu.co/libro/libro_pdf/Ethnomathematics%20as%20a%20new%20research.pdf (Data obrashcheniya: 15.02.2013)
Kasavin I.T. Kontekstualizm kak metodologicheskaya programma // EPISTEMOLOGIYa & FILOSOFIYa NAUKI: Nauchno-teoreticheskii zhurnal po obshchei metodologii nauki, teorii poznaniya i kognitivnym naukam. T. VI. ¹4. 2005. S. 32. [Elektronnyi resurs]: URL: http://journal.iph.ras.ru/(Data obrashcheniya: 21.01.2013)
Osval'd Shpengler i «Zakat Evropy». M.: Bereg, 1922. S. 21. [Elektronnyi resurs]: URL: http://www.gumer.info/bibliotek_Buks/History/osvsp_zakevr/index.php (Data obrashcheniya: 31.01.2013)
Bazhanov V.A. Standartnye i nestandartnye po

Abstract: The subject of the research is ethnomatematics as the field of knowledge that was created in the middle of the last century and is an interdisciplinary field of knowledge which includes both the actual math, as well as its history, and philosophy, ethnology, cultural studies, psychology, pedagogy and some other disciplines relating to mathematical knowledge in this way or another. One of the areas of ethnomathematics is pedagogy, within which researchers try to synthesize the achievements of philosophy, epistemology and history of natural science and mathematics focusing on educational activities, in particular, on teaching mathematics in schools and universities. The question whether it would be reasonable to appeal to personal experience of students and their ethnonational and socio-cultural background are actively discussed in Russia within the framework of such branches of knowledge as ethnodidactics and pedagogy. The author of the article shows common problems in ethnomathematics and ethnodidactics and views arguments of the followers and critics of the ethnonational approach to education. The main research methods used by the author include analysis of literature as well as comparative analysis and summarization. The novelty of the research is caused by the fact that the author analyzes works of foreign authors in the field ethnomathematics, these works are not so well-known by Russian philosophers and scientists dealing with the same problems. The novelty is also caused by the author's focusing on the point of contact between ethnomathematics as a rather young branch of knowledge and ethnodidactics which is successfully used at national schools of the Russian Federation. 

Keywords: academic mathematics, culture, personal experience, education in mathematics, principle of conformity to natural laws, socio-cultural aspect, philosophy, ethnodidactics, ethnomathematics, ethno-national context

References:
Yalalov F. G. Etnodidaktika.-M., 2002.
Stebnitskiy S. N. Ocherki etnografii koryakov / S. N. Stebnitskiy. – SPb., 2000.
Ilhan M. Izmirli. Pedagogy on the Ethnomathematics-Epistemology. Nexus: A Manifesto//Journal of Humanistic Mathematic.V.1.I.2 (July 2011). [Elektronnyy resurs] URL : http://scholarship.claremont.edu/jhm/vol1/iss2 (Data obrashcheniya: 11. 07. 2014).
Yashin B. L. Etnomatematika ob osobennostyakh matematicheskogo osvoeniya mira v razlichnykh kul'turakh //Problemy onto-gnoseologicheskogo obosnovaniya matematicheskikh i estestvennykh nauk: sb. nauch. tr. Vyp.5 / gl. red. E.I. Arep'ev; Kursk. gos. un-t. Kursk, 2013. S. 80-87.
Sokuler Z. A. Yavlyaetsya li teorema Pifagora sotsial'nym konstruktom?// Filosofiya matematiki: aktual'nye problemy. Tezisy Vtoroy mezhdunarodnoy nauchnoy konferentsii; 28-30 maya 2009 g. M., 2009. C. 49.
Yashin B. L. Ob universal'nosti matematiki i logiki myshleniya// Prepodavatel'-KhKh1 vek-obshcherossiyskiy nauchnyy zhurnal o mire obrazovaniya. M.:

Abstract: The subject of the research is the philosophical aspects and structure of philosophy of improvement of higher education quality. The object of the article is the philosophy of improvement of higher professional education quality. The relevance of the article is defined by the fact that in 2015 state bodies of Russia have set the task to improve the quality of education and to develop new forms of education including distance higher and additional education. The purpose of the present article is to develop philosophy of improvement of  higher education quailty. Philosophy of improvement of higher education quality is defined as the general view of the problem of education quality improvement. The research methods include logical analysis, structure analysis and comparative analysis, synthesis, forecast, quality and quantity analysis and retrospective analysis. The scientific novelty of the research is caused by the fact that the author provides the definition and examines the content and specific features of philosophy of improvement of higher education quality as part of philosophy of the national innovation system, researches structure elements and influence of philosophy of improvement of higher education quality on the innovative development of a state and studies potential approaches to improving education quality and extension of the participation of civil society in the process.

Keywords: philosophy, education, quality, employer, worker, state, society, structure, professor, student

References:
Glushchenko V.V. Sistemno-upravlencheskiy podkhod k integratsii nauki i obrazovaniya// Stat'ya dep. v VINITI, ¹ 208-V2004 ot 09.02.2004.-6 s
Semenova A. Problemy innovatsionnoy sistemy Rossii. // Voprosy ekonomiki, ¹ 11, 2005, s. 145-150.
Glushchenko V.V., Glushchenko I.I. Sistema innovatsiy: strategiya razvitiya//Strategiya Rossii, 2015, ¹ 4, S.61-76 .
Gustap N.N. Evropeyskie tekhnologicheskie platformy: ponyatie, istoriya sozdaniya, kharakteristika//Izvestiya Tomskogo politekhnicheskogo universiteta, Vypusk ¹ 6, tom 321, 2012.
Glushchenko V.V. Nauchno-pedagogicheskoe soobshchestvo Rossii kak element v sisteme realizatsii natsional'nykh interesov v usloviyakh postindustrial'noy globalizatsii//Natsional'nye interesy: prioritety i bezopasnost' ¹ 1(10), 2007.
Zapesotskiy A.S. Filosofiya obrazovaniya i problemy sovremennykh reform// Voprosy filosofii, ¹1, 2013, s. 24-35
Alekseeva I.Yu. Nauchnaya filosofiya kak «kul'turnaya sistema» (O Vladimire Nikolaeviche Ivanovskom i ego ideyakh

Abstract: Unlike the tradional society, the information-based society has a new form of personality socialization – 'information socialization' when social experience is passed on indirectly by means of information technologies. Remote pedagogical activity appears to be one of the mechanisms of similar socialization making changes to formation of human culture in general. Studying of specifics of this kind of activity opens the new scientific direction of pedagogy – remote pedagogy The remote pedagogy has to correspond to criteria of the scientific direction, i.e. to have the subject, categories, laws, methodology and a praxiology. The conducted research shows that in scientific literature there are no works devoted to complex studying of this phenomenon. It is proved that the existing scientific and pedagogical potentials allow to develop a matrix of remote pedagogy as a scientific direction and can form a basis for the solution of the whole range of problems of social and humanitarian knowledge that may arise in the process of implementation of pedagogical technology meeting the requirements of modern society. The main research methods used by the authors include system approach, structure functional analysis, activity approach and the method of philosophical generalization. The main conclusions of the conducted research are: Considering the developing information society there is a need to conduct a system and complete study of remote pedagogical activity within the scientific discipline "Remote Pedagogy" as a modern direction of philosophy of education.The philosophical knowledge in this case has to become a methodological basis for the development of this direction and take the modern pedagogy to a new methodological and worldview level.

Keywords: distance pedagogy, remote teaching activities, distance education, distance learning, information qua subjects, information objects, information socialization, philosophy of education, e-pedagogy, information society

References:
O.E. Baksanskiy Nauka i filosofiya obrazovaniya v KhKhI veke:
narrativnost' i diskurs // Pedagogika i prosveshchenie. - 2013. - 1. - C. 7 - 18. DOI: 10.7256/2306-434X.2013.01.2.
Andreev A.A. Pedagogika v informatsionnom obshchestve, ili elektronnaya pedagogika // Vysshee obrazovanie v Rossii. 2011. ¹ 11. S. 113 – 116
Tappaskhanova, M.A., Shul'ga I.B. Osobennosti razlichnykh metodov distantsionnoy pedagogiki vysshego professional'nogo obrazovaniya // Perspektivy nauki i obrazovaniya. 2013. ¹ 4 . S. 93 – 98.
Lyubzhin A. Na puti k distantsionnoy pedagogike // Vysshee obrazovanie v Rossii. 2003. ¹ 2. S. 24 – 35.
Gryaznova E.V., Matyaeva I.L. Distantsionnoe obrazovanie v sisteme formirovaniya informatsionnoy kul'tury.− N. Novgorod: NNGASU, 2012. – 86 s.
Gryaznova E.V., Matyaeva I. L. Teoreticheskie osnovy distantsionnogo obrazovaniya: sotsial'no-filosofskiy podkhod.− N. Novgorod: NNGASU, 2012.-93 s.
Gryaznova E.V. Informatsionnoe vzaimodeystvie v obrazovanii: progress il

Abstract: The present article is devoted to the processes of transformation of pedagogical knowledge at the modern stage of its development and consequential peculiarities of modern pedagogical research. Special attention is paid to pedagogical methodology.Pedagogy is a socio-humanitarian science and therefore the following question is especially important: what have been the changes in social sciences caused by the new postnonclassical paradigm of knowledge (the last third of the XX century) and what impact these changes have had on pedagogy. Even though Russian and Western social transformations have happened in completely different environments, there is one feature they have in common. Today both Western and Russian societies are nonstable or transitional communities. In terms of self-organization theory this means that these societies are at the bifurcation point where even a slightest or accidental in􀏔luence may lead to choosing the path of a sustainable development. The research methods used in this article include retrospective analysis, analysis of issues and contents of the academic 􀏔ield, discovery of contradictions and ‘blindspots’, development of approaches to solving practical research issues and developing theoretical concepts and heuristic synthesis. The main conclusions of this research prove the thesis that being a true ‘representative’ of socio-humanitarian knowledge, today’s pedagogy does not only encourage the search for historical roots and prerequisites of modern knowledge, it alo makes researchers to study principles of knowledge creation, knowledge structure and the process of obtaining knowledge. This demonstrates that pedagogy is moving from the empiric/descriptive stage of development to the stage of serious theoretical grounds when pedagogy can even perform the predictive function.

Keywords: socio-humanitarian knowledge, pedagogical methodology, pedagogy theory, gnoseology, logic, ethic-esthetic aspect, heuristic synthesis, synergetics, bifurcation, philosophy of education.

References:
Voronina T.P. Perspektivy obrazovaniya v informatsionnom obshchestve. – M.: Fond «Novoe tysyacheletie», 1996. – S. 195.
Solodova E.A. Novye modeli obrazovatel'nogo protsessa. – M.: URSS, 2011. – 215 s.
Kraevskiy V.V. Metodologiya pedagogiki. Novyy etap. – M.: Izd. Tsentr «Akademiya», 2009. – 432 s.
Bordovskaya N.V. Pedagogicheskaya sistemologiya. – M.: Drofa, 2008. – 511 s.
Novikov A.M. Osnovaniya pedagogiki. – M.: Egves, 2010.
Mikheev V.I. Modelirovanie i metody teorii izmereniy v pedagogike. – M.: Librokom, 2010.
Gurevich P.S. Filosofiya obrazovaniya. Kniga pervaya: Filosofiya vospitaniya (ot antichnosti do epokhi prosveshcheniya). – Ufa: Gulem, 2004. – 364 s.
Korzhuev A.V., Popkov V.A. Ocherki prikladnoy metodologii protsessa vuzovskogo obucheniya. – M.: Izd-vo MGU, 2001. – 405 s.
Spirova E.M. Simvol i filosofskoe osmyslenie cheloveka: filosofsko-antropologicheskaya refleksiya. – Germany, Saarbrusken: LAP LAMBERT Academic Publishing, 2011. – 467 c.
Aronov R.A., Baksansk

Abstract: The article is devoted to the stages in development of pedagogical ideas of John Dewey in the educational environment of Russia and foreign countries. The author of the article underlines the importance of John Dewey’s ideas for modern education and describes modern methods that are based on John Dewey’s ideas – Dalton plan and project method. In conclusion the author describes why John Dewey’s theories have declined and modern education have come back to the class-and-lesson system. Today John Dewey’s ideas are becoming very important for Russian pedagogy due to the reformation of education in Russia and development of progressive education. Because of the development of the democratic society in our country, personal competence is important again. Person-centered technologies of development have taken a special place among all kinds of approaches and new pedagogical technologies. New values that have been formed under the influence of the educational crisis formed the basis for interpretation of a new educational paradigm offered by John Dewey. John Dewey’s methods were mostly aimed at formation of independent thinking and intellectual development. All these conditions have made the system of education offered by John Dewey quite important for the Russian educational environment.

Keywords: Dalton plan, project method, pedagogical ideas, pragmatic pedagogy, pragmatic philosophy, progressive pedagogy, school of progressivism, free up-bringing, career education, values.

References:
Dewey J. Impressions of Soviet Russia and the Revolutionary World: Mexico China – Turkey. New York: New Republic. 1929
Dewey J. Democracy and Education. New York. – 1934.
Dewey J. My Pedagogic CREED / J. Dewey // Selected Educational writings white an introduction and commentary by G.W. Garforth; Lecturer in education university of hull. Heiremenn, London, 1966. Pp.44–59.
Shchuplenkov O.V., Shchuplenkov N.O. Transformatsiya vlasti v protsesse postroeniya grazhdanskogo obshchestva v Rossii // NB: Problemy obshchestva i politiki. 2013. ¹ 9. S. 20–88.
Shchuplenkov O.V. Sotsiokul'turnyy aspekt vospitaniya // Nauchnoe obozrenie. M., 2009. ¹ 5. S. 84–89.
Shchuplenkov O.V., Shchuplenkov N.O. Sotsial'naya rol' intelligentsii v formirovanii grazhdanskogo obshchestva // NB: Problemy obshchestva i politiki. 2013. ¹ 7. S. 13–72.
Shchuplenkov O.V. Russkiy natsionalizm v vozzreniyakh otechestvennykh mysliteley // Perspektivy nauki. Tambov, 2010. ¹ 6. S. 42–44.
Shchuplenkov O.V. Russkaya emigrant

Abstract: The author of the article carries out a philosophical analysis of the terms ‘ideology’ and ‘culture’ as a part of research in ontology of faith. With reference to spiritual values of Russian nations and humankind in general, the author seeks for motivation which is more suitable for efficient formation of personality and sustainable support of socio-cultural mechanisms of succession. The author analyzes the influence of symbol on our consciousness from the point of view of succession of values and draws our attention to axiological element of diverse ideas followed by human, and importance of scientific structure and grounds for actual hierarchy of these ideas. It is proved that ideology is not always aimed at high personal values and this is why should not be used in education. While culture naturally teaches human to understand the truth represented by religion and philosophy as symbolic, complex and logical, ideology artificially forms rational formulas and stereotypes oriented solely at economic progress.

Keywords: philosophy, pedagogy, culture, ideology, up-bringing, faith, succession, values, symbol, fanaticism.

References:
Avanesov S.S. Avtonomnyy» sub'ekt i tekhnologii vlasti / S.S. Avanesov // Konstruirovanie cheloveka: sbornik trudov III Vserossiyskoy nauchnoy konferentsii (5-8 iyunya 2009 g., Tomsk). Tomsk, 2009. 348 s.
Bibikhin V.V. Novyy renessans / V.V. Bibikhin. M.: Nauka, Progress-Traditsiya, 1998. 496 s.
Bibikhin V.V. Yazyk filosofii / V.V. Bibikhin. M.: Progress, 1993. 403 s.
Blinnikova T.V. Priroda simvolicheskogo mira i ego rol' v zhizni sovremennogo obshchestva / T.V. Blinnikova // Problemy progressa tsivilizatsionnogo razvitiya. Patriotizm i dukhovnost' kak ob'edinyayushchaya osnova sovremennogo obshchestva: Materialy vseros. nauch.-prakt. konf. (Volgograd, 2010). M.: Globus, 2010. S. 7-10.
Grane M. Kitayskaya mysl' / M. Grane; per. s fr. V.B. Iordanskogo; obshch. red. I.I. Semenenko. M.: Respu-blika, 2004. 526 s.
Dubrovskiy D.I. Osnovnye kategorial'nye plany problemy soznaniya / D.I. Dubrovskiy // Vopr. filosofii. 2008. ¹ 12. S. 59-75.
D'yakonov I.M. Arkhaicheskie mify Vostoka i Zapa

Abstract: The future of science in the mid-term largely depends on ways and pacing of the measures taken to improve the function, administrative and financial structure of scientific research. All efforts to reform science will inevitably be linked to the system of education, which uses the fruits of science as a global phenomenon. We possess the knowledge necessary to build a truly educated society, but the true scientific, educational and cultural revolution will only take place when outdated views and concepts of education are challenged and uprooted.

Keywords: pedagogics, philosophy of education, methodology of academic knowledge, narrative, discourse, educational paradigms, teaching and growth, informational environment, innovation, business culture.

References:
Baksanskiy O.E., Kucher E.N. Obraz mira: kognitivnyy podkhod. M., 2000.
Baksanskiy O.E., Kucher E.N. Reprezentirovanie real'nosti: kognitivnyy podkhod. M., 2001.
Bruner, J. Culture of education. Cambridge. MA: Harvard University Press, 1996.
Carr, D. Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. London: RoutledgeFalmer, 2003.
Cleverley, J., and Phillips, D.C. Visions of Childhood. New York: Teachers College Press, 1986.
Philosophy on Education. Encyclopedia. N.Y., 1997

Abstract: Despite tons of scientific literature the question about origin of creativity still remains topical and so does the question about the connection between creativity and deviation from the norm. Jean-Paul Sartre used to say that genius is not a gift but a way out of desperate situations. This is where the tragedy of life and creative work by great people arise from. It is also necessary to draw parallels between creativity and spiritual sufferings. So what is the connection between life and creative work of a writer and a gifted person in general?

Keywords: pedagogy, philosophy, genius, unconsciousness, talent, creativity, surrealism, spontaneity, norm, Dadaism.

References:
Dali S. Dnevnik odnogo geniya
Dali S. Syurrealizm – eto Ya.
Landi E. Taynaya zhizn' velikikh khudozhnikov
Dali S. 50 secrets of magic craftsmanship

Abstract: The article provides a critical review of the modern system of education and analyzes the main lines of research. When we choose this or that method of education, we also choose a model of a student. Moreover, education forms the model of metacognition as well, i.e. processes of understanding of cognition mechanisms used by people in general and by an individual in particular. Educating has always been an active tool of personality formation — the main social function of education.

Keywords: teaching, philosophy of education, methodology of education, systems of education, models of education, bases of teaching activity, functions of education, cognitive picture of the world, culture and education, cognition and metacognition.

References:
Baksanskiy O.E., Kucher E.N. Kognitivno-sinergeticheskaya paradigma NLP: ot poznaniya k deystviyu, M., 2005.
Baksanskiy O.E., Kucher E.N. Kognitivnyy obraz mira: prolegomeny k filosofii obrazovaniya, M., 2010.
Baksanskiy O.E. Kognitivnye reprezentatsii: obydennye, sotsial'nye, nauchnye, M., 2009.
Baksanskiy O.E. Fiziki i matematiki: analiz osnovaniya vzaimootnosheniya, M., 2009.
Baksanskiy O.E., Gnatik E.N., Kucher E.N. Estestvoznanie: sovremennye kognitivnye kontseptsii, M., 2008.
Baksanskiy O.E., Gnatik E.N., Kucher E.N. Nanotekhnologii. Biomeditsina. Filosofiya obrazovaniya. V zerkale mezhdistsiplinarnogo konteksta, M., 2010.
Bruner Dzh. Kul'tura obrazovaniya, M., 2006.
Ogurtsov A.P., Platonov V. V. Obrazy obrazovaniya. Zapadnaya filosofiya obrazovaniya. XX vek, SPb, 2004

Abstract: Modern science requires changes in social and humanitarian sphere as well as reorganization of the current system of education and teaching. The term ‘convergent technologies’ have appeared in modern innovation economy, management, social studies and culture researches quite recently. One of the key characteristics o it is a convergence of concrete technologies in highly integrated system where isolate technology trajectories become indistinguishable.

Keywords: pedagogy education, convergent technologies, NBIC-convergence, synergy, cognitive (mental) map, cognitive patterns, multi-paradigm, functions of education, nanotechnologies.

References:
Roco M., Bainbridge W . (eds) . Converging Technologies for Improv-ing Human Performance: Nanotechnology, Biotechnology, Information Technology and Cognitive Science. Arlington , 2004.
Baksanskiy O.E., Kucher E.N. Kognitivno-sinergeticheskaya paradig-ma NLP: ot poznaniya k deystviyu, M., 2005.
Baksanskiy O.E., Kucher E.N. Kognitivnyy obraz mira: prolegome-ny k filosofii obrazovaniya, M., 2010.
Baksanskiy O.E. Kognitivnye reprezentatsii: obydennye, sotsial'-nye, nauchnye, M., 2009.
Baksanskiy O.E. Fiziki i matematiki: analiz osnovaniya vzaimoot-nosheniya, M., 2009.
Baksanskiy O.E., Gnatik E.N., Kucher E.N. Estestvoznanie: sovre-mennye kognitivnye kontseptsii, M., 2008.
Baksanskiy O.E., Gnatik E.N., Kucher E.N. Nanotekhnologii. Biome-ditsina. Filosofiya obrazovaniya. V zerkale mezhdistsiplinarnogo konteksta, M., 2010.
Kobayasi N. Vvedenie v nanotekhnologiyu, M., 2005.
Ogurtsov A.P., Platonov V.V. Obrazy obrazovaniya. Zapadnaya filo-sofiya obrazovaniya. KhKh vek. SPb., 2004.
K

Abstract: The article studies parenthood as a philosophical and anthropological phenomenon discussed by a famous public figure of the 19th century N. I. Pirogov. The author of the article offers us a preferential analysis of the scientist’s views and based on the analysis he makes a conclusion about anthropological idealistic grounds of Pirogov’s views on life meaning values of parenthood deriving from the Christian ‘national’ world view. Based on such approach, the author views the three key components of the phenomenon of parenthood: axiological component which is defined by the higher meaning of the human existence that is revealed to the father and mother in Christian Revelation; selfcreative component which takes into account the need in a parent’s ‘self knowledge’, constant work on a personal self-improvement; and educational which is based on the parent’s main mission to be the first and the most important teacher of his children. It all allows to conclude that N. I. Pirogov understood the phenomenon of parenthood as a path of human spiritual development which final meaning is associated with the highest purpose of existence in Christianity and that defines the fate of the humankind on earth.

Keywords: pedagogy, parenthood, motherhood, fatherhood, the meaning of parenthood, values of parenthood, anthropological approach, national world view, up-bringing, personality.

References:
Afonskiy A.P. Nikolay Ivanovich Pirogov, ego zhizn' i pedagogi-cheskaya propoved'. – M. : Tipografiya I.D. Sytina, 1911.
Bim-Bad B. M. Pedagogicheskie techeniya v nachale dvadtsatogo veka. Lektsii po pedagogicheskoy antropologii i filosofii obrazovaniya. – M.: Izd-vo Rossiyskogo otkrytogo universiteta, 1994.
Boguslavskiy M.V. N.I. Pirogov: pedagogicheskie idealy i zhiznen-nye realii // Problemy sovremennogo obrazovaniya. – 2010. – ¹ 6. – S. 21–33.
Volkovich V.A. Drug chelovechestva – N.I. Pirogov. – SPb., 1910.
Vorob'eva K.N. Razvitie antropologicheskogo podkhoda v pedagogike semeynogo vospitaniya vo vtoroy polovine KhIKh – nachale KhKh vv.: avtoref. … kand. ped. nauk. – M.: Moskovskiy gumanitarnyy universitet, 2007.
Gagaev A.A., Gagaev P.A. Russkie filosofsko-pedagogicheskie uche-niya XVIII—XX vv.: kul'turno-istoricheskiy aspekt. – M., 2008.
Gnaykova G.V. Tsennosti materinskogo vospitaniya v pedagogicheskom nasledii E.I. Konradi: dis. … kand. ped. nauk. – Volgograd, 2004.
Dunaev M

Abstract: The article analyzes the philosophy, theory and history of the conception of humanistic, personcentered pedagogy in Russian philosophy of education.

Keywords: pedagogy, humanism, moral, moral system, philosophy, utopia, education, up-bringing, education, culture.

References:
Birich I.A., Panchenko O.G. V poiskakh novoy metodologii otechestvennogo obrazovaniya: istoriya, sovremennost', prognozy. M.: Bol'shaya medveditsa, 2010.
Dzhems V. Pragmatizm.-SPb.: 1910.
Sergey Radonezhskiy. Sbornik. M.: Patriot, 1991

Abstract: Having adopted the main idea of the Enlightenment about transformation of the world and improvement of human through up-brining and education, Immanuel Kant very well combined it with the ‘being a human’ concept. In other words, he declared that human was the main value. This idea comes through all Immanuel Kant’s works and his analysis covered all spheres of human life. Kant’s philosophy was a fully new philosophy viewing all manifestations of human, - the human who learns, follows high morals and achieves perfection through up-brining.

Keywords: pedagogy, philosophy, human, Enlightenment, anthropology, human nature, personality, morals, cognition, society.

References:
Bim Bad B.M. Put' k spaseniyu: pedagogicheskaya antropologiya I. Kanta segodnya. — M., 1994.
Kant I. Sobr. soch. v 6-i tt. — T. 1. — M., 1964.
Kant I. Sobr. soch. v 6-i tt. — T. 2. — M., 1964.
Kant I. Sobr. soch. v 8-i tt. — T. 8. — M., 1994.
Kant I. Traktaty i pis'ma. — M., 1980.
Didro D. Izbr. soch. — M., 1926.
Flithner W. Systematische Paedagogik. — Breslau, 1933