Review: The object of the present research is the future social workers with socio-functioinal differences, the subject of the research is the definiton of the term 'socio-professional subjectivity'. For the first time in the academic literature the author introduces a scientific term 'socio-professional subjectivity' which has been predetermined by the need to provide for higher education of a special category of social customers, i.e. people with socio-functional differences. The latter is also a new term offered by the author of the article in order to describe a special group of social customers. According to the author, people with socio-functional differences present a high potential for social work with various groups of clients. The definition of 'socio-professional subjectivity' is introduced based on a suppletive method that reflects mutual convergence and confluence of a number of elements, i.e. subjectivity, social subjectivity and professional subjectivity. The main result of the present research is the generalization of conceptual approaches to the definition of socio-professional subjectivity of future social workers with socio-functional differences. The author underlines their binary nature and emphasize the fact that they can be viewed both as the process of professional socialization and important aspect of social work that reflects social policy of the government. 

Keywords: actor, identity crisis, socio-professional subjectivity, professional subjectivity, social subjectivity, subjectivity, socio-functional differences, personal growth, self-development, identity

References:
Bocharnikova N. A. Formirovanie professional'noy kul'tury sotsial'nogo rabotnika v obrazovatel'nom prostranstve universiteta: avtoreferat dis.. .. kandidata pedagogicheskikh nauk: 13.00.08 / Bocharnikova Nataliya Anatol'evna; [Mesto zashchity: FGBOU VPO «Zabaykal'skiy gosudarstvennyy gumanitarno-pedagogicheskiy universitet im. N.G. Chernyshevskogo»]. − Chita, 2012. – 25 s.
Dement'eva N.F. Organizatsionno-metodicheskie aspekty deyatel'nosti sotsial'nogo rabotnika v : Sotsial'naya rabota v uchrezhdeniyakh zdravookhraneniya / Dement'eva N. F., Shatalova E. Yu., Sobol' A. Ya. − M., 2002.
L'vova E.N. Sotsial'naya rabota s lyud'mi s ogranichennykh vozmozhnostey: metodicheskie rekomendatsii k spetskursu / E.N.L'vova. – Ul'yanovsk: UlGU, 2002.
Gorchins'kiy S. V. Kontseptual'n³ osnovi dosl³dzhennya problemi stanovlennya subʼºktnost³ maybutn'ogo vchitelya / S. . Gorchins'kiy, 2010. ‒ [Elektronniy resurs]. ‒ Rezhim dostupu: uadocs.exdat.com›docs/index-455103.html.
Far³na Ya. O. Subʼºkt ³ subʼºktn³st' yak sots³al'n³ fenomeni: naukov³ ³nterpritats³¿ / Ya. O. Far³na. ‒ [Elektronniy resurs]. ‒ Rezhim dostupu: http://lib.chdu.edu.ua. ‒ C. 42-43.
Marchenko A.V. Kategoriya sub'ektnosti v kontekste razvitiya psikhologo-pedagogicheskoy mysli kontsa XIX ‒ i poloviny KhKh veka / A.V. Marchenko ‒ Obrazovanie Donbassa. ‒ ¹. 2 (139) , 2010. ‒ S. 82.
D'yakov S. I. Semanticheskie faktory sub'ektnosti budushchego pedagoga 2006 goda // Avtoref. dis... kand. psikhol. nauk: 19.00.07 / Sergey Ivanovich D'yakov; In-t psikhologii im. G.S.Kostyuka APN Ukrainy. ‒ K., 2006. ‒ 20 s. ‒ ukr.
Tolmachova ². M. Urok yak pole subʼºktnost³ uchitelya ³ molodshikh shkolyar³v / ². M. Tolmachova. ‒ [Elektronniy resurs]. ‒ Rezhim dostupu: nauka.hnpu.edu.ua›sites/default/files…Pedagogika. ‒ Svobodniy. ‒ Nazva z ekranu.
Tsukerman G. A. Vidy obshcheniya v obuchenii / G. A. Tsukerman. – Tomsk: Peleng, 1993. – 269 s.
Mashbits Yu. ². Doviznachennya uchbovo¿ zadach³ yak psikholog³chniy mekhan³zm navchannya / Yu. ². Mashbits // V³snik Khark³vs'kogo nats³onal'nogo un³versitetu. ¹493. – Kh., 2000. – S.21-25.
Konarzhevskiy Yu.A. Analiz uroka / Yu.A. Konarzhevskiy. – M. : Tsentr «Pedagogicheskiy poisk», 2000. – 336 s.
Pavlova L. D. Psikhologicheskoe soprovozhdenie lichnostno orientirovannogo obucheniya / L. D. Pavlova– Lugansk : Znanie, 2006. – 400 s.
Leont'ev A. N. Deyatel'nost'. Soznanie. Lichnost' / A. N. Leont'ev. – M., 1975. – S. 180-181.
Sergeev N.K. Sub'ektnost' kak tselostnaya kharakteristika professional'nogo stanovleniya studenta / N. K. Sergeev, N. M. Boritko // Problema tselostnogo razvitiya lichnosti studenta kak sub'ekta pedagogicheskogo-imodeystviya. – Donetsk, 2004. – S. 3-9.
Sotsiologiya / pod obshchey redaktsiey V. P. Andrushchenko, N. I. Gorlacha. ‒ Kiev-Khar'kov, 1998.
T³tmonas A. Do pitannya pro peredumovi ³nstituts³onal³zats³¿ nauki / A.T³tmonas // Sots³olog³chn³ problemi nauki. ‒ M., 1974.
A.A. Voronin K voprosu o mekhanizmakh sotsial'nogo samosoznaniya // Filosofiya i kul'tura. - 2010. - 1. - C. 78 - 88.

References (transliteration):
Bocharnikova N. A. Formirovanie professional'noy kul'tury sotsial'nogo rabotnika v obrazovatel'nom prostranstve universiteta: avtoreferat dis.. .. kandidata pedagogicheskikh nauk: 13.00.08 / Bocharnikova Nataliya Anatol'evna; [Mesto zashchity: FGBOU VPO «Zabaykal'skiy gosudarstvennyy gumanitarno-pedagogicheskiy universitet im. N.G. Chernyshevskogo»]. − Chita, 2012. – 25 s.
Dement'eva N.F. Organizatsionno-metodicheskie aspekty deyatel'nosti sotsial'nogo rabotnika v : Sotsial'naya rabota v uchrezhdeniyakh zdravookhraneniya / Dement'eva N. F., Shatalova E. Yu., Sobol' A. Ya. − M., 2002.
L'vova E.N. Sotsial'naya rabota s lyud'mi s ogranichennykh vozmozhnostey: metodicheskie rekomendatsii k spetskursu / E.N.L'vova. – Ul'yanovsk: UlGU, 2002.
Gorchins'kiy S. V. Kontseptual'n³ osnovi dosl³dzhennya problemi stanovlennya subʼºktnost³ maybutn'ogo vchitelya / S. . Gorchins'kiy, 2010. ‒ [Elektronniy resurs]. ‒ Rezhim dostupu: uadocs.exdat.com›docs/index-455103.html.
Far³na Ya. O. Subʼºkt ³ subʼºktn³st' yak sots³al'n³ fenomeni: naukov³ ³nterpritats³¿ / Ya. O. Far³na. ‒ [Elektronniy resurs]. ‒ Rezhim dostupu: http://lib.chdu.edu.ua. ‒ C. 42-43.
Marchenko A.V. Kategoriya sub'ektnosti v kontekste razvitiya psikhologo-pedagogicheskoy mysli kontsa XIX ‒ i poloviny KhKh veka / A.V. Marchenko ‒ Obrazovanie Donbassa. ‒ ¹. 2 (139) , 2010. ‒ S. 82.
D'yakov S. I. Semanticheskie faktory sub'ektnosti budushchego pedagoga 2006 goda // Avtoref. dis... kand. psikhol. nauk: 19.00.07 / Sergey Ivanovich D'yakov; In-t psikhologii im. G.S.Kostyuka APN Ukrainy. ‒ K., 2006. ‒ 20 s. ‒ ukr.
Tolmachova ². M. Urok yak pole subʼºktnost³ uchitelya ³ molodshikh shkolyar³v / ². M. Tolmachova. ‒ [Elektronniy resurs]. ‒ Rezhim dostupu: nauka.hnpu.edu.ua›sites/default/files…Pedagogika. ‒ Svobodniy. ‒ Nazva z ekranu.
Tsukerman G. A. Vidy obshcheniya v obuchenii / G. A. Tsukerman. – Tomsk: Peleng, 1993. – 269 s.
Mashbits Yu. ². Doviznachennya uchbovo¿ zadach³ yak psikholog³chniy mekhan³zm navchannya / Yu. ². Mashbits // V³snik Khark³vs'kogo nats³onal'nogo un³versitetu. ¹493. – Kh., 2000. – S.21-25.
Konarzhevskiy Yu.A. Analiz uroka / Yu.A. Konarzhevskiy. – M. : Tsentr «Pedagogicheskiy poisk», 2000. – 336 s.
Pavlova L. D. Psikhologicheskoe soprovozhdenie lichnostno orientirovannogo obucheniya / L. D. Pavlova– Lugansk : Znanie, 2006. – 400 s.
Leont'ev A. N. Deyatel'nost'. Soznanie. Lichnost' / A. N. Leont'ev. – M., 1975. – S. 180-181.
Sergeev N.K. Sub'ektnost' kak tselostnaya kharakteristika professional'nogo stanovleniya studenta / N. K. Sergeev, N. M. Boritko // Problema tselostnogo razvitiya lichnosti studenta kak sub'ekta pedagogicheskogo-imodeystviya. – Donetsk, 2004. – S. 3-9.
Sotsiologiya / pod obshchey redaktsiey V. P. Andrushchenko, N. I. Gorlacha. ‒ Kiev-Khar'kov, 1998.
T³tmonas A. Do pitannya pro peredumovi ³nstituts³onal³zats³¿ nauki / A.T³tmonas // Sots³olog³chn³ problemi nauki. ‒ M., 1974.
A.A. Voronin K voprosu o mekhanizmakh sotsial'nogo samosoznaniya // Filosofiya i kul'tura. - 2010. - 1. - C. 78 - 88.

Review: The subject under research is Adam Smith’s views on the development of science and education since the Ancient Times till the Early Modern Period. We usually think of Adam Smith as an economist but in fact he studied moral aspects of economic management paying special attention to the overall improvement of human moral qualities. Following Adam Smith, the author of the present article compares educational and scienti􀏔ic achievements of ancient Greeks and Romans and analyzes educational processes going on in Europe in the Middle Age and Early Modern Period. The author of the present article uses the method of materialistic dialectics and empiric analytical techniques combining induction and deduction. Each approach is used by the author in an appropriate case or relation. The author of the article also describes the process of the development of Adam Smith’s views on science, education, law and philosophy. Adam Smith paid special attention to achievements in the sphere of science and education in Ancient Greece and Rome. He believed Newton’s theory to be the best example of a scienti􀏔ic theory and he also believed it to be a good methodological guideline for other branches of science, for example, moral philosophy Adam Smith was so interested in. By analyzing theories of Adam Smith, Francis Bacon and Isaac Newton, the author of the present research article draws parallels between modern processes of reformation of Russian science and education.

Keywords: science, education, law, utopianism, Caesar, competition, Galileo, Newton, reformation of education, bureaucracy.

References:
Gurevich P.S. Nravstvennost' – osnova obrazovaniya // Professional'nyy uchebnik. 2005. ¹ 2 (4). S. 116-128.
Gurevich P.S. Obrazovanie i budushchee cheloveka // Pedagogika i prosveshchenie. 2013. ¹ 2 (10). S. 104-113.
Istoriya filosofii. T. II / Pod red. G.F. Aleksandrova i dr. M.: Institut filosofii AN SSSR, Gospolitizdat, 1941.
Marks K., Engel's F. Izbrannye proizvedeniya v 2-kh tt. M.: OGIZ, 1948.
Mikhalenko Yu.P. Platon i sovremennaya antiteza liberalizma i totalitarizma. M.: Dialog – MGU, 1998.
Mikhalenko Yu.P. F. Bekon i ego uchenie. M.: Nauka, 1957.
Svetoniy Gay. Zhizn' dvenadtsati Tsezarey. M.: Nauka, 1964.
Smit Adam. Issledovanie o prirode i prichinakh bogatstva narodov. V 2-kh tt. M., Leningrad: Sotsekgiz, 1935.
Uin Frensis. Karl Marks. M.: AST, 2003.
Chanyshev A.N. Istoriya drevnego mira. M.: Vysshaya shkola, 2003

References (transliteration):
Gurevich P.S. Nravstvennost' – osnova obrazovaniya // Professional'nyy uchebnik. 2005. ¹ 2 (4). S. 116-128.
Gurevich P.S. Obrazovanie i budushchee cheloveka // Pedagogika i prosveshchenie. 2013. ¹ 2 (10). S. 104-113.
Istoriya filosofii. T. II / Pod red. G.F. Aleksandrova i dr. M.: Institut filosofii AN SSSR, Gospolitizdat, 1941.
Marks K., Engel's F. Izbrannye proizvedeniya v 2-kh tt. M.: OGIZ, 1948.
Mikhalenko Yu.P. Platon i sovremennaya antiteza liberalizma i totalitarizma. M.: Dialog – MGU, 1998.
Mikhalenko Yu.P. F. Bekon i ego uchenie. M.: Nauka, 1957.
Svetoniy Gay. Zhizn' dvenadtsati Tsezarey. M.: Nauka, 1964.
Smit Adam. Issledovanie o prirode i prichinakh bogatstva narodov. V 2-kh tt. M., Leningrad: Sotsekgiz, 1935.
Uin Frensis. Karl Marks. M.: AST, 2003.
Chanyshev A.N. Istoriya drevnego mira. M.: Vysshaya shkola, 2003