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: The object of research is the expressed world outlook and orientation of the person who is the teacher of social and humanitarian disciplines in a higher educational institution. Personal outlook of the teacher, leaving an invariable mark on its professional activity, plays a considerable role and is of great importance in formation of world outlook reference points at pupils. Especially noticeable this influence becomes in teaching disciplines of the social and humanitarian block owing to what on the teacher of these disciplines much bigger world outlook responsibility lies, than on the teacher of natural and mathematical or technical cycles and how it is possible to avoid direct influence of subjective ideological installations and the teacher's values on the studying audience. Methods of research is the reflection of the rich empirical material which is saved up in the course of long-term teaching activity of the author; the analysis of skeptically focused outlook; justification of interpretation of the last – not as nigilistic, and as critical; scepticism comparison as philosophical direction with the main concepts of truth. The main conclusion characterizing the theoretical and practical importance of the conducted research is situation according to which minimization of possible world outlook distortions in teaching a social and humanitarian cycle is achievable under a condition, strangely enough it will sound at first sight that the teacher adheres to skeptical philosophical orientation. Novelty of author's approach is in the statement that scepticism as the philosophical position represents not so much a kind of agnosticism or a relativism, or, especially, nihilism, the skeptical philosophy, and some kind of world outlook neutrality which allows the teacher of social and humanitarian disciplines to fulfill the professional duty most adequately is as usual treated.

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.