Abstract: Major socio-political changes, as a rule, split society into their supporters and opponents. Each side creates its own humanitarian picture of the world, declaring it true, and the opponents' ideas as a delusion. In the minds of representatives of each of the parties to the conflict, a kind of segregation appears on the "right" and "wrong", which is one of the manifestations of damage to human nature, which brings suffering to a person, and disasters to society. The relevance of the topic is determined by the search for the causes of this damage and ways to overcome it – for the harmonization of both human and social life. The object of the study is universal generic damage, and the subject is its segregational manifestation during periods of major social conflicts. The novelty of the conducted research consists in an attempt to synthesize scientific and theological discourses in the conditions of modern post-secularism and substantiating the fact that in the coordinates of purely secular consciousness it is impossible to find the real causes of human damage and effective ways to overcome it, as everyone can see empirically by the example of their own life path. One of the main conclusions of the study is that a person's attitude to the socio-political split can be represented as three-part hierarchically, where the emotional, theoretical-methodological and metaphysical, or religious, or Christian level are distinguished. The first is characterized by misanthropic segregation and separation, the second by skepticism and ideological neutrality, where there is no division, but there is no unification, and the third by repentance and humility, healing the damage to our nature and leading to fraternal unification, human happiness and social prosperity.

Abstract: Currently, demotivation, lack of cognitive interest, worldview and existential indifference of the students are perceived as a matter of course. One of the reasons consists in how the school and university pedagogues deliver the material. The students often say that they have no interest, as the cannot grasp what the teacher is saying. Thus, the material naturally becomes uninteresting, boring and “unnecessary”. This is one of the sources of mental indifference. The aim of this research is to establish correlation between the level of cognitive interest of students and pedagogical competence of the teacher, as well as and determine the key components of such competence and the ways for their formation in the educational process. The authors substantiate the dependence of the level of cognitive interest and motivation of students on the pedagogical competence. The theoretical and practical importance of this article lies in revelation the fundamental factors of students’ demotivation, which are directly related to the specificity of educational activity of the pedagogue, demonstration of the key components of pedagogical competence, as well as the methods for their formation, development and improvement, which can be used for remedying the lack of cognitive interest, educational and overall ideological and existential indifference of youth.

Abstract: The question on the polemics between scientism and anti-scientism being different sociocultural orientations and opposite worldview poles remains insufficiently covered within the modern philosophy of science. The object of this research is the controversy of scientism and anti-scientism as the two images and concepts of the philosophy of science. The subject is the worldview companions of scientism and anti-scientism, as well as the two systems of ideological, ontological and practical orientations of human and social existence built upon them. The goal of the article consists in identification of the two possible and opposite images of the philosophy of science, suggested by the concept itself, their interrelation, and establishment of worldview chain links beginning with scientism and anti-scientism, and clarification of opposing systems of life orientation of a person. One of the results of the conducted research consists in determination of two images of the philosophy of science and related to them scientism and anti-scientism, which are not only and not much different and in a worldview sense “neutral” sociocultural orientations, as the other way around, “loaded” from a worldview perspective intellectual positions, fairly conforming with the certain ideological paradigms, which in entirety and complementarity, form the two opposing worldviews and two systems of life guidance of a person.

Abstract: The subject of the research is the cognitive interest of students as one of the most important terms of professional activity of a school teacher and university professor from both practical and theoretical points of view. The efficiency of teaching efforts in many ways depends on whether students are interested in the discipline or not and how well they understand it. The object of the research is analogies as one of the didactical means that can be used to raise the cognitive interest of students. In teaching activity, analogies are a specifically presented theoretical illustration of the material given by a teacher. The authors of the article analyze analogy as a didactical means used to teach such university disciplines as philosophy, philosophy of cognition, history and philosophy of science and logic. As a didactical means, analogies are viewed as illustration of concepts and interaction between these concepts, for example, empirical and theoretical levels, description and explanation, verification principle and falsification principle, cumulativism and anticumulativism, scientism and antiscientism, truth and interpretation. One of the main conclusions that is of special theoretical and practical importance and constitutes the novelty of the research is the proof of educational irreplaceability and pedagogical efficiency of such didactical means as analogy. In varied theoretical contexts, analogy helps to make complex things simplier, unclear things more understandable, complicated things more clearer and thus raise the level of the cognitive interest of students and motivate them for studying 'boring' disciplines. 

Abstract: The relevance of this topic is defined by the new twist in worldview antagonism between religion and atheism, creationism and evolutionism, materialism and idealism, anti-scientism and scientism at the current post-secular stage of development of the Russian society. The object of this research is the correlation and interaction of heuristic capabilities of such forms of spiritual culture as science and religion. The subject is the reflection of correlation and interaction of heuristic capabilities of science and religion, as well as their role and meaning for human life and society from the perspective of such sociocultural paradigms as scientism and anti-scientism. The research methods include comparative analysis, inductive generalization, modus tollens, analogy of relations as a variety of mediated conclusion, intellectual experiment and model schemes of dimensional relations between the notions. The scientific novelty is defined by the author’s reference to the problem of correlation and interaction from the standpoint of scientism and anti-scientism, science and religion, empirical and theoretical levels of scientific cognition, technique and technologies as problematic criterion of the truth, enlightenment and education, “physical” and metaphysical questions, and capabilities of scientific worldview. One of the conclusions lies in the statement that science, due to its instrumental nature, cannot be a worldview, while scientism is such, conferring the glorified by it science a bad favor by imposing the expectations that it is not able and does not have to deliver. Due to this, the scientifically interpreted antagonism between science and religion may be re-interpreted by anti-scientism into the peaceful existence and even mutual complementarity.

Abstract: The object of this research is the process of clericalization of the modern Russian society, as well as the main features of clericalism as a theoretical worldview and sociopolitical platform. The subject of this research is the relevant discussion within the sociopolitical space of modern Russia on theological education and possibility of a worldview synthesis based on the ideological platform of postsecularism. The authors carefully examine the relations between theologism and clericalism, tracing deep ideological and historical roots of the latter. A special attention is given to the prospects of theological education, the supporters of which, proclaiming postsecular thought as their ideological platform, secretly stand on the positions of clericalism, thus attempting to obtrude the “new Middle Ages” upon the society under the disguise of social democracy. Among the main conclusions of the conducted research are claims that the theological education, which bases itself upon the ideological platform of clericalism, promotes blurring of the borders between the scientific and unscientific knowledge, and to a certain extent the loss of the heuristic-rational potential and status of science and philosophy. In the current Russian political and sociocultural situation, the task of the representative of both, the scientific and philosophical thought, perhaps lies in taking up the “Occam’s razor” and attempt to “cleanse” the problematic field of the modern Russian socio-humanitarian thought from “essences” that are “exaggerated” by clericalism, in order to prevent the danger of its transformation into the “new maid” of theology.