Abstract: The subject of this research is the peculiarities of the establishment and development of sociology as a science and academic discipline in Russia; transformation of sociology as a science; application of competency-based approach in determination of the content of sociology as an academic discipline and learning methods. The author examines the initial period of establishment of sociology as a science, development of sociology within the Soviet and post-Soviet society, inclusion of sociology into educational process of the Russian universities as a field of study or major, as well as the conversion of sociological knowledge. The scientific novelty lies in assertion of need for differentiation of the content of sociology as a science and scientific discipline. The content of sociology as a science is formed under the influence of logics of the structuring of scientific knowledge, as well as factors of its conversion; it is determined by the educational standard that contains the list of social competencies essential for a graduate of a specific major in order to be in demand at the job market. A conclusion is made that the content of sociology as an academic discipline must correlate with the specificity of major of a university graduate; the specificity of language of presentation of the scientific and academic knowledge substantiates the need for transformation of sociology as a science into the academic discipline.

Abstract: The subject of the research is the experimental research on the use of ethnopedagogical knowledge of the Selkups in a small stuffing school of Invankino settlement, Tormsk Region in 1993 - 1996. The object of the research is the elimination of the estrangement of the Northern peoples from their traditional culture in the system of school education. The author of the article analyzes such aspects of the topic as peculiarities of ethnopedagogical knowledge and their role in the personality development of the children of the Northern peoples. Kryaklina focuses on analysing the contents of the curricula, the need to involve school students into traditional activities and cultural values. The main research method is the experiment of using ethnocultural knowledge of the Selkups in the contents and methods of teaching and involvement of children into traditional culture and traditional activities. The novelty of the research is caused by the fact that theauthor analyzes the results of the experiment on using ethnopedagogical knowledge of a particular ethnos, the Sekups, in a small stuffing school and makes conclusions based on it. The main conclusions of the research are the following: the author proves the need to include elements of traditional culture and traditional activities into the curricula of schools where the Northern children study. The author suggest to include such disciplines as the national language, native history, regional studies through history, traditional labor, traditional dances and music, etc. The author also suggests to develop the model of a small stuffing school for the Northern children that would involve elements of their traditional culture and values and thus would not destroy the consistency of the Russian educational space.