Abstract: The subject of the work is the theses of the theology of personality. The aim of the study is to develop practical methods of pedagogy of professional counseling based on the provisions of the theology of personality. The work presents a number of theses of the theology of personality, synthesized on the basis of the works of the theologian and historian Vladimir Nikolaevich Lossky; describes principles of career guidance approaches; theoretical positions are combined into practical conclusions; a training case template and a template for working with it are compiled. The main provisions of the developed method are as follows: there cannot be one exact way to determine the interests of a person; the circle of specialties should not be limited by social factors; vocational guidance should be carried out in accordance with the ultimate goal of human activity — the perception of perfection; care should be taken to interpret the results of diagnostic tests/tasks that are not able to take into account all aspects of the uniqueness of the individual; professional guidance consultations should be carried out with a deep immersion in the understanding of the individual; through development in an area unfamiliar to a person, he can learn a new competence and show interest in it; through the self-giving of the individual in complete immersion in a cause that brings good to people, one can see the perfection of the individual. The method can be used in teaching various disciplines at different levels of education.

Keywords: career guidance methods, pedagogical methods, pedagogy, Vladimir Nikolaevich Lossky, philosophy of religion, theology, career guidance counseling, activity practices, career guidance, theology of personality

Abstract: The article is devoted to the analysis of the main scientific approaches to the study of security in foreign and domestic works. Security is understood differently for every country and every person. The security problems in Europe are not the same as those in sub-Saharan Africa. While in the first case we are talking about problems associated with terrorism and migration flows, in the second case - with the problems of hunger and ethno-religious violence. Various approaches to the concept of security, whether too broad or too narrow, explore one particular aspect of security: for traditional security, it is the protection of the state; for human security, it is the protection of the individual. All concepts of security, whether ecological or informational, are interconnected, and the emerging "non-traditional" concepts of security are becoming increasingly important security can be defined as freedom from all kinds of threats (physical, economic, social, political and psychological) to the existence and survival of the state, the human race and other living beings. Theories and perspectives such as idealism, realism, neoliberalism and constructivism have treated the meaning of security in different ways. The traditional view of security before and during the Cold War, which focuses on protecting the state from threats to national interests, has expanded since the end of the Cold War. Security discussions now include issues such as economic security, environmental security, food security, and personal security, among others. In addition, various schools of thought have emerged that explain security differently than the traditional concept. In particular, we can distinguish such security schools as the Welsh, Paris and Copenhagen. Despite the existence of various ideas explaining what security is and how best to guarantee the security of states and individuals, the world is still inherently insecure.

Keywords: National security, threats, personal security, state security, Copenhagen School, Parisian school, Welsh school, safty, security, social studies

Abstract: The object of this work is the philosophy of T. Hobbes in its integrity and unity of its main parts, including logic, the so-called "first philosophy", physics, the doctrine of man, the doctrine of morality, politics and law. The subject is the internal connection of the concept of the Leviathan state with the theory of cognition and ontology in the context of a number of problems of modern epistemology, philosophy and the history of science and the history of philosophy of Modern times. Methodologically, the work is based on a comparative historical approach, hermeneutic analysis of sources, as well as general scientific methods of analogy, generalization, abstraction, systematization, and others.  Results of the study: 1) T. Hobbes is not so much an experimental theorist as a popularizer of science, confident that such popularization in itself can both lead a person to the truth and help solve a number of socio-political problems; 2) Hobbes' attitude radically breaks with a number of provisions of both the philosophy of nature and socio-in the political philosophy of Antiquity, translating the aporicity of the latter into paradoxicity and, as a consequence, antinomianism; 3) T. Hobbes discovers the logically abstract world of science as an analytical-synthetic transformation of the everyday world given in sensation, while the first necessarily generates something third - a world that exists by itself, an unknowable world; this makes him to strictly approach the definitions of the boundaries of knowledge — God, soul, morality and law; 4) the concept of Leviathan solves the problem of the mutual transition of the universal and the individual in a very typical way for early Modern times — through the fundamental paradox of the interaction of the abstract scientific world of science and the "objective" world itself opposed to it; this paradox is one of essential features of philosophy and science of early modern times.

Keywords: concrete, abstract, singular, universal, antinomy, paradox, Descartes, Galileo, Hobbes, sovereign

Abstract: The article examines the main provisions of the idea of social justice in the philosophy of the famous Russian philosopher Vladimir Solovyov. His interpretation of the idea of justice is studied in the context of his understanding of such concepts as morality, kindness, mercy, altruism, compassion, etc. It is emphasized that in his works V. Solovyov pays special attention to the question of the relationship and interdependence of justice and morality. A socially just and moral society is considered by him as a possible future. The idea of social justice in the philosophy of V. Solovyov is studied as an original teaching in the light of the enrichment of this problem. The author considers the views of V. Solovyov as a reflection of the realities of modern Solovyov society and tries to identify ideas in it that can be used in the implementation of social justice in the conditions of modern realities. The author explores the idea of justice in the philosophy of V. Solovyov in the context of the unity of all spheres of social life, causal and functional relationships, from the point of view of the relationship and interdependence of needs, interests, material and spiritual values. The interpretation of the idea of justice by V. Solovyov seems to the author interesting and original. This interpretation reflects the worldview of certain social strata of society and their wishes. His idea of justice has its absolute merits. The most interesting in the views of V. Solovyov is the provision according to which all the peoples of the world should have freedom of choice in terms of religion and religious orientation, proposals on the need for religious tolerance in society and in relations between peoples are interesting. The idea of social justice in V. Solovyov's philosophy requires further in-depth research in the context of current and subsequent social realities. At the same time, the author does not observe in the views of V. Solovyov the interrelation of the concepts of due and good, the interrelation of needs, interests and moral values.

Keywords: religion, freedom, equality, altruism, mercy, compassion, goodness, morality, Justice, religious tolerance

Abstract: The author discusses methodological aspects of digitalization of the education system in Russia. The author's research team focuses on the philosophical-anthropological and socio-pedagogical dimensions of the studied phenomenon of the XXI century. It is shown that in the field of education, the first steps towards digital literacy of all participants in educational relations were made back in the late 1990s. During this period, this process was called "informatization" of the educational environment of educational institutions. The transition to the introduction of a wide range of information and computer technologies into the pedagogical process took place during the implementation of the first national project "Education" (2005-2010). In the 2010s, big data analytics, the all-encompassing use of artificial intelligence and the Internet of Things, testing the possibilities of virtual and augmented reality, the use of 3-D printing in teaching – these and other new technologies allowed us to move to a new stage in the development of the Russian education sector. The formation of the educational environment in the context of digital transformation encourages understanding of the prospects and significant risks that the digitization process brings to the consumer society. The use of philosophical and anthropological analysis allowed the authors to identify the following risks: the risk of the formation of an individual with a "one-dimensional consciousness" in the educational environment, the tendency of the destruction of the ideological matrix of personality under the influence of digitisation, the risk of destructive transformation of the role of the teacher with the subsequent replacement of the latter with "gadgets" and software shells with "artificial intelligence", the risk of dictate from the "technocrats-developers" of educational content, the risk of worsening the health of students due to the adverse effects of digital technologies.

Keywords: professional communities, educational technologies, digital learning, educational environment, humanistic pedagogy, philosophical and anthropological approach, informatization, digitization, education system, philosophy of education