Abstract: The review is written for a book offering analytical tools for evaluating theological programs used by theological educational institutions. The object of the review is education in religious educational institutions. The subject of the review is the quality of the theological programs used in these educational institutions. In his review, the author examines the main sections of the book, giving a brief description of each of them, thereby informing the reader about the contents of the book. Particular attention is paid to the source base of the publication, which allows us to conclude that the researchers have carefully studied the issues under discussion. The review focuses on the accessibility of the material presented in the book not only for academic circles, but also for a wide audience of readers. The main conclusion of this review is the conclusion about the originality of the proposed methodology, which allows assessing the quality of theological programs. The author of the review emphasizes the significant contribution of the developers of the new methodology to improving the quality of graduates of theological educational institutions. The novelty of the reviewed book is the proposal to the providers of theological education to move from a subjective and intuitive understanding of the programs used in educational institutions to programs that have confirmed the right to exist thanks to the analytical tools proposed in the work under consideration. The book is of an applied nature, it is recommended for reading and practical use by the heads of religious educational institutions, developers of educational programs, persons interested in improving the quality of graduates.

Keywords: higher education, quality, academism, competencies, assessment tools, evaluation of programs, theological education, educational programs, education management, sample study

Abstract: Subject of research: the article contains theoretical and practical material about one of the acute problems of higher defectological education – the quality of training of young specialists coming to a modern school to work with students with disabilities. Method, methodology of research: the paper considers a practice-oriented approach to the university training of students-defectologists as one of the ways to improve the quality of professional training, which involves expanding the scope of cooperation of higher education institutions with general education organizations, integrating the resources available to them for the formation of professional competencies of future defectologists. The joint work of higher education organizations and general education institutions ensures an increase in the level of training of students-defectologists according to modern practice requirements, and the school gives the opportunity in the future to get a young specialist, motivated, involved in solving the problems of the modern education system. The novelty of the research: the experience of interaction between a higher education institution and an educational organization carrying out educational activities according to programs adapted for students with disabilities in the field of training future defectologists is analyzed and summarized. The potential and forms of such interaction, its influence on the formation of professional competencies of special pedagogical personnel are revealed. Conclusions: the constructive interaction between the school and the higher educational institution, the joint solution of tasks for the training of future defectologists within the framework of a practice-oriented approach should be carried out in different directions, such as: organization of different types of practice; involvement in research activities of both students and school staff; analysis and generalization of scientific, practical and scientific-methodological experience of educational organizations.

Keywords: limited health opportunities, psychological and pedagogical support, pedagogical support, special defectological education, professional competencies, professional standard, special educational needs, teacher-defectologist, speech therapist teacher, resource school

Abstract: The relevance of the topic of the article is determined by the fact that the professional identity of the future doctor has a number of specific characteristics. These characteristics determine its uniqueness in comparison with other professional installations. The article considers the status of professional identity of first-year residents of a medical university. The status of professional identity is one of the criteria for the formation of the professional identity of a future doctor. The article describes the main characteristics of the identity status (premature identity, diffuse identity, moratorium, achieved identity, pseudo-identity). The article also discusses the socio-psychological conditions that contribute to the formation of a medical professional identity at the stage of training in clinical residency. Residency training is considered as the most important stage for the formation of professional identity. The residency training stage allows a young specialist to supplement theoretical knowledge in a narrower profile, consolidate practical skills and prepare for further independent professional activity. If we talk about the advantages of studying in residency, it can be noted that they are made up of the fact that they give a graduate of a medical university more knowledge, practical experience in clinical specialization and the possibility of its application in further professional activity. Clinical residency is a part of the higher education of medical professionals. At this stage, there is a more stable formation of the professional qualities of a doctor as an independent specialist.

Keywords: the structure of professional identity, higher education, professionalization, identity status, medical university, training, resident, socio-psychological components, professional identity, medical university student

Abstract: The subject of this article is the conditions for the formation of the anthropological consciousness of the future teacher. By anthropological consciousness we mean a form of reflection of the surrounding world, aimed at preserving human nature in the conditions of transhumanism. The relevance of this topic is due to the trends inherent in the modern socio-cultural situation. Modern education is developing in conflict with the trends of transhumanism and postmodernity. Therefore, it is education that pushes a person to try to realize the extent of using the fruits of scientific and technological progress, to anticipate the possible consequences of the desire to transform and improve their genotype. Education should now be understood and mastered as a special philosophical and anthropological category, fixing the formation of the human in man.The mission of a teacher in the modern multicultural world is to help the younger generation to coexist harmoniously in the processes of integration, migration and globalization. The culture of interethnic communication implies a humanistic orientation, education, tolerance. The core that ensures harmonious intercultural communication is universal values. It is extremely important for future teachers to work both with their own axiological attitudes and with the attitudes of their students. Orientation to the hermeneutical-phenomenological tradition, understanding approaches in education, expansion of philosophical training of future teachers contributes to the formation of anthropological consciousness. Thus, the task of modern education is to help a person to understand and adequately interpret their own being in the context of modern socio-cultural phenomena. Therefore, the formation of the anthropological consciousness of future teachers, aimed at preserving the human in man, opposing the negative trends of transhumanism and the era of blurred meanings, is necessary.

Keywords: multicultural education, philosophy of education, understanding approaches, hermeneutics, philosophical anthropology, anthropological consciousness, human, education, continuing education, phenomenology

Abstract: The article is devoted to the content of the theory of cosmism and its conceptual and methodological foundations. The analysis of the content of the works of foreign cosmists and their role in the world, philosophical, cultural and pedagogical science is given. The evolution of mankind has faced many crisis phenomena and negative consequences of their existence. Their impact on the world should be studied not only on the scale of the planet, but also in outer space. The balance between the negative and positive vector of the existence and development of our humanity remains quite fragile, which makes it inevitable to turn to the basic concept of "cosmism". This study reveals the content of the above concept, including the concept of "Russian cosmism", characteristics of the cosmic worldview.   The main difference between foreign cosmism and Russian is shown. The concept of "human transformation" in the context of the philosophical and pedagogical direction, the concept of space pedagogy (pedagogy of cosmism, cosmopedagogy), methodological principles of the anthropocosmic concept of education are analyzed in their connection with the modern education system. An important methodological advantage of the pedagogy of cosmism is the consistency of the tasks set, the methodological educational principles included in it. The key and most promising methodological principles of cosmism for the modern education system are identified, which are reflected in cosmopedagogy and are its obvious advantages. The development of the child's cosmic self-consciousness, corresponding to feeling and intuition, must be taken into account in the content of modern education.

Keywords: space, humanity, modern education system, noospheric education, cosmopedagogy, cosmic outlook, cosmism, ontological argument, the quality of world relations, russian cosmism