Abstract: The subject of the article, which is based on the concept and practical methodology of using the space of the museum exposition as an educational one, is the activities of the Moscow Memorial Museum "Losev's House". Particular attention is paid to the analysis of such educational resources of a new type offered by the Losev House as the Scientific Library, Online Lecture and Study Day at the Museum; within the framework of each of these forms, its general educational potential and advantages are analyzed in comparison with the traditional forms of teaching philosophy within the walls of an educational institution of a conventional type. Based on the results of the study, fundamentally new opportunities for increasing the effectiveness of philosophical education through the active formation of the educational motivation of a museum visitor or a learning individual through immersion and interactive interaction are identified and analyzed. In conclusion, an assessment is made of the educational activities of the "Losev's House" within the framework of the general socio-cultural genesis of the domestic society, its actual opposition to the multiple tendencies of cultural primitivization. The article concludes that, having a pronounced discursive character, philosophy, being presented in the educational space of the Losev House Museum, receives additional original opportunities for deploying this discourse. Represented in the educational space of the museum, philosophy, as an established system, from its content side, acts as a harmony and balance of its own objective and subjective aspects. A full-fledged philosophical education cannot be limited only to educational practices, it is necessary to include the upbringing of the culture inherent in philosophy and independence of thought. In the era of modern information culture, which implies the possibility of providing quick access to any necessary information, the emphasis in the learning process is shifting from the previous forms of its direct transmission to the formation of appropriate learning motivation, immersiveness and interactivity of new forms of learning provided by the educational space of the Losev House Museum.

Keywords: museum pedagogy, immersion, educational space, interactivity, museum exposition, teaching philosophy, philosophy as a discourse, Losev Alexey Fedorovich, the museum, intellectualization of society

Abstract: The article investigates the possibility of formation of creative competencies of students within the framework of scientific personnel training. It is noted that the available training courses within the framework of general training of scientific personnel allow to prepare a specialist who is able to use existing knowledge, but such a specialist is not trained in creativity. For the formation of creative competences it is necessary to take a training course of the general theory of systems, the purpose of which is to create a universal methodology of reliable representation of models of objects, based on the similarity (isomorphism) of the forms and laws of the universe. A detailed argumentation of the connection between creativity and holistic representation of being, the empirical manifestation of which is isomorphism, is given. The mechanism of knowledge translation within the framework of the mechanism of multisystem integration of human being, the mechanism of knowledge borrowing by human being from sensually comprehended forms of reality is investigated. It is stated that in order to meet the set tasks of cognition, a version of the general theory of systems, extended by the metaphysical component, is required. Further, starting from the metaphysical description of the foundations of the phenomenon of isomorphism observed in the practice of cognition, it is possible to form complete collections of patterns – typical forms, templates of objects and their relations. At present, the work on such a version of the general theory of systems is being finalized. The article concludes with a discussion of the problematics of teaching general systems theory. It emphasizes two components: the issue of positioning the training course "General Theory of Systems" in relation to other courses, as well as taking into account the specifics of the subject area of students in different specialties (directions).

Keywords: knowledge borrowing, multisystem integration, metaphysics, isomorphism, general theory of systems, creativity, scientific personnel, patterns, teaching, training course

Abstract: This article examines the problem of reduction of dispositional terms in the scientific theory. Dispositional terms are the predicated, expressing proclivity of the body for having a certain response in particular circumstances. The difference between dispositional predicated and other descriptive terms consists in the fact that for their identification it is essential to know an empirical factor that invokes manifestation of a dispositional trait. Since disposition cannot be observed directly, it requires carrying out an experiment to reveal the needed quality of a subject. It is established that for dispositional predicates, definition should be viewed as a particular case of reduction. Such conclusion is substantiated by the fact that the two-sided reduction sentence represents a special case of a reduction pair of sentences. In constant clarification of the meaning of dispositional term empirically, the set of reference using reduction sentences is more convenient, since it can be augmented with a new sentence that describes the additional verification conditions. Presence in the language of observation of dispositional predicates, which could not be determined in a usual way, and possibility of their reduction underline nonequivalence of the methodological operations of reduction and definition in the substantive scientific theories, which also represents an argument for further research of reduction in natural sciences, social sciences and humanities.

Keywords: meaning, observation language, theoretical term, empirical term, dispositional term, definition, reduction sentence, reduction, epistemology, logic of science

Abstract: Buddhist education represents the key instrument in reproduction of the Buddhist model of personality and Buddhist sangha. With the development of Buddhist doctrine, the three basic personality models have formed – Arhat, Bodhisattva, and Buddha, introduced trough the focus on a teacher. In China, Buddhism faced the established by that time traditional models of personality of a benevolent husband in Confucianism and a profoundly wise husband in Taoism. During the continuous interaction with Chinese culture, took place the complex processes of Sinification of Buddhism, when the image of Bodhisattva became the fundamental model of personality, oriented towards social virtue. Chinese Buddhists made a substantial contribution to the theory and practice of Buddhist education, manifesting as the mechanism of personal improvement. The research methodology is defined by the basic conceptual approaches towards examination of the spiritual culture as a whole, and Buddhist doctrine in particular, in the context of its functional significance for the society. The scientific novelty and main conclusions consist in the recognition of Buddhist education as the key instrument in reproduction of the Buddhist religious and cultural tradition. The multilevel orientation towards the diverse types of personality in Buddhism reflected the comprehensive character of its education, aimed at the various levels of people’s spiritual development. The selection of Bodhisattva model in Chinese Buddhism is determined by its social focus and complementarity to the images of benevolent husband and profoundly wise husband, which substantiated the formation of the Chinese religious syncretism and sustainability of the of China’s spiritual culture overall.

Keywords: Sinicization of Buddhism, Taoism, Confucianism, personality, Buddhist education, China, Buddhism, Arhat, Bodhisattva, Buddha

Abstract: The subject of this research is the process of social adaptation and methods of its examination within the educational environment. The author provides definition to the process of social adaptation as an active relationship of man and social environment aimed at resolving the emerging contradictions between them, which results it evolution and establishment of man as a social being. The article defines the structure of social adaptation, highlighting the three key components: adaptation resources, adaptive behavioral strategies, adaptedness (result of adaptation). The conclusion is made about the application of structural approach towards examination of the process of social adaptation as the study of peculiarities of each indicated component. The author underlines that the methodological frame of philosophical comprehension of social adaptation of personality in the context of education system can imply the understanding of such process in unity of its three key components – stages: adaptivity as combination of personal resources necessary and sufficient for solving the problem situation; adaptive strategy as a selection of trajectory for specific activity on solving the issue; and adaptedness as a result of adaptation that can be assessed in accordance with the objective (compliance with the requirements of social environment) and subjective (internal contentment) criteria.

Keywords: Evolution, Activity, Contradiction, Social environment, Personality, Adaptive behavior, Adaptation resources, Adaptedness, Education, Social adaptation

Abstract: The subject of this article is the practical aspect of the process of social adaptation, associated with finding the control mechanism over such process under the specific life circumstances. The author examines the problems of adaptation of the first-year university students, as well as suggests a new approach towards studying of this process at each stage: activation, search, and result. The criteria of adaptedness as a result of adaptation process, which consist in the internal satisfaction of its outcome and socially approved motivational orientations of the subject of adaptation are being reviewed. The conclusion is made that the task of managing social adaptation is quite laborious, but can be realized in practice. For achieving productivity and increase in quality of education of the students, it is necessary to systematically, using the activity approach and its various aspects, examine the social adaptation process stage-by-stage. It is essential to understand how an individual resolves contradiction that lies in foundation of the adaptation process, as well as builds his relationship with the social environment. Due to this, it will be possible to selectively correct, direct, and improve the vector of his adaptation. In order to understand how an individual resolves contradiction and determine the key mental characteristics of the subject of adaptation can be realized by using the already development methods of research for identification of the existing and potential adaptive resources, specificity of adaptive strategies, and objective (environmental) and subjective (personal) assessments of the efficiency of adaptation.

Keywords: Education, Adaptive strategies, Result of adaptation, Subjective assessments, Adaptedness, Educational environment, Individual, Contradiction, Management, Social adaptation

Abstract: This article explores the polemic between the renowned enlighteners Jean-Jacques Rousseau and Claude Adrien Helvétius on the question of upbringing.  How does one raise an enlightened member of society? Rousseau believes that teaching should be conducted individually, leaving the student and mentor out in the nature. Helvétius leans towards collective education. But both believe that the upbringing should take place in a village. Rousseau supports the religious and fairly limited upbringing, while Helvétius is against religion and in support of higher education. The specificity in Helvétius’ understanding of human leads him to paradoxes, analyzed by Denis Diderot. The upbringing means of the Age of Enlightenment are being carefully examined for the first time. The author compares the views of Rousseau and Helvétius on the utmost important factors – religious, anti-religious, moral, educational, and professional. A special attention is given to the paradoxes in thinking that result from Helvétius’ understanding of human being. The author provides explanation to the paradoxes as dialectical contradictions intrinsic to Enlightenment.  

Keywords: Friendship, Village, Society, Education, Morality, Religion, Paradox, State, Educator, Influence

Abstract: The subject of this article is the problem of the legitimation of philosophy and the importance of philosophy at a modern university. The aim is to understand the place of philosophy at a University determined in terms of various purposes of this institution – on the one hand, the use, effectiveness and efficiency; on the other hand, the search for truth. The first purpose is associated with private interests and the second one is associated with universal values. The researcher has used the methods of problematization and contextualization. A modern problem of the university is the ambiguity of its target orientation. Looking for a solution to the problem requires an appeal to the origin of the classical university and its philosophical basis: Humboldt’s provisions about the university reform and Kant’s justification of the role of the Faculty of Philosophy. The conclusion is that philosophy, following the interests of truth, is uniquely capable and, in fact, should carry out criticism as the definition of the boundaries and conditions of use for any knowledge any regulations. Such analysis allows to describe interaction of private and public interests as the purposes of a University and legitimizes a specific role of philosophy. This is a relevant issue for modern times. 

Keywords: faculty of philosophy, university, science, education, Wilhelm von Humboldt, Immanuel Kant, autonomy, private interest, modernity, criticism

Abstract: Research subject: the researcher analyzes the terms 'criterion' and 'symptom' in Ludwig Wittgenstein's writings. In particular, Loreti examines the theories of criterion and symptom introduced by Wittgenstein in his works 'Blue Book', 'Philosophical Remarks' and 'Philosophical Investigations'. The researcher emphasizes the influence of verificationism on Wittgenstein's concepts of 'criterion' and 'symptom'. The author of the article also notes that late Wittgenstein believed in a rather unprecise and inaccurate difference between criterion and symptom. The author also analyzes the definition of identity in Wittgenstein's middle and late works. Research method or methodology: in this research Loreti has used the principle of textual analysis, in other words, the researcher has tried to demonstrate Wittgenstein's views through the philosopher's quotations and texts. Scientific novelty and conclusions: the scientific novelty of the research is caused by the fact that the author of the article analyzes the concept of verificationism in late Wittgenstein's writings considering that this is a rather understudied theme both in Russian and foreign academic literature. The researcher also presents extracts from Wittgenstein's book 'Philosophical Remarks' ('Philosophische Bemerkungen') that has not been translated into Russian yet. The author concludes that throughout the philosophical activity of Ludwig Wittgenstein  from his 'Philosophical Remarks' to his 'Philosophical Investigations' we can witness the concept of symptom gradually advancing towards the concept of criterion as a result of a categorical denial of the classical epistemological approach that differentiated between and isolated a subject from an object of cognition. 

Keywords: senseless, Wittgenstein, criterion, symptom, verificationism, Philosophical Investigations, language, identity, Philosophical Remarks, epistemology

Abstract: The present article presents an attempt to perform a philosophical analysis of some aspects of establishing nanotechnology, young and actively developing sphere of scientific knowledge. In his article Starostin examines Richard Feynman's lecture of 1959 that is believed to be the first introduction of nanoscience. Special attention is paid to the personal qualities of Richard Feynman and associative relations related to the development of his philosophy that were probably reflected in his factual and personal experience. The author of the article has analyzed some historical events prior to that historical moment as well as the cultural, social and political environment of the 50th that created grounds for the development of nanotechnology. The author also attempts to define the internal logic of the development of rapidly growing interest towards the nanosphere. In his research Starostin has used the historical method involving the analysis and comparison of different documented events of the past. The methodology of the present research, in particular, the author's approach to the interpretation of historical facts, is closely related to the philosopho-methodological concept that takes into account the 'external' and 'internal' history of science. Such an approach allows to carry out a summarized rational reconstruction of the process of growth and development of scientific knowledge. The question what caused such a rapid exponential increase of scientific interest towards nano-sized objects and phenomena and nano-scaled technology has been undoubtedly a great interest for representatives of both philosophy and history of science since the very moment when it became clear for the scientific community. Nevertheless, so far the philosophical interpretation of the history of nano-technology in terms of the immanent logic of scientific knowledge and socio-historical and culture-historical grounds of the development of scientific knowledge has been understudied. 

Keywords: philosophy of science, history of science, nanotechnology, nanoscience, growth of scientific knowledge, development of scientific knowledge, internal history, immanent logic of cognition, external history, rational reconstruction

Abstract: CKTS (convergence of knowledge, technology and society) is expressed at all levels of knowledge, technology and social life and, as a rule, is a result of diversified reasons. Convergence is in the front row of scientific discoveries and technological development and promises to become the fundamental and integrating sphere of knowledge and transformations as it already happened in case of information technologies and nanotechnologies. Social convergence has a great potential to significantly and efficiently improve human abilities and his economic competitive ability and life safety. There is a certain need to assume this opportunity and undertake particular measures to make convergence a more efficient solution of the problems that are faced by the humankind today. We can even say that the phenomenon of NBICS-convergence is a completely new stage of the technological progress. Convergence is viewed as a developing interaction between scientific disciplines, technologies, communities and human activities for the purpose of achieving their compatibility and integration. Convergence is important for the information society and by analyzing social consequences of convergence we can actually solve problems that cannot be solved by usual science divided into disciplines and branches as well as to create new technologies and knowledge. The process of convergence has been improving over the last few decades. At the first stage the development of nanotechnologies triggered integration of scientific and technological disciplines that used to be independent from one another such as biology, chemistry, condensed matter physics, materials technology, electric engineering, medicine and others). NBIC-convergence was the second stage when new technologies were integrated based on their mutual fundamental concepts such as the theories of atoms, genes (DNA), bites and neurons. CKTS is an another stage of convergence which expands based on the mutual relations and borders of technologies and bring us to the general humanitarian, planetary and social grounds. At this stage associated human, technical, social and natural resources and capacities are combined in order to answer the questions that otherwise cannot be answered by usual sciences and to create and distribute new knowledge, technologies, industries, products and solution for improving the well-being of people. Attraction of humanitarian technologies also gives us a right to talk about creation of a new convergent NBICS-technology were S means socio-humanitarian technologies.

Keywords: CKTS, NBIC, NBICS, convergent technologies, cognitive science, education, world view, social technologies, resources of knowledge, intellectual unification.

Abstract: The author uses a system approach which allows to overcome the limits of viewing ontology as an isolated discipline. As a teaching about the unity of the world, ontology is viewed as a part of the representation system prevailing in the society with reference to the development of the individual on one hand and social practice on the other hand.

Keywords: philosophy, ontology, existence, truth, dualism, linearity, adequacy, world view, system, unity.

Abstract: This is the continuation of the article ‘Science and Modernization’ published by V. Fedotova and A. Yakovleva in 2012 (Issue No. 9, P. 63-72). The present article is devoted to transformations in science under the influence of changing Modern. One of the results of such transformations is the variety of definitions of science and the ‘battle’ over definition, goals and efficiency of science caused by the effort to influence the organization of science and education. The author gives an estimation of the current situation of reformation of Russian science from the point of view of historical experience of functioning of science and social sciences, in particular, in the first, second and third periods of Modern. Due to the process of reformation of the Russian Academy of Sciences started by the Russian government, the author of the article analyzes particular periods in history of organization of science and education and makes conclusions about what is supposed to substitute for the academic school aimed at obtaining fundamental knowledge.

Keywords: scientific community, humanitarian knowledge, science, social science, reforms in science, education, organization, personnel grading, forms of Modern, scientist.

Abstract: The article contains a study of formation and changes in the term “space” in culture and science. The author analyzes the prerequisites for this term in art, philosophy, science (including the works of R. Descartes, I. Newton, L.Euler). Having introduced a novel term of space and time and having made the work of our mind primary compared to the natural processes by giving space, and not time the leading role, Henri Bergson has provided the conditions for, first of all, criticism and revision of the natural scientific conceptualization of space, and, secondly, for the formation of new terms for time and space in humanitarian and social sciences, better reflecting life and changes in the studied phenomena. The author views two key stages of the formation of the term “space”, which were studied — the works of Aristotle (as one of the conditions for the conceivable movement) and in the Modern Age as the condition for the mathematization of movement. The author discusses the conditions for the transfer of the term “space” from the natural sciences to the social and humanitarian sciences (the change from the physical movement to changes, models to schemes and key categories).

Keywords: philosophy, space, time, length, event, movement, change, cognition, reality, concept.

Abstract: Fear is not only one of the basic feelings but also a powerful factor influencing the development of the system of education. The author describes the most disputable positions and their solutions which allows to find out a number of contradictions within the system. The article discusses the potentials of the education phenomenon because education can not only convey cultural values and reflect the reality but can also form them.

Keywords: philosophy, education, culture, fear, potential, dialogue, childhood, determinism, being, values.

Abstract: The article contains a critical analysis of the main directions in modern philosophy of science. It is underlined that the Middle Ages formed hidden thoughts that were related to Christian metaphysics and gave birth to new epistemological and axiological creative ideas that became very important for genesis of classical science during Renaissance. Based on the system approach, science is mostly viewed as a certain result of innovation cultural processes and the product of the transfer of local Ancient Greek innovation to universal innovation of European culture.

Keywords: philosophy, science, Antique Times, binarity, system, probability, Christianity, innovation, resonance.

Abstract: The article contains the thoughts on the rightness of implementing the law of the excluded middle in Pythagorean theory of incommensurable segments.

Keywords: philosophy, intuitionism, history, mathematics, Pythagorean, axiom, Gilbert, Brower, pseudoscience, Kantor.

Abstract: The article actualizes the problem of using innovative technologies in the science-and-education system from the point of view of synergetics. The article touches upon some issues that are planning to be solved with the help of innovative technologies. These include: organization of the students-and-teachers’ communications, rise of the science and Russian scientist’s statuses, complexity of knowledge transfer and perplexity of involving young people in a higher school.

Keywords: philosophy, education, innovation, synergetics, science, self-organization, discussions, integration, harmonization, knowledge.

Abstract: The article describes the role and the meaning of concepts of the general, particular and singular in categorical structuring of a number of post-modernism philosophies. In particular, the author defines the concepts of the general, particular and singular in Michel Foucault’s ontology of philosophical discourse, Jacques Derrida’s deconstruction methods and Gilles Deleuze’s philosophical concepts, Jean Baudrillard’s teaching about simulacrum, Paul Ricceur’s discourses of philosophical synthesis and others. The author shows the categorical relevance of the aforesaid concepts with the main structural components of the picture of the world.

Keywords: philosophy, the general, the particular, the singular, picture of the world, discourse, epistema, deconstruction method, rhizome, simulacrum, concept, philosophical synthesis.

Abstract: Philosophy of education which became an independent discipline in the second half of XX century was formed as result of interactions between numerous philosophies and systems of education as well as interactions between educational experience and reflection. In XXI century convergent type of cogitation came to the first place. That type of cogitation was based in diverse technologies, in particular information, convergent, social and bio-technologies. Convergent technologies establish a new strategy of civilization development and this is why require social and humanitarian interpretation. It is necessary to use fundamental traditions and ability to create universal knowledge in order to create the cognitive standard as one of the key directions of the global development of convergent technologies.

Keywords: philosophy, philosophy of education, convergent technologies, bio-engineering, bio-information sciences, bio-technologies, knowledge methodology, cognitive science, cognitive representations.

Abstract: The article provides a definition and structure of communication and its place and role in the system or education. The author of the article introduces a new term ‘information computer of quasi subject’ and describes its specifics and role in communication. The author also analyzes potential sources of negative consequences of informatization of education as well as facts worsening the education process based on computerized communication.

Keywords: philosophy, education, informatization, quasi subject, interaction, computer, socialization, communication, personality, sociality.

Abstract: The article considers socialization as a term which content is defined depending on an aspect selected by a scientist. It is shown that in order to understand this term it is necessary to be based on provisions of social philosophy, social studies and social psychology and take into account how the term was developed in history. The author of the article also describes the basis of thesaurus concept of socialization.

Keywords: philosophy, socialization, social studies, psychology, theories, thesaurus, society, process, problem, understanding.

Abstract: The article analyzes the process of personal socialization which cannot be narrowed down to stereotypes or constant changes. The moment of stability and the moment of changes are in dialectic unity here. Both tendencies are very important or development o the new society.

Keywords: philosophy, culture, socialization, personality, social experience, traditions, stability, society, style of life, cultural values, education.

Abstract: The article provides a brief summary of evolution of philosophical teachings about life. The main emphasis is laid on the analysis of the problem of origin and nature of life in the light of new achievements in physics, biology and chemistry during the 20th — 21st centuries. The author of the article describes the metaphysical status of principles of invariant nature and periodicity in modern natural scientific researches of the organic matter. The author also gives his critical review of the reduction approach –brining of living organisms’ features to the signs and characteristics of non-organic matter. Based on experimental data, the author describes the status of the ‘life’ issue and suggests a new approach to solving this issue based on the defining the phenomenon of life as a special form of information reality.

Keywords: philosophy, life, evolution, reality, invariant nature, periodicity, reduction, program information, consciousness.

Abstract: The risk conception has become one of the key concepts of the modern social structures dynamics and prediction of their development trends. The basic factor of growing interest towards the risk issue is the society’s concern about negative consequences of the forced development of modern technical science and technologies. One of the methods of conceptualization of this issue is the theoretical frame describing the processes of communicating risks as a range of initiatives aimed at finding the effective mechanisms of involving public into solving difficult tasks and social learning. Productivity of trans-disciplinary strategies aimed at combination of scientific resources and the sphere of ascientific knowledge of social actors is shown in the sphere of biomedical technologies. One of the forms of the most adequate implementation of trans-disciplinary approaches to communicating risks is the so-called humanitarian expertise.

Keywords: philosophy, trans disciplinary, risk, expertise, science, society, bio-medicine, communication, responsibility, reproduction of knowledge.

Abstract: The article is devoted to adaptation of scholars to socio-cultural space and time, social relations and culture. Adaptive function of socialization is understood as a presence of a scholar in a certain sociocultural environment, i. e. at the crossing point of a certain socio-cultural time and space. Creative teaching civilization reflects the idea o up-bringing instead of the idea of forming. Socialization and adaptive function are closely connected with the level of publicity. The system of education is the only social system which binds a person’s life with a destiny of a civilization.

Keywords: philosophy, adaptation, socio-cultural space, social skills, creative teaching civilization, the idea of up-bringing, socialization, adaptive function of education, system of education, personality.

Abstract: The article analyzes the concept of truth in post-unclassical science which studied human-sized systems with a human viewed as a subject deliberately changing the ontology of an object. Knowledge as a subjective image of an objective world is filled with a related content combining objectivity with human-sizedness which is reflected in features of truth, deception, lies and interactions between them. Unlike everyday consciousness which ‘excessively’ uses these categories, and philosophy of postmodernism which, on the contrary, tends to destruct existence and eliminates truth, lies and deception, the author proves the idea that there are certain borders of application of these concepts and there are hypostasis and stimulation beyond these borders. On these grounds the author also proves the alternative nature of cogitation (which learns about existence) and its stimulation and reveals the importance of understanding their opposition not only in gnoseology and epistemology but also in cultural studies.

Keywords: philosophy, science, truth, post-unclassical sciene, objectivity, human-sizedness, hypostasis, morals, cogitation, stimulation.

Abstract: The article is devoted the constructs of the world view. The world view is logically interpreted as a notion or ‘idea of notion’ and shows the logic of rise from the abstract to the concrete. Based on the mentioned above methodology, the author logically draws out the constructs of the world view.

Keywords: philosophy, world view, concept, constructs of the world view, idea of notion, ontological aspect of the world view, ideological aspect of the world view, gnoseological aspect of the world view, methodological aspect of the world view, abstract and concrete

Abstract: The author of the article makes an attempt to transform the ‘inner’ polemics on science as learning activity into the ‘external’ in the form of an imagined dialogue between the Dunce, Scientist and Science Philosophers. Based on the author, it will allow to reveal certain contradictions and dramatic moments of development of science and to see the ‘inner side’ of it.

Keywords: philosophy, science, epistemology, positivism, neopositivism, post-positivism, paradigm, methodology, verifi cation, falsifi cation

Abstract: During the last decade Russian scientists have made several attempts to describe the basic models of education and to form them into a certain typology. There is a certain need to systematize educational experience and information about different ways and types of the educational process. Besides that, there is a necessity to establish a coordinate system which would guide through the never-ending number of the past and present educational systems, conceptions, theories, technologies and methods.

Keywords: philosophy, cultural sciences, paradigms, psychology, education, law, group, development, Europe, sociology

Abstract: Review: In his ‘Letters about Aesthetical Education of Human’ Schiller described the results of his studies of the anthropological type of human. It takes only spiritual revolution to create such a type of a person. Schiller paid much attention at aesthetical education because aesthetics, according to Schiller, is nothing else but a science causing such a revolution in spirits. Aesthetics is a very important part of Schiller’s philosophical views because it has a strong and nourishing impact on a human being

Keywords: philosophy, philosophical anthropology, human being, society, aesthetic education, beauty, culture, inducement of senses, aesthetic sensitivity

Abstract: the article is devoted to the axiological aspect of education. The author has revealed the anthropological basis of teaching and has settled the idea of education and teaching being united.

Keywords: philosophy, education, teaching, up-bringing, human, person, values, world outlook, educational ideal, models of education.

Abstract: we are now witnessing what had seemed incredible until recently: enormous decline of the general and professional cultures’ levels in a new generation of graduates. However, if we take a closer look at it, we shall understand that it is quite predictable but not incredible at all. We should only question now, could we have expected a different outcome of the present governmental policy?

Keywords: education, training, teaching, philosophy of education, teaching technologies, models of educational process.

Abstract: The article is devoted to the need of drastic changes in the educational system. It is very important to provide graduates with innovative and advanced training. The phenomenon of “futurization” means the co-relation between education and future needs of the society. The author of the article stressed out that education programs do not always match the newly arising system of “about the world” knowledge.

Keywords: philosophy, education, temporal wholeness, needs of the society, futurization, modernization, innovation.

Abstract: : It was already Yung who spoke of the importance of myth in a human life. According to Yung, myth is not a fiction but feelings and beliefs often leading to actual life events. Being based on a social myth, the national idea reflects the nation’s attitude to themselves, other peoples and the nation’s role in the world history and has a risk to result in religious fundamentalism.

Abstract: As the author points out, the defect of many studies of history of education and pedagogy is that their authors single out the views on education from the background of philosophical and psychological nature. That is why, the history of pedagogy may seem to be the history of various didactical methods. But the very methods were born in different epochs, and they reflect the worldview and the mindset of that time. The author in this article aims to show the history of education including the background of philosophical and psychological views in order to show that pedagogical ideas are closely tied to philosophical anthropology, ethics and psychology.