Abstract: The subject of this research is the creative activity of the prominent Russian pedagogue, psychologist, philosopher, figure of the socio-pedagogical movement, and active participant in religious life of the white émigré V. V. Zenkovsky (1881–1962) in the leading educational journal “Russian School Abroad”, which was issued in Prague from 1923 to 1931. The goal is to examine the array of publications of the scholar, including articles published under pseudonyms, for determining their scientific and socio-pedagogical significance in the context of pedagogical life and pedagogical discussions of the 1920s – 1930s. Of special importance is the possibility of reconstructing the scientific dialogue between V. V. Zenkovsky and S. I. Gessen. The scientific novelty of this research lies in the sequential analysis of the entirety of texts published by the scholar in the journal “Russian School Abroad”, genre diversity of these publications (from problematic articles to informative notes), determination of problematic areas and specificity of the pedagogical discourse of V. V. Zenkovsky, who greatly contributed to modern pedagogy and psychology, theory and practice of school education, as well as actively participated in socio-pedagogical movement, coordinated the school work of Russian émigré in Europe and outside it. The article introduces the little-known and hard-to-access publications of V. V. Zenkovsky, namely his peer reviews of the Soviet psychological-pedagogical literature, and comments about Zenkovsky himself.

Keywords: Russian school, Russian school abroad, émigré pedagogical editions, émigré pedagogical discourse, pedagogical emigrantics, Russian émigré pedagogy, Vasilij Zen'kovskiy, Sergej Hessen, pedagogical intellectualism, school education

Abstract: This article is dedicated to the analysis of specificity of using biographical approach in studying the heritage of such prominent representatives of white émigré of the XX century as P. M. Bitsilli, N. A. Hans and S. I. Gessen. The subject of this research is the possibility of using biographical approach in the process of examination of pedagogical thought and education of the white émigré. In the course of analysis of works of the recent years, the authors trace the efficiency of such approach in historical-pedagogical research. The object of this article is the books devoted to as P. M. Bitsilli, N. A. Hans and S. I. Gessen that were published in 2018 – 2000s and represent biographical or theoretical research with a strong biographical component. Leaning on the principles of Interdisciplinarity and complex analysis of scientific and historical-educational process, the biographical method is recognized as fundamental for studying educational space of the white émigré and pedagogical heritage of its representatives. The presented overview of publications allows getting a new perspective on scientific potential of biographical approach personalization of pedagogical history of white émigré, and charting the course for further examination of this phenomenon.

Keywords: typological analysis, personalization, biographical method, interdisciplinary approach, pedagogical biography, pedagogy of the Russian diaspora, Russian emigration, intellectual history of Russia, biographical component, historical and biographical research

Abstract: The subject of this research is the determination of leading ideas of drastic reorganization of secondary education and its impact upon students, which allows analyzing the peculiarities of adolescent age as a cultural-historical phenomenon. The reorganization was conducted in two directions: all existing educational institutions were transformed into the Uniform Labor School; an alternative to middle school for in-service education was created – school for working youth or factory-apprenticeship school. The Uniform Labor School replaced the old one and carried “bourgeois vestige”, which were intensively fought against, violating the traditional cirrucul and implementing “working processes”. School for working youth or factory-apprenticeship school, on the contrary, were considered a new type of class school and developed general educational character. The author examines the measures taken with regards to the two types of schools. Special attention is given to studying the peculiarities of adolescents from the Uniform Labor School and working youth from factory-apprenticeship school. The novelty consists on examination of peculiarities of adolescent age in the conditions of drastic reorganization of secondary education in the early period of Soviet Russia. It is claimed that the conducted reform led to “proletarization” of adolescence among second-levelers of the Uniform Labor School, while a working teenager from the School for working youth or factory-apprenticeship school was an underage adults deprived of childhood.

Keywords: adolescence, reorganization of secondary education, teenager, working teenager, single labor school, factory apprenticeship, school of teenage workers, "proletarianization" of adolescence, student of trade schools, student of single labor school

Abstract: The subject of the study is the identification of leading ideas of educational protective and discriminatory policies and its influence on students, which allows analyzing peculiarities of formation of adolescence as a cultural and historical phenomenon. Liberal Charter of 1864 posed a threat to the regime, as it prepared a growing man for great independency, which gave a chance to social mobility for all layers of the population, opened new career prospects. Secondary education counter reform, instead, restrained accessibility of education, toughened the educational process, led to the problematic nature of adolescence. The content of the Charter of grammar schools and progymnasiums of 1871, the Charter of the non-classical secondary school of 1872, the rules and penalties for students, circulars of Ministers, efforts to change educational policy is observed. Special attention is paid to the study of the impact of protective and discriminatory policies on the distortion of the course of adolescence. The main method of research is the historical and pedagogical reconstruction of adolescence. Private research methods are the study and analysis of normative legal acts in the field of education, scientific and pedagogical articles, historical and pedagogical works, psychological and pedagogical studies of childhood. The novelty of the study is that the problematic nature of the course of adolescence is considered as a result of protective and discriminatory policies. It is claimed that the suppression of the most important needs of adolescence, such as self-knowledge, self-search, the development of emotional-volitional sphere, focus on the future led to a lack of self-understanding and manifested in emotional exhaustion, demotivation to activities and/or deviant behavior of students.

Keywords: lack of self-understanding, adolescence, student supervision, Gymnasium of Tolstoy-Delyanov, protective and discriminatory policies, secondary education counter reform, high school, deviant behavior, emotional exhaustion, demotivation to activities

Abstract: The subject of the research is the leading ideas of the secondary education reform that took place in Russia in 1864 when the origins and peculiar features of teenage years were first mentioned. The present research is based on the assumption that the term 'adolescence' was first brought up by that reform. Historical and pedagogical analysis carried out by the author casts light on the reasons of difficult and often deviant behavior of teenagers and emphasizes the insufficience of one-sided pedagogical influence. The researcher analyzes such aspects of the topic as the contents of the Statutes of Gymnasiums and Progymnasiums, and arguments of participants in pedagogical discussions. The author pays special attention to the definition and time frame of a new age period. The  main research methods include study and analysis of legal acts and regulations in the sphere of education, reviews, research articles in pedagogics devoted to the reform of 1864, and historical and pedagogical researches of the childhood. The novelty of the research is caused by the fact that the development of the adolescence concept is viewed in terms of the reform of 1864. The Statutes of Gymnasiums and Progymnasiums created the system of massive (accessible) secondary education that would mean an extended period of education, and segregation of students depending on their chronological age. Students faced new conditions of life outside their families, established views of the world and themselves demolished, and that formed the basis of the teenage age. At the same time, declared education common to all mankind was replaced with the formal approach. As a result, the teenage age was primarily seen as a negative phenomeon and permanent teenage crisis. 

Keywords: issues of life, education common to all mankind, upbringing of the, adolescence, Statutes of gymnasiums, reform of secondary education, classicism, realism, formal approach, permanent teenage crisis

Abstract: All the variety of social theories can be conditionally divided into the two groups depending on what they view as the priority. There have been social philosophers who base their theories on the main provision that the main value is the society but not an individual or personality. Such philosophers believed that the entire social organization may break down if we give free rein to particular personalities. This was the same reason why Plato was so concerned about an ‘established order’ which should be followed by people in his ‘ideal state’. However, there are social philosophers, mostly existential ones, who put personality but not society in the 􀏔irst place. They believe that the history is made by personalities. The author of the present article compares these two approaches and describes positive and negative sides of both. The author bases his research on the methodology of social philosophy and methods of analysis of social dynamics mechanisms. At the same time, the author also applies methods of philosophical anthropology. The novelty of the article is in describing a fundamental different of the above mentioned two approaches based, in particular, on researches of a famous American sociologist Edward Tiryakian. At the same time, the author also tries to describe the main trends in modern social philosophy and social studies. She underlines that rights of an individual and society can be fully recovered only by the common efforts of both social studies and philosophy.

Keywords: philosophy, social studies, society, social world, human, personality, existence, existentialism, individual.

Abstract: From the point of view of interactions between the system ‘human within nature’ and ‘nature within human’ fresh water is viewed as a nano-fundation for human health and existence. The author touches upon an escalated scientific and social need in creation of an integral natural philosophical nano-conception of water covering all the aspects of today’s global problems of human and humankind, first of all, the problem of health and healthy life style in an information-based society.

Keywords: teaching, science, human, water, water solutions, autonomous isotopy of hydrogenium and oxygen, light water and its biological features, water and human health.

Abstract: This is the translation of Alexis de Tocqueville work about arts and its development in America.

Keywords: pedagogy, teaching, arts, America.

Abstract: The problem of controversy in the Russian Orthodox church is still one of the greatest tragedies in the history of Russia. This is when our country, one powerful religious force, was all torn apart. This is where other misfortunes came from such as mistrust of people towards the Church, complete submission of Church to the government, and others. Researchers of the Russian history express their own opinion based on which the schism influenced not only religioun, but also political and economic environment of Russia.

Keywords: pedagogy, culture, society, schism, value, God, Orthodoxy, conflict, rebellion, politics.

Abstract: the article empathizes that if we do not take care of our education, cultural level, teaching national and global values to population, then in 15-20 year we will face a degradation in science, culture, medicine, agriculture and education itself. It is shown that being one of the components of a civilized society, Russian education has its own history of development.

Keywords: teaching, education, school, values, spirituality, personality, reforms, professional education, universities, innovations.