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The aim of the investigation is to disclose lacks of dissertational works on pedagogics and to show possible ways of improvement of their quality. Results. It is stated that despite high volume and a variety of dissertational researches on pedagogical sciences, efficiency of their influence on education practice still remains rather low. The reason is low degree of quality of researches as many researches do not stimulate occurrence of innovations and growth of quality of education. As shown in the article the basic lacks that obstruct practical application are the following: a triviality and the unsubstantiated character, and insufficient novelty and excessive « scientificity». The author finds out the process and result of the most widespread type of the pedagogical research devoted to process of formation of personal quality, a kind of cultural experience or any pupils’ competence. The result of pedagogical research should contain criteria characteristic: the purposes of this process; maintenances of «transferred» experience; psychological conditions of its mastering; the description of system of pedagogical means and the receptions providing actualisation of these conditions; criteria and indicators of productivity of process; requirements to the teachers who are carrying out this process, and characteristics of pupils for which the offered technique is the most effective. The typical errors made by authors of researches are listed: psychological conditions (common factors, mechanisms) of expected innovations are not revealed; as a result the choice of means has no sufficient bases and reached effect can be a simple accident; authors do not provide evidence of changes that have resulted from application of any stated technique; the role of personal and professional qualities of the researcher are not pointed out, though it always takes a considerable place n pedagogical systems. cientific novelty. The paper is rather useful as the author gives a system consideration of the nature, specificity and conditions of scientific and pedagogical research productivity. Practical significance. The author provide the paper with accurate instructions for designing theoretical and empirical aspects of pedagogical research and ways of results summary that are the most comprehensible to their practical use while working on dissertation.

The paper considers the need for reinterpretation of the content and functions of methodological training of teacher-musicians in the higher school; the above problem being raised as the result of the massive penetration of information technologies, intensification of knowledge updates, rejection of narrow specializations, and propagation of the postmodern culture. The author focuses on modernization of methodology training of teachermusicians with the emphasis on general features of the modern musical environment affecting students’ personality. The proper methodology training of the future teacher-musicians, based on the culture-adequate knowledge and accompanied by the actual project activity forms, is capable to counteract the influence of the second-rate common musical tastes and negative world perception. In conclusion, the author highlights the need for intensification of the ontological and personal worldview orientation of methodology training and further development of professional tools. The paper is addressed to the higher school teachers and students, music school teachers, and additional education teachers.

The paper deals with one of the urgent problems of the postindustrial society – rational consumption of energy resources. The authors point out the objective and subjective energy-saving factors, as well as the reasons behind the neutral and indifferent attitude to the energy saving. The given concept is specified as the complex of actions designed for decreasing the futile energy losses. The energy saving policy requires the adequate competence that should be developed from the pre-school age and maintained through the system of life-long learning. The crucial role in developing the competence in question belongs to the teachers fully endowed with the necessary psychological and pedagogical knowledge. The paper defines the concept of energy saving competence, and analyzes its axiological, motivational, cognitive, and reflexive components, along with the energy related ecological qualities in order to single out the adequate criteria of rational energy utilization. In conclusion, the authors come out with the structural content model designed for fostering the energy-saving competence, including the objective, operational, organizational, and reflexive blocks. Additionally, the paper contains the approximate list of general cultural and professional competences, as well as the ways of their acquisition by vocational school students and teachers.

The paper is devoted to the urgent issue of moral personality formation in the framework of the modern education system. Both the society and education specialists are concerned about the unsatisfactory moral education of the growing generation. For solving the problem of moral revival, the author considers the Russian pedagogical heritage - in particular, philosophical and publicistic works of F. M. Dostoyevsky and L. N. Tolstoy. The paper provides the modern definition of spirituality as the intellectual essence of the human being, based both on the deep knowledge of nature, society, human individuality and humanistic or religious values outweighing the selfish needs. In author’s opinion, the pedagogical concepts developed by Dostoyevsky and Tolstoy are still relevant, being aimed at developing a free personality and addressing the universal human values. The ideas and concepts of the 19th century’s outstanding thinkers perfectly correspond with the currently proclaimed educational content: they define the man as the highest society value; direct all the principles and parenting practices of spiritual and ethic education at creativity development, self-development, and self-improvement; and acknowledge the student’s right of individuality.

The paper emphasizes the necessity of systemizing the pedagogic concepts to complement the pluralism principle dominating in pedagogy over the recent years. The author recommends the person oriented systematic synergetic methodology combining various research data into a holistic scientific approach. The paper regards education as the core pedagogic concept - including training, upbringing, self-education, their respective subcomponents, and generated personal resource. The elements of personal resource combine the acquired knowledge, skills and values, developed subjective attitudes and individual health data. The key pedagogic terms describing the educational process are represented by a three-level system; the first level involves the educational form concepts, the second – generated personal resource, the third – summarized notion system combining the previous levels and reflecting their binary relations. The given construct systemizes the pedagogic conceptual apparatus and clarifies the theoretical notion of personal education.

The paper looks at the problems facing the art teachers and resulted, in the author’s opinion, from separation of the content and functional side of the subject. The other problem is the lack of insight regarding social behavior, forms of consciousness and perception (including the spatial and temporal ones) underlying all sorts and forms of art. The paper demonstrates the interrelations between the history of arts and education history considered in terms of development and fixation of various forms of social consciousness. The audiovisual syncretism is regarded as the nature of perception and world reflection at specific historical stages of human knowledge and creativity development. Both the history of arts and education include the content and procedure related aspects. The whole history of pedagogy involves the procedure improvements (methods, means, forms, etc.) along the way «from integration to differentiation, and backwards»; and on the other side, it incorporates the invariable educational content. Likewise, throughout the history of arts we can trace the procedural aspect developments and the existence of the “eternal” content related to personality upbringing Автор статьи считает, что проблемы, которые возникают перед учителем искусства в педагогической практике, обусловлены разделением содержания и функциональности предмета, отсутствием у педагогов, особенно молодых, осознания того, что в основе любых видов и форм искусства лежит общественное поведение человека, способы видения, слышания и мышления, особое понимание движения (а значит, особое понимание пространства и времени) и, как следствие, особый принцип построения представления образа из этих элементов. Показана взаимосвязь истории искусства и образования, которая рассматривается с точки зрения развития и закрепления форм общественного сознания. Аудиовизуальный синкретизм прослеживается как природа восприятия и отражения мира на конкретных исторических стадиях познания и творчества. История искусства и история образования включают две стороны – содержательную и процессуальную. Со времени становления педагогики как отдельной области знаний до сегодняшнего дня продолжаются поиски совершенствования именно процессуальной стороны (методов, средств, форм и т. д.), сводящиеся к маршруту «от интеграции до дифференциации и обратно» при неизменном содержании воспитания. То же демонстрирует история искусств с момента его распада на отдельные виды до современного искусства с его разработками интегративных методов, средств и форм (процессуальная сторона) при «вечном» содержании – воспитании личности. Статья адресована учителям школ, студентам и преподавателям средних специальных и высших учебных заведений, чья деятельность связана с образовательной областью «Искусство»

The paper considers the problem of young people’s moral education with the reference to the system of secondary vocational education; the relevance of the study being enhanced by the greater independence of vocational college students compared to their high school peers. In addition, the paper describes the psychological and pedagogical difficulties in developing the moral norms, behavior principles, and life position in adolescence, when a mere moral declaration has little effect. Taking into consideration the students’ psychological and age characteristics, the authors suggest the active methods of dialogical interactions and recommend the system of ethical education and culture studies based on a differentiated understanding of specificity of the domestic moral culture, and axiological analysis of its educational potential. The multi-variant moral norms coexisting in modernRussiainclude the traditional, aristocratic, pragmatic and other types of values; all of them can be introduced in the series of educational discussions. The paper lists the approximate topics for such ethical and cultural debates, and demonstrates the expected effect of students’ moral self-assessment related to their life position and behavior patterns. The recognized moral values are likely to make a foundation for the students’ proper behavior both in college and in their future work.

The paper raises the issue of school teachers’ resistance to innovations related to modernization procedures, updates of educational content, methods and forms. The rejection of innovations is regarded by the authors as a psychological and pedagogical phenomenon; its roots and causes being analyzed including the consequences of some ineffective, poorly developed and even harmful innovations introduced or proposed by the Russian Ministry of Education and Science. The research findings demonstrate different innovation barriers along with the resulting inner skepticism and its external manifestation. However, in spite of partially justified skepticism, the authors maintain that the firm resistance to any innovation adversely affects both the education quality and teachers’ personal and professional characteristics. In conclusion, the paper suggests some preventive measures for overcoming teachers’ resistance to positive innovations in educational practices, and describes a successful experience of one of the rural schools applying a psychological mechanism of internalization of innovations. Additionally, the role of the school principal in developing teachers’ motivation for innovations is emphasized.

The paper, devoted to the communicative competence development, regards it as the key element of professional competence. Modern specialists in any sphere of professional activity need the necessary information and communication skills (i.e. the ability to use the principles of busyness communication for planning and analysis, goal-setting, choosing strategies, understanding the partners’ intentions and modifying the communication ways). The author highlights the labor market requirements to communication skills of the higher school graduates, and insists on introducing the theoretical and practical methods of communication competence development into the educational curricula. The paper specifies the aspects of perception and reflection in interpersonal contacts, and describes the group training methods with the main emphasis on such collective forms as role plays, group discussions, and training sessions. The outlines of the training program in business communication are given along with its approbation results including the improvements in students’ self-assessment, group communication, feelings, moods, activity, self-control in conflict situations, etc.

The paper looks at one of the urgent educational problems of tolerance development by teachers and students; tolerance being viewed as the openness to the new knowledge acquisition, willingness to understand other people and cooperate with them, and therefore the opportunity for self- development. The paper outlines the ways of tolerant attitudes formation by all the human subjects of educational process; the concept of person oriented teaching is considered to be the basic one for tolerance development. To optimize the specialists’ training for communication at any level of professional environment, the cognitive activity educational model is suggested, providing the ways out of any complicated pedagogical situation. The cognitive psychology concepts give the background for the above model. The education in question promotes the intellectual level of the prospective teachers, intensifies their creative potential, methodological thinking and practical experience, as well as tolerance development in professional communication process.

The paper investigates the qualitative and quantitative research methods, their application fields, advantages and limitations. The author argues that, in spite of the high capabilities of modern mathematical apparatus and information technologies, the qualitative research methods still retain their priority in pedagogy. The examples of comparative experimental analysis are given demonstrating the lack of universality typical of the quantitative methods. Both methods are generally applied as the separate procedures; however, there are some modern research methods integrating the above ap proaches. The paper demonstrates such integration by means of the Seman- tic Differential Method implemented in the students’ creativity studies in the Grammar school of Tyumen State University. The research materials can be of interest to specialists in education and pedagogy exploring the students’ creative abilities.

The paper reveals the basic statements of the author’s concept of the pedagogical hermeneutics – the theory and practice of text interpretation of different genres focused on deeper and detailed understanding with the reference to socio- cultural traditions, reflective comprehension of the emotional and spiritual human experience, as well as personal experience of educational process participants. It has been proved that pedagogical hermeneutics is required as a methodology of the humanistic understanding of the cultural phenomena, being based on the idea of mediated influence of cultural texts comprehension methods on human consciousness, ways of thinking, world views, and other education related spheres such as forecasting, modeling, projecting, diagnosing and pedagogic communication. The paper describes the principles and methods of pedagogic hermeneutics such as cultural mediation, integrity, metaphor conceptualization, inter-text method, converted forms, convertibility of mentality, etc. The research findings are assessed applying the Author’s Concept Interpretation method by A. N. Slavskaya, the Semantic Differential and M. Rockich’ method, etc. The suggested approach can be implemented in comprehensive school, teachers’ training and research work.

The paper deals with one of the fast developing modern educational approaches – the pedagogy of dialog, based on the philosophical works and concepts of the well-known thinkers of the 20-th century: M. Buber, F. Ebner, O. Rosenshtok-Hussy, M. Bakhtin, etc. Two main directions of dialogic pedagogy are outlined – the instrumental and ontological. Within the framework of the first direction, the dialog is considered to be the main means or instrument of effective teaching used for communication skills development. According to the ontological version, the dialog is not only the instrument, but rather the dominating goal of education: it facilitates meaning- ful assimilation of skills and knowledge, including the learning ability; promotes cooperation and communal life skills; provides favorable conditions for versatile creative self-development. The supporters of this approach regard the real people, as well as the art works, nature, culture, alter ego etc, as the dialog subjects. The paper observes the main characteristics or prerequisites of dialogic interaction: dialogic attitude (emotionally ethical precondition); antinomian thinking (intellectual precondition); open outlook and creativity (precondition of personal meaning creation in the course of dialog). The comparative analysis of dialogism and non-dialogism of schoolchildren from Riga and Moscow are given regarding their behavior in conflicting situations; attitude to extremism; and reactions to bulling situations. The author is convinced that studying students’ dialogism in different age groups should be continued to improve the educational process effectiveness. Shearing the positive experience in dialogic education by Latvian and Russian colleagues can be very useful.

Introduction. Modern views on the goals and content of education around the world are changing the viewpoints on educational assessment: the goals and functions of assessment are expanded, new assessment forms and tools are being introduced, the roles of students and teachers in assessment practice are revised. Global trends in educational assessment are reflected in national education systems, many of which have made the transition to criteria-based assessment. This process is accompanied by a rapid increase in the volume of scientific and methodological publications on this issue, reducing the ability of scientists and practising educators to comprehend the cumulative evidence in this area of research, which is important at the stage of reform. The solution to this problem can be facilitated by an analytical review of sources, representing a generalisation of international experience in the development of educational assessment.Aim. Based on the analysis of scientific publications, the current research is aimed to comprehend and generalise the current trends prevailing in the world theory and practice of assessment of student learning outcomes, to identify problems and contradictions as a potential basis for the occurrence of risks in assessment practices, to determine the current research directions towards the improvement of assessment in education.Methodology and research methods. The scientific papers of the last thirty years, revealing the issues of the education process assessment, have been used in the research. Sources were selected through the methods of descriptive and bibliometric analysis. The comparative and aspect-based analyses were employed in the research.Results. The wide range of assessment goals confirms the significance of the assessment as the education component; however, it results in some contradictions between the goals, which appear in estimated dichotomies: formative and summative assessment, norm-based and criteria-based assessment. Despite the contrapositive between the formative and summa-tive assessments, the analysis conducted shows the necessity of their integration. The variety of theoretical approaches to the interpretation of assessment forms, the ambiguous definition and use of terminology, the multiplicity of criteria-based assessment models, qualitatively different approaches to the development of criteria and the creation of assessment rubrics on their basis are sources of risks in the practice of educational assessment. In addition, an obstacle to ensuring effective assessment of students’ educational achievements is the insufficient level of competence of teachers as assessors, the unpreparedness of students themselves to take responsibility for the results of their learning.Scientific novelty. From a critical standpoint, the ideas are presented and the results of discussions on the problems of assessing the educational results of students in scientific sources are summarised. The analysis performed can serve as a basis for further research to build an ordered theoretical framework for assessment in education.Practical significance. An analysis of the pros and cons of international experience in the field of educational assessment can help scientists and practising teachers gain a more objective view of new approaches to the assessment of student learning outcomes, thereby contributing to the minimisation of the manifestation of possible risks in the development of assessment tools and procedures and their implementation in educational practice.

Introduction. Both the level and the specific character of the organisational culture of preschool pedagogical staff influence the degree of psychological comfort of the environment in which younger children are brought up. The relevance of the research is related to the need to improve the quality of preschool education through the creation of emotionally favourable conditions for forming pupils’ individuality and preserving their health. In addition, it is important to acquaint the staff of nursery schools with the content of the new methodological requirements (the formation of interaction between a tutor, a child and parents) recorded in the Federal State Educational Standard.The aim of this research paper was to identify the specific features of teachers’ ethical choices when dealing with difficult professional situations according to the type of organisational (corporate) culture established in a pre-school educational institution.Methodology and research methods. In the course of the research, teachers were selected to participate in an anonymous online poll and a follow-up questionnaire. The authors developed a face-to-face feedback approach using the cases of difficult professional situations and parameters to build the corporate culture profile of the organisation. The obtained data were processed by qualitative and quantitative means through the approaches of content analysis, analysis of variance (ANOVA) and intercrossing of confidence intervals calculated by a standard procedure in the R programming language. Results and scientific novelty. A model of differentiated types in the organisational culture of the system of education was designed. “Democratic”, “leaderfollowing”, “laissez-faire” and “bureaucratic” (these terms do not carry an evaluation characteristic) kinds of the corporate cultures of preschool educational institutions were identified and characterised. The concepts of “ethical dilemma” and “difficult situation requiring a direct professional action” were clarified. The first abovementioned concept refers to a contradiction between two equivalent values, while the second denotes a confrontation between new, progressive approaches to implementing professional duties with the stereotypes and traditions entrenched in the teaching process. The diagnostic tools allowed the authors to establish that different solutions to resolving problem situations or ethical dilemmas are often derived from the different values prevailing among preschool teachers as representatives of the various types of organisational cultures. Practical significance. The authors concluded that to ensure permanent improvement of preschool education (increase in the efficiency of participants’ interaction of the learning process) it is important to count not on members’ formal characteristics, but on basic characteristics which often can be seen as implicit representations. The diagnostic tools proposed by the authors and the joint interpretation of findings by all members of the teaching staff with participation of the invited experts and parents will help to identify formal and basic characteristics.

Introduction. Considerable changes in the world of professions, the intensity of production and consumption of new knowledge, strengthening of a communicative component of professional activity are characteristic features of post-industrial society. Workers who have such professional and psychological qualities as self-control, psychological self-control and ability to operate own emotions and emotions of people around (partners and colleagues) are more in demand in labour market. In this regard, the problem of emotional competency formation of future experts is becoming topical in the system of vocational training.The aimof this paper is to generalize the results of the study on the sustainable development of student emotional intelligence by means of active forms of education (training sessions and workshops).Methodology and research methods. The research methodology is based on the model concept of “Emotional Intelligence” developed by D. V. Lyusin. During the experiment, the method of D. V. Lyusin’s questionnaire EmIn (Emotional Intelligence), D. P. Gilford’s Social Intelligence Test and also the authors’ set of toolkits (tasks for recognition of facial expression and detection of the active dictionary of emotions) were applied.Results and scientific novelty.The authors proved the importance of the high level of emotional intelligence for the modern person irrespective of the sphere of professional employment. The main zones of this type of intelligence and their structural components which should be developed in future experts were highlighted. Features and conditions of formation of practical and academic intelligence were designated. Having tested the hypothesis, it was revealed that social and psychological training is aimed at promoting the acquisition and development of practical intelligence; workshop sessions contribute to academic intelligence. According to hypothetical statements, the authors have developed two options for the experimental course included in the schedule of student’s groups (similar in characteristics) of Ural Federal University (Yekaterinburg). Results of both forms of training (training sessions and workshops) have confirmed the validity of the assumptions made. To clarify the degree of stability of purposefully created emotional intelligence, repeated diagnostics of the competencies mastered by students was carried out one and a half years after. The comparative analysis of outcome indicators of the forming experiment and the revealed residual knowledge and skills has shown not only firmness of psychological changes in students in the field of emotional competency, but also the start of mechanisms of its self-development.Practical significance.Contrary to the opinions of a number of scientists that the emotional intelligence does not change significantly through studentship as main development comes to the end during the teenage period, the authors have proved potential opportunities of increase in the level of emotional competency in the higher education institution. Materials of the research offer prospects for detailed studying of the mechanisms which start and support steady self-development of the emotional intelligence of future experts to provide their continuing competitiveness in rapidly changing social and economic realities.

Introduction. Today, the students’ personality traits and increasing their motivation to self-development are the most complex and urgent problems in foreign language training at higher technical university and in the system of higher education in general. According to the authors, the technology of student blogging is a means for addressing these issues, despite the lack of research on its methodology. In that regard, there is a need for further studies on information and communication technologies (ICT) application by promoting independent student work. The aim of this paper is to present the developed model of organization of bachelors’ independent work through educational blogging; to fulfill educational potential and to prove the efficiency of ICTs application in education taking into consideration professional foreign language competence development of future specialists in tool making. Methodology and research methods. When designing the model, the basic considerations of the following methodological approaches were considered: competency-based, personal-oriented, activity-based, thesaurus, and qualimetric; the listed above approaches enable to realize the principles of individualization, professional orientation, integrity, self-organization and interactivity in the performed work. The method of group expert assessment, as the leading one in pedagogical qualimetry, was chosen as the main method in the research undertaken. The methods of modeling and pedagogical experiment were involved. Results and scientific novelty. The structure of professional foreign language competence (including communicative, cognitive and subject components) of future toolmaking bachelors is identified. The development of the competence formation model among students is described in detail: having studied independently the subject topic, the students post the material. Pedagogical conditions and didactic guidelines for the model realization are formulated. The developed model, unlike many other models based on using ICT in foreign language teaching, takes into account the necessity of professional orientation of students’ foreign language self-learning. The model involves the use of thesaurus approach to enrich the learner’s vocabulary; and qualimetric approach to identify the level of their professional foreign language competence development. The developed model and the technology of student blogging were successfully tested as a part of pedagogical experiment at M. T. Kalashnikov Izhevsk State Technical University in the 2016−2017 academic year. Practical significance. The materials of the present investigation can be useful for teachers to organize independent student work. The technology of student blogging can be generalized and adapted to a wider range of higher education training programs.

Introduction. The present-day higher education in Russia based on a two-level system is oriented as to high standards of education as to the labour market requirements. Among the competences meant for these requirements satisfaction there is a communicative competence providing a person’s social interaction in the given professional area by way of bilingual language means (Russian and a second language). However, the well-known facts of the students’ language proficiency falling down as related to both languages are to witness the insufficient care for communicative competence formation at higher school. The aim of the research is to highlight the psychological aspects of higher school students’ communicative training that is viewed as the process of their mastering a specialized language of a profession (using both Russian and the second language) as the means of professionally-oriented bilingual verbal communication. Methodology and research methods. Considering the activity approach as the basis for higher education process study, the author outlines the stages of professional consciousness development (objective, theoretical and practical), treating them as the stages of the future professionals’ specific characters and psychological abilities development in the course of their mastering the professional activity objective content. The relationship of verbal communication and object-oriented activity as the central methodological problem of the paper is studied by way of analyzing a number of theoretical communication models. Results and scientific novelty. The author defines communicative preparation at the higher school as a process of development among students of the specialized language of profession (both native and foreign) acting as means of the professional focused bilingual speech communication. It is emphasized that this preparation has to become a core of professional development of students and have complex and intersubject character. Communicative competence is offered to be formed progressively, in the process of development among students of subject content of professional activity. It is shown that there is a change of ways and means of subject (cognitive) and communicative activity at each grade level depending on objectives; in result, a professional consciousness of future expert appears. The specific role of two forms of consciousness is proved: cognitive is directed to detection of object of activity; communicative fixes the revealed contents in system of values. The conclusion is drawn on expediency of use for acquisition by students of communicative skills and abilities of activity model in which speech communications are inseparable from the purposes and motives of joint activity. Practical significance. The possibilities of development among students of terminological system of native and foreign languages as tools of the forthcoming professional activity are shown. It is summarized that the educational process in higher education institution aimed at the development of communicative competence promotes formation and development of professional consciousness and makes an essential contribution to development of the qualities necessary for the modern expert.

The aim of this paper is scientific substantiation of the importance of the individual characteristics of the age specific youth development which will result in the rational modelling of students’ physical education. Methodology and research methods. The methods involve collection of experimental data carried out by means of evaluation of motor abilities and general intelligence of students. Motor abilities of students were studied by measuring of strength (dead lift dynamometry), strength endurance (pull-up), speed and power abilities (standing jump), as well as speed ability (running 30, 60 or 100 m, depending on age), aerobic endurance (running 1000 or 3000 m, depending on age). The dynamics of integral physical preparedness (DIPP) of each student was calculated by calculation the arithmetic mean values of the growth rates of the development of motor abilities. Assessment of General Intelligence (GI) of the 8th, 10th and 11th-grades school pupils as well as the 1st to 3rd year students was carried out through the test of R. Amthauer in the adaptation of L. A. Yazykova, and school pupils of the 6th grade were assessed through the Intelligent Test (GIT). Results. Discrepancies in the dynamics of the mental and motor areas development of maturing personality, which are interpreted as individual characteristics of the age specific development are experimentally revealed. Individual psychological differences leading to the different susceptibility to the development of motor and intellectual abilities appearing in adolescence and early adolescence are analysed. A leading role of activity in formation of the individual characteristics of the age specific development is substantiated. The conclusion of necessity to formulate to the students differing in individual characteristics of the age specific development differentiated in the complexity requirements and motor tasks in the course of physical training is made. Scientific novelty. For the first time scientific evidence of sustained differences in the dynamics of the physical fitness of students with different levels of general intelligence is obtained on the basis of the experimental research. Scientific substantiation of factors affecting the formation of the individual characteristics of the age specific development is given. Practical significance. The findings serve as the basis for developing of the differentiated approach to the organization of physical education, taking into account individual characteristics of the age specific development.

Introduction. The article is devoted to the problem of finding models of implementation of continuing education. Aim. The article deals with the competence and context-based model of learning and education in a comprehensive school as a part of lifelong education. The structural components of the competence-context model are described. The author also presents results of the model testing. Methodology and research methods. The competence-based approach is a methodological base of the presented research. The article carries out theoretical analysis of psychological and pedagogical literature concerning with the research problem. The author also applies such methods as: modeling of teaching objects, pedagogical experiment, quantitative and qualitative analysis. Results. The author suggests an educational model of competence formation and development in the framework of the theory of context-based education, which supports continuing personal development in the system of lifelong education. The paper describes the essence of the components of the competence-context model of training and upbringing. Scientific novelty. The research justifies the need to distinguish an invariant result of the continuing education. It is shown that competence as a combination of cognitive, social and reflective experience can act as an invariant. Practical significance. The proposed results of testing of the competencecontext model of training and education in comprehensive schools of the Samara region can be in-demand among school teachers for their educational work.

The aim of this article is to demonstrate the possibilities of application of the contextual approach, developed in pedagogy and psychology, in the process of literary analysis. Initially contextual approach was developed by A. A. Verbitsky as a methodology of education. A key category of this approach was the context, interpreted A. A. Verbitsky as a psychological phenomenon. Accordingly, in this paper on the basis of later research context is understood as a psychological mechanism of semantic, objectified in external forms of test patches, social and communicative situations, etc. Now contextual approach became general psychological methodology, which led to the possibility of its application in various fields of the humanities in particular – in psycholinguistic literary studies, where the notion of «context » is used in-depth psychological interpretation. Methods . The contextual approach developed by A. A. Verbitsky as the main component of methodology of education became the main instrument of the research stated in the publication. Besides a field of the general education, this approach is applicable to various private spheres – to educational aspect of education, and also to methodology of teaching various subject matters – mathematicians, biology, foreign languages, etc. The contextual approach at the level of allpsychological methodology has allowed to apply it in various fields of humanitarian knowledge, in particular in literary researches with a strongly pronounced psychological perspective. The contextual analysis corresponding to approach has been chosen as a method of work. Results . Based on A. A. Verbitsky’s interpretation and results of the latest researches the author shows that the context is a semantic mechanism, objectified in external forms of test fragments, social and communicative situations, etc. The following types of contexts are allocated: microcontext of a personality and works of an author, a mesocontext of socio-cultural influences, and also macrocontext of perception and interpretation of works in culture and science. The critical view of psychoanalysis as the literary criticism tool in the Russian culture is presented. Through the systematization of complementary contexts and psychoanalytic interpretation the myth about F. M. Dostoyevsky’s epilepsy as a source of his creativity is discredited; though by recognition of the writer, personal problems and neuroses nevertheless were reflected in his works. The hypothesis of the opposite influence of creativity of F. M. Dostoyevsky on S. Freud’s concept, i.e. formation of psychoanalysis under impact of art creativity is made. Scientific novelty. Methods of engaging of an intertextual and socio-cultural environment are known in linguistics and literary criticism long ago. However, diverse environments of existence of the personality and works of the artist as the unified system of contexts psychological in essence have not been considered yet. The novelty of the proposed way of a research consists in systematicity of formation of a complex of contexts of the studied phenomenon that makes it possible to correlate the diversified information through its origin. As a result, the researcher receives a number of complementary descriptions in the spirit of «the principle of a complementarity» by N. Bohr that provides dimensions and completeness of perception of the studied phenomenon. Practical significance of the work lies in the hard proof of the prospects of the contextual approach to interdisciplinary psychological and literary research.

The aim of this publication is to analyze the domestic and foreign psychological researches on influence of TV-programs on social, cognitive and emotional development of children. Methods . Methods involve a comparative historical and psychological analysis of papers, manuscripts and archival records of television companies. Results . The present study demonstrates that educational television, subsequently on-line resources for children, affect operative cognitive functions, increase cognitive motivation, and contribute to the formation of other important cognitive and social skills. However, the impact on children on-screen resources depends on the status and education level of the family. Scientific novelty . Much attention is given to the fact that it is the first attempt to provide historical and psychological analysis of world-wide studies of the effects of children’s television, from the main countries-producers of TV and video programs for children of different age – Russia, USA, Germany, France, Israel, etc. Criteria and matrix for comparison of heterogeneous researches, the domestic theory of child development, cultural-historical approach, the theory of stage formation of mental actions, activity theory had been chosen. Practical significance of the research is that these criteria can be used to assess any of the videos, their educational potential. Psychologists involved in the process of television production, this article will help to simulate the learning process taking into account the age of the children and their socio-cultural origin.

ARTICLE RETRACTED The aim of the paper – the detailed analysis of the monograph «Contents and Structure of Regularities of Process of Training (Theory and Experiment)» which is written by the corresponding member of the Russian Academy of Education (RAE), Doctor of pedagogical sciences, Professor I. I. Logvinov. The book was included into a series «Basic researches of institute of the theory and history of pedagogics of the Russian Academy of Education. Proceedings 2008–2012». The review of the monograph of I. I. Logvinov has become a reason for reflections of the author of the present publication about actual, most burning issues of a modern Russian educational system: on the status of pedagogics in modern domestic science; evolutions of didactic knowledge and its typology; quality of dissertation researches and emasculation in scientific pedagogical concepts of the fundamental bases; ideologization of didactics and a role of the state in this process. Sorting basic thesis of I. I. Logvinov’s work, in something agreeing, and in something arguing with the scientist, the author of article claims that it is a serious and necessary work where the extremely important questions concerning the most painful points of the Russian pedagogical science and a condition of our education in general are brought up.

RETRACTED ARTICLE The purpose of the paper is to develop a theoretical model conjugation of personal and professional mobility on the high school teachers’ example. Specific research problems of the study are to analyze the correlation properties of the mobile identity and mobile professional; the possibilities of forming professional mobility of teachers in the absence or underdevelopment of personal preconditions for mobility; search the features that can compensate this deficiency. Methods. The study is based on a theoretical analysis of different methodological approaches to the description of the personal and professional mobility. Also there were used the results of non-formal interview which was aimed at identifying the characteristics of the mobile professional teacher of high school. Results and scientific novelty. The concepts of «personal mobility» and «professional mobility» are clarified. Personal mobility is defined in the work as an integrative personal qualities, based on the individual properties (activity, plasticity, flexibility, adaptability, high energy source) and manifests itself in the behavior and activities of the entity in the form of commitment, independence, openness to new experience, creativity and motivation for self-development, speed decisionmaking. Professional mobility is interpreted as a strategy to adapt to the changing conditions of professional activity, which is a special case of the general personal life strategy. Psychological readiness for pedagogical activity is considered as a link between the personal and professional mobility. Nine types of teacher's professional mobility, emerging as a result of different levels of personal mobility combined with the severity of psychological readiness for pedagogical activity are described. Practical significance. The analysis of the conjugacy problem of personal and professional mobility creates an informational basis for prolonged work on the formation of professional mobility behavior of the high school teacher, the main focus of which is the development of technologies for psychological support of the formation of psychological readiness for activity as a mediating link between the personal and professional mobility.

The paper demonstrates the sociological research findings concerning the students’ ideas of creativity based on the questionnaires and testing of the students of the natural science, humanities and technical profiles at Siberian Federal University over the period of 2007-2011. The author suggests a new method of semantic association analysis in order to identify the latent groups of notions related to the concept of creativity. The range of students’ common opinions demonstrate the obvious trend for humanizing the idea of creativity, considering it as the perfect mode of human existence, which coincide with the ideas of K. Rogers, A. Maslow and other scholars. Today’s students associate creativity primarily with pleasure, self-development, self-expression, inspiration, improvisation, spontaneity; and the resulting semantic complex incorporates such characteristics of creative work as goodness, abundance of energy, integrity, health, freedom and independence, self-development and spirituality. The obtained data prove the importance of the inspiration experience in creative pedagogy; the research outcomes along with the continuing monitoring of students attitude to creativity development can optimize the learning process. The author emphasizes the necessity of introducing some special courses, based on the integral approach (including social, philosophical, psychological, psycho-social and technical aspects), and aimed at developing students’ creative competence.

The paper looks at the intellectual elite reproduction as one of the key elements of innovative society development. In 2012, Russian President approved the National Concept for Identifying and Fostering the Young Talents. In many regions, there are local projects targeting gifted children and teenagers. Though, the main concern is the teaching staff development for working with extraordinary students. In author’s opinion, the university complexes appear to be the most capable of fulfilling the given task by providing the fundamental classical education expanding the horizons of professional perfection both at theoretical and practical levels; in this regard, the positive experience of Tumen State University, incorporating the Higher Pedagogical School and the Institute of Pedagogy and Psychology, is revealed. The main emphasis is on the high schools within the university complexes; the advantages of summer schools in selecting gifted children and developing creativity and intellectual abilities are demonstrated. The author maintains that the teaching staff readiness for working with gifted children has long term prospects for developing the nation’s intellectual potential, and therefore can be regarded as the key criterion estimating the effectiveness of educational establishments. However, the managerial staff should be pro-vided with the relevant indicators for monitoring the above activity.

The paper discusses the opportunities and limitations of using the systematic synergetic approach to pedagogical research. The main emphasis is on the adaptation of synergetic ideas, as a new cognitive model in educational content, and application of its mathematical apparatus to studying and managing the educational process. The author maintains that the above approach application should not be limited by a mere rephrasing of pedagogical concepts, it is meant to become the effective tool for studying the pedagogical phenomena and assisting the analysis, evaluation and transformation of educational process. As a result, the adaptation of the given ideas can provide the more profound interpretation of pedagogical concepts, development of new models of educational content, identification of hidden patterns of educational process, facilitation of educational system modeling, prognostication of its development and management. The author regards the adaptation of synergetic ideas as the innovative trend of scientific and educational research, considering it along with the positive impact of dialectics,- both concepts being the interrelated and complementary ways of comprehending the regularities and laws of educational process

The paper is devoted to the problems of students' social and professional mobility in the post-industrial society, given the dynamism and uncertainty of future career prospects, and variability and multidimensionality of individual career trajectories. The research is aimed at defining the phenomenon of social and professional mobility, determining factors of professional growth, and functional structural characteristics of mobility development. The scientific novelty involves the author's interpretation and conceptual analysis of students’ socio-professional mobility, and its contribution to the future professional growth. The author considers both the objective and subjective factors affecting the uncertainty of students' professional future: objective factors include socio-economic conditions of postindustrial society, systems of vocational education and guidance; subjective factors deal with the intrapersonal conflicts of professional self-determination, discrepancy of socio-professional orientation, and low auto-competency level. The research findings reveal the structure and characteristic features of students' social and professional mobility: psycho-physiological qualities, cognitive abilities, socio-professional experience and orientation, as well as the negative impact factors. Based on the content analysis and expert evaluation, the author singles out and defines the key characteristics of students’ mobility: adaptability, initiative, innovativeness, learning ability, behavioral flexibility, reflexivity and excessive activity. Practical significance : the research outcomes provide the ground for extrapolation of students' career prospects in vocational schools, career counseling and job placement centers.

The paper looks at the contemporary youth environment from the standpoint of juvenology. The youth is regarded as a distinct social community prone to violating the norms and rules due to the specific mentality and functional characteristics. The authors denote the youth age range, social status and roles, behavior patterns, life style and subculture preferences. The youth community is most open to innovation, being its generator and consumer, conductor of information flows, initiator of new behavior patterns and stereotypes including the negative ones. The main disadvantages of the given age group are the lack of social experience, rejection of traditional cultural behavior patterns on the one hand, and high susceptibility and imitation propensity on the other hand. The research demonstrates that social deviation often results from the young people’s dissatisfaction and lack of social prospects. Therefore, the factors determining the above trends are related to insufficient attention to the youth’s requirements and interests on the part of the government and society.

The paper considers various concepts of the game phenomenon based on the retrospective analysis of different epochs and relating viewpoints of philosophers, cultural workers and pedagogues; and emphasizes the link between the game genesis and evolution on the one hand and the changes in the mythology, religious and secular customs, traditions and rituals on the other hand. The author refers to Plato, Aristotle, and Heraclites – the ancient philosophers emphasizing the educational, ethical and aesthetic values of the game. The critical and controversial position of the Middle Age Church is reviewed along with the summarized ideas of pedagogues and thinkers of the Renaissance and the age of Enlightenment, all of them recognizing the universal character of game, its versatile influence on the child’s personal development. Philosophical, culturological and pedagogical game concepts developed in different ages prove that the game is a creative instrument and powerful channel for familiarizing children with knowledge, practical experience and mental activity. The game, being a symbolic model of the surrounding world, can be used to the full capacity if the teacher is competent in the game modeling and interactions, ready for improving the game technique, directing and organizing the game environment. Only then, in author’s opinion, the game can turn into one of the key factors of pupils’ individuality formation and harmonious development.

The paper is devoted to the problem of fostering the informational and communicative competence, regarded as the capability of meaningful work with information, its personalized understanding and implementation in professional activity. As a solution to the problem, the author indicates the developing potential of text activity, performed in a dialog enriched by ideas of hermeneutics and meaning-making. The competence in question should be developed stage-by-stage by role-playing the professionally focused situations; applying the symbolic contextual approach by A. A. Verbitsky; using different tasks to enable understanding, comprehension of new semantics, correlation with students' personal experience; and promoting self-understanding, selfawareness and value attitude. The above activities should result in training competent experts with a broad cultural outlook and capability to adapt to and work in the modern information society, find creative solutions to the complex challenges, and communicate in the global cross-cultural environment.

The paper considers the problem of implementing the method of the ascent from the abstract to the concrete in education. The author emphasizes the interrelation between pedagogy and philosophy, as well as the need for their cooperation especially at the time of considerable changes in social and educational spheres. The poly-modal conceptual nature of the abstract and concrete makes it possible to attribute to them respectively the positive and negative values. By analogy with the «bad infinity», the author introduces the concepts of «bad abstract» and «abstract pedagogy» typical for the modern educational practices disregarding the specifics of the concrete areas. The historical and logical analysis of implementing the method in the Russian pedagogy demonstrates that, in spite of its fairly long development history, a systematic technological formalization can be found only in V. V. Davydov's didactics. Based on V. V. Davydov’s concept of developing education, the author makes the following conclusion: as a cognitive method, the ascent from the abstract to the concrete develops theoretical thinking, in-depth understanding, personal attitude to the acquired knowledge and adequate behavior strategies. Therefore, the given method facilitates harmonious personal development.

The article deals with the communicative competence formation of young adolescents in the secondary school at the Russian language lessons. The author maintains that the key element of the above problem is the vocabulary development guaranteeing both comprehension and verbal expression formation – oral and written. The theoretical part of the research explores different word functions: nominal, communicative, text generating and semantic. The correlation between the mental development level and lexical semantic system formation is emphasized. The age specific features of junior teens are listed: rising interest to various life spheres and activi- ties, capability of formulating opinions and judgments, self-awareness, formation of values. The relationship complexity stimulates vocabulary development of 10 to 12 year-old children; however, the process requires peda- gogical facilitation. The monitoring of speech development proves the necessity of commutative competence formation of the fifth- and sixth-year pupils. The paper presents the model of communicative competence development and its approbation results received for the junior adolescents.

Article retracted The aim of the research is to present the authors’ rehabilitation and development concept of identity of the defendant. Modern penal system instead of resocialization initiates person desocialization, i.e. isolation of the people who have offended against the law, does not promote their rehabilitation and reeducation. Due to external macro-isolation the defendant at all desire can not be isolated from criminogenic micro-society of the custodial institution, where he/she serves the sentence. Long stay in such position often leads to destruction of the person’s standard-valuable sphere and recidivism of asocial behaviour. Providing defendants with possibility of distant vocational training in a higher educational institution as one of the possible variants of positive socialization in extreme conditions of the restraint is given by the authors of this paper. Methods . Longitudinal method has been used during the long experiment on defendants’ socialization providing them with higher education. Quantitative measures have been carried out on the basis of monitoring and the statistic data of comparative analysis of its standard-valuable characteristics of the trainable and non-trainable defendants. Expert estimations of correctional officers and teachers or tutors of the higher school (the Modern University for the Humanities) and in-depth interviews with former defendants ended high school have been used too. Results and scientific novelty . The phenomenon essence of penal isolation is found out. The external and internal factors defining the process of defendants’ socialization/desocialization in correctional institution are mentioned. Religion and penal education are highlighted as the most effective and positive factors. The principles of person’s rehabilitation on the basis of getting higher education by defendants are formulated: the extremity principle, the congruence principal, the balance principle between the personal isolation and social communication. The compensatory mechanism of social-psychological defendant’s alienation and the innovative mechanism of process management of their positive socialization are described. The authors of the research present the results of their own program realization for the prisoner’s socialization that has successfully passed approbation in 33 correctional institutions of the Samara region. Practical significance . The authors of the present study hope that their experience on overcoming of socially-psychological barriers of defendants’ socialization, corrections of their behaviour, preventive maintenance of criminal displays recidivism will receive more a widespread occurrence and will allow the persons serving the sentence to gain an opportunity of a worthy life in the society.

The paper looks at the necessity of developing a new person- oriented paradigm of physical education, which involves a transition from the normative approach to sport-oriented one in training children, adolescents and young adults; compliance of educational means, forms, methods and conditions with the student’s psychological peculiarities; and sport specialization according to personal inclinations and abilities. The research subject is defined as the physically active personality development with the reference to psychological and age peculiarities. The aim of the study is to update the existing physical education system according to the demands for its health promoting and preserving functions. The methodology compiles the systematic and person-oriented approaches. Personal characteristics of students choosing different kinds of sports for physical education are described along with the correlation between their individual qualities and specificity of physical development. The research findings can be used in developing the curricula for physical education on different levels.

On the grounds of theoretical synthesis, the paper reveals the phenomenon of human being in its creative dimension. The present research is aimed at exploring the prospective opportunities for academic processes. The basics of universal essence of man as a cultural historic being with unlimited potential of self- development are defined; the man being mirrored by the basic philosophic concepts: naturalistic, orthodox-oriented, bio-social or bio-socio-cultural. There are two opposing views on human nature: the anthropological essentialism holding that individuality is predetermined by essence; and the anthropological existentialism claiming the opposite – human existence precedes the essentiality, the latter being constituted by the acts of choice, self-development and self-responsibility for personal choice and projecting. In the first case, the subjective side of human existence is ignored, while in the second – the objective socially conditioned side is left behind. Both theories are antihistorical as it is the history that conditions the essence of man according to the ancestral determination, the latter being modified by way of human activity and communication in a particular historical period. The components of human universal essence are defined as follows: possession of organic body, social heritage, free will, self-activity, creativity, social and rational human nature, absence of antagonistic programs of social behavior. According to the author, for the adequate realization of human universality, it is necessary to move from the profit oriented speculative market economy to the creative one oriented on social effectiveness, quality of life and reproduction of wholesome individuals. The research output can be used for devising the methodology of philosophic and pedagogic anthropology, as well as pedagogic practices of teaching philosophy and pedagogic theory in higher school.

The paper suggests the game interpretation as the universal and phenomenal way of developing personal identity by a relaxed participation in game activity. Unlike the extended definitions of game as a culturalogical and pedagogical phenomenon, the authors suggest the game analysis in philosophical perspective revealing its existential status. Being the active form of personal existence, the game facilitates self-awareness by means of self-understanding and self-determination in the course of game activity developing the attitude of «I am another one», and giving a chance to experiment with personal identity, taking and playing various social and cultural roles. The existential significance of games activating self-understanding and meaning of self-existence is growing nowadays, given pluralism and reassessment of values.

The paper deals with identifying the individual specifics of self- regulation style development by the top qualification biathletes – the members of the Russian Federation team. The research combines the theoretical analysis methods, idealization and modeling techniques, psychological diagnostics, medical and pedagogical testing, and pedagogic experiment. The methodology basis includes the ideas of self-regulation developed by O. A. Konopkin and V. I. Morosanova. The author has devised and substantiated the method of developing the individual style of self-regulation by the top category biathletes. It has been proved that the above style can be achieved by sportsmen in the process of developing socially adequate motivation and socially valued personality traits by using verbal auto-training methods. It is indicated that there is no fixed correlation between a success in sport training and personality type. However, each type has its inherent steady characteristic complex of self-regulation. The research findings can be implemented both in training the top achievement sportsmen and sport reserves.

The linguistic consciousness is regarded as a multilevel system, its stereotype level being one of the structural bases. Applying a statistic analysis, the author justifies a reflex-driven nature of stereotype statements emphasizing their socio- and psycho-linguistic grounds. The paper describes a stereotype statement derivation, conditioned by language pragmatics, and focused on communication, which brings forth a need for standard. A stereotype statement development mechanism is based on a multiple repetition of a similar speech situation. As a result, communicative units used in such situations are perceived as steady correlated forms. Speech stereotypes, as many other standards, are less informative than non-stereotype forms. However, it does not undermine the significance of their studying, since they result from accumulation of socio-historical experience and knowledge. Given the mass communication, the process of identification and fixation of repeated common, emotional, and therefore, linguistic situations, is important and appropriate; and a list of such stereotype units can be subsequently used in the process of teaching foreign languages.

The paper discusses the role of social advertising in promoting the ideas of a sobrietology – the science exploring the negative phenomena affecting human consciousness, investigating the conformities of human society, where the sobriety is a vitally important norm and value, and taking psychoactive substances is limited to the non-affecting the individual and society minimum. Sobrietology emphasizes psychic processes, interpersonal pedagogical interactions and social prospects of a healthy nation. This field of human knowledge can guarantee the necessary assistance to teachers in counteracting the tobacco smoking, taking alcohol, narcotics and toxic substances. The authors denote the structural aspects of sobrientology, its pedagogical guidelines and demonstrate the possible ways of social advertising in educational sphere, developing the ideals of moral and physical health, and steady socially adequate behavior patterns. Social advertising is regarded as the relevant new resource in propagating the healthy and sober life style, and providing the grounds for personal growth. It combines the informational, communicative, educational, patriotic and image-making functions and possesses a powerful potential of influencing people’s consciousness and behavior. In the authors’ opinion, this sort of informational activity is quite perspective and efficient for promoting the ideas of sobriety, sustaining the moral norms and values, and carrying the state anti-alcohol and anti-narcotic policy.

The paper maintains that for developing the educational pro- grams and technologies adequate to the different stages of students’ growth and maturity, there is a need for exploring the natural determinants of intel- lectual development as well as the students’ individual qualities affecting the cognition process. The authors investigate the differences of the intellect manifestations with the reference to the gender principle, and analyze the correlations be- tween verbal and non-verbal components in boys and girls’ mental activity depending on their general intellect potential. The research, carried out in Si- berian State Automobile Road Academy and focused on the first year stu- dents, demonstrates the absence of gender differences in students’ general in- tellect levels; though, there are some other conformities: the male students of different intellectual levels show the same correlation coefficient of verbal and non-verbal intellect while the female ones have the same correlation only at the high intellect level. In conclusion, the authors emphasize the need for the integral ap- proach to raising students’ mental abilities considering the close interrelation between the verbal and non-verbal component development. The teaching materials should stimulate different mental qualities by differentiating the educational process to develop students’ individual abilities.

The paper looks at the problems of fostering the teenagers’ communicative competence in the light of the Federal State Educational Standards for Secondary Schools. The components of the above competence are emphasized along with the pedagogic conditions facilitating communication skills and abilities. The author summarizes the long-term pedagogic ex perience and recommends the procedure of step by step formation of communicative competence by way of interpreting the school subject knowledge. The complex of communicative tasks focused on mastering the communicative actions necessary for the teenagers’ successful socialization is demonstrated, as well as the author’s system of criterion level assessment of communicative competence acquisition, and recommendations for organizing the educational process and facilitating the competence development.

The paper deals with the findings of the long-term research into the professional development process of the school academic body. The methodology of the research combines the systematic, functional, acmeological and subject approaches. The research outcome concerns the concept of professional development and growth of academic staff in the modern conditions of educational system reorganization. The core concepts include the description of stages reflecting the academic staff professional growth and their cooperation ways. Each stage is characterized by the degree of academic staff readiness for solving new educational problems.The research findings can provide the management of educational establishments with the necessary assistance in identifying the levels of academic staff readiness for fulfilling the competence model of education.

The research paper deals with the concept of creativity and is aimed at demonstrating the paradoxical nature of the creative action. Generally, in modern world, creativity is defined as the «newness creating». However, this is not the only viewpoint, as in different cultures there traditionally compete three generalized definitions of creativity: 1) newness is a recurrence of the old; 2) newness is a unique synthesis of old forms; 3) newness arises from nothing. It has been demonstrated that the above formulas of creativity originate from the three equally strong religious traditions – pantheism, panentheism and monotheism. According to the author, the pantheistic scheme, being applied to human creativity, explains the specificity of scientific theoretical activity. In scientific sphere, as it is well-known, the highest creative achievement is related to discovery (not invention) of fundamental laws of nature dissimilated in a variety of natural phenomena, and predeter- mining them. From the panentheistic model, on the other hand, the secular philosophy deduces the special theory of human creativity, viewed as a free construction and invention, rather then simple discovery of something that already exists. Evidently, the given model appeals to the engineering sphere providing the basis for a number of theories related to inventions and rationalizations. Therefore, the mechanism of inventions is quite simple, and the mass creativity training is possible. Whereas, according to monotheism, creativity is necessarily related to mystery, and therefore, this sort of training is impossible, and the pedagogic technology of creativity is regarded as non- sense. However, such opposing views are quite lawful being proved by the numerous facts of innovations in human history. Using the method of philosophic dialectics, the author achieves a paradoxical synthesis of the above mentioned alternative positions. In author’s opinion, the paradox of creativity, stimulating discussions about man’s creative dimension, can not be eliminated, and should be taken into account in creativity studies.

The paper is devoted to the issue of predicting the future. While creating the future image of the mankind as a whole, and Russia in particular, extrapolated some 50 or 100 years ahead, such cultural forms as religion, philosophy, education and art make their significant impact. However, philosophy plays a special role of critical methodology in coordinating the futurological efforts. It works as a tuning fork that tunes up the orchestra of various sciences and other forms of social consciousness. Being dialectical, philosophers find out and analyze the contradictions – paradoxes, antinomies, and aporias - involved in such activities as prophesizing, prognosticating, predicting and foreseeing. On the basis of the retrospective analysis, the author considers the most significant paradoxes facing the futurologists engaged in predicting the general course of historic events; the paradoxes being denoted as follows: the antinomy of academic ignorance, paradox of newness and paradox of an emergent effect. The analysis results in conclusion that the large-scale, long-term «scientific predictions of the future», claiming to be the truth and pretending for historical value and accuracy, are impossible or at least doubtful. Nevertheless, global prognoses are highly valued, widely discussed and always in demand in society due to the purposeful human intellect.

The paper deals with the issue of increasing scope of labor migration to the northern regions of Russia and simultaneous outflow of talented young people from Khanty-Mansiysk autonomous region. Given trends and tendencies aggravate the problem of education and training the specialists capable of maintaining and developing the regional economy in compliance with the northern traditions and values, and in the interest of present and future generations. The author analyzes peculiarities of «I-concept» formation by school- children in northern regions along with social and psychological difficulties caused by increasing migration processes. As a way for developing a positive future image of native region, the author recommends using the constructive life experience method, implying specificity of northern consciousness and self-determination, and stimulating pupils’ cognitive activity. The teaching method based on the positive life experience is described including the complex of techniques: actualization and analysis of pupils’ life experience, creative modeling of ideal educational objects, comparing statistic data and the main social indices of the region in question and Russia in average. Implementation of the above method in specialized lyceums of Khanty-Mansiysk is described including the experimental data. The research findings can be used by teachers working in other regions with unfavorable climatic conditions.

The paper deals with the model fostering the socio-cultural competence of the higher school students. The model in question is based on the integration of project activities and Web 2.0 information technologies, the methods facilitating its implementation being described along with the teaching means and forms, and socio-cultural competence formation levels. The author demonstrates the complex of problematic tasks which become more complicated depending on the acquired level of the above competence, and mastered skills and abilities. The tree types of socio-cultural projects are recommended according to the achieved levels: mini-project, web quest and web project. The suggested model fulfills the idea of pedagogic facilitation of the foreign language learning by using the meaning formation mechanism in socio- cultural educational environment. The author argues that its introduction into the higher school training process can promote the students’ interest to the different culture and mentality, and their readiness for the cross-cultural dialog over the internet.

The paper analyzes the growing tendency for young people’s harden- ing. According to the authors that phenomenon is caused by such current trends as the language degradation, the militaristic and alienation vocabulary predominance re- sulting in disdainful attitude towards the surrounding people. As a pedagogic counter- action to such trends, the authors consider the revival of the forgotten domestic moral values in educational sphere. Their objective is to contemplate the necessity of enrich- ing the educational institutions by means of the national moral and cultural potential. The research methodology basis is defined as the axiology principle substantiat- ing the humanistic importance of the specifics of teachers’ vocabulary. To demonstrate the advantages of the humanistic vocabulary educational potential the authors com- pare the specifics of such notions as generosity and tolerance. They prove that the teacher’s tolerant attitude to students deforms both the pedagogic theory and educa- tional practice. In contrast, the generous attitude favors the student’s, as well as teacher’s moral development. The process of the youth refinement can be facilitated by the large-scale revival of half-forgotten national humanistic values and the vocabulary reflecting such values.

The parallel existence of languages and cultures brings forward the necessity of studying this linguistic phenomenon and designing special methods of speech development for the bilingual children. The particular attention should be given to the preschool age, for according to A. A. Leontyev’s study, the parallel acquiring of two languages often results in insufficient development of socio-linguistic speech standards. The research is devoted to the phenomenon of the two language systems coexistence in a bilingual person’s consciousness, both of them functioning and encoding the same subjects and phenomena. The peculiarities of language interference are described with the reference to the Russian-Tatar bilingual environment. The author believes that the bilingual interference problems are not caused by the phonetic and grammar system differences of the two languages. To find out the potential source of inter-language transition and interrelations between the native and non-native languages, it is necessary to identify the cognitive, neurolinguistic and psycho-linguistic aspects. Therefore, the regional phenomenon of mass bilingualism among the Tatar population is examined by the author in the framework of the psycho-linguistic and cognitive approaches. The paper presents the model of the lexical and grammar categories formation based on differentiated preschool teaching of the bilingual children. The proposed model makes it possible to overcome the limited viewpoint on the general speech dysfunctions, as well as the specifics of lexical and grammar categories development. It can be used for the further development of educational programs in psycho-linguistics, ethno-linguistics, onto-linguistics, cognitive linguistics, social-linguistics, contrastive linguistics and the language theory by means of extending the teaching course content.

Any practical activity of a modern specialist requires the methodology knowledge – the ability of setting and transforming goals, operating with summarized approaches and plans, creating and reconstructing them, etc. The paper deals with the role of the methodology competence in professional thinking; the subject-modeling approach to developing the professional thinking and methodology competence is considered regarding the future teachers-psychologists. The substantiation of the above approach is given concerning the content and structure of the competence in question, as well as the students’ personal characteristics. The psychological mechanism of gaining the experience and professional thinking ability is described as interaction of two models – the cognitive and dynamic emotional ones – both reflecting the professional activity. The results of experimental work, based on such methods as analysis, theoretical modeling, supervision and polling, demon- strated the main developing factors of methodology competence: the general culture level, interest to the future profession, the professional activity presentation in educational process. The research results imply the conclusion that the purposeful pedagogic activity based on the methodology competence is necessary for developing the future specialists’ professional thinking.