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The article analyzes the origins and development of the Russian-Ukrainian war through the prism of the study of the historical background of the conflict. The purpose of the article is a historical and retrospective analysis of the Russian-Ukrainian war of 2014-2022. The historical-comparative method was important for the research. Using the method of historical analogy, the methods of the war between Russia and Nazi Germany are compared. Structural-functional, retrospective, synchronic and diachronic research methods are also used in the work. The results show that the origins of the Russian-Ukrainian war have a certain civilizational basis. Only the conquest of Ukrainian lands by the Russian Empire and the domination of the USSR "silenced" the previous wars. In recent years, V. Putin initiated an aggressive revival of Russia's influence in the post-Soviet space. In its policy, Russia has relied on easy-to-manage enclaves, which have become preparatory bases for further expansion of Russian influence in the region. The conclusions show that Russia is losing the war. Russia is gradually becoming a terrorist state, while Ukraine is receiving strong comprehensive international support.

The article reveals the use of postmodernism as a style of thinking and a special view of contemporaneity as an interpretive basis for understanding present-day university education and understanding the prospects for its development in new conditions. The emphasis is based on three characteristics of the postmodern paradigm: change in the status of knowledge in society; non-structural, non-linear way of organizing integrity, excluding rigid centralization, orderliness and symmetry; a special model of contemporaneity, which does not allow the imposition of life guidelines and values on a person. It is shown that the situation of postmodernism has led to new phenomena in university education, which have changed the traditional status and mission of the university. There was a tendency towards the mass character of university education, which, by expanding accessibility, contributed to a decrease in its quality. The change in the status of knowledge in society has led to the commercialization of education, which puts on threat the academic freedom and autonomy of the university, which becomes dependent on the “order” for educational services. Teaching strategies and educational strategies of students are changing; the level of their interconnection and interdependence is decreasing. It is noted that the modernization of higher education determines the formation of a new university – the university at risk and actualizes the task of predicting systematically emerging risks and dangers and developing measures to level or limit their negative impacts.