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The thesis focuses on the scientific discussion of the ways of the motivation of the students for the conducting their scientific and research activity as the main component of forming the image of the private higher educational establishment. The work reveals the priority tasks of the humanitarian education in Ukraine today, among which are the following: understanding and following by the students the norms and rules of their behavior that are to be satisfied about the high level of students’ social responsibility; the formation, development and deepening the motifs and motivation of the process of the students’ self-improvement; comprehension, gaining the norms and rules of social responsibility of students’ behavior, implementing them in the scientific and research activity; obtaining the strict understanding that some changes serve as the condition for the development and work for the perspective; demonstrating the emotional and volitional attitude to the personal actions concerning students’ social responsibility; self-control, self-esteem of the behavior and the skill of making some changes in it. To achieve the mentioned above tasks one should apply the synectic ways and means in the organization of the scientific and research work of the students of the private higher educational establishment

The thesis focuses on the scientific discussion of the ways of the motivation of the students for the conducting their scientific and research activity as the main component of forming the image of the private higher educational establishment. The work reveals the priority tasks of the humanitarian education in Ukraine today, among which are the following: understanding and following by the students the norms and rules of their behavior that are to be satisfied about the high level of students’ social responsibility; the formation, development and deepening the motifs and motivation of the process of the students’ self-improvement; comprehension, gaining the norms and rules of social responsibility of students’ behavior, implementing them in the scientific and research activity; obtaining the strict understanding that some changes serve as the condition for the development and work for the perspective; demonstrating the emotional and volitional attitude to the personal actions concerning students’ social responsibility; self-control, self-esteem of the behavior and the skill of making some changes in it. To achieve the mentioned above tasks one should apply the synectic ways and means in the organization of the scientific and research work of the students of the private higher educational establishment

The article outlines ways to modernize the content of the disciplines of the historical and cultural cycle in the context of digitalization of education. The peculiarities of historical and cultural disciplines, their influence on the development of the consciousness of applicants and the formation of relevant competencies are updated. Particular attention is paid to the analysis of the complexities and advantages of digitalization of education. Analysis of publications. Problems of humanitarian education, cultural and historical training of future teachers with an emphasis on the content of the material and its impact on personal development are presented in studies by T. Vinnyk, I. Zyazyun, L. Kondratska, L. Masol, N. Myropolska, O. Shevnyuk. Conceptual problems of informatization of education have been studied in numerous scientific investigations of domestic (V. Bykov) and foreign (M. Brown, G. Dobbin, M. Lynch) scientists. Thorough investigations of domestic scientists are devoted to the use of information and communication technologies in higher professional education (V. Bykov, L. Gavrilova, S. Litvinova, V. Lyubarets), the formation of information and communication (digital) competence of future professionals (L. Kartashova). The purpose of this article is to analyze the necessary areas of modernization of the content of teaching disciplines of the historical and cultural cycle in the context of digitalization of education. Research results. The advantages of digitalization of education are determined. Individualization of training is an opportunity for each of the participants of the educational process to independently choose the pace of training, time of tasks, etc. Adherence to the principle of anthropologizing the content of historical and cultural knowledge in higher education implies a greater focus of the content of teaching on the individual as the main subject of the historical process. It is important to change the practices of communication in the educational process, both verbal and nonverbal. Expanding access to alternative sources of information is important for critical analysis of the information obtained, the criteria of probability, the reasons for possible bias of information. Attention is paid to the in-depth development of information competence, such as the ability to search, analyze the necessary information, the ability to independently produce and disseminate it. It is noted that historical and cultural educational components form a set of civic and social competencies. The list of electronic information and reference publications on history, culture and art, created on the basis of hypertext links and multimedia. A special place among them was occupied by multimedia encyclopedias, virtual museums (guides), virtual tours and galleries. We conclude that, historical and culturological disciplines are characterized by a variety of primary sources. This provides ample opportunities for the application of various methods of information retrieval and analysis. The content of teaching the disciplines of the historical and cultural cycle should be updated in the direction of the development of systematic thinking, the responsibility of the subject of history and culture.

The article develops two problem areas: The first substantiates the thesis that the basis of the “problems“of the educational process in higher humanitarian education is not the Covid-19 pandemic crisis. This basis lies in the new historical (“human“) situation of the early 21st century. This situation requires the development of modern theoretical models in the humanities and social sciences and a new “propaedeutic“model for their study. This new model must reject the traditions of “remembering“and “reproducing“a certain amount of information by students and provoke their active participation in the educational process. In addition, views on the “secondary“and / or even the “death“of humanitarian and social knowledge are asserted. That is why this study, especially at the university, is somehow isolated within the educational space. The second problematic area deals with the question of the essence, content and heuristic-propaedeutic possibilities of the reflexive synoptic paradigmatic approach. The position that the paradigmatic approach overcomes the extremes of the other two main approaches in the reflective methodology of scientific knowledge: philosophical-methodological historicism and contextualism is defended by uniting them in a new “synoptic““philosophical-contextual“approach. This view does not allow to present the theory and history of humanitarian and social knowledge as the “chronology“of its existence, nor only as a linear cumulative process of accumulation of ideas or a set of separate “contextual“analytical texts, but as a “reconstruction“which presents a theoretical model of the dialectical “becoming“of the history and theory of humanitarian and social-scientific thought. This model is the means by which the methodological activity and heuristics of the “synoptic“paradigmatic approach are “verified“, finding expression not only in the elaboration of the general explanatory scheme, but also in revealing the content of the separate theories, which gives huge opportunities for realization not of “reproducing“, but of “mental“, “creative“research and educational process. © 2021 South-West University Publishing House, Faculty of Philology. All rights reserved.

The article identifies the necessity to investigate the problem of forming the professional culture of the future border guards using the experience of the professional training of border guards of the USA and European countries. It has been found out that, in a broad sense, the professional culture of the border guard officer is manifested in the effective performance of the professional duties, including the categories of the professional duty and ethical behavior. Important components of the professional culture of the US Customs and Border Protection officers of the European countries are professionalism, patriotism, dedication and pride in their country. In these countries much attention is paid to the formation of loyalty to the national symbols, a sense of civic self-awareness and professional duty and leadership.The training of specialists for the US Customs and Border Protection and the European Border Protection offices, which provides for the creation of the effective training environment for training and qualification of the employees is been characterized. The directions of basic training programs for law enforcement officers and the tools used for the efficient and effective execution of the border protection tasks by staff are been outlined, as well as the training philosophy, which provides for high standards of basic training as a basis for border service. First of all, this is the pride and discipline, identification with the agency, high internal motivation, professionalism, confidence and communication skills.It was found out that the basic program of US Federal Law Enforcement Training Center trains the law enforcement professionals with the tools necessary to perform their duties quickly and efficiently. The philosophy of training at the center provides high standards of basic training, which is the foundation of the border service. That primarily includes pride and discipline, identification with the agency, high intrinsic motivation, professionalism, confidence. Among the teaching methods are lectures, small group discussions, examples for study, problem solving, situational modeling, business games, individual and group presentations, computerized questionnaires concerning management style.In the United Kingdom, the system of officer’s training, which is considered as one of the most effective in the world, is aimed at creating a high level of professional culture of border guards. Much attention is paid to the development of communication skills of a border guard, the ability to provide complete and accurate information about a particular event (incident). During the training, the staff also learns to give interviews and receive testimony from the third person. In France, the National High School of Police, which trains police officers at the border service, pays great attention to the ability to work with information, including press reviews, presentations, and work with texts. It is about analysis, interpretation, commentary on the text, the ability to identify the main ideas, the course of thought of its author.It has been determined that the formation of vocational training systems for the border guard services in different countries is influenced by many factors related to the peculiarities of political and legal systems, state structure, socio-economic development, differences of historically formed traditions, national character and mentality. Border Guard Officer’s Training Centers take a complex approach to the training, paying attention to the values and understanding of the Border Guard Service mission, the acquisition of the professional skills and competences. The training of the border guards includes, among other things, great attention to the humanitarian education, enhancement of general and professional culture, the development of informative and communicative skills (interviews, reporting, passenger’s surveys). In teaching methodology, great importance is been attached to the practical classes, situational tasks, business games, trainings.

All of Colombia's major cities have at least one higher education centre. However, this does not necessarily entail fair access to education for those living outside these cities' main urban areas. Moreover, financial difficulties and the problems inherent to a long commute are often insurmountable barriers for people who want to study but live in comparatively remote regions. To tackle this issue, the Universidad Nacional de Colombia (UNAL) created a particular admission program (PEAMA) to facilitate access to education in this less-favoured population sector. Since the academic interests of any population will be varied, the UNAL offers selected educational programs o through the PEAMA. Thus, professors and lecturers are sent to schools that effectively function as nodes of the UNAL in rural areas to allow students to complete the first four semesters of their program of choice. During the first semester of 2022, 15 people from the rural area of Torca in Bogotá decided to begin their higher education studies through the PEAMA. In total, seven different academic programs were chosen. To allow as many students as possible to complete their programs, a transdisciplinary project-based learning model focused on the particular social problems of the community was designed and implemented for that specific case. Thus, three multidisciplinary groups were created to accommodate the 15 students enrolled in the university through the PEAMA: one for students from the literature and philology programs, one for students of economy, agronomy, and the social sciences, and, finally, one for engineering students. This article discusses the model and the first results obtained.

Important for the research of the problem of foreign-language education of future teachers of humanitarian specialties in the twentieth century was the search for a new model of humanitarian education, its direction towards forming the system of values, spiritual guidelines, and social norms that determine the dynamics of the development of human civilization, which set new requirements for the level and effectiveness of foreign-language education. The analysis of standards applied in the foreign practice of foreign-language education makes it possible to identify categories of foreign-language knowledge and skills that need to be reflected in documents developed in Ukraine. The use of international experience in the standardization of pedagogical activities in foreign language education and the development of qualification requirements, professional standards, and certification procedures, diagnostic methods for assessing and self-evaluation of pedagogical activities in a foreign language can be used in the process of modernizing the practice of teaching foreign language education for future teachers of humanities at pedagogical universities of Ukraine. Foreign language education of future teachers of humanities is understood as the process and result of the training of specialists in the field of foreign languages with a set of competencies, systematic knowledge, and practical skills that allow solving theoretical and practical tasks on the profile of foreign language training. The influence of the strategic documents of the Council of Europe during the study period on improving the quality of foreign-language education of future teachers of humanities in Ukraine is due to the recommendations of the Council of Europe on language education and the peculiarities of the European educational space, its innovative nature.

The article is devoted to the problem of the quality of education that arose at the stage of high-tech modernization of modern society, in the context of the dominance of digital technologies in the system of public relations. Justifying the need to “reformat” the system of higher professional education, taking into account the use of innovative technologies in the educational process. Attention is focused on the importance of both traditional and innovative approaches in the educational environment, in particular, when broadcasting humanitarian knowledge. The article highlights the need to strengthen the humanitarian component in university education, including technical universities, in order to train specialists who successfully adapt to the conditions of the new social reality.

It is generally accepted in the scientific discourse that the existing system of foreign language education is the result of its long historical development, therefore, the analysis and generalization of the historical experience of this industry is necessary during the modernization of modern humanitarian education in Ukraine. The analysis of historical, social, cultural and, pedagogical conditions and factors that led to changes in the purpose, tasks and, the content of foreign-language education in Ukraine made it possible to determine three stages of the development of foreign language education in the context of future physical education teachers‟ preparation at pedagogical universities in Ukraine from the middle of the ХХ to the beginning of the ХХІ century. The first stage (1950-1960) is the stage of forming the general scientific interest in the phenomenon of foreign- language education. The second stage (1970-1980) is foreign language education in the conditions of higher education reform. The third stage (1990-2018) is the stage of sustainable development of foreign language education in the conditions of integration into the European educational space. The historiographic analysis made it possible to determine the interdisciplinary essence of foreign language education, which is that: learning of any non-native language has to be accompanied by studying the culture of the people, which develops the ability to understand world culture as a whole, forms the ability to navigate in a modern multicultural and information society.

The article describes the experience of methodological support for teachers in a rural school in the Kaliningrad region on the basis of federal and regional projects - Schools for Effective Growth, support for rural schools by Moscow schools, the School for Effective Management, the Center for Digital and Humanitarian Education "Growth Point". The definition of methodological work is given, approaches to the concept of different scientists are considered, the main features of the methodological support of rural schools are listed. A methodological support program is proposed on the example of one of the rural schools of the Kaliningrad region, which includes the goal, objectives, principles, content, planned results. It is proposed to include five areas in the program content - organizational, informational, personnel, scientific-methodological, legal support. According to the results of the study, it is concluded that the effectiveness of the methodological support program in a rural school can be achieved through the following indicators: one hundred percent passing the state final certification by ninth graders for two years, an increase in the number of teachers who passed certification, receiving stimulating payments by young teachers, achievements in the competition of young teachers at the regional level.

This article may be completely devoid of academic pathos and full of everyday irony, but such an approach can probably be justified by the situation that has developed in the educational space of the country today. The situation itself is so glaring that speaking in the "exemplary language" of high-ranking officials and extensive constructions of wordplay like the "bright future" of our education does not arouse any desire. Under these conditions, in this article we try to analyze some problems that exist in the system of humanitarian education in Ukraine. In particular, we address the issue that the country's educational strategy (if it exists at all) is a continuous "experiment" based on the continuous testing of various educational strategies in the world on the Ukrainian education system and in which children and teachers are subjects. Such experiments, even in experimental sociology or psychology, are called "inhuman." After all, only "our" education system adopts a new strategy, as soon as the next Minister of Education appears with his innovations and his own vision of the situation; it lacks either logic or any relationship between higher and secondary schools; it is there that the level of state funding of the humanitarian bloc is declining and depreciating, which could lead to complete cultural degradation. We focus on the latter. Because it is the humanities education, and the same humanities, at any time, in any country have been leaders and indicators of the level of social and cultural development in general. The purpose and objectives of the study are to identify and analyze some of the problems that exist today in the field of humanities education and which cause the symptoms of its "disease"

The articles considers philosophy as an educational project. The institutionalization of philosophy is connected with the process of formation and development of the classical university as well as with the transformation of its socio-cultural status. Special attention is paid to the analysis of the essential ambivalence of philosophy and its influence to the basic priorities of philosophical education. It is emphasized that the tasks of reforming and modernizing academic philosophical programs initiate the development of variable models and technologies for teaching philosophy in modern universities. It this regard, of particular interest is the Belarusian experience in reforming philosophical education in its two aspects: general philosophy course and special academic programs. The article analyzes the model of teaching philosophy at various stages and levels of higher education, which has been used at the Belarusian State University over the past 15 years. The author describes both the innovative nature of this model and its connection with the previous organization schemes and teaching priorities. Within the framework of this model, there are three levels of teaching philosophy and its various modifications. At the first level, which is focused on the preparation of bachelors, the basic course “Philosophy” is taught, which suggests an acquaintance with world classical philosophical tradition. At the second level, the course “Philosophy in the Modern World” is offered, which, taking into account the specfics of the academic preparation of graduate students, reproduces the basic ideas and concepts of modern philosophy. At the third level, in the course “Philosophy and Methodology of Science” (which solves the problem of ensuring the philosophical and methodological training of post-graduate students), the main attention is paid to the issues of logic, methodology, sociology of science and education. The article considers some stages, problems and contradictions of this reform process as well as its consequences in the context of recent events in the socioeconomic and political life of Belarus. The author argues that modern converging technologies of social and humanitarian education, which are based on formal and instrumental-pragmatic criteria, have significantly influenced the processes of reforming the system of teaching the humanities and social sciences in Belarusian universities.

The article is devoted to the study of basic strategies for the development of humanities education in the technocratic and global world. It is stated that total pragmatism and technocratism of our lives causes a deep crisis of study of humanities and leads to the destruction of those human virtues that form the culture. The current state of humanities education and its prospects are assessed in terms of the need to shape the spiritual world of man, his intellectual and spiritual needs. The humanities are creating a socio-cultural space where a human is of the highest value, and culture itself is the embodiment of all the important meanings of human existence. The general tendency of development of the modern Ukrainian education is reduction of the general volume of the humanities taught in schools, colleges and universities. In the context of economic and pragmatic expediency in education, the impact of the humanities on society and public consciousness is distinctly diminished. The need for new strategies for the development of humanities education is justified by the need to enhance its role in society. Emphasis is placed on the fact that the purpose of the study of humanities is in the development of human potential and critical thinking, orientation to dialogue and free development of the individual, formation of the ability to outline the current moral and value imperatives, raising of the individual with an active civic position. By these qualities, the new model of humanitarian education differs from the old one, based on the acquisition of knowledge and the successful completion of standard tasks. It is also important to create an independent, non-conformist community of humanity scholars, which should show examples of high intellectual and spiritual culture, civic position and patriotism.

Socio-economic transformations that have occurred in society over the last decades, radically changed not only the lives of people, but the educational situation. Physical education students represents an integral constituent part of higher humanitarian education. It stands for quality and the resulting comprehensive measure of the impact of various forms, means and methods on the personality of the future specialist in the process of formation of professional competence. Health of students and their socio–psychological adaptation in the society, the normal growth and development is largely determined by the environment in which he lives. More than half of their time during the day, students at the University, so it is important to increase their motivation to employment by physical culture and sports, achievement sports results. The use of innovative forms and technologies of sports activities, in particular of the flash mob will make physical education interesting and extraordinary, to meet all the requirements of modern educational process. We tried to move away from traditional approaches in physical education to motivate students, studying non-traditional techniques, using elements of the new that animate and make lessons more varied. Exercise flash mob to the music creates for those who are engaged in understanding about the nature of the movements, their timing, and increases the spatial precision and expressive movements, develops aesthetic taste. Dance style exercise stimulates the expression of positive emotions in deals, increased emotional perception of the world. Aesthetic emotion enable a greater number of repetitions of various exercises not noticing fatigue, which gives a significant training effect on the cardiovascular and respiratory systems. Thanks to the close coordination of the movements with the music, rising expressive potential of physical exercise. Students have the impression that those who do talk about themselves, reveal their feelings and thoughts in the language of movement. The objective criterion of the effectiveness of the conceptual approach is to increase students ' social activity, a qualitative increase educational productivity, enhance the spirituality of each individual student.

Purpose. Is to determine the role of social and humanitarian education in the system of higher professional education and justify the need for its actualization as an important resource in the field of higher education, analysis of existing educational practices and educational needs of students of Russian universities. Methodology and Approach. The article presents three stages of the research, during which university students’ current attitudes to social and humanitarian knowledge are studied (on the example of Lobachevsky State University of Nizhny Novgorod and Moscow Institute of Economics, Politics and Law). The study used such empirical research methods as questionnaires and focus groups. When interpreting the research results, general scientific methods, such as comparison and generalization, were used. Results. The study examined educational practice in the field of social and humanitarian education. The educational needs of Russian students and their attitude to social and humanitarian knowledge are identified. Theoretical/practical significance: The results of the study contribute to the theory and practice of socio-humanitarian education in Russian higher educational institutions, the necessity of changing and updating the content of socio-humanitarian knowledge in today’s educational practice. Besides, its role in the process of preparing the highly-skilled professional for the society is defined.

The article reveals the role of education in ensuring the existence of a contemporary democratic system. Democratic governance is viewed through the prism of the crisis of representative democracy that arises in global world. The focus of the crisis forms a crisis of citizen participation in democratic governance. Among the various scenarios for overcoming this crisis, the emphasis is on a model of deliberative (“discussing”) democracy. Accordingly, a key role in the productive functioning of contemporary democracy belongs to public discourse. Public discourse has an internal contradiction. Its participants are guided by their own interests, but the productivity of the discourse is achieved only if it is subject to the requirements of the common good. Five criteria of the authenticity of the discourse that make it aimed at the common good are highlighted. The medium of discourse that ensures its authenticity is a public intellectual. It is proved that the main vocation of education in the contemporary democratic system is the production of a public intellectual as an effective social character. In this process, a key role belongs to humanitarian education, respectively organized.

The article discusses the long-term experience of humanitarian education and the formation of moral values of the medical profession at the Volgograd State Medical University. It is considered the activities of the University for development of professional and scientific research competencies of students in the interdisciplinary field of medical and social sciences. The material of scientific research conducted by students shows the process of internalization by them of humanistic models of healing, experience of empathy and compassion, internalization of bioethics and medical law. The article substantiates the conclusion that the practice of educational and scientific work in the field of bioethics, the productive collaboration of teachers of humanitarian and medical disciplines, successful publishing, active participation in all international scientific and educational events in the field of biomedical ethics and healthcare law, allows us to recommend the experience of Volgograd State Medical University as a model for the formation of the social and humanitarian space of medical education for a university s of the Ministry of Health of Russia.

The article aims to trace the cultural continuity of generations in Russian context by studying the interaction between literary preferences of modern students and their moral choice. Special attention is paid to the role of humanitarian education in forming both literary taste and moral values of young people. Our approach includes both sociological and cultural methods. The article analyzes the results of a sociological study conducted in 2019, where the semiotics of behaviour in hypothetical conditions of setting up one's own business by young specialists is superimposed on the literary priorities of the respondents. Our hypothesis is that, despite the processes of globalization, national cultural and moral values that originated in the XIth century in the ideas of Metropolitan Hilarion, who proclaimed the internal law above the external, continue to live and largely shape the worldview of modern Russian youth. This philosophical heritage is transmitted, in particular, through humanitarian education and especially through the works of classical Russian literature, as shown by the analysis of the results of our sociological research. The article also outlines directions for further development of the topic we have studied.

The article discusses the importance of competent perception and interpretation of a visual image / visual text by a person of the XXI century through the development of critical thinking skills that are relevant in the study of the humanities. The basis of existing methods and technologies is the psychological foundations of the perception of the visual and associated mental operations, which determine the “grasping” of the image in its integrity, the subjectivity of experiences, associative thinking and memorization. The main components of critical thinking are highlighted. The purposeful nature of the method of segment analysis of the visual text and its pedagogical significance in the humanities are emphasized. The main results of the study are as follows: the psychological characteristics of the perception of a visual image / visual text, features of critical thinking in the perception of visual information are revealed, the method of segment analysis and the practice of its application in the process of humanitarian education., В статье рассматривается вопрос о важности компетентного восприятия и интерпретации визуального образа/визуального текста человеком XXI в. через развитие навыков критического мышления, актуальных в ходе изучения гуманитарных дисциплин. В качестве базы существующих методик и технологий выступают психологические основания визуального восприятия и связанных с ним мыслительных операций, обус­ловливающих «схватывание» образа в его целостности, субъективность переживаний, ассоциативное мышление и запоминание. Выделяются основные составляющие критического мышления. Подчеркивается целенаправленный характер методики сегментного анализа визуального текста и ее педагогическая значимость в гуманитаристике. Основными результатами исследования являются следующие: охарактеризованы психологические особенности восприятия визуального образа/визуального текста, раскрыты особенности критического мышления при восприятии визуальной информации, предложена методика сегментного анализа и практика ее применения в процессе гуманитарного образования.

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The article considers modern approaches to the study of social activity as the qualitative characteristics of the pro-social orientation of the individual and significant result of a person’s development of social qualities that are reflecting the relation of man to the social environment, social experience and ability to solve independently the problems of socialization. The paper reveals productive strategies of the analysis of processes and development of the scientific support models of the future experts’ social behavior development as members of certain professional groups in new conditions of the labor market. In broad psychological and pedagogical contexts, the author analyzes the models of the structure research of a specialist’s social activity development as a system of preparation for the implementation of professional competencies. In addition, the article reveals productive interdisciplinary approaches to the use of the social activity category in the modeling of educational and pedagogical support for the development of socially significant qualities of socio-economic professions in the context of the implementation of the competence humanitarian education paradigm.The necessity is: to establish models for the development of social activity of a future specialist’s personality, drawing on sociological research methods and further educational and pedagogical conceptualization of social activity specialists of social professions as a social phenomenon; to fully identify the potential of this category for applied and empirical research and modeling of the process of a future specialist’s personality social formation in the important context of the future professional activity.

The article presents reflections on the problems and prospects of humanities and humanitarian education in Russia, taking into account the basic program documents of the Russian state in the field of science and education. The author believes that in these documents the so-called social and humanitarian aspects characterizing functioning of science and innovations are insufficiently thought out. Meanwhile, these aspects reveal a powerful conglomerate of problems and opportunities – from the use of social and cultural knowledge as one of the sources of creativity and innovation, to the the implementation of forecasts and foresight, expert perception of development scenarios and managerial decisions, identifying risks and consequences in the process of increasing influence of science on nature, society and man, formation of value orientations and educational prospects. It is noted that in this situation it is very important to move away from a predominantly technocratic and economic understanding of the priorities and results of the scientific and technological development of Russia for a historical perspective, to avoid reducing information about the progress of a person, society, and the state to technological and economic criteria; to recognize a special status of Humanities, social sciences, and education as the most important resource confronting the technologically accelerated destruction of nature and society, to view them as a factor of cognition, dialogue and management.

The article discusses the problems of physical and physical education of student youth, identifies the main ways to increase the effectiveness of physical education of students. Concepts such as humanitarian education and the bodily-physical culture of a person are analyzed. The article substantiates the position that physical and physical education and training of students are significant components of humanitarian education, an effective means of saving and strengthening the physical and physical health of students.