The topic to discuss at the article is formulated in brief as follows: how has the attitude towards distance learning changed (and has it changed) among the main subjects of educational interaction? There are two ways to get the answer to this question: analysis of what distance learning is, and what is its place in the modern education system (theoretical analysis). And the second way: statistics, which (at least partially) helps the authors to draw up an approximate reflection  on the status of distance learning of the 1st and 2nd year students  studying at the Siberian Federal University. The era of distance learning (DL) 1.0. is quickly replaced by 2.0 era. If for the first one the main methods were correspondent, case, watch, radio-and-TV, later network interactions, then for 2.0 one it becomes possible to have the effect of a virtual (including visualized holographically) presence of the teacher with the same effect as the educational interaction in the traditional classroom system. The theoretical reflection is expressed in the mutual and consistent removal of three concepts: from bihaviorism through constructivism to connectivism. At the same time, the meaning of educational interaction has under way shifted from organizational (and  often compulsory) learning through self-organization to learning, which meaning is not knowledge itself, but the ability to find the necessary  information and the ability to filter it. Based on these methodological theses, the authors made an attempt to highlight the main aspects of difficulties faced by university students as the main subjects of  educational practices in the transition to distance learning 2.0, and transforming it into an educational ecosystem. The hypothesis  formulated before the survey was that in the context of a pandemic caused totality and displacement, as well as the modernization of the  technical component of education, the determining condition was psychological preparedness for this transition. In fact, remote online training began in our country about ten years ago, and the sharpness of  the spurt in the direction of its development predetermined  psychological tension. The study results confirmed this hypothesis only  partially. The teacher community was less labile to transition compared to the student one. But at the same time, the statistics give a number of interesting nuances related to unequal opportunities for urban and rural entrants when enrolling in the State Federal University, the difference in the effectiveness of their interaction forms in the  "teacher-student" system and others. These nuances confirmed the thesis that psychological readiness for implementing, mastering and  developing online education in the 2.0 form requires primarily from the pedagogical community, and the difference in the level of responsibility  for the quality of educational practices (both provided and subjective) between teachers and students can be substantial.

The article analyzes the importance of philosophical conceptualization of complexity for modern metaphysical educational models. Its main objective is to identify the functional significance of the complexity idea in the modern philosophy of education. However, due to the large scale of the issue, the article is limited to examining general trends of the complexity idea influence in the context of the metaphysics of  education. To concretize the consideration, the concept of metaphysical is used in the meaning by M. Vartofsky, that is based on the  synonymizing "metaphysical" and "ontological" terms characterizing  statements about the reality nature. The metaphysical models of  education considered in this article are a set of statements that represent ways of reasoning about the reality of education, its essence, and relations with other contexts of reality. The article proposes two directions for considering it: 1) analysis of conceptual-categorical means used to conceptualize complexity, and 2) understanding the influence of complexity on the philosophical reflection on education. The authors demonstrate the heteronomy of the problematics of comprehending complexity, some trends in the semantics of “complexity” concept and formation of the context of its  comprehension. They analyze some theoretical discrepancies in works by E. Morin and J. Ellul. The authors comprehend various consequences  of the issue actualization; among them, distinguish transformations of the axiology of education, theoretical and methodological innovations in  the education research, as well as emerging new ways to understand the modern philosophy of education.

The article aims to reflect on the applicability of the constructivist paradigm to the education study at the level of its theorizations and idealizations. It suggests that socio-philosophical reflection is carried out not over real education, but over its theoretical available context, that is, theoretical perceptions and judgements about it accumulated in the scientific interdisciplinary space. The author assumes that reliance on the basic principles and tools of the constructivist paradigm in the context of the education study as a social phenomenon will allow reaching a new level of its understanding. The fact is fixed that  introducing an ideal-typical author’s design to the study - the  «theoretical image of the education phenomenon», will reveal the main  properties, connections, relations and patterns inherent in real education, as well as put forward prognostic hypotheses and  assumptions of its development. The ideal-typical design of «theoretical  image of the education phenomenon» includes the main  attribution characteristics of real education, leaving outside its minor and non-essential signs. The paper assumes that shifting the research focus of knowledge from real education to the social and philosophical  reflection of his theorizations, as well as applying the basic principles of the constructivist concept – make it possible to reach the generalizing research and prognostic concept of his understanding.

The article considers problems of developing the domestic higher education system in modern conditions, which determine the need for its reforming. It shows that these problems, as in many areas of national socio-economic development, are complex in nature, due to a serious loss of the best traditions of Soviet higher education, illegal copying non-best examples of foreign experience, a significant imbalance in the system of science, higher education and production (economic activity) relationships in the domestic space. The paper highlights key problems of developing the domestic higher education system, and the main trends of its reforming, which meet the challenge of modern society and the needs of the future society. It demonstrates that the need to reform the system of domestic higher education as a response to the modern society challenges today is determined by the urgency of simultaneous implementation of all innovative changes inherent in innovations according to J. Schumpeter in the system of domestic higher education, including the need to change the approach  to selecting the student contingent contributing to choosing the most capable and talented youth for universities; a radial shift as a result of changing the technological structures of the product (goods, works, services) composition, which requires an adequate change in training the university personnel; intensive development of educational  technologies due to new opportunities provided by information technologies; expedient modification of organizational structures in the  higher education system due to the possibilities of digitalization; changing the nature of the “state-university” link interaction forcing universities to prepare universal graduates as the opportunities of employment in a particular profession for graduates of Russian  universities have become probabilistic due to the changed market  conditions. The authors propose an algorithm to form a new methodological approach for adaptive transformations of the higher  education system using end-to-end digital technologies.

The article is devoted to an urgent problem related to the active introduction of digital technologies in the educational process at the background of the current situation in the world due to the pandemic. The article objective is to identify the involvement of students in the educational process in a remote educational environment, as well as the transition of the educational process towards distant digital  environment. Using the information and communication technologies is currently highly preferred in the field of education. New teaching methods are applied actively in the educational process, and especially in the field of digital transformation at all levels of education. Nowadays, the distance education is becoming a multi- faceted layer, which research is designed to meet the need and desire of applying in the education field. The research methodological basis is the current concepts of the digital educational environment, as well as the information society theory. Research methodology: the analysis of  literature and contemporary views on introducing digital technologies in the educational process and the impact of information and  communication technologies on involving students in the educational  process. Students use various digital devices in their activities - mobile phones, tablets, computers and a large number of computer apps.  Various school information systems are convenient for all participants in the educational process. The empirical research was carried on using  techniques of questionnaire, discussion, interviews. The article focuses  on understanding pedagogical situations and acquisition of experience by teachers in the pedagogical process using digital technologies.  Students need to learn through digital learning support that these digital technologies are a great way to discover and create new things. The paper discusses main models of using ICT in the educational  process. It taken into account their properties and instructions for use in addition to varieties.

The article focuses on the stress of innovations in higher and secondary education. The authors discuss the concept of stress innovation, which is in educational institutions the stress occurred in the process and as a result of introducing innovations in education. Innovations are situations that give rise to stress and post-stress disorders (didactogenies in the forms of pediogeny, mathetogeny and eductogeny) for students and teachers. Innovations act as a way to overcome such stresses, problems, and development crises. These violations and attempts to transform them concern transformations at personal, interpersonal, and organizational levels. It is important to note the relationship between causes and consequences, as well as stress manifestations in teachers and students at the personal, interactive, educational and organizational levels. The difficulties faced by educational organizations, their consequences should be studied in relation to the nature of the pedagogical innovations generating them. The pedagogical community, psychologists should find reasonable answers to the following questions: 1) are they innovations, and not simulacra (objectless, fruitless attempts, describing non-existent reality) to promote obsolete and unproductive technologies and forms of education and upbringing under new names; 2) are they useful for  education, improve its quality and facilitate the tasks of education and training; 3) are they timely/necessary; 4) whether their implementation  is possible (do all subjects of education have the  necessary resources for this in the existing educational environment to introduce and develop them).The main study objectives are to clarify the nature of the innovation stress effect on the professional and academic success of teachers and students, and the relationship of their self-satisfaction health and life in general. The main research method is a theoretical analysis of the stress innovation problems among students and teachers in higher education. At the same time, many conclusions are generalized and extended to secondary education and education in general. The results obtained made it possible to conclude that pupils (students) and teachers need both training in productive and effective techniques to prevent and correct the stress of innovation in situations of organizational and didactic development or, conversely, stagnation, in the context of reforms and other changes, and ideas on possibilities, limitations, mechanisms and development ways at crisis and stress periods. It is known, that the risk of forming and fastening the deviant behavior, developmental disorders, diseases and injuries, etc. increases during crisis and stress states of the child and  adult psyche. These changes become more pronounced when, in the conditions of training and education, work and leisure existing and changing relationships in the process of innovation and other changes are not taken into account. All productive and effective innovations in  education are connected by an idea - creating conditions under which the human development as a person, partner and student/professional is inevitable, and not just stated or impossible. Many modern Russian  students and teachers need professional psychological assistance,  including counseling on the problems of educational stresses,  development crises, embracing the stress of innovation. The optimal result of such assistance can be expected only if it is systemic,  integrative, aimed to prevent and correct possible dysfunctions of stress  in education, in particular, the stress of innovation.

The article examines forming the regional project “Creating an intercollegiate campus” prepared as a part of the program on training civil servants in Novosibirsk Region under a contract with the Siberian Institute of Management, of RANEPA. The President Decree no. 204 on 07.05.2018 “On national goals and strategic objectives for the period up  to 2024” aims the goal to increase the number of foreign citizens enrolled in higher education organizations and scientific organizations at least twice. The higher schools of Novosibirsk and the region has a high potential to train the regional and foreign youth people. In  Novosibirsk Region as a subject of the Russian Federation, there are 17  state, 5 private universities and 5 university branches implementing  educational programs for more than 106 thousand students including 7,800 foreign citizens. The pace of material base development of higher educational institutions in Novosibirsk Region does not correspond to growing the number of non-resident and foreign students, teachers, and scientists. Universities and academies are  located in more than 92 educational and residential buildings scattered throughout Novosibirsk and region. This fact significantly reduces the  potential of inter-university interaction and international competition. The main restriction of developing the regional scientific and educational complex is the lack of places in dormitories and their non- compliance with modern requirements. Therefore, the project “Campus  Nsk-2024” will greatly correct the existing imbalance.

The article represents research results in the survey frames in the form of author’s questionary for the Russian youth to reveal their representations on the civic duty, as well as to recount findings on civil values and constructive behavior in the society.

The rapid transition to distance education caused by the COVID-19 pandemic has forced some higher education institutions to implement distance learning systems as soon as possible. The period, prior to the  implementation, to select the appropriate software was in some cases  limited in time. A partial consequence of his limitation was the lack of  an integrated approach for selecting criteria and their subsequent use  to assess the benefits of a particular system. Under such conditions the decisions should be made on an imperative base without considering the requirements of some user groups. Objective. The study  aims to assess the effectiveness of choosing a learning management system using a matrix of criteria, which  significance degree determined by only a key group. Besides, the article evaluates the effectiveness of applying general criteria to choose  software in modern market of distance learning systems. Method. As an assessment method, the author uses a multi-criteria selection based on  a matrix of criteria. Each of the criteria’s weight and significance are determined analytically based on a survey of university teachers. Results. The work results are expressed in specific data - ranking  systems using the chosen method, as well as recommendations to select criteria taking into account their expert or analytical assessment.  Conclusions. The conclusions drawn from the study indicate the  inadequacy of applying criteria, which significance confirmed by a focus group involved in the software product operation and maintenance. The  author marked the necessity to use unique selection criteria reflecting each educational institution capabilities and needs individually.

In the modern world, there is a strategy to develop the information society, which should provide accessible information for all categories of citizens. Therefore, studying information and communication  technologies in the primary school children education is a priority of the  modern education development. Nowadays, when information is the main resource of the society development, education is becoming the most important process to develop skills in using information and communication technologies. The process of implementing information and communication technologies is based on the fact, that computer literacy is a mean of a child high level self-realization, and helps to  develop communication skills. The main task of information  technologies of the primary school educational process is to manage the information flow that a student takes on, its hierarchy, structuring and combining. Lessons applying information and communication technologies are an effective mean of developing the educational activity components. In the classroom, an environment of real communication is created during such lessons, where students strive to express their thoughts “in their own words”, they willingly  complete assignments, show interest in the material being studied. Schools are forced to adapt to new requirements due to the mass use  of information technologies in modern society. Applying information and communication technologies plays an important role in realizing the student creative potential and allows revealing the individual  characteristics of them each. But such complex process implementation is impossible without specially trained teachers, who are quite few in  educational institutions. This has become a big problem when schools were forced to switch to distance learning at the pandemic.

The modern educational system has no chance to avoid responding the challenges of the emerging digital civilization and multimedia culture. To authors’ opinion, such response is the actualization of subject-subjective nature of educational service production/consumption. Taking into account the contradiction between traditionally formed, essentially conservative paradigm of educational process and explosive improvement of life conditions in the modern society, the authors suggest to activate the partnership pedagogics as the meaningful response of university education to to the modern era challenges. The article discusses the experience of partnership pedagogics in the project leaning format in conditions of educational process at Plekhanov Russian University of Economics. The paper objective is to present the analysis results of cognitive abilities of a student as a partner in the project learning context. The research methodology and techniques predetermine consideraing the view of a student role in the project  learning process as an equal, motivated actor participating in the process of education and self-education, actively interacting with a scientific supervisor-tutor. Viewing the student as the partner in the project learning context supposes understanding the relevance of the student subjective position. Adjustment of educational paradigm  actually forming “soft skills” primarily enables shift of education processes from traditional subject-object “stuffing students up” with  information to subject-subjective student “self-education  management”; students have their research, organizational and creative tasks. The dilemma of many modern pedagogical practices is associated with the necessity to master “hard skills” (basic, programme skills), and “soft skills” (mobile skills, connected to  creativity, dialogue and openness to multiple ways of task-solutions). The essential solution of this contradiction and the possibility of its  “sublation” on the higher level is related to the partnership pedagogy, where the student is regarded as the equal, equipotent agent, active  and initiative participant in the educational process interaction. The  future research prospects are connected to the psychological analysis of humanistic oriented practices in the educational process.

The forced and largely unplanned transition of higher education to distance learning within several months led to the emergence of organizational and social-psychological problems. The article reflects the specific aspects of distance education and outlines the prospects of currently topical distance educational process in order to determine its place in the educational process in higher education. The quickly conducted online questionnaires of students and the subsequent research work carried out in the winter-spring semester provided essential results. These results mostly important for university lecturers, first of all, in the initial and most difficult period of the educational process. Comparison of the educational process of traditional classroom form and distance learning during the self-isolation period associated with the coronavirus epidemic are produced on the example of a technical university. The result of the study made it possible to identify not only the nominal attitude of students to distance learning, but also to evaluate the innovations used in the educational process. The article assesses the propensity of students to reflect on the psychological state in distance learning. The article is aimed at helping in solving the problems of the successful adaptation of student (learning) youth in society and the educational environment in conditions of socio-epidemiological risks associated with coronavirus infection. The study of the various courses students attitude to distance education also made it possible to identify various problem areas of the educational process associated with the students psychological adaptation. Self-organization, self-discipline and self-development of  students are considered in the article as an successful adaptability indicator of students in distance education.

Modern additional education for teachers is aimed at discovering, comparing and implementing the most productive and effective forms and methods of specification, including the personalization of teaching and upbringing. The selected methods and technologies, format and forms should contribute to the most developing organization of  education. One of the tools of such an organization offers an approach  that addresses the concepts of an individual educational trajectory and an individual educational route. The purpose of the study is to  comprehend the problems of intensifying additional education: the processes and results of design, implementation, reflection and correction of personal trajectories of education for future teachers. Methodology and research methodology. The work contains a theoretical understanding of the problems of intensifying additional education: the processes and results of design, implementation,  reflection and correction of the personal trajectories of education of future teachers. The present study is an attempt to move towards a systemic understanding of the problems of intensifying additional education: the processes and results of design, implementation,  reflection and correction of personal trajectories of education of future  teachers. The main results of the study. Obviously, basic, specialized education should create a base for other types and forms of education,  provide and guide the search and choice of the content of  specializations and other additional efforts of students. Success in life  as the main goal of the formation of educational trajectories of additional education for a teacher should be considered in the process of building and correcting the trajectory as broadly and  similarly as possible: including in the context of questions about the relationship between the concepts of self-actualization and Conclusions. Each applicant of a pedagogical university can significantly increase the intensity and quality of his vocational training, forming an individual / personal educational trajectory. He may use additional education as an experimental, research platform, take time out before the final choice of
a profession, or when the chosen career path seems certain. The  moment of choosing the direction of further development, the moment of crisis, is always associated with intense and multiple problems, which  especially clearly represent the tasks facing modern education and the person himself, including the tasks of coordinating the internal  and external meanings and values of educational activities at the level of educational organizations, teachers and students, relations between  them, etc. For an applicant, a student of retraining or advanced training courses, it is important to initially comprehend and choose a path or paths that integrate self-fulfillment and self-realization, their own and  social needs and interests, long-term and immediate prospects, loss and gain of choosing one way or another, including that or another  trajectory.

The author proposes a solution to the urgent problem of designing and implementing the student independent work system in an agricultural university at “Mathematics” course. The offered method is based on the pedagogical technology of a system-activity approach, which is rooted on the student independent work to solve cognitive problems. The main study feature of the set scientific problem related to its purpose and main tasks is the synthesis of system-activity and technological approaches, integrating psychological and pedagogical teaching methods in cooperation, multi-level teaching and experimental work. The problem to design and implement the student independent work system of an agricultural university in mathematics turned out to be organically related to the problem of forming both the professional competence of future specialists in the agro-industrial complex, and the problem of developing the student personal qualities in the process of independent work as a result of such interpenetrating various approaches,. The author has created an educational didactic complex in  mathematics for bioengineering specialties of an agricultural university as a base for designing the student independent work system  including variable author’s curriculum for “Mathematics” course taking into account interdisciplinary links of mathematics with other 
disciplines (physics, chemistry, biology with ecology bases, genetics and biometrics, economics, organization and management) in accordance with the Federal State Educational Standard of Higher Professional  Education. The author has developed a system of principles to select the content of students independent work in mathematics, including the principles of minimum volume, completeness (with complementarity and subordination ones), maximum links at the output and natural restrictions at the input, "mixing" activity, and personal flows of  information, variability. He has carried out approbation and experimental verification of the author’s model of the independent work  system shown higher efficiency and higher quality in organizing and managing the system compared to traditional forms and methods of organizing independent work.

The most effective ways to learn a foreign language is to communicate with a native speaker. Attracting foreign teachers to the process of teaching foreign languages becomes more accessible in modern realities of the higher vocational education. Higher schools in Russia are interested in collaboration with foreign teachers, as they are language native speakers and culture. However, along with the undoubted advantages of having a native speaker in the teaching staff of the university, there are also disadvantages that can demotivate students to study a foreign language. To do the process of learning a foreign language with a native speaker involvement the most effective, it becomes necessary to pay closer attention to peculiarities of teaching a foreign language under a native speaker involvement. The article discusses the most obvious advantages and disadvantages of organizing and carrying out language exchange with native speakers, offers  recommendations for teachers who work in tandem with a native  speaker.

The article identifies the possibilities of scientific comprehension of ideas and prospects to use technologies for the teacher professional support in the education system. The orientation of ideas and theorized models, technologies and methods of the teacher professional support in the lifelong education system allow approaching the task to create a new resource and concept of ensuring the quality of forming values and meanings of humanization and health-forming thinking. The authors highlight the priorities of professional support for teachers in the lifelong education system. They consider the ideas of choosing models and technologies to support teachers professionally in the lifelong education system; define and specify the functions of professional support for teachers in the of lifelong education system; present the principles of teacher professional support in this system as a linear model. The paper reveals pedagogical conditions to improve the quality of applying technologies for the teacher professional support in the lifelong education system; determines the prospects tor model and  theorize, manage and optimize decisions and ideas of the teacher professional support in the lifelong education system.

The relevance of the study is due to the negative trends noted by Rosstat of the Russian Federation, which lead to a deterioration in the health of children and adolescents over the past few decades, which negatively affects both the quality of life of an individual and society as a whole. The authors of the article suggest considering the use of  health-promoting and health-saving technologies as a significant factor,  the use of which contributes to the stabilization of the indicated situation. Breathing exercises are a classic method of improving health with proven effectiveness. In the situation of a pandemic caused by the spread of COVID-19, the importance of using the technology of respiratory gymnastics as a health-saving and health-developing, aimed at preventing this disease, increases many times. However, in the conditions of modern schools, the use of this technology is very limited due to the underestimation of its significance and benefits for preserving and improving the health of students. Mastering the basics of breathing exercises is not provided for in the Federal state  educational standards of basic and secondary General education, which  emphasizes the importance and timeliness of our research. The article  presents the results of a longitudinal shaping experiment conducted in the period from 2015 to 2019, the purpose of which was to identify the effectiveness of respiratory gymnastics as a health-developing  technology in physical education classes, contributing to the objective improvement of students ' health, increasing their individual  adaptability and academic performance. Our analysis of the results of the study allowed us to conclude that all of the above indicators have significantly improved. The introduction of the health-developing  technology we are considering has significantly improved the quality of life of schoolchildren who took part in the experiment.

The high significance of the production environment to form competencies and susceptibility to innovation prompted authors to develop a regional model of a multi-level lifelong agricultural education system with participating innovative enterprises of the agro-industrial complex. A special role in this integration process, ensuring the creation of an agro-educational cluster, is assigned creating stable horizontal links between agrarian educational organizations (agro-profile general education schools, agricultural colleges or technical schools, agricultural  universities, institutions for advanced personnel training  and retraining of the agro-industrial complex), which form a multi-level lifelong agricultural education system, and agricultural enterprises taking part in the development of innovative agricultural technologies and their implementation in agricultural standards. As while implementing horizontal ties, in contrast to vertical ones characterized by subordination, the coordination function prevails, so this allow avoiding the repetition of mistakes arisen when creating educational  and production complexes in the state farms-technical school form. Unfortunately, the advanced for that time idea to strengthen the  student practical training in a new professional and educational structure at its implementing process did not provide the expected results. The fact is that the presence of hierarchy and subordination in state farms-technical schools determined the educational goal dominance over production ones, which led to a gradual slowdown in the agricultural production development, and subsequently to its stagnation. As a result, the educational subsystems  of state farms-technical schools were isolated from innovative changes in the agricultural production sector and, therefore, could not provide the required quality of agricultural education. That’s why, maintaining an equal position of the organizations participating the  agro-educational cluster creation through the implementing horizontal  ties has become our hypothetical assumption about its permanent educational effectiveness. The article describes an experimental study  revealing the procedure to create a multi-level longlife agricultural education system functioning in the agro-educational cluster conditions based on horizontal links.

The article raises the problem of increasing the competence of psychologists in work with parents of children with autism spectrum disorders as a factor in the complex correctional work effectiveness. It substantiates the relevance of psychologist activity with parents of autistic children due to the number growth of such children in the world, as well as related to the importance of developing vital skills in them when interacting with a specialist, and at home. The paper analyzes Russian and foreign studies concerning the specifics of functioning families upbringing children with ASD: E. R. Baenskaya, L.A. Karpenko, S. A. Morozova, O. V. Solodyankina, A. Roe, Siegelman. The authors substantiate violations of the emotional sphere in the family, personality disorders of the parents at the background of chronic stress to the level of clinically significant and reflected in behavior and in relations with the child. The article presents the results of an  empirical study of the parental attitude type and psychoemotional state of parents of children with ASD using the following methods: the  parental attitude questionnaire by Varga and Stolin: Beck Depression Scale, Well-Being, Activity, Mood (SAN) questionnaire. The study results showed that the level of anxiety of parents of children with autism is higher than the level of anxiety of parents raising children developing within the normal range; but the level of well-being and mood is lower. The dominant styles of parent-child relations are cooperation, acceptance of the child and the lack of attitude towards him as a "little loser", that indicates the acceptance of the child diagnosis and behavior; symbiosis, as the parent perceives himself and the special child as a single whole; low level of control due to the practical impossibility of its implementation for the child’s behavior unpredictability. Based on the study results, the authors propose  recommendations to draw up a program of psychological and pedagogical assistance to parents bringing up children with autism  spectrum disorder.

The article is devoted to the actual problem of mental transformation in the psychoanalytic process of changing the logos in the metamodernism logic, which determined its novelty. The work objective is to  conceptualize the “logos” notion within frameworks of the metamodern  “psychology of depths”, to identify the process of its change at a fragmentary level in crisis conditions. To achieve the goal the author solves a number of tasks: (a) to clarify the conceptualization of the key “logos” notion in relation to research; (b) to reveal the peculiarities of manifesting logos in modern conditions by means of the imaginer as an actor of transformation and overcoming the crisis; (c) to designate the author’s paradigm model of changeability. The study methodological  base is the psychoanalytic approach and rich scientific heritage of  Gilbert Durand, whose 100th anniversary is celebrated on May 1, 2021 by the world scientific community. All over the world he is known as a sociologist, anthropologist, religious scholar and researcher of imagination forms and functions, the author of the deep sociology  concept, theory and research tool. Therefore, the study applies general  scientific and psychoanalytic methods of cognition, as well as an  interdisciplinary approach, which made it possible to use culturological  and hermeneutic analysis methods. At the same time, the author  adopts elements of the culturological and sociological base methodology  with borrowing of concepts and prospects to explain  socio-psychological phenomena (metamodern, logos, imaginer, etc.)  having a complex psychological nature. Based on the results of the  theoretical analysis, the article demonstrated a generalized characteristic of the logos within frameworks of its conceptualization in the depth psychology topic, revealing the concept psychological nature and meanings to a certain extent. The author proposes the paradigmatic model modification of the logos changeability on J. Durand’s construction basis, investigates the psychological process of its transformation. Based on the analysis results of the logos state in crisis conditions, the paper represents fragments of its varieties and change probabilistic mechanisms. An uncertain geopolitical future creates a background to press a two-story topic, where the problem of synchronism of its development vertical axis will become a specific feature of scientific research, which implies further research.

The article analyzes the methodological contradiction between the introduction of Western management theories into personnel management and the need for a national-original theory and practice of management. It emphasize the negative consequences of imposing management models developed in other socio-cultural conditions on the personnel motivation system. The paper notes that scientific paradigms are formed under the effect of both science development internal logic, and non-scientific factors such as political, economic, and ideological  competition between states. The focus on Western management models  is due to Russia-USSR defeat/capitulation of in the «cold war» and the voluntary surrender of the Russian scientific and educational space «at the mercy of the winner». The cultural conformity principle has been first proclaimed in pedagogy but its application is appropriate in any other complex field of activity, including personnel management. For Russia, this principle means the justification of the personnel management theory and practice with the socio-cultural values and  norms developed by its millennial culture. Content analysis of the  textbook and training manual content devoted to personnel  management confirmed the assumption that foreign authors topped the rating of reference authors and concepts with a clear advantage. The  most frequently mentioned are Taylor, Fayol, Mayo, Maslow, and Ford. Among domestic researchers, Gastev, Kerzhentsev, and Vitke are the closest to them. The Soviet managerial thought during the heyday of  the USSR (1950-80s) was not represented practically, although the country launched a man into space for the first time in the world,  reached the forefront in many areas of science and technology, and built a socially targeted system unprecedented in the world’s history these decades. It is impossible to imagine, that all these achievements  are not related to the effective system of management and motivation. The article concludes that in the field of training specialists to work with  personnel, it’s necessary a turn to develop such training  programs, textbooks and textbooks that would reflect the civilizational specifics of Russia, and meet the cultural conformity  principle.

This work is devoted to an actual and debatable problem – the socio-psychological role of narcissism in the individualistic culture prosperity, as well as the cultural determination of narcissistic personality manifestation. The authors note that at present there is a need to investigate the phenomenon of narcissism precisely in its non-clinical  form, which in modern society is becoming more prevalent, and acts as  a psychopathology of everyday life. The work objective is to analyze the theories of narcissism and narcissistic personality traits in domestic and foreign psychology in accordance with cultural patterns of human behavior in modern society. The research methodology is based on the key principles of psychology: consistency, cultural determination, and the principle of the external influences and internal condition unity. The main study methods are theoretical analysis, comparison, and  generalization. The article provides an overview of main definitions of  the “narcissism” concept, gives an analysis of key theories and approaches to study narcissism in domestic and foreign psychology. The  author’s reasoning originates from the works by Z. Freud, whom the first semantic concept of narcissism belongs, and then moves in two  directions, as a personality disorder (O. Kernberg) and a personal process (H. Kohut). Particular attention is paid to considering narcissism  as a mental norm socio-psychological phenomenon. A  review of main classifications of narcissistic personality traits takes a separate place in the work. It has been shown that the narcissistic trait  classifications, in general, include the most frequently cited traits of narcissistic personalities, both in the manual of mental disorders and in research on understanding narcissism in the context of personality  changes within the mental norm. Based on theoretical research, the authors conclude that modern society supports the development of  narcissistic traits and personality states, encouraging freedom of expression, belief in unlimited success, arrogant behavior, functionality and manipulative in relationships, etc.

The article is devoted to the problem of psychological research of subjective representations of teachers regarding the space-time characteristics of didactic communication. It states The fact of rare reference of researchers to this problem, while in teaching practice the traditional parameters of space and time of educational interaction are undergoing significant changes. The teacher as a key participant in didactic communication acts as a manager of the space-time resource of educational interaction in this regard. The initial theoretical setting is the idea of a complex systemic nature of the of didactic communication process, where the spatio-temporal characteristics are associated with the organization of educational interaction and indirectly affect the  choice of forms and methods of influence by a teaching person. The study results note a high weight of the space and time factors of educational interaction in the subjective representations of teachers regarding didactic communication. The teaching staff recognizes the fact of influencing spatial-temporal features of educational interaction on the student perception process of the subject content and organizational scheme of interaction with students. At the same time, the subjective ideas about the time factor as a whole for the sample of trainers are more coherent compared to the subjective assessment of the factor of the educational interaction space.