Introduction. One of the main trends in the transformation of post-industrial education is the transfer of educational-activity to the internet. E-learning is available in its mobile version. This determines the development of the possibility of total continuous learning with the emphasis in this segment of intellectual learning. The latter is directly related to artificial intelligence, the selectivity of educational practices and the design of a personal educational environment (hereinafter – PIC). The actualization and design of the POS is the most difficult segment in the design of the electronic information and educational space (hereinafter – EEEP) of any educational institution. This manifested itself already at the stage of early e-learning, became apparent at the m-learning, (mobil learning) and is even more actualized at the stages of u-learning (ubiquitous learning) – тотального обучения and smart e-learning – интеллектуального обучения.

Purpose setting. The aim of this article is to analyze what has been achieved in understanding the PIC problamatics at the stage of e-learning in the scope of the EEEP of the university.

Methodology and methods of the study. The article is based on the methodogical principles of connectivism (W. G. Bowen, A. Marey, N. A. Kolesnikova, M. Horne, H. Steaker, A. Krol and other) as applied to the transformation of the modern pedagogical practices towards their individualization. The ideas of D. Buckley, actualized by the concepts of «personalization for the student» and «personalization of the student», by Mohammed Amin Chatti, whe substantiated the position of the PIC not only as a subjective set of tools for its creation, but also on the transfer of control over them to the continuously student, turned out to be important for the work. Sean Fitzgerald’s advice on the importance of the projective method for creating an individual educational space is also valuable. To date, there is no single definition and understanding of PIC, but as domestic teachers and philosophers of education (A. N. Ksenofontova, A. B. Ledeneva, A. B. Vasilchenko, A. V. Slepukhin, V. A. Starodubtsev, Yu. Duknich, I. Yu. Malkova, A. V. Feshchenko and other), and foreign (M. Martin, S. Wilson, A. Cann, S. Russel and others) agree that variability as the main property of EIOS (EEES, ICOS, ICOP) is the main determinant of design and creation PIC. The second «conciliatory» point is that PIC is an environment for the “new generation” of Zetas and Alphas, integrating artificial intelligence, needs, meanings, values and abilities of individuals of the “gigital economy” and “gigital education” in its development.

Results. By the current time, the most development approaches in the formation of PIC are personological (based on which the subjectivity of the student is realized through his personal, including educational experience) and activity (based on the principle of autodidacties). In our opinion, it has a greater epistemological potential. The author tried to demonstrate the rationale for this in the article.

Conclusions. Self-regulation, self-government, self-organization based on information and communication technologies are the main positional characteristics of PIC in the volume of an formation is carried out on the basis of the ICOS and informal learning, which integrates POCs of both learners and educatory. The subject in the case is a motivated student. Formal (mass) education presupposes the formation of another type of ICOP, more standardized for poorly motivated students. The professional educational space is the meaning of the type of ICOP.

Introduction. In modern literature on philosophy, pedagogy, psychology, the need for critical thinking for a person living in modern society, and for a graduate of a higher educational institution, is affirmed.

Problem statement. The purpose of the article is to specify the reasons for the need for critical thinking. To achieve the goal at the first stage, the author analyzed the English-language review articles on various aspects of critical thinking.

Methodology of the study. At the second step, based on the results of the first one, the most significant features of understanding critical thinking in philosophy (ideal, abstract carrier of critical thinking, emphasis on formal logical thought procedures), psychology (attention to thinking in specific situations, determining the connection between critical thinking and types of behavior, analysis of critical thinking skills in certain situations), pedagogy (orientation to the educational practice , reliance on empirical research).

Outcomes. Based on the analysis of the review articles, the most significant coherent characteristics of critical thinking as a process were identified: the ability to fix a problem and to put forward hypotheses for its solution, reasoned analysis of hypotheses, comparison with other options, ability to refuse a preliminary solution to the problem, and others. It was also revealed that “intellectual virtues” are necessary for the implementation of critical thinking: the desire for education, responsible reasoning, mental flexibility, rejection of prejudices and intellectual egocentrism.

Findings. The analysis of the documents of the World Economic Forum (2016, 2018) showed that critical thinking is included in the list of the main skills of students and professionals.

Introduction. This article aims to comprehend the possibilities of application of the technological trends in education initiated by Industry 4.0. The technological trends announced for application in education are understood as digital technologies included in the list of strategic programs for national development (in the context of Industry 4.0): the big data technologies, virtual and augmented reality, robotics and sensorics components, artificial intelligence, new production technologies, industrial internet and wireless communication technologies, quantum technologies and distributed ledger systems.

Problem Statement. The article is aimed to identify the specifics and potential of digital technologies of the Industry 4.0 era, both separately and in their integration, which are provided to education in the context of its digital transformation and acquisition of its new quality as Education 4.0.

Methodology. The methodology of the study is based on the author’s approach to the formation of the source base for the subsequent tasks of its analysis and synthesis. The work analyzes more than 50 foreign studies published in international citation databases over the past decade, i.e. since the moment when Industry 4.0 began to emerge.

Research results. The conducted multilateral analysis of frontier foreign sources showed that not all digital technologies are equally applicable in education, but have a character ranging from “actively applied” to “potentially applicable” in this area. Significant applied potential of the digital technologies is fixed in the technologies of big data, virtual and augmented reality, robotics and sensorics, as well as artificial intelligence in the context of creating data warehouses, introducing new models of learning and educational agents, implementation of customized educational solutions.

Conclusions. The vector and nature of the digital transformation of the branches of industries, including education, are set by digital technologies, which the national programs (in the context of Industry 4.0) have placed at the heart of this process. The ongoing digital metamorphosis of education, based on the active implementation and effective use of the digital technologies, allows the latter to acquire new forms and quality on the way to Education 4.0.

Introduction. The change in the general concept of university development in Russia in the context of the University 3.0 model allowed us to consider the university as an independent economic agent on the market. This allowed to apply neo-institutional approach of Douglass C. North.

Purpose setting. The process of shaping a new identity of higher education is determined by the ongoing institutional renewal. The article is devoted to identifying and analyzing the conditions that determine the formation of a new university identity in the logic of D. North’s neo-institutional concept.

Methodology of the study. The appeal to the neo-institutional approach arose in connection with the need to trace and assess the changes that have occurred and will occur to the university in the context of interaction with society, government and business, as well as to identify the set of conditions that will contribute to the formation of a new identity of the university. The concepts of formal and informal constraints, which determine the possible institutional changes, were considered as methodological concepts of D. North’s theory.

Results. An important condition for the functioning of an institution is a set of formal and informal attitudes, to which we respectively refer laws/codes, on the one hand, traditions and customs on the other. These concepts are closely related to the concepts of ideology and the market, which also influence changes in the system of restrictions. According to D. North, institutional changes are possible when formal and informal frameworks are updated. The article shows that with formal changes brought from above, the image of classical university as a social institution is still preserved, the market is also not ready to perceive the university as an independent economic agent, as one of the stakeholders of entrepreneurial and innovative activity.

Conclusions. The problem of contradiction between the preferences of subjects of educational, entrepreneurial and innovative activity becomes obvious. Serious restraining factors are the absence of regulatory framework explaining the mechanism of interaction between private business and the state, the preservation of the image of a classical university, the lack of coherence and consistency of institutional changes.

Introduction. The relevance of addressing the problem is due to the fact that the determination of scientific and technological progress in modern Russian society requires consideration the potential of a professional personality as the main part of production. At the same time, it is necessary to focus on the conscious reproduction of a person himself, the actualization and self-realization of his potential, changing attitudes towards him as a resource and exploring him as something deep, essential and valuable.

Purpose setting. In this regard, the study aims to identify the essence of the subject, its relationship with the potential in the process of professional self-realization in the conditions of modern Russian society.

Methodology of the study. The research is based on the application of psychosocial, cultural, subject-activity and reflexive-acmeological approaches.

Results. Personality is a key subject of professional activity living in the space of Russian society, in the mental layer of which spiritual and moral principles are hidden, which determine the possibility of achieving a spiritual stage of development and the peaks of professional skill. Due to the spiritual framework of Russian culture, a professional creatively develops as a subject driven by internal essential creative forces that actualize the active, creative principle.

Conclusions. The author’s approach allows us to move away from the interpretation of personality as a set of social relations and consider the personality of a professional through the potential, essential, manifested and unfolding in the subject as the potency of essential vital forces.

Introduction. The inclusive model of education introduces a number of important additions to the system of educational relations, including the idea that students with certain typical or individual characteristics can and should learn and be brought up together, albeit within the framework of personal educational trajectories. There are more of these trajectories, which differ from the trajectories of other students, the greater, the older they are, the more unique the situation of their development, the more developed the educational environment of the institution or the educational complex of institutions, etc.

Problem statement. The idea of inclusion is the idea of systemic individualization of education: the creation of complex, ordered individual programs of (re)training that would meet the more or less specific capabilities and needs of a particular schoolchild or student, allowing education to be carried out at a qualitatively high productive and procedural level.

Methodology of the study. The work contains a systematic theoretical understanding of modern problems of development and implementation of individual educational trajectories in the context of the model of inclusive education in the era of transition to a new technological and social order.

Results. The inclusive model of education makes a number of important additions to the system of educational relations, draws the attention of practitioners and theorists of education to the importance of harmonizing educational trends towards standardization, universalization and individualization, towards solving the problems of a person’s realization of himself in the world, in a way that will be significant and necessary for him and the community.

Conclusion. Inclusive education largely focuses on universal, common human values that reflect the eusocial nature of the human community. At the same time, it is important to take into account human characteristics in educational and other activities systematica lly.

Introduction and problem statement. The article deals with the problem of the formation of individual linguistic culture of in the modern conditions of globalizing world. The purpose of the article is to identify the features of the influence of globalization on the formation of individual linguistic culture . Language reflects changes in social processes, and the preservation of national identity and the national language depends on the formation of individual linguistic culture, and globalization makes significant adjustments to these processes.

Methodology of the research. The methodology of the research was general scientific methods of theoretical cognition, methods of analysis and generalization of scientific works devoted to the study of the impact of globalization on linguistic personality and individual linguistic culture.

Results. The analysis of scientific research has allowed us to identify the following features of the influence of globalization on the formation of individual linguistic culture, which are manifested in the following: globalization has caused a tendency to erase borders and expand cultural exchange; globalization processes contribute to the interaction of cultures and the transformation of language; there is the expansion of the interaction of ethnic groups and cultures caused by globalization leads to the unification of cultures; in the modern language, especially among young people, there are many unjustified borrowings from the English language; there is an acceptance of Western values that are formed under the influence of the Western world through language; a distinctive feature of modern culture is mass character, the linguistic culture of an individual is formed under the significant influence of social networks, which act as the main communication platform.

Conclusions. Thus, in the influence of globalization on the formation of the individual linguistic culture have been identified a number of trends, which are reflected in the individual linguistic culture and in culture of society as a whole, contributing to a significant transformation of society.

Introduction. The culture of choosing a profession determines the direction of the translation of the meanings of personality development in the system of socially and personified-oriented relations, guaranteeing to an individual the timeliness of inclusion in professional and labor relations and its sustainable development. Theorizing the professional and labor development of an individual and technologization of its development as a professional indicates the direction of modeling and substantiates the integrity of the timely and correct clarification of the individual’s career in the system of continuous education.

Problem statement. The article reveals the basic concepts and models associated with the process and result of theorizing the quality of the ideas of the culture of choosing a profession.

Methodology of the study. Particular attention is paid to the integrative characteristics and procedural products of theorizing the ideas of the culture of choosing a profession and career of an individual in the system of lifelong education. Results. The definitions and models of the relationship between the culture of choosing a profession and a career of an individual in the system of continuous education are highlighted. The functions, principles, methods, technologies for implementing the ideas of age-appropriate development of the personality in the context of integrating the ideas of the culture of individual’s choosing a profession and a career in the system of continuous education are clarified. The pedagogical conditions for ensuring the quality of integration of the ideas of the culture of individual’s choosing a profession and a career in the system of continuous education are theorized. The possibilities of modeling technologies for implementing the ideas of age-appropriate development of the personality in the context of integrating the ideas of the individual’s culture of choosing a profession and a career in the system of continuous education are substantiated and modified.

Conclusion. The prospects for theorization and implementation of the ideas of the culture of choosing a profession and a career of an individual in the system of continuous education are determined in the unification of resources for measuring the quality of the age-appropriate development of the individual, the possibilities of humanistically appropriate environments that create conditions for the optimal individual’s development in the system of continuous education, the material, technical and innovative-activity base of the organized activities.

Introduction. The analysis of the causes of environmental offenses on the part of military personnel in terms of violating the requirements of environmental legislation allows us to assert that the ability to perform organizational, managerial, production and technical measures for the rational use of resources should be formed during training at a military university. The relevance of this work is associated with the insufficient implementation of the didactic principle of the connection between the theoretical foundations of military ecology taught at the university and practical situations of military service that require the implementation of measures to ensure environmental safety.

Problem statement. In this regard, there is a need to improve the methods of teaching applied aspects of military ecology in the management of natural resource and environmental relations by forming the environmental component of military-oriented professional competencies. The purpose of this article is to develop and present a methodological approach to the formation of a system of generalized knowledge and skills among cadets as the basis of the environmental component of military-oriented professional competencies in terms of conducting rational use measures. The achievement of this goal is possible on the basis of the implementation of the principles of environmental management and the psychological and pedagogical foundations of the ecologization of professional education. The expected result of the implementation of the methodology is an increase in the rational nature management culture.

Methodology of the study. During the preparation of the article methods of generalization (of pedagogical experience and experience of military specialists) and modeling in the course of determining educational strategies were used, and a pedagogical experiment was also conducted, including checking the formation of cognitive, affective and behavioral components of the culture of rational use of resources. Results. The article defines the components of the culture of rational use of resources that underlie the created competencies; presents a model for the implementation of the principles of environmental management on the example of the formation of methods of rational use of water resources; provides examples of the implementation of content-activity relationships in the educational process of a military university; justifies the criteria and presents the formulations of tasks for assessing the quality of achieving an educational result; describes the results of the first year of implementing the methodology in educational practice.

Conclusion. The materials of the article may be of interest both for scientific and pedagogical staff of military universities, as well as for graduate students and undergraduates studying in pedagogical specialties.

Introduction. An effective system of state regulation in the field of education makes it possible to eliminate excessive administrative restrictions or barriers for educational organizations. The existence of state regulation of educational activities is due to the public-legal principles of educational law and the need to ensure the rights of students.

Problem statement. The presence of legal uncertainties, corruption-causing factors in the mechanism of state regulation of educational activities leads to negative consequences for educational organizations, hinders the performance of state functions of a social orientation. Excessive legal regulation traditionally leads to the cancellation of the effect of state control. The process of changing the Federal State Educational Standard eases the burden of responsibilities of educational organizations, since the scope of the powers granted in the development of an educational program is expanding, however, an increase in the volume of dispositivity leads to problems of quality compliance checks, since it becomes difficult to argue the fact of violation.

Methodology of the study. Theoretical and empirical methods were used in the research process. Legal analogy, law comparison and legal abstraction were used.

The results. There is an obvious imbalance between the public and private interests of state in the field of education. A change in the usual and sufficiently effective system of state control leads to the substitution of some well-known and well-established legal categories by others. There is a lack of uniformity in law enforcement. The problems of the development of the Federal State Educational Standard by areas and types of professional activity are relevant. The modern system of state regulation is characterized by an increase in the volume of the regulatory framework, as well as the growth of local law-making, which leads to the impossibility of fulfilling all mandatory requirements. Due to the lack of unified requirements of the Federal State Educational Standard, it is advisable to consider the introduction of the institute of self-regulating organizations in the field of education.

Conclusions. The ongoing rapid restructuring of the system of state regulation of educational activities leads to an increase in conflicts in educational legislation, including among the fundamental normative legal acts. The current policy of increasing the academic freedom of educational organizations, their capabilities in the development of educational programs leads to problems of state control over the quality of educational activities. Further development of the system of state regulation should take place in the direction of improving the Federal State Educational Standard and reducing the administrative burden on educational organizations.

Introduction. Consideration of the prospects for positive transformations in modern Russian education, even at the level of problem formulation, remains relevant from the point of view of assessing possible further constructive transformations. It is important to analyze the possibilities of using traditional and innovative foreign and domestic experience in the face of new challenges.

Problem statement. The article actualizes the problem of the correlation between the use of foreign cultural educational samples and domestic unique experience, taking into account the specifics of regional Siberian universities. A special place is occupied by the problems of practical application of the competence-oriented educational model, the use of IT technologies in the educational process, new trends in education, such as digital pedagogy, reverse learning, a variety of interactive and distance forms that constructively affect the subjectivity of the teaching community and students.

Methodology of the study. The paper uses traditional methods of humanitarian research, in particular, systemic and structural-functional approaches, comparative and retrospective analysis, elements of sociological research (questionnaires, interviews, content analysis, etc.), as well as some methods of post-non-classical (synergetic) methodological approach. The published data of a sociological survey of teachers of humanities of four Novosibirsk and Altai universities and three educational institutions of additional education, as well as the results of interviewing teachers of higher education in the Siberian region, were used as an empirical basis for the study.

Results. The article clarifies forecasts of further changes in the structure and trends in education, current problems of improving the competence-oriented educational model, taking into account foreign experience, based on the latest expert sources and official speeches of Russian educational methodologists and strategists. It is shown that in the form that it exists now, this model is opportunistic, overly formalized, methodologically vulnerable and therefore toxic to the modern qualitative educational process. In this sense, the necessary understanding has been reached at the level of the “regulator”, which is considering ways to reformat some of the Bologna Principles, for example, changing the structure of bachelor’s and master’s degrees. Attention is again focused on the problem of wages and other forms of material incentives for ordinary teachers of provincial universities, which, against the background of an increase in the academic load, as a rule, does not reach the average for the economy in the regions. At the level of the problem statement, the emerging difficulties of grant support for research work in educational organizations are considered.

Conclusions. The article actualizes the problem of the correlation between the use of international and domestic unique experience, taking into account the specifics of regional Siberian universities. It is shown that in this direction, educational subjects have reached an understanding of the need for differentiated use of foreign cultural achievements and the active introduction of their own innovations, especially in the field of IT technologies and digital pedagogy. At the level of the problem statement, there is a tendency to tighten and formalize publication and other criteria for obtaining grants even by leading scientists and professors of higher education, not to mention dubious transformations in the system of the former RFH, RFBR and RSF. Obtaining grants is becoming a problem for provincial universities, and the corruption component and elements of scientific protectionism are also not excluded.

Introduction. The digitalization of the economy and the digitalization of society are occurring at a rapid pace. The Russian Federation has approved a strategy for the development of the information society for the period up to 2030. The implementation of this strategy provides for improving the quality of life, creating conditions for the development of knowledge, the use of digital technologies, increasing the degree of digital literacy, digital security, etc. The formation of a global digital environment has affected all spheres of life, and especially education. Currently, the digitalization of education is seen as a turning point in history and the formation of a new paradigm for it’s development. Purpose setting. The article studies and discusses the problem of the formation and development of digital competencies of management specialists.

Methodology of the study. The methodology of the research includes a socio-philosophical analysis of current trends in the digitalization of education and the use of a sociological survey of students.

Results. The paper presents the results of a study on the use of information technologies by students in education (the viewing and searching for information and digital content, evaluating and analyzing information and digital content, using the functionality of social networks in education, reading educational and scientific literature, professional development, working with a text editor, working with electronic tables, information visualization). According to the authors, management specialists should confidently use “smart” gadgets (smartphones, tablets, etc.). In the digital environment, management professionals need to be able to use data analysis programs such as Jupyter Notebook, JupyterLab, PyCharm, RStudio, Stata, SPSS, Microsoft Excel and others, and use Google Sheets. Also, in their professional activities, they must be able to use cloud technologies and programs for data analysis with the ability to simultaneously edit a document (Google Collaboratory, for example).

Conclusion. The authors believe that digital literacy and digital competencies are necessary for the competitiveness of a future management specialists and for their success in the modern labor market.

Introduction. The article examines the moral sphere of technical university students and various aspects of socialization, as well as the development of the personality of undergraduate students from the first to the fourth year. The authors focus on the contradictory and crisis situation in the field of education of young generation in modern Russia and emphasize the need to create a strategy of education at the university taking into account modern conditions. The article looks at the interdependent influence of terminal and instrumental values in the professional self-realization of technical university students with the help of valid and reliable psychodiagnostic methods of personality research. An in-depth statistical analysis reveals the hidden relationship between multiple human values. The authors provide the map of the value landscape of students’ personality and analyze the relevance of the leading values such as active way of life, life wisdom, health, interesting work, beauty of nature and art, love, financially secure life, the presence of good and true friends, public recognition, knowledge, intellectual development, etc. This makes it possible to understand the features of professional self-realization of students. Problem statement. The evaluation of the motivational component of the values under study provides an opportunity to discover the resources of the educational process.

Methodology of the study. Grouping of numerous values into certain factors and blocks is aimed at a more detailed study of the main aspects that facilitate the process of self-knowledge and professional self-realization of students of a technical university.

Results. The research material makes it possible to detect competing values, as well as contradictions between the declared and real values. Moreover, it helps to find resources and give recommendations on eliminating possible obstacles in professional self-realization, formation and adaptation of a competent specialist to all participants of the educational process.

Conclusions. The generalized results can be successfully used in practical work, in particular, in motivational trainings for students at any stage of training and the creation of new technologies in the professional orientation of first-year students. Working with values is supposed to optimize the development of students’ personal potential.

Introduction. The current international geopolitical situation and modern technical level of weapons, military and special equipment of the Armed Forces of the Russian Federation place high demands on gr aduates of higher military educational institutions (vvuz), on which the defense capability of our Motherland, the strength and power of its army directly depends. Therefore, the training of officers is one of the most important priority areas of military construction of the Russian army. An important role in this matter belongs to the military professional training of young officers, the readiness of graduates of higher education institutions for future service in the military, military administration bodies, educational and research organizations, the formation of their responsible and interested attitude to their work. The successful solution of the problem of military vocational training of graduates of higher education institutions is possible with the help of a competent approach set out in the Federal State Educational Standards of Higher Professional Education of the third generation (FGOS)

Problem statement. The main objective of this work is to substantiate the military-professional competencies received by cadets during their studies at higher education institutions.

Methodology of the study. In the course of this study, methods of analysis and synthesis were used, a set of measures was carried out, including collection, comparison, generalization, ranking, formulation, targeting.

Results. Based on the results of the work carried out, the most important military professional competencies of future officers were substantiated. Graduates of higher military education institutions should be able to conduct combat training classes with subordinates; organize the daily service activities of subordinates; ensure the safety of military service of subordinates; ensure the strengthening of military discipline in a subordinate military unit.

Conclusions. The article considers and substantiates the definitions of “competence” and “competency”, “professional competence of military personnel”, which most accurately correspond to the modern educational paradigm that is based on personality-oriented learning and competence-based approach, currently implemented in the Russian education system. The conclusions are formulated based on the results of consideration and analysis of these terms. In addition, based on the analysis and synthesis of the content of the current FGOS for higher professional education and the requirements for the training of specialists of the Military Training and Scientific Center of the Air Force “Professor N. E. Zhukovsky and Yu. A. Gagarin Air Force Academy”, as well as relying on the results of an expert survey of corresponding relevant categories of the permanent staff of the Air Force and representatives military units, a number of relevant military-professional competencies were substantiated, which it is advisable to form among officers-graduates of the higher military educational institution. The results obtained in the work can be applied not only in higher military education institutions, but also in edu cational institutions of other departments.

Introduction. Terrorophobia is today one of those fears that are commonly called global. The fear of terrorism as a real threat to private life becomes social and not every government is able to prevent terrorist attacks committed on its territory.

Purpose setting. Prevention of the emergence and development of terrorophobia is, coming from society and the individual himself, a specific barrier to the fear of terrorism as an action and a social phenomenon as a whole. We believe that the main factor contributing to the overcoming of terrorophobia coming from society is educational activities. A factor coming from the individual (family) upbringing and self-education. The purpose of these three processes is one – the emotional protection of the individual from fears of different qualitative certainty. Analysis of emotional security as a factor in the prevention of terrorophobia.

Methodology and methods of the study. The theoretical and methodological basis of the study was made up of the main provisions of the subject-activity, system and functional approaches developed by domestic and foreign scientists.

Results. The article proclaims the thesis that the emotional security of the subject, formed and developed at the personal level, is the most important condition (along with many others) of prevention and "experiencing" both the threat of terrorism itself and the terrorist attack itself as an action, a witness (and even a victim ) which any individual can become. Educational potential is a factor contributing to an increase in emotional security through psychological readiness, extensive communications and the improvement of one’s intellectual level.

Conclusion. The goal of emotional security is always twofold: overcoming fears of any etiology and conscious reflection on the impossibility of their absolute overcoming. In the extreme, the goal is to teach yourself to live in conditions of uncertainty.

Introduction. Psychologically competently and accurately organized and implemented didactic communication between the student and the teacher is one of the leading conditions for the success of education and upbringing.

Problem statement. The existing set of methods, technologies, principles, models of didactic communication sometimes describes completely different strategies for its construction and implementation. The requirements and basic postulates of different strategies can not only differ significantly, but also directly contradict each other. The strategies themselves can be applicable and effective in a certain range of educational situations, which must be taken into account in order to successfully build didactic interaction with students. The purpose of the study is an attempt to systematize the ideas about the strategies of didactic communication with students, who, with varying degrees of effectiveness, use teachers in the practice of current educational interaction.

Methodology of the study. As a basis for a comparative analysis of various strategies of didactic communication, the authors propose the key construct in the views of the teacher, spatial and temporal modes of communication, the "concept of teaching influence", the image of the student in the views of the teacher, typical communicative means, the organizational form of didactic communication reproduced by the teacher, communicative self-identification of the educator, reflection or methods of research and correction of didactic communication.

Results. In the process of comparative analysis, the authors characterize the psychotechnical, consultative-psychotherapeutic and existential-reflexive strategies of didactic communication.

Conclusion. It is concluded that in the real practice of educational interaction, the above strategies can be represented by numerous variations, partially intersecting and interpenetrating. However, the creation of conditions for a motivated and conscious choice by the teacher of a didactic communication strategy that, on the one hand, would meet didactic goals, and on the other hand, would correspond to his/her communicative attitudes and system of ideas, is an urgent task of the educational process. This is where educational psychology can and should help.

Introduction. The development of professional education in the field of fire safety is an urgent task, the solution of which is aimed at increasing the level of protection of the population and territories from fires. The system of practical training of cadets in the field of emergency rescue and fire extinguishing includes the development and improvement of practical skills and ability of performing fire-drill standards, which are basic exercises that form the professional readiness of the graduate.

Problem statement. The main objective of the research is to develop a methodology of practical training aimed at developing practical skills and skills of performing fire drill standards and maintaining them at a high practical level.

Methodology of the study. To fulfill the task of the study, a list of control fire drill standards was selected, forming the professional readiness of the graduate to carry out emergency rescue and firefighting. The entrance control of the implementation of fire drill standards in control groups was carried out a year after the end of practical training, a significant loss of previously acquired skills and abilities was revealed. In order to improve and maintain professional skills at a sufficient level, the applied methods of training firefighters have been studied, taking into account which the procedure for organizing the training of cadets and the methodology for fulfilling standards have been developed.

Results. In contrast to the individual-group methods of practical training aimed at the formation of the technique of performing exercises and its gradual consolidation, a sequential-group method is proposed, which allows, among other things, to ensure the simultaneous maintenance of previously formed skills and abilities at a high practical level. The proposed methodology is based on the modular principle of forming a structural and methodological scheme of practical training for the consistent performance of practical exercises in small groups, providing high-intensity work of cadets during the lesson.

Conclusions. The results of the pedagogical experiment showed the effectiveness of the proposed methodology in improving the practical skills of performing fire drill standards, which allows for systematic training of learners to maintain previously formed skills and abilities.

Introduction. The subject of research in the article is the psychological problems of the formation of a system of universal values.

Purpose setting. The paper conceptualizes the social functions of the Russian military intelligentsia. It is noted that at present humanity is experiencing a crisis of traditional and classical forms and methods of sociality, starting with the family and ending with the state and the world community.

Methodology of the study. The main methods in the work were the system method; historiographical method; comparison and modeling.

Results. The lack of fairness and honesty is the main cause of economic and social disruption, which is rapidly progressing. It can be stopped only through the restoration of attention to the common, the creation and cultivation of universal values. Without belittling the importance and significance of local communities, it is necessary to create a common value space. An important condition for this is the agreement on basic values. The author points out that in the most difficult socio-cultural and informational conditions, the system of professional military education and upbringing is faced with the task of forming and developing the personality of a professional military officer, i.e. an officer who possesses not only professional qualities and abilities, knowledge and skills that form his competence, but also a system of values that characterizes him as a defender of the Motherland and an intellectual.

Conclusion. As a conclusion, it is substantiated that a universal, humanistically oriented identity based on common moral values can be “cemented” by the intelligentsia, which needs to become a social pillar of justice and solidarity as the highest forms of social community. It is logical that the value system of the intelligentsia will be intelligence as a social existential quality, focused on common moral values, and not just on the professional ethics of particular social groups. At the same time, since the system of military education has remained a kind of “enclave” of the traditional education system, in which the processes of training and education perform an equally important function, it is the military intelligentsia that is able to take on the role of supporting for the rest of the social groups that are traditionally considered to be intellectuals.

The introduction to the article describes the situation that has developed in the system of higher education in Russia after Perestroika and has led to an unambiguous predominance of administration over professionally significant employees.

The objective of the article is to arrange a detailed analysis of the reasons for the inversely proportional relationship between the level of creativity and the level of bureaucratization that is emerging in modern conditions. As an example, such an aspect of bureaucratic activity as the development and implementation of standards, represented, in particular, by the work programs of disciplines (WPD) and work programs of practices (WPP), is taken.

The main research methodology is a comparative and comparative historical analysis, which allows to identify the features of the activities for the creation of WPD and WPP, which is considered necessary to improve the level of methodological work and the corresponding improvement in the quality of teaching.

The result of the study allows us to show that the organization of methodological work is built hierarchically, with methodologists at the upper levels, and all teachers, including professors, at the lower levels. The work of the making of educational programs has turned, on the one hand, into a separate discipline, and, on the other hand, into a process, completely autonomous from educational and scientific activities. It is necessary not for educational activities, but exclusively for passing confirmations from authorities (attestations). In addition, rigid and constantly changing requirements for standards (including changes of the standards themselves) are reinforced by additional requirements for the quality of teaching staff, which are growing according to the awareness of the ineffectiveness of previous measures. This practice is considered in the context of the global trend of transformation of universities from “universities of culture” to the “universities of excellence” (in Bill Readings’ terminology).

The authors of the article come to conclusion that as a result of the ongoing educational policy, a situation arises not just of imitation of education, but of imitation of imitation. The heyday of the WPD-logy is an important modern indicator that the real trajectory of development of most universities in modern Russia actually demonstrates a sign ificant decline of the level teaching.