Introduction. In this paper, the formation of the ancient Indian philosophy has been studied and its connection to consciousness. The Indian philosophy has come a long way from its onset, in parallel with the Chinese and Ancient Greek philosophy. At the same time, the ideas of some of its branches and schools differ in a number of features. Purpose setting. By the example of the Sankhya school of philosophy, we have explored the evolution of the views of ancient Indian philosophers on the evolution of the Universe, nature and man. We have put particular emphasis on the concept of consciousness. Methodology and methods of the study. In Sankhya system, the fundamental Prakriti and Purusha principles are identified. Other elements are supplementary. Ancient philosophers laid special emphasis on the three vibrating gunas. These are sattva, rajas, and tamas. We have revealed the functional connections among the gunas. The way they interact, in balance or dominance, determines the entire variety of material and spiritual processes. The evolution of the Universe in the Sankhya interpretation is close to the scientific theory of the Big Bang. The development of nature can be traced through the complication of atoms starting from the influence of a stimulus on unconscious chaos. The result of human evolution is the emergence of consciousness derivatives: intellect, mind and I (Ego). This allows better understanding of the behavioral characteristics of an existing personality. Yoga complements Sankhya system and makes it possible to transform consciousness in a number of states. Results. The analysis was carried out using scientific articles and monographs relatively unknown in the Russian press. Cognitive development occurs in a spiral. The scientific theory of strings appeared two and a half millennia after the emergence of the gunas concept. We have made a number of analogies between ancient Indian gunas and contemporary string theory. And have substantiated the theory of consciousness not with quantum theory, but with a deeper string theory. The concept of consciousness is supported in line with the scientific paradigm of T. Kuhn. The leading ideas are the ideas about information of D. Chalmers and the physicist J. Wheeler. Conclusion. Thus, the phenomenon of consciousness has a silicon and biological basis. We insist on using the semantic concept of artificial consciousness instead of artificial intelligence. Therefore, between human consciousness and artificial consciousness there may be dangerous risks of dominance of the latter.

Introduction. Cenology is a new scientific field that arose more than forty years ago, studying cenoses of different nature (techno-, bio-, eco-, cosmo-, sociocenoses). At the same time, it was found out that the objects of cenoses self-organize into hyperbolic rank distributions (GRR) at all scale levels. Technogenic self-organization is described by B.I. Kudrin. Earlier it was reported about the self-organization of space objects (satellites of planets, planets, stars, star clusters, galaxies, clusters of galaxies) in exploration at all cosmic levels and the fractal nature of this process (R.V. Gurina). It was concluded that the deterministic nature of these processes: God does not play dice. Are similar processes taking place in the field of education? The purpose of this study was to find the answer to this question. Purpose setting. Generalization and analysis of the results of the study of hyperbolic rank distributions (GRR) of educational systems for the period 2002 – 2024; classification of GRR by scale levels. Methodology and methods of the study. Induction, deduction, analogy; graphical construction and approximation of GRP using computer programs; comparison of GRP by the Pearson method. Results. Examples from the graphical evidence base for this period are given: ratings of students, educational institutions of cities, countries. As it turned out, they are all classic hyperboles of varying steepness. In the process of analyzing the results, the synergetic fractal nature of educational objects organized into cenoses, like bio- and technocenoses, was revealed, which is the novelty and scientific value of the study. At the same time, fractality is an integral property of educational values, as well as of technocenoses. Unlike Mandelbrot fractals, the self – organization of objects in education, as well as in technology, is carried out at different hierarchical levels not according to a geometric, but according to a cenological type – in GRR. The considered set of educational facilities is distributed over five scale levels and forms a fractal megasystem, the model of which is presented in the form of a level scheme. Conclusion. The results obtained are a contribution to the theory and practice of cenology, a new scientific field, expanding its scope to the field of education; the Pareto 80/20 principle is a logical consequence of the law of GRR.

Introduction. The research presented in the article is aimed at identifying the most significant aspects of the problems of educational aims. The existing ways of understanding the aims of education are considered, and conclusions are drawn regarding their distinctive features. The connection between the problems of the aim of education and other aspects of the philosophical reflection of education is shown – questions of the definition of education and criteria for assessing educational results. Purpose setting. The research sets the task of generalizing modern socio-philosophical ideas about the aim of education. The authors adhere to the position that the emergence, change, and functioning of educational aims are primarily determined by social factors. Methodology and methods of the study. In the course of the study, methods of substantive and comparative analysis of domestic and foreign literature devoted to the problems of educational aims were used. Results. Significant milestones in the development of understanding the problems of the aim of education in a socio-philosophical key are highlighted. The content of the normative approach to understanding the aim of education, developed by R.S. Peters, is considered, as well as the connection between his concept of the aim of education and the understanding of education as initiation. The innovations of the functionalist approach to understanding the aim of education are analyzed. The importance of distinguishing between the types of aims that appear in the educational context is shown. Some of the positions concerning the conditioning of educational aims by the influence of other social institutions – political, economic – are reproduced. Conclusion. The authors are inclined to the idea of the multidimensionality of the aim of education, its complexity. They emphasize the limitations of binary classifications of educational aims. The analysis carried out allows us to conclude that the question of the aim of education is one of the priorities for the socio-philosophical comprehension of educational reality.

Introduction. The article shows new approaches to the study of the causes, essence and consequences of social conflicts characteristic of the modern world, which combines both global and regional trends. The threat of social conflicts is largely due to the level of legal culture. However, the effectiveness of legal regulation presupposes the maximum strengthening of moral principles in society. The cause of the conflict may be a situation in which the legal law cannot be compatible with social norms, which is especially evident at the level of a particular global and regional space. Purpose setting. The purpose of the article is to study the ways of resolving conflicts in modern society, which are largely due to the level of awareness of the specifics of social organisms of the new global-regional world order, which involves the development of non-traditional methods for studying the origins and essence of social contradictions. Methodology and methods of the study. Today, new socio-philosophical approaches are becoming especially in demand, designed to comprehend the entire range of organizational public structures that are able to prevent social conflict in the modern global and regional world order. Results. The space for the emergence of social conflicts has expanded significantly in recent decades. Such situations are not always due to the effective work of the relevant state institutions in the context of the manifestation of mondialist tendencies. The likelihood of social conflicts is largely due to the information revolution, because global informatization is gradually destroying the self-sufficient regional space. Thanks to such tendencies, it is possible to control the consciousness of citizens, manipulating them in the interests of certain social groups. Such actions can be destructive, creating various platforms for the emergence of social conflicts. Some of them are increasingly going beyond the boundaries of a specific social space, upsetting the emerging global and regional balance. Conclusion. Conflict prevention and resolution at the level of a specific social space with a minimum expenditure of various resources presupposes an optimal combination of the interests of the largest possible number of subjects that are part of the emerging global and regional world order.

Introduction. The relevance of this article is determined by the tasks of preserving the values of folk culture as a source of social transformation in our society for its stable functioning and development. The article examines the organizational and pedagogical conditions of the content of education based on the values of folk culture, including the structure, curricula and programs, subjects and subject cycles for different levels of both school and additional education, including their interaction. Purpose setting. The task of the work is to substantiate an innovative model of the content of education – the School of Folk Culture as a valuable one in the interaction of general and additional education, as well as the design of its components for primary general and secondary education. The ethnocultural educational standard for the School of Folk Culture is substantiated. Methodology and methods of the study. The content of education based on the values of folk culture is considered in the context of cultural, axiological and systemic approaches. The criteria and principles of selecting the content of education based on the traditions of folk culture, as well as organizational and pedagogical conditions for building a model of the content of education are determined. Results. The groups of actual values of folk culture are identified: family, work and public service, which are included in these levels of education. The concept of the content of education in folk culture is clarified, the didactic factors of folk culture included in the structure of the model of the content of education are determined. The constituent components of the fundamental core of the ethno-cultural educational standard for Schools of folk culture have been developed. Conclusion. The process of forming value orientations based on the traditions of folk culture consistently includes: 1) introducing students to the world of traditional culture through the creation of folk culture classes in elementary school; 2) familiarization with the peculiarities of folk culture through the creation of creative teams of middle school students; 3) the inclusion of high school students through the creation of research groups in the understanding of the philosophical foundations of folk culture.

Introduction. The modern era poses complex problems of existence to the mankind. They are largely objectively determined by the post-industrial development of the society, transnational processes in the field of culture, information and education, science and technology. Against the background of growing confrontation with Western politics, dynamic processes of consolidation of modern Russian society are underway, accompanied by strengthening national identification, searching for ways to form and strengthen the intellectual sovereignty of the country, which is a complex, interpenetrating symbiosis of culture, science and education. Purpose setting. The library, as a socio-cultural institution that has concentrated the socio-practical, knowledge, intellectual and spiritual experience of the mankind, i.e., in essence, the code of values of the nation, has significant information potential for philosophical and historical understanding of the current situation and the development of options for its development. In the face of the need to intensify its participation in the intensively developing process of establishing the intellectual sovereignty of the country the library community must find resources and realize all opportunities for more effective responses to the challenges of the time. Methodology and methods of the study. The research is based on the application of cultural, axiological, sociocultural approaches, which allowed us to consider the problem in its relationship with the current processes taking place in the country and the world. Results. Basing on the fact that one of the main essential functions of the library is value-oriented, the authors of the article considered a number of areas of library activity that contribute to solving the problems of sovereignty in the field of science, culture and education. Conclusion. The evolution of the value foundations of education, as a result of changes taking place in the country and the world, affects both the ideology and technology of library work, requires the modernization of its content in the field of creating an up-to-date educational environment. In the context of gaining the country’s intellectual independence, the most important and demanded is the axiological function of the library, which provides its collections with the possibility of value-oriented impact on the society. Alongside with performing a purely informational function, library activities are being intensified to preserve national cultural traditions, speech culture, socio-cultural diversity, to counteract the destruction of historical knowledge and to promote reading.

Introduction. The problem of joint personal and professional development of teacher and student in socio-cultural environment of a university is being updated. Main conditions for this development are dialogue (collaboration and co-creation) in various types of educational activities (educational in itself, research, communicative, etc.). Purpose setting. Research goal is to explore real opportunities for equal partnership between teacher and student in specially organized joint solution of problems of personal and professional development in the socio-cultural conditions of the academic environment of a modern Russian university. Methodology and methods of the study. The study gives theoretical and methodological generalization of the problem of research, the analysis and interpretation of the results was applied based on the works of foreign and domestic authors. The personal experience and achievements of the authors of the article were used. Methods of the theoretical-methodological and theoretical-applied spectrum are included. Methodological guidelines are evolutionary-historical and socio-ecological approaches, and also environmental approach to education. Results. The study reveals structure of the academic environment of a university as a sociocultural one, marks the role of its components in joint personal and professional development of teachers and students, defines the place and functions of socio-cultural environmental interactions in this process, justifies the teacher’s contribution to changing the environmental interactions of students in the socio-cultural conditions of the academic environment. Conclusion. The article involves important theoretical results, including those obtained earlier., gives their modern interpretation and provides practical recommendations for teachers. Attention is drawn to the competence of the teacher as a mentor. The teacher is considered as an active subject of sociocultural environmental interactions with students.

Introduction. Thanks to modern technology, the world is constantly transforming. In this regard, the field of education requires special attention. The use of new digital technologies in the learning process has led to the need for changes in the traditional educational paradigm. Purpose setting. The purpose of the study is to identify the characteristic features of individual trajectory of students’ learning with the use of synchronous and asynchronous format of e-learning. The study is aimed at discovering the positive influence of the combination of these formats on the effectiveness of the subject being studied (foreign language), the possibilities and prospects for further development, as well as the use of this methodology in the training of students of technical specialties. Methodology and methods of the study. The implementation of the tasks set in the work is carried out on the basis of a set of such research methods as comparative analysis, synthesis, generalization, experimental method. Results. As the result of the study the authors found, that it is advisable to combine synchronous and asynchronous e-learning format in the process of forming an individual student’s learning trajectory (in the context of student-centered approach). Separate application of these two formats is not effective and does little to increase motivation, does not make the learning process more active and focused on the final achievements, accessibility of the material being taught. The latest student-centered technologies, the implementation of which allows the formation of self-directed learning, fully coincide with the requirements of students to the educational standards they receive in higher education institutions. The results obtained in the course of the study show that an individual approach to each student leads to improved organization of the educational process, when the student independently chooses a set of educational materials, the level of mastering in accordance with his future professional career interests and desired learning outcomes. Conclusion. The conclusions and materials of this study will contribute to the improvement of the level of teaching such a subject of interdisciplinary cycle as foreign language.

Introduction. The teaching of the discipline «Project Design Basics» is closely connected with the artistic disciplines «Drawing», «Painting», «General Composition», as well as with the history and methodology of design in the field of costume. Purpose setting. Many years of experience have allowed us to identify the most important components of the discipline, its connection with the set of artistic disciplines and opportunities that it provides for further education. «Project Design Basics» became a kind of «bridge» connecting the artistic and design orientation of this specialty. Methodology and methods of the study. In the process of searching for the necessary approach to teaching the basics of project design for students of the specialty «Art of Costume and Textiles», an analytical method and a method of comparative analysis of tasks aimed at developing students’ practical professional skills in the field of design activities were applied. The study of design methods is becoming an important component of learning, giving students the opportunity to navigate the field of design activities themselves. Results. As a result of the application of the author’s program in practice, optimal practical tasks were identified that help and give impetus to the search for images in further project creativity. Over the course of almost a decade of experience in teaching the discipline, the developed approach has shown its effectiveness. The method of approach to solving the project task proposed to students was later used by them in the preparation of final qualifying works for the initial study of creative projects. Conclusions. The discipline is aimed at developing special skills in creating design projects, taking into account the artistic abilities and theoretical knowledge gained by students in the classroom. Practical tasks include various graphic techniques, computer graphics, collage, and applications. Its practical significance, its connection with the technological orientation of the specialty, can hardly be overestimated in the modern world.

Introduction. In the context of modernization of education, a special role is given to improving the quality of training of specialists. At the same time, the formation of a competitive personality oriented in the modern world within the framework of the educational process is impossible without mastering the necessary complex of legal knowledge, skills and abilities. At the same time, it should be noted that the perception of law-by-law students and students of non-legal specialties is markedly different, it is necessary to take into account the peculiarities of teaching legal disciplines in non-legal educational institutions. Problem statement. «Jurisprudence» as an academic discipline for students studying in the field of training 44.03.04 Vocational training (by industry), the profile of training, «Jurisprudence and law enforcement», differs from the classical academic discipline «Jurisprudence» for non-legal areas of training in that this course studies the problems of the relationship of law with other sciences in the system of scientific humanities knowledge. This is due to the fact that traditionally the course «Jurisprudence» provides an overview of the main branches of Russian law (constitutional, civil, family, labor and criminal). Methodology and methodology of the study. Pedagogical interaction is an essential characteristic of the entire pedagogical process. Unlike any other interaction, it is a deliberate contact (long-term or temporary) between a teacher and a student, the consequence of which is mutual changes in their behavior, activities and relationships. The concept of «pedagogical interaction» is broader than pedagogical influence, pedagogical influence and even pedagogical attitude, which is a consequence of the interaction of teachers and students. The «pedagogical process» is presented as a system of five elements: 1) the purpose of teaching (C) (for what to teach); 2) the content of educational information (C) (what to teach); 3) methods, teaching techniques, means of pedagogical communication (M) (how to teach); 4) teacher (P); 5) student (Y). Like any large system, it is characterized by the intersection of connections (horizontal, vertical, etc.) Results. The discipline under study gives students knowledge about the basic concepts and categories of law and the state, the main provisions of the branches of Russian law, instills the ability to navigate in the legislation of the Russian Federation, correlate real life events (legal facts) with the norms of law, familiarize with the content of law and the mechanism of the state, with the main legal systems of modernity, reveal the content of the main provisions of the branches of Russian law. the rights and institutions of the Russian state, to instill the ability to correctly navigate the legislation and give a legal assessment of events, having legal significance. It is important for the student to achieve not a simple memorization of the material, but its comprehension and understanding. This is possible only with the active participation of the students themselves in the learning process. The main form of acquiring knowledge was and remains independent work on studying the course, taking into account the recommendations of the teacher. Conclusions. In the final part of the work, it is said that the problem of research is practice-oriented and allows us to state that the methodology of teaching legal disciplines for non-legal students dictates certain adjustments, especially the need at the beginning of the course to present the general theoretical provisions of law as a legal fact, legal norm, legal relations and their content, responsibility and conditions of its application in various branches of law, etc. Solving situational problems contributes to the development of students’ initiative, analytical skills, contribute to the correct identification of interpreted norms of law, information and increases the ability to substantiate their decisions in a reasoned manner. The acquired knowledge will help to act correctly in appropriate situations, competently approach serious issues without needing the help of third parties, which will allow you to gain serious experience and a broad outlook in all areas of knowledge. The cornerstone of modern Russian pedagogy is the idea of the unity of the relationship between the teacher and the student, that is, their mutual understanding of the trajectories for further activities and the presentation of modern educational technologies in the above-mentioned way, allowing universities to produce competent personnel.

Introduction. At present Russia ranks second in the number of suicides per 100000 population, fifth in absolute numbers and first in the number of male suicides. So the prevention of suicidal behavior becomes topical undoubtedly. Problem statement. In order to form philosophical and ideological competencies of specialists in this field, the authors undertake a historical and philosophical excursion on the stated problem. The philosophical views of Seneca, Pascal, and Camus provide valuable perspectives on overcoming suicidal behavior. Methodology and methods of the study. To determine the worldview bases of suicidal behavior prevention in this study, as its subject, historical and philosophical analysis of the views of thinkers of different historical epochs was undertaken. The method of philosophical synthesis was used in the resultant and final parts of the study. Results. Historical and philosophical analysis of views on suicide is undertaken as a philosophical methodology for understanding the significance of socio-cultural determination of destructive behavior of suicidal individuals. As a result of the undertaken research the authors believe the conclusion that effective prevention of suicidal behavior is possible only in the context of understanding the dominant behavioral trends and spiritual and moral values in society. Conclusion. The conclusions of the article emphasize the relevance of historical and philosophical discourse in the field of concepts devoted to the spiritual orientation of the individual.

Introduction. Currently, the issues of preparing students for professional self-determination and professional activity are becoming particularly relevant, acting not only as an economic component of the development of modern society, but also as the basis for the life of the state, the development and self-affirmation of the individual. The modern labor market needs professionally mobile personnel who are able to make independent decisions and be responsible for their implementation, capable of successful and effective self-realization in changing socio-economic conditions when searching, planning, choosing and arranging a professional career. Purpose setting. Taking into account the representation of various aspects of the expediency of using digital educational resources in career guidance, the purpose of the article is to analyze the possibilities and relevance of the Kuzbass career guidance portal «Proforientir» («Career Guidance») with the definition of measures to improve the quality of career guidance services provided by the portal and the prospects for the development of this information career guidance resource. Methodology and methods of the study. The research is based on the key principles of connectivism in their interpretation to the conditions of digital learning. The research was conducted in 2022 – 2023 by collecting information, questioning, and analyzing the results obtained. The respondents were 17,831 users of the «Career Guidance» portal (students, parents, teachers). To analyze the relevance of the portal sections, questionnaires of listeners, opinions of portal users through feedback, and the activity of portal visitors were used. Methods of data aggregation and consolidation were used to bring the research results into visual form. Results. Since 2016, the information career guidance resource of Kuzbass has been the career guidance portal «Proforientir» created on the basis of the Kuzbass Regional Institute for the Development of Vocational Education, the purpose of which is to inform various target groups, assist in building an educational and professional route. The quality of professional self-determination support services provided to users through the portal is assured by a number of characteristics: accessible navigation, lack of registration, free use of the information provided and passing diagnostics with results. Conclusion. The development of the Kuzbass career guidance portal «Proforientir» and the updating of its resources will contribute to increasing the success and effectiveness of students’ professional self-determination, taking into account the requirements of the regional labor market.

Introduction. The article substantiates the relevance and expediency of identifying pedagogical conditions for the formation of a professionally oriented foreign language skill of an IT industry specialist in the system of secondary vocational education. Purpose setting. Based on the experience of the formation of foreign language skills of a mid-level specialist, the task is to scientifically substantiate the complex of pedagogical conditions necessary for the formation of a professionally oriented foreign language skill, as well as to present the characteristics of each pedagogical condition. Methodology and methods of the study. Among the main research methods were methods of analyzing regulatory and industry documents, as well as scientific and pedagogical publications over the past 20 years, posted in the databases of the scientific electronic library e-library. Results. Scientific novelty and theoretical significance are defined by the author as a set of pedagogical conditions presented to improve the theoretical and practical content of the foreign language skill being formed. Conclusion. The presented set of pedagogical conditions contributes to the effective formation of a professionally oriented foreign language skill of an IT specialist and can be actively practiced in vocational education institutions within the framework of the academic discipline «Foreign language in professional activity»according to the educational program 09.02.07 «Information systems and Programming».

Introduction. This article deals with the problem of predisposition of medical university students to addictive behavior. The relevance of the study of the addictive propensity of future specialists of the helping profession is emphasized. The author considers theoretical and practical aspects of some types of addictions that are potentially preferred for modern youth. Problem statement. The purpose of this work is to present the collected empirical data on the predisposition of medical university students to various types of addictive behavior and give a brief analysis of them. The tasks include: to find out whether male or female students are more prone to addictive behavior; to identify the relationship between the propensity for various types of addiction and the gender of the subject. Methodology and methods of the study. The basis of the study is the methodology for 13 types of dependencies by G.V. Lozova. Results. It is determined that the most common types of addictive behavior among students are dependence on healthy lifestyle, love and food addiction. The percentage of male students with an average level of addiction is higher than the percentage of female students of the same category. Conclusions. As a result of the conducted research, it was found that dependent behavior is an urgent problem of socialization and professional development of students; a more pronounced tendency is manifested in young men; there is a dependence between the choice of the preferred type of addiction and the gender of the respondent.

Introduction. The specificity of the work of university psychological support services for education is related to helping young and adult people involved in academic relationships in connection with tasks related to psychological ill-being or ensuring psychological well-being Purpose setting. The purpose of the study is to analyze the main factors of psychological ill-/well-being of modern university students. The novelty of the study is associated with an attempt at an integrative understanding of the macrosocial and microsocial factors of psychological ill-/well-being of modern students. Methodology and methods of the study. The research method is theoretical analysis of current problems of ensuring the psychological well-being of students. The methodological basis of the study was a systematic approach to understanding the macrosocial and microsocial factors of psychological well-being of modern university students. Results. The problem of psychological ill-/well-being of university students is one of the most studied, however, it has a number of unresolved and unstudied problems, including the one being analyzed. The problems of taking into account macrosocial and microsocial factors of psychological ill-/well-being are among the most significant for ensuring the quality of education. The authors present Russian and foreign studies of macrosocial and microsocial factors of psychological ill-/well-being of modern university students and identify these factors. Conclusion. Taking into account the macrosocial and microsocial factors of psychological ill-/well-being of modern university students makes it possible to organize purposeful and systematic psychological work on the prevention and resolution of problems, conflicts and crises of personal, interpersonal, educational and professional formation and development, which would be adequate to the essence of the problems facing education as a whole and its subjects. It involves both prompt diagnosis and systematic monitoring of the leading factors of psychological ill-/well-being of modern university students, as well as, on their basis, the development and application of a set of measures and programs that strengthen the positive and weaken the negative factors of the educational process of the university.

Introduction. Difficulties in the formation and development of educational, professional and personal identity (self-determination) of students with disabilities are one of the leading problem areas in ensuring the quality of education. A generalized model of difficulties, including attempts at an integrative typology of difficulties in the formation and development of the identity of students with disabilities, is an important, relevant scientific task of modern social psychology and educational psychology. Purpose setting. In modern science and practice, the tasks of studying the difficulties of the formation and development of educational, professional and personal identity of students with disabilities have been set and solved, however, there is no systematic study of them, no integrative model. The purpose of the study is to analyze the difficulties in the formation and development of educational, professional and personal identity of students with disabilities. Methodology and methods of the study. The methodological basis of the study is a systematic approach to understanding the difficulties in the formation and development of educational, professional and personal identity of students with disabilities. The main research method is a theoretical analysis of the specific difficulties in the formation and development of educational, professional and personal identity of students with disabilities. Results. Some personal, interpersonal, educational and professional competencies and identity among students with disabilities are often not fully formed and developed (it is sometimes more difficult for them to express their needs or self-disclose, evaluate their own and others’ activities, bear and assign responsibility / there are deformations of the locus of control, it is more difficult to imagine oneself, to self-present), then it is more difficult for them to self-determinate and identify. The importance of transforming the educational environment in accordance with the changing capabilities of a student with disabilities is noted, as well as the development support system for students with disabilities: support from family, classmates, peers, teachers, tutors and other assistants, including academic support services. Conclusions. Based on the research, the author was able to identify a number of basic, typical difficulties in the formation and development of educational, professional and personal identity of students with disabilities and measures to overcome them.

In this article, social reality is analyzed by the philosophical method of hermeneutics. The complexity and diversity of social reality, which includes national traditions, language and activities, social life and social institutions, is revealed. The author notes that so far the legacy of hermeneutic thought has not found proper use in the theory and practice of social work. According to the author, the analysis of hermeneutical traditions helps to determine the scope and prospects of social work. The role of hermeneutics as a method of understanding is central to the theory and practice of social work.