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The article intends to think about education from its historical-philosophical origins, identifying the impasses to which schools and teaching are placed today. It aims to map out that the conditions of possibility that allowed the emergence of the school, in modernity, are the same that today decline, putting it in check. At the same time, the radicalization of the idea of self-determination of the subjects, present in the Illuminist project, ends up constituting them as a subject of consumption, as individuals full of rights, who intend to be subdued to nothing but their own will, it is the dimension of consumption. It is within this context that we need to think on which education and which school make sense.

This paper presents, synthetically, three dear themes to the teaching of Philosophy: philosophy, ethics and knowledge as strategies for this teaching in the context of differences, considered from the perspective of the concept of «Will to Power» (Der Wille zur Macht), from Friedrich Nietzsche. If the Brazilian Law n.º 11.864 of 2008, determines the teaching of Philosophy in high school throughout Brazil, what are the risks that this teaching establish itself in a dogmatic format and therefore anti-philosophical? We argue that the «Will to Power» (Der Wille zur Macht) may constitute an important educational concept background to the teachers, consequently, as a hypothesis for a non-dogmatic teaching. The problem of the manuscript is: Can Philosophy teaching resist the formulation of consummate truths? The conclusion is that two characteristics should mark the Philosophy teaching: (i) the need to use the philosophical method and therefore the pursuit of knowledge should be the unifying axis of teaching and (ii) the need for adaptation of classical philosophy texts to the students' lives. If the students live in a world constantly influenced by technology, then the Philosophy teacher should explore the use of technological resources. Thus, the chances of success are always higher. Lastly, despite a paradoxically «regular» construction of philosophy classes, considering the didactics for the differences, what is sought, ultimately, is the philosophical experience or, if so desired, the rehearsal that provides other living constructions continuously. The Will to Power is a key to ensuring a non-dogmatic education.

Discussions about the role and place of religious knowledge in the system of modern universal education have a rather sporadic character. The interest to this, largely worldview-related theme is produced mainly by external factors - governmental decisions and mass medias. The proposed historical review is conditioned by other reasons and has not a situation-related, but rather an objectively-philosophical character. The first starting thesis of this article is consideration of education as a social institute, engaging in sociocultural reproduction and development of society. The second thesis is related to other element of social structure, religion. Within the framework of functional analysis, the basic zone of its interests and responsibility is strengthening of the religiously-spiritual, moral state of society. Understanding of the certain functional and historically formed intersection of these social institutes does not require an additional argumentation. A task is to remind about close connection and millennial unity of these institutes.

In this article, the authors consider the conceptual and theoretical foundations of health-building upbringing. The determinants that influence the effectiveness of the process of health-building upbringing, the principles and targets of health-building upbringing are revealed. The authors pay special attention to the characterization of health-building upbringing as one of the socio-cultural contexts of the individual's health-building position. Describing the health-building position of the individual, they describe the basic structural components of the personal education: valeologic mindset, metacognitive abilities, affective attribution, health-building competence. In the context of their research, the authors describe the socio-cultural context as a kind of «chronotope» of the health-building potential of the subject, that is, a broader psychological space reflecting the representation of sociocultural phenomena in their correlation with the proper factors of health formation. The content of the article reveals the essence of socio-personal and metahistorical approaches, which serve as the methodological basis for health-building upbringing. On the basis of a theoretical analysis of the literature, the authors present for the first time a refined definition of the concept of «health-building upbringing», show its relationship with the meaning of building (creation) of the health of pupils as a qualitatively new characteristic with an emphasis on the development of the spiritual and moral qualities of a growing person. In the context of their research, the authors argue that the interaction of parents and educators in preserving and developing the health of schoolchildren in the conditions of a spiritual and moral crisis must rise to a fundamentally new level of “companionship-in-arms”, the uniting of the efforts of educators and parents of students in resisting the destruction of traditional Russian values.

In accordance with the guidelines of the country's leadership and personally the President for the development of physical culture, sports and healthy lifestyles (HLS), the author's program has been developed of the university discipline «Healthy Lifestyle and Physical Culture and Health Practices» for students, representing theoretical knowledge, necessary for the practical implementation of programs involving young people in physical culture and HLS [1]. This discipline was approved by the leadership of the university and included in the complex five-year program of the Altai State Medical University «AGMU - Higher Education Institution of Healthy Lifestyle». The totality of organizational and managerial decisions, pedagogical efforts and sports and recreational activities enabled the university to become a prize-winner in the All-Russian competition of medical and pharmaceutical higher education institutions in Russia «Healthy Lifestyle» in 2016 and 2017.

On the basis of general scientific and philosophical knowledge on management, pedagogical management in the field of education, a particular type of management in the system of university management, physical education and sports management is considered. Its specificity consists in uniting several links into the general scheme of work: administrative influences of the university administration (according to the implementation of the comprehensive plan for conducting educational, sports and mass work), the sport clubs of the university, the heads of sport sections, organizational structures of the Chair of physical education and healthy lifestyle, as well as the bodies of student self-government. The real effectiveness of physical education and sports management is assessed: by the general level of physical fitness, physical health of the bulk of students; by the degree of familiarizing young people with healthy lifestyle; on the formation of health-improving worldview; by the number of participants and attractiveness for young people of the events; by the level of activity of student government; by the physical education and sports achievements of the university.

The article explores the phenomenon of the game in the field of pedagogics of physical culture and sports. It is noted that this issue can be approached from highly specialized applied positions, in the form of a specific study of sports games. But the most fruitful and promising is a broad study of the problem of the game based on revealing its sociocultural significance - playing as an integral part of people's lives in history and modernity, with a specific manifestation of the game behavior of people in different social spheres. Such an integral approach makes it possible to study the teaching of the game in physical culture integrally, taking into account the impact of gaming activity on the formation of physical properties of the organism and on the development of emotional, sensory and intellectual-volitional qualities of the individual. A research approach is proposed, which is promising in the opinion of the authors of the article. This is the study of the game and its health-developmental impact on students in the age aspect, on the basis of the pedagogy of healthcare, when comparing the overall educational approaches in school and university sports education.

In the conditions of informatization of society caused by the formation of a new type of educational interaction and based on the information culture of the personality, the change of value-related educational priorities, the methods of pedagogical influence on the younger generation, there take place ontological transformations and important changes in the intellectual, spiritual and psychological life of the individual. The sphere of education is inseparable from the social processes and tendencies of their development. The modern school should actively master new information resources. In this connection, the article discusses the following questions: is informatization of social space and education able to become an instrument for human development, ensure comprehensive communication, and not just primitive information exchange, and also contribute to the spiritual development of the individual, his/her intellect and psyche? Is it possible to implement traditional pedagogical influences in the conditions of computerization of various spheres of human activity? These and other issues are traditionally considered by the philosophy of education, which identifies the positive aspects of these processes - diversification and competence that can rely on the reproduction of «collective memory», the ability to link in education the formation of personality with a number of basic social values, such as team, life, health, benefit, etc. In the conditions of dominance of informatization of society and education, the authors attach great importance to the new pedagogical technologies (cyber-pedagogy, methodologies of information cognition, virtual museums, technologies of forming consciousness, information product creation and others.). Particular attention is paid to the concepts of «didactic process», «motivation of learning», «process of independent learning activity», etc.

In article on the basis of the analysis of policy documents actualizarea the task of training of specialists in high technology. Considers the concept of «high technology» (high technology) and the role of the phenomenon from the perspective of system theory. contributing to evolutionary change not only in the field for which they were developed, but imusa wide range of effects on the entire socio-cultural system as a whole and each individual in particular. The use of high technology has led to a breakthrough in educational activities and resulted in high requirements to the technological culture of specialists: the ability to build a program of its activities and implement it, the knowledge of modern information technologies. Affected structural component of the educational process. Formed a kind of new specialization for teachers - the teacher technologist. Changed the logic of the sequence of the preparatory and organizational phases of the educational process, which gives a visual representation of how the teaching technique becomes technology. The development of cognitive independence of students in the process of professional training is considered as a quality of personality, which combines the acquisition of new knowledge, the ability of their creative application in various situations and is becoming a major challenge. The rapid implementation of high technologies requires regular updating of educational programs and educational-methodical complexes of disciplines, which rely on modern computer technology. Specificity of education in a situation when access to information is open on one side creates conditions for diversity search, and with another - raises the problem of selection of information. But the most important becomes the task of forming a new information world and information culture of future specialists, responsive to all of the new technological proposals, ready to continuous development and revision of their level of education, efficient use of existing and newly formed information potential of society - and it becomes one of the preconditions for the birth of a synergistic effect on the development of the technological process of society as a whole. Analysis of the role of high technology has helped to clarify the definition of high technology in the aspect of professional training and demonstrate their role in the framework of philosophy of technology and education as determining possible forms of a radical transformation of the education system, as well as update their value of training of modern specialists the high technologies for the innovative development of the country.

The article discusses the results of studying the development of cadets’ professionalism in the learning process at the military College. The spontaneous development of the social aspects of future military profession, the weakness of the direct educational influence in this direction has led to uneven development of the professional qualities of the cadets. The data obtained in the course of the study using the method of control situation testify to incomplete readiness of future officers to social interaction. The article indicates that the development of professionalism of cadets in existing practice does not meet the needs of future professional activity. From this it follows that in practice there is a conflict between existing patterns of socio-professional upbringing and personal development in the educational process of the military institution.