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The article deals with the essence of the project of upbringing, realized in the Soviet society in 1920-1930-s. Its authors formulated the target and informative elements of the project of upbringing, guided by the interests of Russian modernization and by the interests of the formation of etacratic socio-cultural system in the USSR. The article states that the "real socialism" was a simulacrum which concealed the true nature of the soviet society. This nature differed from the essence of capitalism and Marxist socialism. Accordingly, postulating the Marxist character of upbringing project was a representation of this phantom in the USSR in 1920-1930-s. While authentic Marxism regarded free individual as a goal of upbringing, the Bolshevist theorists of upbringing considered the goal of upbringing as the person which guided by the transpersonal interests. «The impersonal collectivism» of Bolshevist theorists of upbringing has not grown on the empty place. The founders of Marxism did not reject, as a fundamental motive of vital functions, collective interests. However, their «guiding star» was not a traditional collectivism, naturally arising in the earliest stages of human history, but the association, freely created by free individuals. In other words, the ideal of Marx and Engels was a collective that does not prevail over the individual, but creates conditions for the free development of each of its members. Bolshevist ideal (distinct from classical Marxism) was formulated by I. V. Stalin in 1945 as «man a cog». However, some Bolsheviks tried to remain faithful to the authentic Marxism. Specifically, A. V. Lunacharsky wrote that genuine collectivism does not deny the creative, unique individuality, and Marxists have always sought to liberate individuality and give scope to human creativity. But sociocentristic version of ideal won. This was due, firstly, by the orientation of the Bolsheviks on the ideals and values of mass pedagogical consciousness and, secondly, by the need to complete the industrial modernization of the country in the shortest time. Marxism was only an ideological cover for camouflage of the traditional Russian policy of catch-up development and the value orientation of Bolsheviks on the personality, which to give priority to the transpersonal interests. Ultimately, the ideal of upbringing 1920-1930-s acquired a hybrid nature, combining elements of sociocentrism and anthropocentrism.

The article analyzes the university as a sphere of social interaction, the role of contemporary university in the development of social communication processes and constructive social collaboration. The problem of social interaction has become especially topical in the time of uncertainty and turbulence. Under the circumstances of transformation and deformation of traditional social structures, which determined the social connections and relations, it is important to investigate contemporary social institutions in terms of their integrational effectiveness. The university in that aspect is examined as a specific form of arranging the social whole. The role of university in the elaboration the meanings context of social interaction and in the forming the subject of social action is revealed. It is shown that contemporary university simultaneously moves on several planes and trajectories that results in widening the space of university`s activity and enhancing its potential as a factor of developing the social interrelations. Special emphasize is made on the idea of synergetic interacting as a strategical principle of functioning of the contemporary university. The article then moves on to examine the potential of the university as a space of socialization of youth and the «third mission» of the university in its social dimension. The conclusion is made that the university may be considered to be an influential integrative force of society, as a factor of providing the stability of the society.

In the article the mechanism of mastering the system of values of military culture is considered. We examine the concept of «Russian officer», propose a definition of the concept of the mechanism of mastering the system of values of military culture as the process of absorbing, mastering and developing in the person and the military team of the interconnected value elements (value consciousness), which are manifested through the activity (value activity) and expressing relation to the surrounding world and the person himself (value relations). We propose such methods of mastering the system of values of military culture as moralizing, personal example, indirect interference, aid in understanding the values, which realize through two basic forms of educational action: direct and indirect ones. The mastering of values as the bases of the directivity of person and their transfer into status of the qualities of personality is achieved through practical inclusion of the subject into social relations and includes such stages as the presentation of values to cadet (absorption), realization of value orientations by personality, adoption of value orientations (mastery and reinforcement at the theoretical level), the realization of value orientations in the activity and behavior (culture).

The article is devoted to the problems of analysis of social and methodological bases of modern terrorism. It is noted that today in scientific literature quite diverse approaches are presented and the most various points of view on terrorism problems are stated. It is caused by the fact that the studied phenomenon is extremely difficult, diverse and contradictory. Features and defects of some scientific approaches to studying of this phenomenon are considered. Social and philosophical analysis provides an opportunity to analyze the phenomenon of modern terrorism both from the point of view of its intrinsic signs, and at the level of its structure, functions, subjects, types and dynamic characteristics.

The article substantiates the need to increase the motivation of students in the learning process by involving all available methods, including questionnaires. The analysis of a two-stage questionnaire survey before the beginning of training and at the end allows making corrections in the process of acquiring both theoretical and practical skills. The authors present the results of the questionnaire survey conducted among the students of the Chair of Clinical Laboratory Diagnostics, showing how the expectations of the students change in the process of acquiring knowledge.

This article analyzes the theoretical and practical aspects of axiological approach to the upbringing of students in the formation of outlook of future specialists. The authors substantiate the philosophical and pedagogical problem of upbringing and socialization of students in the educational process, analyze the forms, methods and techniques for the formation of the value relation of students to future careers. Quality organization and support of the educational process, as the authors point out, will form worldview attitudes for the future professional activity.

Nowadays the problem of interaction between the man and the environment is a subject of many publications. This is due to the fact that the new virtual space - information-communicative environment based on the Internet has appeared. The real impact of the network transforms human relationships and has a significant influence on the formation of personality. In these conditions, the relevant pedagogical ideas are topical. They help build the University educational process, the leading characteristics of which are complexity, openness, non-equilibrium, nonlinearity. These concepts together determine the conditions of self-organizing systems of entities. Several studies have substantiated the thesis that the man becomes self-developing system when he does not only form a decision-making subject depending on external conditions, but also when he becomes a subject for external circumstances through which he converts his internal program management. As the basis for modeling the specific conditions of the educational system to encourage the student to self-organization a special vision of human nature, its structure and the laws of internal development can be considered. Scientists developing their research in the anthropic principle have proved that educational process (processes) focused on the role of the student must contain the conditions and factors that update all facets of the person. These circumstances attach particular importance to coordinated interaction (joint action) of the subjects of education by achieving synergy through the operation in the same time-world, including the development of «resonance» learning through topologically correct exposure. During the pedagogical activities teachers are capable of «resonance» actions to lay the selection mechanism, the most successful student-centric options for the development of the students. This circumstance is explained by the fact that by varying the initial impact on the micro level some structures may appear and serve as attractors or development goals. Practical experience shows that with this approach, the educational process is a continuous single movement, sequential state transition system, the combination of certain consistent actions to achieve a student-centered result. The involvement of the student in self-organizing educational processes makes it possible to form personalities capable of living in varying conditions of the society able to reflect the world as holistic, open and multi-faceted. Therefore, knowledge of the student’s self-organization process requires the study of this phenomenon from the perspective of the systemic-dynamic approach to the position of a person's ability to discover and expand their own «space of free movement».

The authors of the article are engaged in research of human problems from different positions: P. V. Ushakov investigates the phenomenon of man as a whole, on the basis of the system-philosophical approach, and P. G. Vorontsov, in the applied aspect: human perfection in the field of physical education and sports. The joint work of the authors led to interesting results at the junction of general, private and applied anthropological knowledge. The applied complex approach to knowledge about the person showed the following results. Firstly, a variant of systematization of anthropological knowledge was proposed, both on the basis of common traditions and taking into account innovative approaches and knowledge on the basis of human philosophy, human studies (and similar fields) - with the prospect of forming a unified science of man (the goal which was already set in the XIX century). Secondly, it is justified that existing knowledge about the man, but existing separately in different cognitive-practical spheres, should be appropriately identified and included in the form of special anthropological objects in human studies. This include, for example, the developing (dialectical) Ethical, Aesthetic, Valeological, Labor, Adaptive, Military, Robotics, Deviant, Relaxation, and Extreme anthropology. This approach contributes to the most diverse and complete integration of knowledge about the person. Thirdly, arguments are presented for distinguishing a special anthropological science in the system of knowledge about the man, the physical education and sports anthropology, which studies in detail the being of the person in the system of physical culture, sports, and also the ways of perfection of the body and spirit of man through special types of motor activity and familiarization to a healthy lifestyle.

The Soviet system of education with its values, norms and attitudes has been destroyed, and no new national idea of determining the moral, spiritual, patriotic development of the individual has been created to the present day. It is worth noting that in recent years the topic of patriotism has acquired an urgent importance. Active work is under way to develop a regulatory legal, educational and methodological base, the need is discussed to improve and update material and technical equipment, improve the system of patriotic work in educational institutions of different levels and working collectives. This is due to the fact that in difficult socio-economic, political, geopolitical conditions for the preservation of the national identity and territorial integrity of the country, the revival of its economic stability and protection in case of external danger, patriotism appears as a necessary condition for the future existence of Russia. The purpose of this article is to study the axiological foundations of adult patriotism, as it serves as a vehicle for values and a model for the younger generation, transferring their experience through the processes of upbringing and education. In the article the etymology of the concept of "patriotism" is considered from the point of view of the axiological approach, since it is axiology that allows in the context of scientific knowledge to consider the deep processes of human society, the interconnection and interaction of people from the perspective of values, above all in their moral basis. The problems of the patriotism of adults are revealed; we claim that the conduct of an educational policy and work to increase the level of their patriotism is possible through various social institutions. The methods of patriotic upbringing of adults are singled out. It is concluded that in the first place, attention should be paid to the upbringing of patriotism in adults, since they are examples of value orientations for the younger generation.

The Russian and Mongolian peoples have long-standing friendly relations, but during the years of democratic and market reforms, the positive connection was lost. In recent years, Russian-Mongolian relations have come to a qualitatively new level. In the conditions of the need of the development of Russian-Mongolian relations in a positive manner, there arose the need of training qualified personnel with knowledge of languages of both countries. The article presents the results of research of professional orientation of youth as a possible research directions, as well as information about the real needs and opportunities of the education system of Mongolia on their satisfaction in obtaining a population of higher and secondary special education. Conducted in Western Mongolia, in Ulaanbaatar, the study identified the most promising opportunities of educational cooperation between Siberia and Mongolia in the field of training for the Mongolian economy. The importance of the development of scientific and educational cooperation between Russia and Mongolia is not only the possibility of training highly qualified specialists for the promotion of new technologies and joint business projects, but, in general, the mechanism of reproduction of groups of translators of the Russian language and culture in the neighboring territories in the future.