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The author uses the example of two of the regional Russian universities to describe the processes of transformation of the organizational structure and management system in the modern university in a reforming university system. The analysis of the current situation has shown that the status of a national research university leads, on one hand, to an increase in funding and a qualitative leap in the development of the university, on the other, to a sharp narrowing of the space of the university democracy and the weakening of the influence of the professors’ community. It is concluded that the presence of these trends is a concern in the professor environment, and their continuation would lead, eventually, to the fall in the quality of education. It is concluded that the fight with the trends of narrowing of the inter-university democracy and the weakening of the influence of professors is possible mainly by the maximum diversification of sources (primarily financial) for development of universities, primarily due to an active search for private investors. It can be the money of alumni association or large companies interested in long-term cooperation with the university. The notable growth of such revenues will inevitably lead to increased influence of those same boards of trustees as parallel bodies, if not routine (operational) management of the university, but the definition of strategic objectives and the sources of its development, which, at the impressive volumes of parallel financing (here we talk about public universities), it can act on an equal footing with both the university and the state bureaucracy.

The article discusses the reasons for spreading social apathy among modern Russian teachers, which manifests itself as a lack of initiative, indifference, lack of interest in high educational achievement, loss of interest in the profession. The article shows that Russian and foreign researchers, while analyzing the characteristics of teachers' motivation and possibilities to overcome apathy, have focused on the personal and institutional factors. Meanwhile, the personal characteristics of teachers (high neuroticism, high personal responsibility and significance of labor, the selfishness, the importance of the material well-being or, conversely, self-sacrifice, leading ultimately to disappointment in the profession), according to Russian authors, are the main determinant of burnout and apathy, and institutional features of teaching are significant condition in the psychosocial well-being of teachers. Despite the fact that the Western education system lacks many significant shortcomings that in Russia provoke, for example, dissatisfaction with the teaching profession (such as low prestige, insufficient wages, etc.), foreign teachers also feel the negative impact of the organizational factors, which usually include disagreement with the decisions of the administration, unmet needs in recognition, discipline problems, unmotivated and uninterested students, bureaucracy, etc. The article shows that the limited influence on teachers’ personality traits forces us to associate the solution to the problem of social apathy with impact on the institutional environment. The scientists suggest solving the problem of increasing motivation and satisfaction with the profession through the impact on retaining (hygienic) and motivating factors of the work environment. The article concludes that the changes in these factors have no significant effect on motivation of Russian teachers. The article suggests that the prevalence of social apathy among teachers should be associated not only with the specificity of the Russian educational system, but also with recent transformation of value orientations and socio-cultural conditions of teaching, which manifests itself in a keen perception of the profession shortcomings and in the changing social requirements to the teachers. This fact assumes the use of term social apathy that implies not so much a psychological characteristic or state of the individual, but a common objectified social trait, arising due to certain transformations of modern society.

Today, the priority role in education belongs to the methods and technologies of learning in which the student activity is productive, creative and exploratory. And here the project activity of pupils becomes a priority. In the article, the content of project activities in preschool education is considered and the criteria of its effective implementation are proposed.

The aim of the article is to analyze the theoretical problems associated with the axiological aspect of socialization in postmodern society and the consideration of interference of man and society in the process of their interaction. In the crisis period, when the social structure is under stress due to external or internal factors, values can also undergo significant changes. In postmodern society, the following structure of socialization can be determined: planning, correspondence, portraiture. During axiological analysis of socialization of the individual authors came to the conclusion that the formation of valuable orientations of the person is carried out in the process of socialization, and the universal values of culture have important functions in the integration of the social space. Values have the ability to organize reality, they contribute to its understanding of evaluation points. Values are always conditioned by the cultural context, which makes the inherent value of different cultures, in many respects different from each other. As part of the same culture the change of value orientations can occur and this can lead to very serious social consequences - the loss of reference points leads to alienation from society, contributes to the marginalization of the individual and the denial of its cultural norms.

The article is devoted to the problems of teaching design cycle disciplines. The curriculum of the Department of Arts and Design includes a section of environmental design, which involves the study of design techniques of various interiors and museums. Museums are the most promising and real orders for the objects, which the young professionals will fulfill after graduation. Many years of experience in the practice of artistic and cultural activities, a large teaching experience in the system of art education give the authors a possibility to provide some advice to students, the future experts in the field of environmental design. The article deals with two very different examples from the practice of museum exhibitions of design and allow students to choose guidelines in performing activities that will help open the way to designing new things, new products, new spatial structures. The first example shows the specific actions of the design artists who, having received the order, plunged into the atmosphere of continuous conflicts. Reinforced concrete architecture of the proposed premises in no way provides conditions for placing the items taken from a purely rustic environment surrounded by trees. The dimensions of rural huts are not commensurate with the size of a modern building (the difference in ceiling height). The small size of the village windows allowing just a limited amount of daylight and creating twilight is not commensurate with the powerful stream of light that pass through the huge windows of modern schools, etc. In short, there are endless conflict situations there that require ingenuity in solving them. And it is good! The second example is an example of how to create an «easel-project», which provides wide opportunities for fantasy and proposals, sometimes even absurd. Any artist, and especially the young designer, must have freedom in the choice of means and methods of designing of various objects.

The aim of the article is to analyze the problems of formation of graphic culture of students in the modern virtual space of the university. Currently, there is an urgent need for an analysis of social virtual reality, which appeared as a result of development of communication technologies, entailed significant changes in society and education. Virtual reality is social; it has a reflective base, as it is simulated by the actors of this process. In social reality there are new kinds of realities that are virtual; and technological environment for creating them is the Internet. One of the important areas of social virtual space is a virtual educational environment of the university, which in recent years has played a significant role in Russian higher education system. One of the problems of modern educational philosophy and pedagogy is to develop new types and forms of organization of the educational process of the University in the virtual space. As the general theoretical foundation of special technical (engineering) education, there are considered the graphic disciplines, which are one of the most important component in the training of technicians who implemented it in the virtual space of education. Graphic training of engineering students is the basis for the training of the future engineer. Its specificity is that it is mainly formed in the virtual education space that is set by the teacher. Engineering languages of the graphical representation of information belong to the area of graphic-geometrical disciplines, the most completely using the professional communicative function. The graphic culture is defined in the article as an expression of maturity and development of the productively realized in the professional activity system of qualities, formed in the virtual pedagogical space, which includes a graphical horizons and thesaurus, formed by a system of graphic knowledge.

In the article, the author notes that training in the academic drawing in pedagogical higher education institution represents process of consecutive formation and development in students of certain professional qualities (art perception, graphic representations). The image of a still life in this context creates conditions not only for training of students in certain practical skills, but also for formation of complete system of vision, perception and reproduction of nature. According to the author, competently created educational arrangement is a major condition for the organization of process of visual perception for the image which is used for the purpose of its professional development. Each educational still life has to be the carrier of certain spatial and rhythmic regularities, then such work will not be a simple «study» of the nature, but will gain an art and figurative value, thanks to spatial and rhythmic idea which is born in itself by the arrangement of the nature and need from the student to see it, and during judgment to create the initial plan which is realized in the subsequent graphic actions. The subjects making a still life have to be various by the sizes and in a form that gives the chance to students in the course of drawing to compare them according to various characteristics, to reveal individual traits of each of them, coordinating them thus in the uniform composite structure subordinated to certain spatial and rhythmic communications. In the arrangement of an educational still life from household items, it is necessary to accent the main task which promotes formation of a plan. Therefore, the arrangement of a still life usually begins with the main thing, the center of composition. For this purpose, the items are used bearing in itself certain rhythmic regularities on the basis of which the main spatial and rhythmic idea of all statement is formed. In addition to the main items, one selects others coordinated with the composite center. The size and arrangement of all other parts and elements of the image depend on size and an arrangement of the subject chosen as the composite center. This dependence in creation of the image is defined by spatial and rhythmic construction. In turn, the rhythm in creation of harmony of a visual row in drawing of a still life depends not only on communication of the composite center with all other parts of the image, but also on mutual rhythmic and plastic communication of these parts with each other. In order that the student could see visually all these characteristics, it is necessary for the teacher not only to make the arrangement competently, but also to correctly define its position in relation to the students so that, while perceiving the model, they could see the entire course and logic of perception of the form and space.

On the basis of provisions of the Russian legislation on physical culture and sports, as well as the experience of teaching physical education in the higher education institutions, the authors show the place and role of physical education in the process of formation of an integral personality of the student in higher education. The main purpose of formation of physical culture in the higher education institution is revealed. It is proved that the formation and strengthening of physical and psycho-emotional personality traits should be carried out taking into account a variety of conditions of pedagogical process: first of all, the quality of psychophysical training of various groups of students; the GTO requirements for higher education institutions; optimal inclusion of physical education into the general organization of the educational process; coordinated allocation of educational and extracurricular time in the course of physical training. It is also necessary to take account the seasonal and climatic factors for engaging in certain types of physical training and sport. The article deals with the specifics of the physical education of young people in winter sports. The importance of this aspect of the training is determined by the natural and geographical conditions in which the population of our country lives, especially in the Siberian region. Since the person should be prepared for the harsh conditions of existence in the sharply continental climate, and his/her body adapted to the cold time of the year, the winter period, some special physical education program are needed preparing students for a variety of winter sports. The focus is on the most widely used cross-country skiing.

The article examines the socio-pedagogical regularities of management in the direction of formation of a healthy way of life in the process of upbringing and self-management. Since the end of the twentieth century in Russia, a socio-pedagogical problem of formation of a healthy lifestyle (HLS) started to be considered. This need has arisen both from the needs of practice (due to a sharp deterioration in the health of the Russian population, especially children and young people) and the theoretical knowledge (in the form of a question about the essence, content and optimal ways of formation of a healthy lifestyle of children and youth in pedagogy and adults in androgogy). To investigate the designated issues, we consider fundamental characteristics of educational activities, which are the patterns of anthropo-social management (by the human being and social groups) as applied to pedagogical science. We identify several types of pedagogical management, clearly yielding different results in the process of mastering a healthy lifestyle. Also shown is an alternative anti-pedagogical management for destruction of healthy lifestyle and initiation to the unhealthy lifestyle. These are the following types of pedagogical management: 1) liberal (manipulative-phantom) in which teacher and student are equated to each other, where there is «much bustle and nothing»; 2) dictatorial (elitist-mass) with the dictate of the teacher and suppression of the student autonomy; 3) traditional (mentoring-developing), where the roles of teacher and student are differentiated, the first translates the tradition not suppressing the intelligence and autonomy of the student, and the latter is able to transfer him/herself this tradition in the future. We analyze the patterns of the traditional pedagogical management, leading the student from the external to the internal control and self-management. The examples of such management from the educational work at the higher education institution are given. It is substantiated that this type of management is associated with the formation of stable living patterns of a healthy lifestyle.

The article discusses the formation of a healthy lifestyle among students in Russian universities. It is noted that to the universities the most talented and motivated young people enter, who in the near future will take an important position in the socio-political, social, recreational, educational, spiritual, cultural, industrial, environmental, etc. activities of the country. Therefore, on the sound mental and physical health of future specialists there depends largely the full implementation of the basic plan for the future development of Russia. Meanwhile, as shown by a number of researches of the scientists at the beginning of the XXI century, the real health of students turns out to be on a low level. The lifestyle of young people is far from that which is indicated in the psychological and educational literature as a «healthy lifestyle». The lifestyle is characterized by disorganization, some students to engage in unhealthy behaviors and even bad habits. Meanwhile, most of the students and their parents, according to the opinion polls, believe that it is in the higher education institution that they should be able to obtain correct knowledge and skills for organizing a healthy lifestyle. An analysis of this problem on the national level has led to an important undertaking: the organization, since 2009, of the annual All-Russian competition for the title of «University of the Russian way of life». The article highlights the activities of the Altai State Medical University within the program of All-Russian competition and nationwide movement in the direction of «higher education institution of a healthy lifestyle».