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The article deals with the educational aspect оf teaching and learning a foreign language at higher educational institutions. The author highlights that didactically correct selection of educational material in a foreign language, application of effective technologies of training and education, effective combination of classroom and extracurricular activities of students during the process of learning foreign languages contribute to the formation of personality proficient in foreign language and active citizen. The paper describes arrangement of seminars for teachers with application of interactive learning technologies, problem and research forms and methods used to enhance the development of cognitive motives and interests of students, formation of their civil position and the conditions for creativity in education. The author explores the requirements to the application of project method and project characteristics, which determine the success and efficiency of project method. The paper outlines the relevance of creating a unified system of classroom and extracurricular activities for foreign language.

The paper considers the methods of teaching foreign languages at universities in the situation of academic mobility and academic exchange. According to the authors, teaching a foreign language in groups of foreign students enrolled in programs and contracts within the framework of international academic exchange has certain specificity. The teacher needs to be ready for training strategy used in the so-called monolingual groups. The authors outline that the success of a language teacher in a monolingual group is directly related to the correct construction of communicative space and professionally correct implementation of active, student-centered methods. It is possible to consider the implementation of the general strategy of foreign language teaching both in terms of adaptation of traditional formats of tasks, and in the application of active learning techniques. It is obvious that in the conditions of monolingual groups, such traditional tasks for a foreign language class, as translation, must be replaced by another way of checking comprehension. The teacher is bound to know the methods of verification of written or oral reproduction of the logical text content in a foreign language. Important factors related to teaching a foreign language in monolingual group is the emphasis on active, student-centered learning strategy. The authors emphasize the relationship of this strategy with classification of levels of thinking, known as Bloom's taxonomy. This classification is the basis of the Case technology discussed in the article. Application of Case technologies in monolingual groups helps foreign students follow the steps of developing thinking skills relying only on learning a foreign language as a communicative framework. Thus, the use of adapted to monolingual groups techniques demands a competent, creative approach to the formation of competences on the “foreign language” discipline, which is a must of the programs of international academic exchange.

The article raises the question about specific features in cognitive structures of students who focus on Technical and Humanities majors. The paper outlines the specific role of psychological and pedagogical subjects in solving the tasks aimed at intellectual education. The topic is relevant in the view of psychology of personal constructs developed by J.Kelly. The research material was obtained by means of application repertoire lattice of Kelly where the elements assume the role list and elements differentiation - personality constructs by means of triads method. The article analyzes the data obtained on two groups of students of Humanities majors and Technical ones. The author reveals specific features of constructs differentiation and their relation with each other. The paper outlines the necessity to consider students’ selective perception and conceptual lean as they are influenced by their former life experience.

The paper shows the results of theoretical grounds in concern of the nature of “social competence” concept as an integrated personal quality that is revealed in the ability to cooperate with other people solving professional problems and factor of success in future professional activity. The authors reviewed the students’ opinion and on its basis they represent the concept “professional success” as they consider it as a condition for personal self-fulfillment of a professional. The article shows the role of elective subject “Social competence as a factor of successful professional self-fulfillment” in acmeological culture of prospective specialists. This course is taught at the Faculty of Information and Industrial Technologies under vocational programmes of Sholom Aleichem Amur State University. The authors render the interaction between a teacher and a student as acmeological support in building of social expertise of vocational students.

Federal Law № 273 “On education in the Russian Federation” endorsed on December 29, 2013 and its Article 76 allows enhancing the rights of further training. Being implemented, this Act shows tendency to enhance non-reliance and development of further training at educational institutions that build professional qualities of civil servants on the high level. This legal accretion of power in the field of further training of civil servants gives educational institutions possibility to build their own educational strategy and transfer to module teaching. This considers not only the nature of public administration but regional specific features of their activities as well. When developing the module programmes, it is necessary to be aimed at the result that assumes obtaining knowledge, skills and new expertise in concrete area of professional activity. This kind of training raises an important problem related to formation of new “transformation” abilities to transfer the knowledge, skills and expertise received earlier to unknown objects and situations where civil servants take important managerial decisions influencing socio-economic environment. The main goal of this training is to develop professional qualities of civil servants when they have further training courses at educational institutions. The other important task is to increase the level of teaching staff mobility. The paper make a case about the relevance of building regional bank of teaching staff data, development of independent certification centres of further training modular programmes and independent centres of civil servants assessment. The teaching staff must have good experience and expertise in the field of public administration.

The system of reforming of penitentiary bodies imposes new requirements to training of specialists for penal institutions. In these conditions the higher education structure should pay special attention to value orientations of a profession which in many respects is based on the principle of humanity. The paper analyses the educational environment of university sponsored by the Federal Service for the Execution of Sanctions of Russia and takes into account an axiological paradigm. The features of professional activity, which are based on the value sphere of the educational institution, determine the axiologiness of professional training of prospective experts for the penalty system. The educational environment of the educational institution is reviewed by three interconnected components: cognitive, emotional, active, and practical. During their educational and professionally oriented practice, the cadets acquire such values of the profession as the educational, normative, stimulating values, and values of control and result. The researcher puts special stress on the special place of the education value among professional values. It is revealed in respect to the employee of the Penitentiary System as well as to the convicts. The author makes conclusion about the necessity to develop cadets’ professional and value orientations, as it is a leading criterion of employees’ professionalism at the Penitentiary System. The author’s conclusion is based on theoretical analysis of the axiological aspects of the educational environment of the university sponsored by the Federal Service for the Execution of Sanctions of Russia.

The article analyzes various leading paradigm of psychological theory of personal adaptation. The authors consider adaptation by means of integrative approach in psychology. Everything in nature has a unified and holistic origin and this constitutes a hierarchy in which each element is “whole” in relation to the parts and “part” in relation to the bigger one. Therefore, personal adaptability is considered in the research as an integrative feature of cadets in the military academies.

The article solves the problem of combination of interpretation, which is rendered as explication of constituted sense and analysis as description of constituting sense. The problem raises from the view that text is regarded separately from the personality of interpreter. Therefore, we can consider the general rendering of a text as an object, which has strict sense. The author sees solution of the problem as rendering of a text as inseparable from reader’s personality in the “text” and analysis the deep layer of interpretation. Philosophical interpretation of text reveals the unity of all levels of interpretation and defines the hierarchy of these levels. It correlated all the experience of the text with human existence. Breaking of hierarchy of interpretation levels leads to deformation of reader’s understanding and changes in the sense. If we speak about changes in sense in the textbook on Physics, then it doesn’t result in perversion of the truth whereas it concerns Philosophy, then broken thinking of the author leads to perversion of the truth.

The research explores the specific features of China image in the Western culture. The authors applied information approach, comparative methods with main focus on cross-cultural and comparatively historical methods, hermeneutic methods and discourse method. The authors applied discourse method as a method for information gathering, its analysis and data representation. China’s image has been formed for centuries. The image of China that has been formed in mass consciousness differs from the image formed in academic society of West. It is possible to highlight 3 periods in image formation of China. The first period reflects explanation of Western expansion. The second period reviews post-industrial development of capitalistic system. The third period relates to China joining of global community and becoming one of the globalizations subjects. Medieval China was unusual and exotic; in XVIII century, Europe admired China as a Utopia (Ideal Country); the mass culture of second half of XIX and XX century used marginal practices for building the image of China. Currently, there are several channels that form the image of China abroad: political journalism in the mass media, Chinese studies as a research channel, mass culture, art and Chinese expatriate community abroad. China has lately been trying to pose itself in the internal and external global space. The main goal of China new image formation involves transfer of cultural values to the western population while retaining and strengthening them in the Chinese environment in order to prevent westernization of the Chinese culture. The authors come to conclusion that the major principles of forming the image of China are typical not only for China; primarily, they are defined by the principles of interaction between the West and their partners.

Dynamics of the world social development and accelerated socio-economic progress affect material and spiritual lives of the government and each person and puts forward a problem of lifelong learning. No matter what sphere is considered, what aspects of education and upbringing of a person are taken into account, the necessity to realize what formula should be followed “education for life” or “education through the life” appears. This necessity is revealed in expressing the opinion about the aspect of education as continuity when common social and cultural goals and their implementation are kept or changed. The core of educational policy is target strategic promotion in solving socio-cultural, financial and economic and managerial problems on the basis of rapid education.