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The provisional regulation of 1898 on peasant and indigenous officials was implemented in Siberia in 1898-1917. The attempts to apply the law in the northern territory of Asian part of Russia, were rejected by the government. The analysis of service records proves that 35,5 % of peasant officials in the governorates of Western Siberia were from commoners, in Irkutsk - 65 %, in Eniseysk - 68 %, in Transbaikal area - 96 %. The officials holding university degrees comprised 32 % in Western Siberia, and 25 % in Eastern Siberia. The peasant officials owned neither immovable nor acquired property. According to the Table of ranks 50 % of the peasant officials held ranks from the 14 to 8. The peasant officials’ average salary was 1500 rubles in Western Siberia and 2000 rubles in Transbaikal area. 91 % of them were Christians. There was a high turnover among the peasant officials in Siberia. Their subordinate areas differed in size. Prior to their appointment to the new position they were engaged in a wide range of professional activities (from military and police officers to medical attendants and teachers), or did not have any profession at all. The work of peasant officials was characterized by abuse of position, corruption, and forced conversion of non-Russians to Christianity. In 1912 a program of examinations was introduced for the candidates running for the post of peasant official. This program had been developed for the purpose of improving the “qualitative composition” of the newly appointed officials. It was not implemented because of the First World War. Even under these circumstances the government took measures to improve the qualitative composition of the peasant officials, exempting them from military service etc. However all these attempts were unsuccessful. By 1917 the share of nobles among the Siberian peasant officials had not only failed to increase but actually decreased. The number of Orthodox officials reduced as well. The number of officials with higher education remained at the same level as in 1914. After the fall of the monarchy the situation radically changed. On July 29, 1917 the Provisional government decided to abolish the institution of peasant officials.

The article analyzes problems of agrarian and economic history of the USSR in the second half of the 1960s - the first half of the 1980s that have been insufficiently addressed by prior research. These issues are related to the government’s attempts to increase the productivity of farms by limiting policy diktat in planning production and procurement as well as by increasing investments in agricultural sector. Based on the materials of Western Siberia, the author proves the thesis that mechanisms of economic incentives and improving welfare of the state and collective farms in the second half of the 1960s contributed to the recovery of agricultural production; while strengthening of administrative and tax diktat against the farms in the early 1970s led to the subsequent decline in the industry’s development and to a crisis in the agricultural sector in the early 1980s. The crisis of 1980-1982 accompanied by a decrease in production and in volume of public procurement was considerably complicated by the unfavorable weather conditions, however, its main cause lay in imbalance of economic mechanism and actual bankruptcy of the majority of agricultural enterprises. The Food Program adopted at the Plenary Session of the Central Committee of the CPSCU in May, 1982 was aimed at solving the aggravated food problem. It provided the implementation of complex measures to improve the farmers’ well-being, to expand residential and community construction, to improve health and consumer services in rural areas. The government restructured debts of agricultural enterprises and raised the purchasing prices. Since the beginning of implementation of the Food Program, the situation in the agricultural sector stabilized. Agriculture in Western Siberia in the second half of the eleventh five-year plan was increasingly dynamic.

Comparative analysis of development of agro-industrial complex in the post-perestroika period in Russia and Belarus shows that during the period of socioeconomic reforms the agriculture in these countries have gone through several stages of its development and had its own particular characteristics. The specificity of sustainable development of agriculture and the entire agro-industrial complex of Russia and Belarus can be attributed to the growing influence of globalization, Russia’s accession to the WTO, and challenges of the Western world. This leads to increased competition between domestic and foreign farmers, degradation of the internal market. The use of a systematic approach with elements of historical and logical analysis allows to identify the main trends of development of AIC of Russia and Belarus. Crucial domestic actors, intensely affecting the sustainable development of agriculture in Russia and Belarus are agricultural policy, mixed economy, human capital of the village. Diversity in agro-industrial complex develops in a different way, suggesting the existence of human resources capable of working in conditions of economy in transition, the intensive development of the production base and technology. The adjustment of the state’s agrarian policy leads to differentiation of socio-economic space, which is a space for interaction between government and society. The diversity and multidirectional character of changes in socio-economic and political behavior of the villagers makes it necessary to refine and update the theoretical and empirical knowledge of the evolution of socio-economic and political conditions of life of the rural society. Relevance of the study of development of agriculture and rural society is determined by the fact that the problem of rural development under socioeconomic transformations in contemporary Russia and Belarus, and challenges posed by Western countries in the form of international sanctions, is of strategic importance in the context of food security.

The article presents the results of the study concerning the activities of the Assembly of People of Kazakhstan over the last 20 years, from 1995 to 2015. The article emphasizes the relevance of creation of this civil society organization; considers prospects for its development; historical dynamics of development of its political and legal status. It comprehensively reflects the role of the President of Kazakhstan N.A. Nazarbayev in the formation and functioning of the Assembly as an institution of nationwide unity. The author stresses that the purpose of the Assembly is to ensure inter-ethnic harmony in the country in order to form Kazakh civil identity and a competitive nation on the basis of the Kazakhstan patriotism, civic, spiritual and cultural unity of the peoples of Kazakhstan where the Kazakh people should play a unifying role. It provides an evaluation of the Assembly’s significant positions in harmonization of international relations, successful implementation of Kazakhstan’s model of interethnic tolerance, peace and social harmony. Mutual respect and equality of all Kazakhstan citizens, regardless of their nationality and religion, the steady strengthening of social harmony and harmonization of inter-ethnic relations have always been and continue to be the key priorities of the state policy. The Assembly of People of Kazakhstan plays a leading role in socio-cultural processes as a link between the civil society and the state. This type of corporativity and responsibility of the state and civil society, which emerged in Kazakhstan in the sphere of inter-ethnic relations, has become a unique phenomenon in the history of modern civilization. This is evidenced by the scope and content, multidimensional nature of social, historical and cultural activities regularly carried out by the Assembly. Experience and prospects of Kazakhstan People’s Assembly activities have significant potential for use in international practice.Thus, the Assembly of People of Kazakhstan represents a synthesis of the state policy and civil society organizations aimed at strengthening a tolerant civil society and social harmony.

The ancient paideia is treated in this article as a source of modern pedagogical anthropology. The author relies in his research on the fundamental work «Paideia. Die Formung des griechischen Menschen» by Walter Jaeger. The main attention is paid to the principles of formation of the person’s character in Plato’s dialogues, where education of the individual was treated as the main task of the entire life.

The article is devoted to the problem of searching for a development paradigm of a new system of pedagogy. The article considers the main features of the new pedagogy, which include the continuity of the ancient forms of educational systems, as well as the qualities of mobility, self-tuning, transformation, cognitivity, stability and so on. Creating new pedagogical concepts is very topical; it involves understanding on the philosophical level of the shortcomings of the existing educational system, determining the root causes of the threat-carrying phenomena, and the producing of another paradigm, which should include the foundations of new pedagogical approaches and technologies. It should be taken into account that the formation of a pedagogy of the third millennium should start with the creation of a philosophy of the third millennium, a philosophy of the new pedagogy. The task of the pedagogy of the third millennium is the upbringing of the generations that have a new type of worldview, based on the paradigm of crisis-free, evolutionary, sustainable and harmonious development of human civilization. At the basis of the new worldview should be the understanding that human being is not the king of nature, but only a part of a harmonious cosmic habitat of infinite number of species of living beings, equally interested in the preservation of the Universe and life on the Earth.

In the conditions of complex systemic society transformations, the Russian universities face new challenges that are connected with the necessity of organizational transformation for their integration into the world scientific-educational community. The relations between a university and its environment are characterized by the increasing asymmetry between the requirements of this environment and the university’s abilities to respond to them. Under the influence of growing and crossing pressure of challenges, the universities have to change their curriculum and faculty, and also to modernize their material resources and equipment: in the conditions of post-industrial society, not only technology transference and knowledge translation are required of the universities but also production of the advanced scientific knowledge. In such conditions, the traditional approaches to organization and practice of university education can no longer allow adequately reacting to the constantly changing requirements of the society. As a result, competitiveness of the Russian universities at the global scientific-educational market decreases: in the system of the world ratings, our universities’ positions are far from the desired. The conducted analysis of the development of the American universities that are at the highest lines in the world ratings helped us to point out the key factors that fundamentally influenced on the success of the scientific knowledge production, its translation and commercialization in the era of complex social-cultural transformations. On the basis of the carried out analysis, it is concluded that the Russian university which is oriented towards the increase of its competitiveness among the leading world scientific-educational centers, and, consequently, towards inclusion into the world ratings has to be more autonomous and to interact closely with the Academy of Science, because fundamentally the systems of fundamental knowledge production in Russia and in the USA are different from the beginning. Such approach helps to react adequately to new challenges of the society, providing high mobility of the research corpus, professorial staff and studentship between different areas of knowledge, various educational bodies and scientific-research institutions that may have a positive effect both on the system of new scientific staff training and on the process of fundamental knowledge reproduction in general.

The questions of the essence, conditions and specifics of formation of patriotism concern the education community, all Russian citizens, who worry about possible scenarios and prospects of development of Russia, its destiny. These issues are increasingly being discussed in the case studies of expert communities; they attract the attention of the elite, the highest echelons of power. The patriotic consolidation of recent years «around the flag» - is it an illusion or a real trend of the spiritual development of Russia? How is this consolidation related to the anti-Westernism and economic crisis, the fall in living standards? The Western Russophobia and the anti-Western sentiments in Russia - are they mobilizing or destroying factors in the formation of patriotic consciousness of the Russian youth? The state of the Russian economy, politics, social and spiritual relationships - whether it weakens or strengthens the Fatherland and patriotism? What social reform, changes in the cultural sphere, educational and educational system are needed for the revival and strengthening of Russian patriotism, love for the country, when the foundations of the former patriotism have been partially or completely destroyed? This article is an attempt to answer these questions. It considers the essence of the modern Russian patriotism, the conditions of formation and revival of patriotic consciousness of the people in Russia. It is shown that Russian patriotism has a qualitatively new content, including traditional and innovative features. The starting point for the analysis of patriotism (as the unity of patriotic consciousness and action at the individual and social, psychological and ideological levels) is the fundamental position that the quality and effectiveness of patriotic consciousness depend on the state of the Fatherland, its spiritual and ideological sphere and the education-upbringing system.

Contemporary world social processes acquire growing dynamics. Under such conditions, the importance is increasing of the social-legal processes and political-legal management of the society, hence the importance of social management control. In the present article, the authors place an emphasis on the problem of the control of Federal Justice administration which is one of the factors of the increasing of quality of laws and, as a consequence, the improvement of the quality of life of society. The significance of the supervision of federal laws implementation by the Parliament of the Russian Federation is studied in the article. It is pointed out that the Constitution of the Russian Federation is a strong basis for that. In the adopted Federal Law «On Parliamentary Control», the formulated forms of control collectively and in a generalized sense set forth everything that has already been covered in special legislative acts. As a topical issue, we identify such negative factor as plethora of laws on introducing amendments to current laws. Sometimes they completely depreciate legislative act, i.e. the executor of the law acquires a psychological attitude of non-obligatory nature of law enforcement. This fact naturally negatively influences the quality of state-legal life, the standards of living of the society members. According to the authors, one of the reasons for insufficient organization level of control of laws enforcement is the absence of special training of public servants providing the support for the activity of both the deputies of state legislative power bodies of federal and regional levels and of municipal deputies. The attention is payed to the fact that this problem requires not only applied but also theoretical interpretation. However, it is impossible to achieve this during the practical activity. Thus a scientific-educational aspect is necessary in the system of legal personnel training. Hence, the given problem rises to the level of innovations in legal education. For a start, the author suggests to organize a special course on the given problem and, in the longer term, to introduce a separate specialization. In addition, specific step-by-step measures to implement the control function of the Federal Assembly of the Russian Federation are suggested by the authors.

The article discusses various methodological approaches to the content of modern education in the context of new standards. Different points of view on this issue are considered. The author's analysis of the Federal State Educational Standards (FSES) and the model program on the subject of «Technology», created on their basis, as well as personal participation in the development of content of the innovative training programs for the teachers of technology in the aspect of new requirements of FSES for general education and their implementation in Magnitogorsk, the experience of communication with the teachers, a joint analysis of the situation and the official documents, as well as the author’s own practical teaching experience in this area have allowed presenting a synthesis in this article devoted to the characteristics and possibilities of use in the practice of organizational and technological content and structuring components of any educational subject. A particular attention is paid to the understanding of the structure of the training course on the subject of «Technology» which determines the future strategy for the ways of its development and diagnostics. The proposed structure of the levels of subject competence development allows “programming” the whole process of learning so as to consistently and systematically organize the study of large volumes of information, and, which is the most valuable, implement a complex system of development of the «personal potential». The article reveals, in considerable detail, the topic planning for the «Technology» subject, based on the integration of the content of the educational material of the course as a system of contextual problems that contribute to the integrated use of the systematic knowledge from various fields of science. The author notes that the proposed combination of sections in the framework of introduction of innovative teaching methods allows fulfilling several requirements of the Federal Standards without losing the quality of education: such integration within the same topic allows achieving both intersubject project interaction of several teachers, combining all aspects of the practical and theoretical activities, and organizing extra-curricular educational activity for the students of one teacher, solving the problem of motivation to study the subject. Thus, such methodical organization of the training process has continually evolving nature, which corresponds to the requirements of modern education: the student independently adjusts the pace and the quality of his/her training, understands the limits of his/her capabilities, thus demonstrating creativity and realizing reflection.