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The purpose of the article is the analysis of the problems of humanization of legal education in modern pedagogical space of higher education institution. Now there is an urgent need of wide circulation of pedagogical innovations of humanization in student teaching in legal education. In the modern higher education, new requirements to the teacher are imposed. He/she has to have his/her own program of theoretical research in that field of knowledge which he/she distinguishes as a problem according to his/her interests and values. In order that in our universities there are brought up socially active citizens, lawyers having the developed legal professional consciousness, their training has to be active. It becomes active when the law student is able to engage his/her own inquisitiveness, the desire to find meaning in everything and is capable to use the achievements of scientists in various field of science as ways for further cognition. To stimulate the growth of the number of such citizens for the society of the present and future, we have to help the student to acquire the personal, own interest, to understand the personal importance of what he/she studies. The humanization of legal education is an important theoretical-methodological basis for the training of future lawyer.

The article considers the problem of alienation of the individual from the educational process. Formation of a social picture of the world and a set of values in the conditions of chaos of social space leads the person to the state of alienation from the current reality and from the environment he/she exists in. The problems of alienation involve all sectors of society, including the current state of education in our country and the world as a whole. Presently, there are a number of scientific studies on the concept of education, forms and content of education, educational crisis on the global scale. Very often, it is indicated there that the personality of a particular student is lost; he/she is alienated from many of these events, and from the learning process itself. The aim of the article is to identify the types and forms of personal alienation and to conduct a socio-philosophical analysis of the conditions of occurrence of personal forms of alienation that can cause the individual's alienation from the educational process. While conducting socio-philosophical analysis of problems with personal forms of alienation in the educational process, authors came to the conclusion that the alienation can be a source of social reality and cause certain changes in the social system. The main directions in solving the problem of personal alienation in the educational process can be the interaction of the psychological (subjective) and social (objective) factors that will determine the ways to overcome personal alienation. Ignoring one of these factors may cause obtaining a distorted picture of this phenomenon as a whole and lead to a wrong choice in searching the optimization strategies of the situation, which in turn can cause serious social consequences.

The article deals with the objectives of Russian education in the context of the transition from the productive to the post-productive society. The author focuses attention on the fact that this transition makes probable two scenarios of development of the genus Homo: the appearance of a subject open to creativity and the emergence of a «homo chewing». The first perspective is a real «anthropological revolution», because for the first time in history the person gets an opportunity to break free from the forces of «economic necessity» and become engaged in the implementation of internal motives. Realization of the second alternative will mean the descent of human being to the animal level. Thus, today the planetary community is in a state of bifurcation, when the future of the whole of humanity is being decided. Its fate depends, to a large extent, on the goal-setting performed by education. The author considers that in the interest of socio-cultural development of mankind is the appearance of homo creator, a person open to creativity, free from the consumer fetishism, experiencing pleasure from the very creative process. The system of values of homo creator should have a dual nature, combining the interests of the individual and society and recognizing that everyone has the right to freedom and self-realization. This type of person should have creative thinking, which is characterized by: a) the ability to produce new ideas and images, b) criticism, c) openness towards the accumulated human culture, d) the ability to perceive the habitual from an unexpected direction, e) capacity for dialogue. Based on the humanistic perspectives of the development of mankind, the author argues that the orientation of education to the formation of the «homo economicus» is incorrect. The adoption of such goal of education in Russia will lead to the formation of «rooting» in the social and cultural reality of the person, combining initiative and responsibility with a purely market assessment of any individual. However, if the Russian system of education is able to make homo creator a mass social type, Russia will gain a chance of not only saving its own otherness in the face of threats of “archaization” and (or) unification of its cultural spaces, but also becoming a social and cultural leader of the modern world. For the cultivation in Russia of «creative person», it is necessary: 1) free and accessible education which is focused not on the professional training but on the formation of creative personality, 2) creation of Open Knowledge networks (educational sites, digital libraries, associations of co-creators, discussion platforms etc.), 3) organization of incubators of «guides to the future».

The article presents the results of theoretical analysis and practical research of the problem of people's attitudes to their own health and life expectancy. The object of the study is the self-preservation behavior of youth as a factor of improvement of social adaptation to the conditions of modern Russian society. One of the objectives in the formation of adaptive behavior of students, according to the authors, is the use of the self-actualization technologies, the technologies of formation of communicative competences, reflexive technologies and the technologies of self-preservation behavior. The study of self-preservation behavior of students of higher educational institutions is based on studying the value-motivational structure of personality and the place of health in it. To determine the attitude of students to their own health problems, a study was conducted that showed the prevalence of students' passive attitude towards their own health, the presence of a self-destructive aspect in the self-preservation behavior, the prevalence of such form of the student leisure as spending time on the Internet, the decline of the indicators of wellbeing, activity and mood, lack of preventive work concerning the health care issues in the educational institution.

The issues of the essence, conditions and the features of formation of patriotism are of deep concern for the educational community, all Russian citizens. They care about possible scenarios and prospects of development of Russia, its destiny. They 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 of a real trend of the spiritual development of Russia? How this consolidation is interrelated with 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 for the formation of patriotic consciousness of the Russian youth? Whether does the current state of the Russian economy, politics, social and spiritual relationships weaken or strengthen the Fatherland and patriotism? What should be done in social reform, in the development of culture, reforming the upbringing-educational system for the revival and strengthening of Russian patriotism, love for the country, when the foundations of the former patriotism are partially or completely destroyed? This article is an attempt to answer these questions. It examines the state of formation of the modern Russian patriotism and its essence, the conditions for the 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 of patriotism analysis (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 depends on the state of Fatherland, its spiritual and ideological environment and educational-upbringing system.

The article analyses the activity of the Altay Spiritual mission in the history of the Altay people, its social work concerning the creation of schools, public education and enlightenment. It is claimed that education and upbringing of young generation became a resource of the development of the traditional society. Being actively involved in the process of Altai colonization, the Orthodox Church not only created the traditional social and institutional forms (ecclesiastical authorities, parishes and parish churches network), but also, as the main ideological instrument and guide of the state policy and Altai colonization, served the universal cultural functions: it took on the task of organizing the public education, regulated and sacralized the entire life of the congregation by introducing the Christian order in it, had an impact on the development of the artistic life, determining the direction of development of various forms of artistic creation (temple architecture). The Orthodox Christianity has had a tremendous influence on the formation of spiritual and moral life of the peoples of southern Siberia. A special role in the process of establishing a new worldview, adequate to modern conditions of development of the Altai peoples, were played by the events organized by the Altai spiritual mission. Missionaries introduced the aboriginal people to the health standards of everyday life, taught church and secular literacy to the children of both sexes and adults. One of the results of missionary activity was familiarizing people with reading books. The authors make a conclusion that education is decisive for realization of the socio-cultural tendencies and perspectives of the development of the Altay people.

The article is devoted to the interaction of politics and culture in the education of the III Reich. In the age of mass propaganda (the twentieth century), the Nazis used the technical possibilities for implantation into the consciousness of the young generation of Nazi Ideology. One of the innovative methods of education of the youth was the film industry. The specifics of film originally were due to: comprehensive coverage of recipients of propaganda, entertainment and intriguing storyline. At the same time, for the performance of the actors, in most cases, it has been veiled propaganda of certain values of Nazi ideology. First of all, the Minister of Propaganda and Public Education P.J. Goebbels pointed to the high potential of cinema to attract into the ranks of the Nazi movement the youth of the new formation. To implement an outreach program, a legal framework was developed, providing for the establishment of the Nazi cinema film materials and using for educational purposes in a variety of youth organizations (Hitlerjugend, DAF, BDM). Taking into account that cinema is such a popular and mass means of propaganda, the aim of our research is an analysis of a number of lines of content Nazi films addressed to the younger generation and encourage them to aggressive actions. To achieve the objective there were used: hermeneutic method, the method of analysis of documents and historical-genetic method. The study revealed the following: firstly, the Nazis organized special watching movies for the youth not only in the Reich, but outside (in the framework of aggressive policy of Nazi Germany in the occupied territories). At the same time, young people were given the role of organizers, which certainly gave a sense of belonging and self-worth in terms of political and cultural change. Secondly, storylines of Nazi films containd elements of Nazi ideology, reference examples of historical figures (Frederick II the Great, Karl Peters, Otto von Bismarck), as well as modern «ideal type» member of the Nazi movement (Herbert Norkus, Horst Wessel). Third, the younger generation reaction to Nazi movies, for the most part, was enthusiastic. This information is presented in the memories of witnesses and participants in the political events of 1930-1940 Nazi Germany. In general, we can say that an authoritarian educational system was introduced on a movie screen of III Reich, where young people learned to «weed out» the enemies of the Reich using aggressive methods of struggle, national exclusiveness of other folk culture.

The article looks at the ideas introduced by the philosopher G. V. Lobastov that reveal the essential perspective on the problems of formation of the human thinking capacity, and effectively - on the problems of education. Particularly important are the ideas of classical philosophy that describe the movement of reasonable form, ideas that are capable of transforming the learner in pursuit of reasonable forms of consciousness. The work pinpoints psychological logical foundations of human subjectivity, the problem of the subject of reasonable form and lays the boundary between rationality and insanity of the creative process. Philosophically analyzed, didactic and philosophical materials in the search for solutions to problems in education, in the search for reasonable form.

In the article, the author notes that, in the conditions of modern art-pedagogical education, the increasing relevance is being acquired by the system approach to teaching the academic drawing, which importance as the basic instrument of development of professional qualities of the graduate more and more increases. According to the author, the modern educational process in higher education institution should involve the use of innovative approaches to understanding of drawing as an integral multidimensional act, directed to the formation of system of thinking of students by the certain categories, allowing not only to intensify the process of development of the graphic literacy, but also to provide a possibility of creation of an expressive harmonious artistic image on the graphic plane. The variety of opportunities of creation of a form on the plane allows assuming that the introduction to the academic constructive-spatial drawing of the principles of harmonization of a form on the basis of use of regularities of a rhythm will allow attaining the necessary quality of training in the time-frame established by the curriculum. Thus, the process of mastering the academic drawing has to be conducted consistently with a clear understanding by the trainee of the character of viewing the nature which is based on the purposes and tasks of the concrete imaging process. The main attention has to be paid here to the formation of the ability to see nature according to the system of internal rhythmic connections, which generate the form of the model and define its position in space. Such approach in training in the academic drawing presupposes considering the structure of educational process as a set of its separate interconnected and interdependent pedagogical conditions, the qualitative characteristics of which give a basis for the use of resources of the means of harmonization in drawing. This technique of training in the academic drawing is accompanied by a complex of pedagogical influences fostering a creative nature of formation of the professional competence of the future artist-teacher.

The author focuses on the contradictions in the development of fine-arts, which is an integral part of modern culture of the postmodern in Russia and unchanged conservative requirements of academic disciplines. Academic art over the centuries has evolved in the search of perfect forms and proportions. The measure was the desire for beauty and harmony. Antiquity was perfect and ideal. The sublime beauty of the Renaissance was moral - the themes of artistic works were Biblical and Evangelical scenes. The Soviet system of art education, despite the ideological bias, did not contradict the centuries-old tendencies of development of culture and art in Russia. During practical sessions on the disciplines «Academic painting» and «Academic drawing», students learn the basics of realistic depiction of the surrounding world. The tasks of academic art and the requirements for jobs in these disciplines are in a certain contradiction with the trends of modern art. Over the past decades, watching the expositions art exhibitions, one can notice the ever decreasing number of works of art, executed in a realistic and academic manner. The trend of the modern art refusing the creation of an image and creating a new reality contradicts the tradition of the Russian fine arts. Estimating the tendencies of development of the modern fine arts, one cannot but notice the discrepancy in the formation of art preferences of future artists: in the assessment of studies and with the requirement to follow criteria of realistic art, the exhibition committees more and more often award pointless compositions and the criteria are indistinct. Diplomas have begun to be awarded for «works» which often cause only bewilderment and misunderstanding even among professional artists. Creation of a realistic image demands painful creative searches and great professional skills. It is important to encourage the youth to follow the Russian national traditions in the subsequent creative work. They need to understand what is a service to art which demands huge and daily work and what is a personal amateur creativity in which it is possible to be engaged without having art education.