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Introduction. The legislative introduction and modern application in broad academic practice of state standards of higher education indicates a fairly high level of formation of a culture of regulation of educational activities, which is relatively new for the domestic engineering school - the culture of standardization. This actualizes the problem of philosophical and pedagogical analysis of the genesis of the norm for the result of engineering training, represented by the education standard. Determining the phenomenological understanding of the norm of the result of engineering education allows us to establish the mechanism of its natural-historical prerequisites for its occurrence, as well as the patterns of functioning and development. Methodology. Analysis of the genesis of the norm of engineering education, in the aspect of standardization, involves highlighting the relationship “the origin, emergence of the norm - the required (desired) development of the application of the norm.” The norm of the result of engineering education is conventionally presented as a “line of intersection” of the technical sphere of production, the sphere of higher education and the social sphere. This approach ensures the identification of information and semantic forms of objectification of the norm of the result of engineering education, subject to standardization in the field of engineering education. Discussion. Identification of a phenomenological understanding of the norm of engineering education allows us to connect it with the positions of standardization of education, highlighting the features of the special, the individual and the universal. The epistemological basis of the difference between “norm” and “tradition” determines the need to differentiate the content of an educational standard, as an information carrier of a set of norms, through the formation of certain normative systems. The formation of standards for engineering education determines the composition of social needs and the technical and technological level of the specialized sphere of production. The severity of the feedback between the norm of engineering education and the production and social needs of the specialized sphere of production and society determines the design of educational standards based on scientific forecasting. Conclusion. Turning to the analysis of the genesis of the norm of the result of engineering education provides the opportunity for a scientifically based objectification of its structural composition, creating the prerequisites for the effective implementation of the educational standard.

Introduction. Currently, human creative development is becoming a key aspect not only for understanding the dynamics of economic, cultural and socio-historical processes, but also for identifying the connection of creative potential with human professional activity and determining the prospects for its further professional realization. Methodology. Philosophical views on the problem of creativity, on the study of various aspects of the “creative development” category, philosophical understanding of the creation and systematization of complex methods of training and creative development of students, the ratio of scientific views of philosophers of different periods and practitioners of design education, allowed us to talk about the cross-creative development of students. Discussion. Design, based on philosophical knowledge about cross-creativity, considers the importance of developing such an approach in design education and highlights the integration of various fields of knowledge and skills to create new and original ideas. Conclusion. Cross-creativity in design education contributes to the development of modern and creative approaches to design, as well as contributes to the creation of innovative and unique solutions, develops communication skills, the ability to cooperate and creative thinking among students and specialists in the field of design.

Introduction. When studying the categories of upbringing, it is necessary to have a certain support for the formation of a research design, the foundation of which will be the doctrine of categories. Its origins date back to the era of Ancient Greece and is based on the works of Aristotle, Plato, and Pythagoras. Significant contributions to the development of the doctrine were made by the works of I. Kant, G. F. G. Hegel, E. Husserl and others. The current state of philosophy demonstrates a decrease in interest in the problems of categories. However, the categories of upbringing were not studied. The purpose of the article: on the basis of research into the doctrine of categories, to identify strategic aspects of the socio-philosophical study of categories of upbringing. Methodology. The research methods used were general theoretical methods - analysis, synthesis and generalization method. Discussion. Based on the analysis of dictionary and encyclopedic literature, polysemy in the understanding of the category was revealed. The most common four positions in their understanding are identified. The development of ideas about the concept of “category” allows us to say that categories act as cognitive units that contribute to the transmission of the general content and meaning of phenomena and objects of the surrounding reality, with the prospect of their further specification and detail. Following A. N. Knigin, we will rely on the following properties of categories: a priori, objectivity and universality. When constructing a research design for categories of upbringing, it is important to rely on the possibility of solving a variety of scientific problems. Conclusion. The analysis of the current state of the doctrine of categories shows the ambiguity of understanding the concept of “category”, where four different meaningful constructs are distinguished. Categories have properties and functions that contribute to their deeper understanding in the concept of the teaching under study. Upbringing as an object of socio-philosophical research has not gained popularity among researchers. The category “upbringing” and its categorical apparatus remain a “blank spot” in the socio-philosophical system of knowledge. Their in-depth analysis is required to penetrate into the essence, meaning, content, in order to more productively implement target vectors in upbringing

Introduction. The problems of secondary orphanhood are evidence of the crisis states of the institution of the family. The complexity of child-parent relationships in foster families is due to the destruction of traditional imperatives and positive models of intrafamily interaction. Distortion of parental behavior, unpreparedness and/or inability to fulfill parental duties are the basic cause of social orphanhood. Of particular concern, due to the scaling of the negative experience of family communication and its transfer to their own families by an orphan child, is secondary orphanhood, defined as the object of this study. The methodological basis of the study was dialectical and systemic methods-approaches. The author explores the factors and consequences of secondary orphanhood, the mechanisms of their minimization. The object is studied from the standpoint of socio-philosophical and socio-psychological analysis, which make it possible to conduct a comprehensive study of the dynamics of child-parent relations in foster families. Discussion. Statistics of orphanage in the Irkutsk region are presented and analyzed. The dynamics of social orphanhood, its factors that do not lose relevance not only in the regional locus, but also in national practice are analyzed. Objective and subjective factors of the child’s admission to the family are considered. Among the negative consequences of secondary orphanhood, the author confers the greatest risks for subsequent adaptation, socialization and inculturation on the destructive emotional state of orphans, their bitterness, the outsider complex, a reduced psychological and emotional state, loss of confidence in the adult world, aggression in interaction, various deviations, including delinquent behavior. The importance of comprehensive training programs and support for host families, support for the educational cluster in minimizing the negative consequences of secondary orphanhood is justified. The conclusion fixes the author’s position on the growth of problems at the institute of the family, in the child-parental relations of destructive families and the actualization of the issues of resocialization of orphans in foster families. The author justifies the revitalization of comprehensive support for all participants in the socialization of a child in a foster family.

Introduction. The modern scientific and technological progress of biomedical technologies requires the development of new philosophical and methodological structures and models in the field of bioethics to explain human dignity. The need to comprehend new interpretations of human dignity is due to the transformation of the unique human nature, which is exposed to the latest technological artifacts. The problem is actualized by the insufficient interpretation of the concept of “dignity” from the point of view of classical humanistic, natural science and theological concepts, which in the ethical space do not care for each other. The methodology of critical rationalism and dialectics allows us to analyze modern scientific views on human dignity through the prism of bioethical principles and practical knowledge in the field of biotechnology. The analysis of humanistic, natural science and medical-social approaches allows us to determine the place of new interpretative approaches to understanding dignity in modern philosophy. Discussion. As a subject of scientific research, the human body is studied by a wide interdisciplinary range of scientific directions, which is an important guarantee of its comprehensive study. Biotechnologies, the scope of which extends both to the field of health conservation and activities to change/improve human characteristics, lead to the emergence of a new phenomenon “bioethical dignity”, integrating the components of the classical semantic content of dignity and the essential aspects of bioethics. The reasons for the segmentation of bioethical dignity into cognitive, genomic and genetic dignity are considered. Conclusion. Biotechnologies as modern methods of restoring and improving human nature have an impact on life values. That is why bioethics is rapidly gaining a unique place among the sources of formation of the content of the concept of human dignity.

Introduction. The emergence of new disciplines in the educational FSES always requires increased attention, especially in the context of the ongoing socio-cultural dynamics of Russian society, defined as a mental revolution. The process of changing worldviews is complex and multifaceted. The new “Fundamentals of Russian Statehoodˮ course for higher education is one of the launching pads for the formation of a new model of worldview, and this is not only a nationwide problem. This issue is embedded in the global geopolitical process and is influenced by many factors. Based on research, as a result of the first experience of working with this course, a socio-philosophical reflection on the image of the future of Russia in the value consciousness of Russian youth arose. Methodology. The reflection is based on the results of a pilot survey of students studying the “Fundamentals of Russian Statehoodˮ course, as well as observations obtained during the implementation of the program. Discussion. The paper defines the practical tasks of teaching the “Fundamentals of Russian Statehoodˮ course in the context of the mental revolution. The problems are identified, the realization of which occurs as a result of reflection on the first experience of working with a new course. According to the results of the survey of students, it was concluded that the teaching of this course has a number of methodological difficulties, but, most importantly, the presentation of the material should not turn into ideological agitation. Conclusion. The educational process is closely connected with the formation of ideological dominants that correlate with the existence of national identity. The study confirms that the implementation of the “Fundamentals of Russian Statehoodˮ course requires convincing patriotic theoretical and methodological approaches implemented within the framework of the spiritual self-determination of the younger generation.

Introduction. The work is devoted to the formation problem of the domestic civic identity of the students` consciousness and behavior in educational organizations, which is relevant for domestic socio-humanitarian knowledge and practical pedagogical activity. The presented socio-educational model “Identity Matrix” allows you to properly monitor the formation level of the respondent’s identity. The methodological basis of the study logic of all-Russian civic consciousness phenomenon is a systematic approach, according to which the subject under consideration is defined as an integral phenomenon with appropriate levels of organization and dynamics. Discussion. The article presents the socio-educational model “Identity Matrix”, the selection of structural and substantive elements of which is based on normative legal documents and scientific literature. The philosophical and educational aspect of the research is related to the practical application of the presented theoretical model to the daily practice of the school educational work. The research is proposed for the understanding by the scientific and pedagogical community of the “Identity Matrix” general structure with its division into modules, segments, blocks, concepts, each of which deserves a separate in-depth, including applied, research. Conclusion. The analytically distinguished value-semantic concepts and cultural-historical constants of identity phenomenon are selected from the relevant normative and legal documentation and scientific literature. They can be considered as “necessary” and “sufficient” for a comprehensive characterization of the identification formation of social life subject. The structural and substantive content of the questionnaire presented in the article in one of the blocks of the “matrix” gives an idea of a three-level evaluative understanding of research results, providing the possibility of their directed correction by a teacher in the course of educational activities in the educational organizations space. The presented results of the ongoing research may be of interest both in scientific and theoretical terms (for example, as a philosophical and methodological basis for the aspect understanding of common Russian civic identity) phenomenon and in practical terms, within the framework of teachers` specific educational activities in modern Russian educational organizations.

Introduction. One of the key texts that influenced the nature of the modern education system is the famous book “The Postmodern Conditionˮ by Jean-François Lyotard. The main means and result of transformation in the field of education is informatization. According to Lyotard, this process is associated with the legitimization of knowledge through efficiency, for the sake of which informatization is carried out. With the transfer of power to technology, education becomes an arena in which education is gradually replaced by information awareness and access to the network. Methodology. Understanding the phenomenon of informatization in the context of the education problem is determined by its interdisciplinary nature, raising issues in the field of such sciences as sociology, philosophy, cultural studies, psychology, which determines the selected approaches in the study of the material. In this case, the disclosure of this problem is based on a critical interpretation of the book by Jean-François Lyotard “The Postmodern Conditionˮ through commenting with elements of the hermeneutic method. Discussion. The process of informatization in the education field is often presented as total, not implying any exceptions. What are the conditions and significance of informatization? The efficiency of data circulation leads to the gradual displacement of the content that cannot be translated into the language of information. There is a phenomenon called by Lyotard, “shifting the boundaries of institutionsˮ, which manifests itself, in particular, in the phenomenon of decentralization and dispersion of education combined with entertainment processes. Such a combination, for example, in the same device, often does not allow students to allocate time and attention for a full-fledged lesson. Conclusion. Along with the increased demand for information technology in the education field over the past decades, there is some justified disappointment in information educational products. The output of the crisis in education is often seen in a return to the lost classical models of the Enlightenment, however, the talk should rather be about replenishing the future computerized forms of education with humanitarian content.

Introduction. Security issues are a hot topic on the agenda of the modern world. At the same time, educational institutions are objects of increased danger. Methodology. Based on a comparative analysis of educational materials published in the Russia and USA, an attempt was made to identify the differences in approaches and related problems of countering terrorist attacks on educational institutions and school shootings. Discussion. Measures to counteract these phenomena are included in the security structures of each society. The experience of states in combating terrorism and school shootings is reflected in educational materials. In Russia, the main emphasis is on actions in a situation of terrorist capture and identifying elements of extremism. In the materials published in the USA, more attention is paid to school shooting. In Russian materials, the algorithm of behavior became a set of the following actions: «keep calm - do not provoke - calm others - wait for liberation - do not interfere with the special operation». This algorithm is justified when an educational institution is seized by a well-organized group of terrorists, but can be the cause of large casualties in a school shooting situation, since it does not imply active resistance. In US educational publications, the basic algorithm of action during a school shooting is as follows: «Run. Hide. Fight». It is believed that it is impossible to predict the appearance of an active shooter at an early stage, so at the beginning of the attack, participants in the educational process must be ready to engage in confrontation with the shooter. In the US, a system of primary and secondary prevention of school shootings is used. Primary prevention is aimed at improving the school climate. The tasks of secondary prevention include identifying students who need intervention. These tasks are solved using school target prevention programs. Conclusions. Since school shootings are becoming a frequent phenomenon in Russia, the system of training participants in the educational process to counter such attacks should be adapted to local realities.

Introduction. School and university in the modern world are one of the significant social institutions where a person encounters ethnic diversity and realizes his/her own ethnic identity more deeply. One of the goals in the education system is to educate a person who understands his/her place in a multi-ethnic world, where the value of different ethnic cultures is equal. However, the full realization of this goal is not always possible. Methodology. The analysis of the difficulties that do not allow to fulfill the designated goal is made on the basis of the synthesis of the world-system analysis and P. Bourdieu’s theory of capitals. Examples of such synthesis in socio-humanitarianism by M. Demeter and R. H. Ortiz are given. Discussion. On the basis of consideration of the development strategies change from “struggle against exploitation” in the Soviet period to “struggle against exclusion” in the post-Soviet period, it is demonstrated how different forms of ethnic group capitals have been devalued in the peripheral regions of Russia. Emphasis is placed on the difficulties faced by the education system of peripheral ethnic regions in Russia, including lack of funding, the predominant orientation of the younger generation to cultural-symbolic patterns of consumption centers and devaluation of the traditional ethnic patterns value, educational inequality, insufficient channels of ethnicity broadcasting, and others. It is shown that the difficult situation of the ethnic region’s economies in the country and educational inequality are in contradiction with the high prestige of ethnic identity, indicated in educational strategies. Conclusion. It is concluded that underestimation of any form of capital (economic, social, cultural, symbolic) in the humanistic goals implementation of reproduction and preservation of ethnic diversity of the peoples in Russia, which are already assigned to the education system, may result in the ineffectiveness of the efforts spent.