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The relevance of the article is due to a wide range of problems, which are at the heart of the social transformation brought about by globalization and the domination of information technologies, because traditional education in its version of «Western civilization», corresponding to a model of unsustainable development, is one of the most inertial-conservative systems. In recent decades, education in its global dimension no longer satisfies the needs of social life as it continues to transmit the knowledge of the industrial-consumer society, bringing closer an anthropo-ecological global catastrophe. The author focuses attention on the fact that presently the content, goals and objectives of world education is increasingly lagging behind the global trends in the information society. However, the unity of mankind can be reduced to the leading constants of human existence and can be regarded as an unchangeable state, outside history. Today, into place of the states of uniform majority there come multicultural states, i.e. the states of various minorities (social, cultural, ethnic, religious and other), which protect the historical traditions and preserve the ethnic-cultural pluralism. It is important to emphasize that the educational system cannot and should not be a value-neutral: if it does not form constructive value-semantic and socio-cultural mindsets, the vacuum is filled by spontaneously arising, often destructive life orientations. This fact cannot be ignored, because it is exactly on the powerful historical basis that the education of the East has always been founded. In this regard, strengthening the social-humanitarian component of the educational system is one of the ways of preserving by the society its humanitarian potential and ensuring decent future. It is exactly the Eurasian vector of development of education that includes the domestic standards not only in the social-philosophical understanding.

The article examines the problems associated with the peculiarities of formation of regional stability in the socio-economic terms. The author carries out a social-philosophical analysis of the specificities of development of a stability system in the region. This is of particular importance in the context of globalization, which is transforming the regional economy in many ways. The paper shows that regional stability has its own specifics in Russia and may become a viable alternative to the negative trends in the globalization tendencies of our time. The author emphasizes that regionalism is not a chaotic self-determination of societies, their own laws work there. Unfortunately, the current situation in the society contributes to the emergence of a crowd rather than the creative development of the personality. Our consumer civilization generates a threat of total depersonalization and dehumanization of the human being. According to the author, the concept of regionalization acquires a special scientific clarity and richness of the concept of regionalization acquires in the works of those scholars who connect real globalization processes with the information stage of modern scientific and technological revolution and its real influence on the development of the world economy. In this regard, the current stage of regionalization may be called transnationalization (by analogy with internationalization), but which is building over it, a new and higher sphere of the human historical existence. The author concludes that the real prospects for the sustained global-regional world order are associated with the dialectical approach to contemporary international processes. The stability of regions is provided by the impossibility of reducing the diverse social life to a common socio-cultural type, conditioned by own methods of production and reproduction of social life. The crisis of ideology of globalism is a predictable phenomenon, since it is based on the neglect of history, mentality and traditions of a great part of humanity, because its policy is based on the consumer principle of development.

The relevance of studying the social-philosophical features of the of information control of the global world of information management is due to the formation of fundamentally new, essential, necessary and sufficient characteristics of social evolution, which are fundamentally different from the ones existing earlier and recognized as universal. The author shows that an important factor, shaping the modern management system, is the computer orientation of the society’s information culture, that informatization of the society will be a dominant component of the development of civilization at the stage of building the global information society. The problem of the modern world order is that global power is not limited by any form of state, including the power over the states themselves. Globalism acts as the opposition of the minority of people which has reached the highest mobility to the inert majority. The problem of management of the international community which is becoming more and more chaotic is aggravated by the fact that in modern conditions the nation-state has ceased to be the only subject of international relations. The socio-informational component is firstly reflected in the variety of direct and inverse system connections in the process of integrated civilized development of the community; secondly, in the circulation of the systemic information flows, and most importantly, in the organization and management of the assimilation of the dosages of needed information to achieve the development of the individual, family, work collective, community in time, space and at different levels of the state and social system.

The article focuses on the security of educational space in modern geopolitical conditions. The article considers the influence of the macro-social processes on the victimization-related changes in modern society. The purpose of the article is to analyze the interaction between geopolitics and global studies, as well as their impact on the education system in Russia. The article presents an analysis of the main changes associated with the transformation of modern society, reveals the victimization-related impact of globalization on modern education, the specificity of expansion of foreign norms and values exhibited by the hegemon and their impact on the modernization of education taking place in Russia. Qualitative changes in the Russian education system, leading to the need to modernize the system, are indicated. The risks and threats associated with geopolitical processes that lead to a breach of security of the educational environment and its victimization are identified. Specific characteristics and needs of modern society, determining the model of development of Russian education with taking into account security issues are indicated. The basic regularities of the geopolitical influence and its consequences on the basis of the specifics and location of a state, as well as the basic trends in the field of education are revealed. The effects of collision between two global macro processes which victimize the social environments are described. Some basic statements are formulated, based on which it is possible to describe the current state of the processes of the educational space victimization and to find ways to reduce victimization. We consider the effects of macro-social processes, including changes in the functioning of the higher mental functions of the human being, his/her mental characteristics and communications structure. Attention is paid to the phenomenon of intellectual passivity, which lies in the foundation of the structural changes related to victimization.

The article examines the difference in the degree of ethnic and Russian identity of the young people choosing professions in the field of culture and industry. We determine the influence of some factors - family, gender, traditions, interethnic mindsets - on the formation of ethnic (Russian) identity of the future masters of Russian culture: schoolchildren, students of secondary special and higher educational institutions of Novosibirsk, which are intending to work in the field of culture and art. In particular, we note that among Russian youth the ethnic nihilism is most clearly manifested among those choosing professions in the field of art and culture, whereas it is least manifested among the youth choosing the professions of industrial sphere. Meanwhile, if we proceed from the concept of culture as the soul of the people, then in the conditions of multinational Russia involved in the process of globalization, the trend of decreasing the ethnic self-consciousness of the Russians, and especially of the culture professionals who are called to form and develop the Russian identity, is highly undesirable in the aspect of national security. The expediency is justified of realization of the interdisciplinary research project «the Concept of ethno-national educational and cultural policy in Russia in the conditions of globalization», an important part of which is the issue of Russian culture and Russian education.

The modern world has become multiethnic and multicultural due to several reasons: the globaliza-tion processes, intensive migration flows, mixture of languages, cultures, interethnic marriages, informa-tional opportunities and mass-media - all these markers of the present day have led to the fact that there are practically no states with a uniform ethnic composition and cultural code. Nevertheless, modern re-searchers discuss a certain renaissance of ethnicity during the last decades of the past and present centu-ries. These differently directed tendencies are revealed, on one side, in the desire and intention of individual ethnical groups and their representatives to reproduce ethnical and cultural peculiarities, traditions, and, on the other side, the interethnic disagreements, clashes and the appearance of extremist movements are based on the same appeals. In the present article, an analysis is carried out of the named tendencies and also the role of educa-tion is substantiated in leveling the negative processes during interaction between representatives of dif-ferent ethnical groups and cultures. In reality, the multicultural education faces the problem of formation of the person, capable of active and effective life activity in the polyethnic, polycultural society, the person having a feeling of understanding and respect toward other cultures, a skill of living in peace and harmony with the people of different nationalities, races and faiths. It is concluded that education can adequately respond to these chal-lenges. To achieve it, we need to actively participate in the processes of modern generation’s adaptation to multiethnic surrounding; to build positive attitude towards cultural differences and the ability to integrate; to foster upbringing in a way of tolerance, equal interethnic communication; to promote awareness of positive values of ethnic and national culture; to foster conscious attitude and positive acceptance of one’s own history and respect towards history and culture of other ethnicities; to form of one’s own positive ethnical identity.

The relevance of the article is conditioned by the fact that the modern infor-mation technologies have fundamentally changed the relationship between the sub-jects of the educational process, due to the expansion of educational space, whereas the digital divide creates a tension in the society, which is especially evident at the level of the educational system. Presently, the Western variant of social development is being imposed around the world as an exemplar, where the quality of the education received is determined, first of all, by the developed skills and abilities for solving applied problems. On this road the domestic education system faces the new challenges and dangers. The fact is that new value-related social realities pose new requirements to the upbringing of the specialist: new personality traits are needed for success. The guarantees of social security of the individual in the modern education system are based on the level of social relations. The author shows that the problem of social security of the individual in the modern education system is also due to separation from the local contexts of social practices, which naturally leads to gradual alienation of other social practices too from their historical roots. The study of the problem of social security of the individual in modern educa-tion allows concluding that the person trying to engage in social creativity outside of spiritual and cultural development, solely within the framework of social engineering is doomed to reproduction or destruction. Beyond the spiritual culture the person cannot become a true subject and an actual participant of social creativity. Outside of spiritual culture, he/she will always remain only an object for manipulation, doomed to increasing social alienation and, ultimately, degradation and death.

The article describes the features of implementation of the politics of memory in the system of the domestic education in different historical periods in the life of Russian society. The education system is presented as an important subject of the politics of memory, the role of which is amplified in the periods of spiritual crisis and the loss of national-cultural identity. The historical features are revealed of the politics of memory in the formation of the monarchical, Soviet and modern Russia. The modern objectives of education related to the formation of a new politics of memory are defined. In the conditions of formation of a new politics of memory and the clashes of traditions and innovations in this process, the education values can be a factor of their harmonization and further co-development. The traditional values and the new ones, resulted from socio-cultural changes, find common grounds in education being directed by the idea of perfection of the human being and society. The presence of a unifying idea distinguishes education from the ideological ambiguity that characterizes modern politics. Thus, the role of education seems important in the modern politics of memory. The modern politics of memory must proceed from the understanding of education as a sphere, embodying the socio-cultural unity and asserting the idea of historical and cultural unity of the Russian people by the entire strength of pedagogical influence. Philosophy of education, the entire complex of sciences about education acquire the status of a theoretical foundation of the modern politics of memory. Their role in the selection of historical-cultural information, in the development of value priorities, models and forms of collective remembrance must be regarded as an organic part of solving the problem of recreation a nationally oriented politics of memory, reflecting the interests of contemporary Russian society.

In the article, the author considers the personality of Lenin and the influence of his activity on the humanity from the standpoint of pedagogy. The author comes to a conclusion that Lenin for domestic education is an experience which was historically lived and was dearly-bought by humanity, a special world of the set goals and the ways to achieve them, which allows to see how difficult and sometimes tragic it is to solve the problems put forward by life and how great is the responsibility of everyone who takes on responsibility to lead people.

The article is devoted to the ontological level of the phenomenon of "education" that generates the development prospects and a cultural core of the society life. As a prerequisite for the research, M. Heidegger’s propositions have been taken regarding the ontological grounds of modern education and the association of its understanding with the Greek thought. Based on the analysis of the ancient episteme of activity (i.e., the system of ideas about forms and ways of knowledge usage), the principles are explicated, which define the ontological horizon of modern education development. The area of multi-sector system of education is shown, which is becoming today a recipient and bearer of these principles. The methodological basis of the conducted research is the hermeneutic study of primary sources of antiquity: the writings by Xenophon, Plato, and Aristotle, the results of which are projected onto the modern educational situation. The principles of the antique tέχνη (techne, Latin) are used as ontological components of this projection: correlation of knowledge with the world of real objects, combination of theoretical understanding of arts with practice, value mediation of activities through the attitude to truth, creativity of activities. Based on the analysis of the antique techne concept, the opportunities are revealed of the advanced understanding of the teaching and cognition technologization. The prospects of the development of a paradigmatically-differentiated system of modern education as a location of the cognitive-cultural diversity generation are considered. The characteristic of the activity episteme of a research education locus is given, the initial ideas of which were articulated in the writings of I. Kant, W. Humboldt, K. Jaspers. It is shown that in research education, the academic technologism becomes a meta-notion, which relies on: a) a complex instrumental-temporal structure of interrelated cognitive methods and techniques of teaching based on academic operationalization of research; b) a complex of open science-cognitive problems developed at different stages of learning; c) specific configurations of creative and discursive sides of an educational cognitive action, dynamics of socio-cognitive growth and problem-cognitive personality trajectories; d) an educational infrastructure and collectives «producing» knowledge. Here the academic technologism becomes scientific-innovational. With this, the episteme of research education is characterized through the principles of ancient techne, as follows: 1) research education transfers disciplinary knowledge into the world of real objects, which imposes on them the condition of authenticity, which means that cognition takes the road of truth; 2) technologization of acquired knowledge occurs, i.e. the knowledge becomes able to be implemented as an activity in specialized contexts and to impart the sociocultural objectifying sense to educational practices, and in addition, the empirical activity acquires its theory; 3) cognition gets its justification in the value dimension, both as a productive activity producing «things» useful for the world and as an internal, creative personality growth; 4) education turns into creativity in the sense of generating new knowledge and its integrating into reality, i.e. it becomes an act of innovation for a cognizing subject.