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The article analyzes the relationship of philosophical views of Aristotle and modern scientific ideas about the universe. The author argues that the physical world is invisible transcendental «beginning» and that the Aristotelian model of the universe can be the basis for the formation of future science.

The accepted assumptions in the history of development of logical semantics on the basis of opposition of universalists and model-tradition traditions are investigated. Formation of model-theoretical approach in connection with a problem of a definability of semantic concepts is in detail lit. The role of the implicitly accepted by A. Tarsky comes compositionality principles to light, its role in receiving result about inexpressibleness of concept of truth of natural languages is characterized.

The article shows the limited value of the deductive-nomological formalization for the explanation and understanding of natural phenomena. The formalization uses theoretical laws of nature, which very often have the status of ceteris paribus laws. Сontemporary philosophy of science uses the conceptions of Cartwright, Morgan and de Regt as an alternative to Hempel’s formalization. Our research demonstrates the adequacy of these conceptions for the explanation the phenomena and understanding of used theories. These conceptions use models rather than laws, where the model is the result of synthesis of a modified theory and data representing the phenomena under study.

The modern stage of the science development is characterized by two opposing trends: specialization, leading to the differentiation of the methods and approaches, and unification or standardization of methods, making them more universal. The latest trend provides the opportunity to unify knowledge as universal techniques make it possible to use them more widely. The application is accompanied by the transfer of universal techniques in a wide range of ontological and epistemological assumptions that underlie these practices, which contributes to the development of a universal ontology of the physical picture of the world.

In the article are briefly shown the epistemological bases of cosmology, which became the first step toward the idea of the plurality of peaces and unification of fundamental physical theories. Thesis is based, that all studies in this region of cosmology rest originally on the ruling fundamental physical theories, and, first of all, to the general theory of relativity, which has several versions of the solution of its equations. But empirical data allow different theoretical interpretations of these solutions that it gives metaphysical nature to such ideas and makes with their object of philosophic methodological analysis. This fact is caused by the fact that they cannot be falsifitsirovany even in the case of the absence of mathematical and logical contradictions.

We analyze the integration of nature-compatibility and culturological approach in the creative activity of future designer on the basis of philosophical views. At the foundation of the concept we set the educational task of forming the worldview of the student; the methodology is realized in the projects of the student, the future designer. In the process of creative activity, the future designer begins to understand and realize the value of life and the meaning of the universe; he gives birth to ideas and methods of overcoming the split between technical civilization, spiritual culture and nature in the process of designing the environment. We present a system of rules in designing the picture of nature-compatibility and culturological approach in the creative activity of future designers. We reveal the essence of design as the «design of humaneness». According to the modern interpretation of the natural compatibility principle, upbringing should be based on the scientific understanding of the natural and social processes, should be harmonized with the general laws of development of nature and the human being.

The article focuses the attention of educators on one of possible innovative ways of modernization of the contemporary historical education. Historiography is a mandatory element of the content of historical education, including the totality of historical research related to any problem. So we need a professional review of the theoretical and empirical levels of historical knowledge to increase the competence of teachers in the field of epistemology. The authors analyze the impact of the philosophical trends in historical research. It is exactly a specific influence of philosophical and world-view schools on cognition, their impact on historical research through the choice of research priorities that determine the significance of theoretical and practical levels of the epistemology of history. The theoretical level, reflecting the connection between the contemporary historical cognition with the system of other scientific knowledge, explains the presence of controversial issues of history by the subject of research itself, by the multiplicity of «historical reality» in the context of the modern theory and practice of historical research. Historical cognition has a constructive character, but this construction is involuntarily and is determined by the «address» of the historian, characterizing a particular cognitive result of his/her work: - the individual context (the historian is not just a product of his/her time, he/she is a unique intersection of social and cultural traditions with the individual characteristics of the research activity); - the socio-cultural context (the historian in his/her research affects the reality under study, because he/she always perceive the past from the perspective of his/her time, in the light of contemporary social and cultural environment, having an inevitable impact on his/her research position and understanding of the events of the past). The pragmatic level of cognition of history is associated with the development of historical knowledge, which updating is influenced by the modern historiographical situation that leads to rethinking of «the phenomenon of disagreement between historians» concerning the controversial issues of the historical science under their study. The pragmatic level of cognition of history is also connected with the desire to improve the methodology of cognition of history. This leads to the necessity to address in the teaching the controversial issues of historical sciences: how do historians-professionals study the controversial issues interesting for them? what are the levels of their cognition and the selection criteria in the content of historical research? The proposed experience of the scientist-historian as a subject of cognition and the conclusions made by him/her can be discussed by a wide range of teachers in their own language, and, during its consideration and use in the teaching of controversial issues of the social-humanitarian science, there is preserved the value-semantic content of real life.

The article considers the issues of topicality for modern humanity and, especially, for Russia of the rational content of the Indo-Tibetan system of Buddhism - a critical philosophy that «empties» the realistic ontology and reveals the gnoseological roots of negative emotions and behavior, the philosophical education - the knowledge of the basic doctrines of Buddhism (the Four Noble Truths, the Rangtong doctrine of emptiness) and the methods of one-directional and analytical meditation used for achieving deep and stable positive changes of consciousness. The main idea is that the «internal» science of Buddhism which is founded on the theory of valid cognition due to Dignaga and Dharmakirti and, in general, on the Nalanda philosophical tradition is a theoretical basis of the path of gradual improvement of personality by means of various techniques which are ordered in a substantiated system and are practically effective. These knowledge and techniques have universal significance and application.

The author demonstrates the dynamics of the attitude of the expert community to the problem of adaptation and integration of migrants on the example of changes in the migration legislation of the Russian Federation, the emergence of new educational practices. In the article the problems and the prospects of educational space are presented as a part of interaction between the «newcomers», representatives of ethnic groups, and the «locals», the representatives of the host community, and are considered in two aspects. In the aspect of adult education we are talking about the need to improve the legal framework and practices of certification of foreign citizens to obtain a patent for work in Russia. In the aspect of the education of migrant children we are talking about the difficulties faced by the education system and groups of schools with the multinational structure of pupils. The presented material contains the findings of sociological research aimed at identifying the strategies of mutual adaptation of migrants and the host community.On the basis of analysis of the statistical data obtained from the survey of ethnic migrants from neighboring countries and representatives of the host community, several significant conclusions are made. In the sphere of interpersonal relations it is obvious that ethnic migrants are striving to reduce the distance with the host community, but the «locals» remain indifferent to their efforts. Eventually, adaptation measures are necessary to both parties: migrants and the host community. The activity of state structures (including FMS), aimed at the incorporation of immigrants from neighboring countries into the structure of Russian society, is insufficient. The efforts of scientific and pedagogical intelligentsia will not yield a positive result unless on the regional and municipal levels there are formed expert network undertaking ethnosocial monitoring. Besides, appropriate programs are necessary to facilitate the adaptation of children of different nationalities to the educational space, cooperation between the two categories of the population in the framework of territorial public self-awareness in the media, including in terms of the presentation of the objective criminal statistics, both about the ones which are committed by migrants and in relation to them. These measures should be implemented in a comprehensive manner and focused not only on migrants, but also on the host society.

As the title implies, the article describes the content of the concepts of imagology and artistic imagology. Also, the authors give a description of the concepts of travelogue and the most successful of them are indicated. The authors’ attention is given to the development of artistic imagology as a way of learning a foreign culture. This aspect is based on the example of L. Stern’s «Sentimental travel». This area is also complemented by the consideration of the travelogue of French Marquis Astolphe de Custine «Russia in 1839». The authors come to the conclusion that imagology reflected in the travelogues gives a visual perception of the people and the country, their culture and lifestyle.