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The philosophy of management is a new field of philosophical knowledge of the applied character, having two foundations: the «novelty» and «practical applicability», which play both negative and positive roles. On one hand, this situation provides numerous opportunities for the study of some problems of management, and, on the other, adds a kind of uncertainty into the research field. The third difficulty and, at the same time, a positive factor, having the heuristic character, is the experience of implementation in the educational process. A way out of this situation is the consideration of the management philosophy through the prism of anthropological, epistemological and ethical foundations. The results of consideration of the anthropological, gnoseological and ethical foundations of the management philosophy lead to the following conclusions: 1) it is necessary to introduce the philosophy of management into the educational process, because its function is the humanization of management that can be achieved with the help of methodological tools of philosophical anthropology; 2) the «management philosophy» as philosophy itself, is situated in an interdisciplinary field that allows it to make generalized conclusions and find the necessary relationships with different areas of knowledge; 3) the gnoseological foundations of the theory of management are in the field of decision-making, risks and uncertainties, which involves the use of not only of logic as a branch of philosophical knowledge, but also the exact sciences; 4) when considering the ethical foundations, one should understand that ethics is a field of philosophical knowledge, which studies morality and ethics, allowing a deeper understanding of the processes of human relationships which, in turn, cannot be reduced only to the consumer or pragmatic actions.

The article presents an analysis, from the standpoint of the philosophy of education, of the dialectical transformation of medical knowledge in the system of Russian medical education, including modern innovation processes. There are revealed the milestone in the development of domestic medical education due to social transformations occurring in the country. There are identified the main characteristics of the paradigm of medical education. There are analyzed the innovation processes in the medical knowledge in the early XXI century in terms of the concept of quality education.

The article is devoted to the study of social practices that enable the continuity of constantly changing constructed nations in the environment of free access to varied cultural markers in the modern world. The author observes these processes on the case of state language education. The education is employed by elites as a means of code unification to broadcast the collective narrative effectively. The development of a language into a code used for education and official documents produces language practices that an individual utilizes in social communication. These language practices are considerably predetermined by the principle of belonging that characterizes a given society. In the modern world the field of possible social experiences is unprecedentedly wide compared to any preceding epochs, and state language education becomes one of the means to provide some common social experience for a wide range of members of a national community who do not physically interact with each other. As national identities exist as dynamic comparison of identification and self-identification by an individual, we may describe the role of state language education as continuous supply of situations that evoke this comparison. The concept of a multiethnic civic national community is based on the assumption that linguistic personalities are changeable. State language education as a process transforms the linguistic identity of an individual through encouraging the individual to perceive his/her linguistic identity in a more meaningful and symbolically marked way. The system of teaching the state language also promotes similarity of cultural markers for members of one political community.

The systemic crisis, which took place in Russia at the turn of the century, led to a complete change of axiological reference points that have changed the direction of the education system development. Consequently, there arose methodological and ontological problems related to the new social role of knowledge, which ceased to be only the prerogative of the scientific production, since their use is now seen as strengthening the capacity of the society to practical action. The contradictions in today's education system are developing, their essence is deepening; there is no coordination interaction between them. Bringing together these contradictions is possible only on the basis of a deep philosophical analysis that allows creating a system of social development in the changed socio-cultural conditions. A special role of the education system lies in the production and dissemination of knowledge and information: the need to update the personal and professional competence requires constant training and restructuring the education institutions to meet the requirements of the cognitive dynamics of society, whereas the organization and content of education presupposes the activation of innovative technologies. Unfortunately, today the domestic higher education system, for the most part, produces not the highly qualified professionals ready to work in new conditions of the changing society, but the graduates with a diploma; although the demand for highly qualified personnel remains quite high. In times of crisis, the change of priorities of the development of modern education in general is possible due to changes in axiological reference points associated with the formation of socially adaptive person capable not only of «replicating and copying» the gained knowledge, but also of creating and developing new knowledge, able to actively participate in social life and change it, while being focused on self-reproduction, self-preservation and self-development of the society as such. Such an education system with the changed axiological priorities can be the basis of the emerging knowledge society.

In this article the authors analyze the problem the modern system of upbringing, which form the values of the young generation of the Russian society. The authors tried to answer the question: to what extent the formation of the value reference points of the modern system of upbringing helps or hinders the further development of the country? The search for the spiritual foundations of modern Russia brings to the problem of value changes correlated with the processes of globalization. Globalization, the essential basis of which is the information revolution, has a decisive influence on all states and, in particular, Russia. In the globalization processes, we can observed, on one hand, the cross-cultural interaction and interpenetration of economies, but, on the other hand, the society experiences spiritual crisis, artificial imposing of other values, concepts, the projects ignoring national traditions, strengthening of religious fundamentalism etc. Therefore, the Russian political and public forces are facing an urgent problem of rehabilitation of the discourse on values and, respectively, on the upbringing system. Raising the question about the values which ​​should be cultivated by the modern system of upbringing in the Russian society for its further successful development, it is necessary to take into account, first, the realism of the system of values: if a system of values ​​does not reflect the reality, but is just declarative, then it will simply not be believed. Second, Western culture is inherently dehumanizing, it forms the basic values ​​of neoliberalism: the lack of spirituality, selfishness, success and profit at all costs, brutality and aggression in the relationships between people, which eventually leads to the destruction of the national public consciousness. The author concludes that it is necessary to convey to the younger generations the role of these anti-values, because it is impossible to get rid of the expansion of Western culture; it is necessary to preserve the traditional cultural and spiritual values ​​and very accurately combine them with innovations (positive achievements of the West); we must remember the traditional values ​​of the East and be very prudent.

The paper deals with science as a social institution that can exist and develop only in a society the fundamental values of which are compatible with its values. It analyzes materials on the history of Russian science in the second half of the 19th century. The attention is focused on the formation of national science in close connection with the educational system. It is shown how the cultural climate and value system was changing with regard to science and education in the public mind of the period. The paper discusses the role of universities in the organization of science in the post-reform era, changes in the «women’s issue», and the participation of society in the emergence of non-state higher educational institutions. It is concluded that the Russian university of the 19th century is to a large extent characterized by distinctive features of the classical Humboldt University with its ideal of «pure science». It is suggested that the abandonment of the ideals of classical university so ingrained in the minds of scientists and educators is presumably the reason why the reforms in modern education are perceived as painful.

The paper discusses the issues of meaning-related values of domestic education in the light of the development strategy «Kazakhstan-2050». It is noted that the changes in education are inextricably linked to the processes taking place in the socio-political and economic life of the world community, when the world's leading trend becomes the globalization of social and cultural processes. It is shown in the paper that the meaning-related values of the domestic education should become the values that have stood the test of time. These include independence, national unity, peace and harmony in the Kazakhstan society, secular society and high spirituality, common history, culture and language. The authors suggest: to overcome the meaning-related and value-related disorientation of the person of the transitional society (such as the Republic of Kazakhstan), we should turn to the history of domestic education philosophy, which ontological basis is culture. It is known that culture is a way of providing, organizing and improving the activity of humanity, which is necessarily reproduced by the passing generations. The core of culture is constituted by the universal human values, humanistic ideals as well as the historically established ways of their perceiving and attaining. Being a universal phenomenon, culture is perceived, mastered and reproduced by each person individually, conditioning his/her personal growth.

The article is devoted to the presently topical subject of formation of value orientations of Russian education in the context of sustainable development and strengthening of the influence of pragmatism. The idea is substantiated of preservation of national traditions of education, while taking into account the best experience of pedagogics of pragmatism. In article there are analyzed the purposes of upbringing of the student’s personality on the basis of educational standards, whose achievement is a condition of effective reforming of Russian education. It is shown that scientific discussion concerning preservation of national identity in higher education integrates new understanding of the limits of cultural imitation. The author focuses attention on the historical roots of the Russian professional education, humanistic orientation and formation of the integral personality. Besides, there is considered in the article the significance of ancient philosophy, within which the West European culture and pragmatism were gradually formed. An analysis of the views of researchers on the essence of the paradigm of education is carried out in the article. It is shown that the practical orientation of education, the connections between theory and practice are reflected in the didactic principles of pedagogy. However, focusing only on studying the sciences that are useful to profession with reducing the humanistic role of education is not typical for the national education system, because it depreciates the cultural values which have always been the foundation of society. On the basis of studying the present educational paradigms in philosophy and pedagogics, a conclusion is made about aspiration of domestic scientists and teachers to search for the best concept of training and development of youth. The ideas of pragmatic education can be considered as a means of strengthening of interaction of cultures in the field of sustainable development. In conclusion, the significance is noted of the considered problem for determining the future development of education, taking into account the objectives of entering the world educational space, when the best choice is the traditional classical education system and a modern interpretation of pragmatism.

The purpose of the article is to analyze the issues related to the resistance to terrorism. The issues are considered of the choice of forms and methods of struggling with modern terrorism. As a strategy to overcome it, it is proposed to use the soft-power methods. The author believes that the fight against terrorism should focus more on prevention, through a balanced system of public education, by influencing the degree of aggressiveness in society and thereby reducing the level of terrorism threat. The most important component of the strategy of fighting terrorism is the modern pedagogical, educational daily activity aimed at restructuring the public consciousness by providing a positive impact on the basic value orientations and attitudes of young generation. In modern Russian pedagogy one of the main vectors of development is the formation and development of intercultural tolerance in the personality structure of the student. Tolerance is seen as a way to counter extremism and terrorism among the youth. It is necessary to bring up tolerance, to form humanistic value orientations, the ability to compromise, to harmonize positions instead of confrontation as a means of imposing one’s own interests. We should actively form a social and state system of upbringing with the emphasis on the formation of the personality of a young Russian, citizen and patriot of the homeland. Today, it is required a comprehensive prevention of social consequences of terrorism, introduction of a specialized program for the prevention of social consequences of terrorism focused on improving the quality of life of the population, including a set of measures aimed at the formation of worldview based on humanistic values. At the present stage of development, the potential of Russian education should be fully utilized for the consolidation of society, preservation of an integrated socio-cultural space of the country, overcoming of ethnic tensions and social conflicts.

The article analyzes the results of domestic research in the field of psychology and pedagogy, on the basis of which one can make a conclusion about the role of visual cognition of the world that allows enhancing pupils' thinking and forming successful experience of self-exploration of reality through practical work in the field of fine arts. The basis justifying presence of the fine arts at school is its educational developing component allowing not only the development of skills of perception of professional art, passive contemplation and explanation of the considered plots, but also the development of intellectual and emotional-creative potential which becomes more mature already at an early stage of learning. The purposes of training can be defined by a content-related factor allowing estimating the importance of this or that training material; which, in turn, allows judging whether it is necessary to include the material into the program of a basic or an elective course, or it is necessary to exclude it completely from the program, to determine the level of studying and to plan the levels of mastering the material. The author indicated that, for the adequate scientific organization of the training process, the teacher needs good knowledge of not only the theoretical bases in the field of fine arts and the technique of their teaching, but also the psychologically justified regularities of the training process, the features of formation of knowledge, formation of abilities, skills, specifics of the development of thinking. Organizing training in the fine arts, it is necessary to pay attention to the psychological features of the pupils, determining the content of the subject. The understanding of the essence and structure of what is represented requires from the pupils the ability to carry out cogitative operations of modeling, abstraction, etc., which determines creative and artistic-esthetic thinking which is formed in the course of training and develops as the pupils move into adulthood. It is noted that one of important incentives of cognition of the new in the educational process is interest, using which it is possible to develop intellectual activity, memory, imagination, attention and concentration. The interest of pupils to a subject domain is successfully used in the formation of moral and strong-willed qualities and the development of the personality as a whole.