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The paper declares that m odern conditions of market economy of Russia strongly influence the education. This deals especially with vocational training. Modern vocational schools are aimed at social support of students and their employment and not on gaining profit. The publication demonstrates this support by means of analyzing many years’ experience of Tomsk College of Social Technologiesin cooperation with the disabled students. The College builds socially active environment of increasing the quality of inclusive training and employment of this category of students. The environment is based on the development strategy and idea of the College as a centre of inclusive vocational training. This implies development of College in the following aspects: Effective organizational and pedagogical conditions;New mechanisms of organization resources for inclusive training;Comfortable conditions for self-realization of students.Many years’ experience of the College shows that disabled students need supporting in professional and social adaptation. Therefore, the author developed a concept of formation of socially active environment aimed at improving the quality of inclusive vocational training for Tomsk College of Social Technologies. The author considers the quality of education in respect to implementation of compulsory curriculum and elective courses based on cooperation with the members of labour market. As a result of accumulating the experience in education, the College developed the modern and innovative model of social support of the students, which is aimed at their successful social adaptation to the profession and professional environment. The social support is carried out by means of students’ participation in social projects, programmes and promotions.

The main topics of the article are the place and role of science and education in the global systemic crisis, caused by the mankind entering into a new era. The strategies for the development of civilization have to be changed from the extensive to intensive ones. It requires a radical improvement of intelligence. The type of intelligence formed from antiquity is focused linearization of thinking, writing and speech, the predominance of analysis over synthesis, material and power paradigm in the formation of the world view, disagreement of the semantic and mathematical methods for organizing knowledge and advanced development of automation of calculations in comparison with the automation of reasoning. The XXI century is characterized by stagnation of science and education, reduced creativity, growing bureaucratization of institutions, which lose their role of actors, generating human and social technologies. New Intellectual Technologies could help to solve this set of problems. Experiences of their creation are based on the Categorical System Methodology, the Theory of Dynamic Information Systems. New Intellectual Technologies are characterized by the visualized determined ways of constructing Categorical Schemes. There are four types of operations to work on Categorical Schemes: 1) categorization of the subject area; 2) the formation on the basis of categories of a directed graph of the class of Dynamic Information Systems; 3) defining a process of information functioning on Dynamic Information Systems; 4) the construction of a simulation model. The possibility is considered to implement new Intellectual Technologies already at the level of categorization and the construction of the digraph (operations 1, 2). The example shows how one can obtain significant heuristic effects when working on the selection of keywords relative to existing material. The transition to communications is the next level in the development of new Intellectual Technologies. On the basis of the Theory of Dynamic Information Systems, we developed an organizational-business game, Insafing. It provides a combination of fundamental theoretical framework with the ability to organize intellectual communication in the development of any scientific, educational themes of the project. The article describes the methodology of Insafing, as well as the opportunities for its practical usage in the aspects of research, training, design. The conclusion is made about the prospects of work on creation and introduction of new Intellectual Technologies with the formation of a synthetic world view, which is based on unification of philosophy, physics and mathematics. It will provide favorable prospects for the mankind entering a new era.

The paper presents a possible approach to philosophical understanding of modern educational space and its transition to a new level. The author turns to the problem of transformation of the classical educational system, its adaptation to innovative process in the system of distance education. For better practical understanding of the trends in the modern educational space and training quality, it is necessary to understand its essence, regularities and perspectives, to recognize its role, meaning and origin in the human development. To solve this problem, we need to use a social-philosophical approach. The social-philosophical analysis of pedagogical activities and education shows us the strong dependence between educational development and the development of a new information society. The main idea is based on the fact that the modern model of education depends on info-communicational forms of education (distance education). The social-philosophical analysis of theory and praxis in the field of distance education represents its undoubted integration in the development of the modern human society. Philosophical understanding of the modern trends of informatization of modern educational space shows the close relationship between the development of modern education and the development of information and communication technologies in today's society.

Globalization has significantly influenced the management model of the Russian higher education institutions, and not only of those universities that participate in the TOP-100 program. As a standard of management model of higher education institution it is currently used a model accepted in a large corporations. In many ways, it is justified because this approach has proven effectiveness within the global economy. At the same time, the implementation of such an approach raises a number of contradictory tendencies. As a positive trend we consider a gradual withdrawal from the elections of Rectors. As a negative trend we consider the increasing of the control over the universities by the Ministry of Education and Science, as well as a significant diminishment of the role of the Academic council of the university and the loss of faculty autonomy. Education and science in general have an international character, but in every country there is also a national specifics. Analyzing the management problems we presume that every management model is «placed» in the current culture and history of each country. Education in general and, first of all, the higher education can be one of the factors of the consolidation and the development of contemporary Russian society. Education can be an universal value and a landmark for the development of the country. We are justifying the thesis that for the more effective management of the education system it is necessary to turn back to Russian and Soviet practice and re-edify the Ministry of Education with the strong commitment to the issues of secondary education.

The article discusses the role and place of links in the natural-science picture of the world. It is found that the vectors of hierarchies of the inter-disciplinary connections in the structure of the worldview and in the content of the training material providing the formation of the students' worldview have opposite directions. The internal and external links not only provide connectivity of educational information of different disciplines of the natural-science, mathematical and social-economic cycles, but also contribute to the development of a holistic scientific picture of the world. The problem of determining the place of individual subjects in the education system, identifying the logical connections between basic and special disciplines, coordination and continuity in the presentation of educational material, methodological analysis of it - this problem is of a paramount importance for the effective implementation of intra- and inter-disciplinary links, whose contribution to the formation of scientific outlook cannot be overestimated. The development of a mechanism of using in the educational process of the intra- and inter-disciplinary links having a hierarchical structure is not only a task of practicing teachers, but also is of great methodological significance. The importance is revealed of the inter-disciplinary links in the joint mission of formation of a coherent scientific picture of the world. The modeling of these acquires a scientific character if it possesses a quantitative description. Analysis of the content of physical education, forms, methods and teaching processes carried out on the basis of studying the intra- and inter-disciplinary links cannot be complete if it is not supplemented with quantitative calculations. After all, it is exactly such an analysis that will enable to start the construction of an integrated science-based learning technology.

This paper analyzes the concepts of «criterion» and «symptom» in the works of Ludwig Wittgenstein. The author discusses the theories of symptom and criterion set out in the «Blue Book», «Philosophical remarks» and «Philosophical Investigations». The author draws attention to the fact that in «Philosophical Remarks» Wittgenstein’s concepts of «symptom» and «criterion» were influenced by verificationism. The author also notes that the late Wittgenstein was convinced that the difference between criterion and symptom is vague, imprecise. The author analyzes the interpretation of the concept of identity both in the middle period of Wittgenstein’s career and in the later period. The author concludes that during the period of Wittgenstein’s philosophical activity we can observe a gradual convergence of the concept of «symptom» to the concept of «criterion» in the background of resolute rejection of the classical epistemological approach that distinguishes and isolates the subject from the object of cognition.

The experience of theoretical comprehension of the problems of training of highly qualified personnel in higher education of the country forces to address more often to the concept of «quality of education». To a certain degree, this concept has begun to play a key role in solving the topical problems of the domestic education. The purpose of the article is to find an explicate criterion, which allows differentiating between what to be considered qualitative and what, quantitative, and determining a dividing side between them. The authors sought to expand the connection between the methodological potential of the concept of «quality of education» and the parameters of educational process that first need a strict and concrete measurement and transferring this measurement into estimation points. As the criterion allowing estimating the quality of education, we chose the programs of specialist training in which the main «foundation» of educational service is laid. Having carried out the analysis of the external and internal models used for assessing the quality of programs of specialist training, the authors developed a personified assessment model using as a basis the state standard GOST R 52113-2003 «Services to the population. Quality indicators». For an educational complex, as one of types of the educational organization, application of this standard is possible because it renders a complex of educational services which are realized within the programs of training specialists, regulated by the federal state educational standards. According to the structure of the standard and a number of normative documents, we constructed a tree of quality indicators which allowed observing interrelations of all its elements and formed the basis of a model of determining the quality of programs of specialist training. Transferring of the qualitative evaluation of the corresponding criteria of the model to a quantitative component was achieved using the technique of assessment «Determining the quality level of the programs of specialist training». Thus, the quality indicators of the obtained model act as the objects for measurement. The use of these innovative tools, which presuppose using the model «The Quality Tree of the Programs of Specialist Training», allows analyzing and revealing the weak points and making timely and competent management decisions.

The ideas about education as a way to translating knowledge cannot meet the challenges of modernity, because the methodological principles and practical didactic forms, methods and means are more consistent with the paradigm of classical and non-classical rationality, while the post-non-classical reality puts forward different goals and priorities. The authors theoretically justify the need for introduction into the categorical apparatus of modern social and humanitarian knowledge of the concept of «fractal pedagogy», which will allow integrating the scientific and social-humanitarian understanding of the person as a multidimensional phenomenon, to justify the choice of means providing revealing the actual and potential possibilities and the self-realization of the person. This article conceptualizes the ideas of fractal pedagogy within the noumenal mentality; for the first time the concept of «fractal pedagogy» is defined, its basic principles are examined, the historical retrospective of the evolutionary transformation of man from the standpoint of the theory of fractals are given. The authors summarize that the subject of the post-industrial society will be not a homo economicus, which is characteristic for the era of industrialism and whose inherent qualities are purpose-oriented rationality, the desire to minimize costs with a maximum results, etc., but a homo creator, a «creative person», who constructs different social relationships and their own identity, who aspires to «be» rather than «to have» (to realize the internal potential, instead of moving in the direction imposed by the external social environment). According to the authors, one of the kinds of homo creator is a «health-creative» person focused on the effective use, preservation and development of his/her own natural potential, motivated toward achieving physical and psychological comfort. Thus, the modern person is a complex self-organizing fractal, transforming the world and integrating within him/herself various derivative fractals: «intelligent person, which produces labor tools», «playing person», «a person of high technologies in the sphere of manufacturing, management and training», «a person of high humanitarian technologies», «homo economicus», «a creative person» and «health-creative person».

At present a new ideology of education development is being formed in pedagogy. The basis of this ideology is the world level of cultural development strengthening globalization processes. Taking into account the idea of the dialogue of culture, the importance is placed on the mechanism of cultural selection, which is a peaceful borrowing of progressive experience of different countries. To realize this task it is necessary to philosophically digest cross-culturalness, which will allow painless entrance of this phenomenon into the educational process of the Russian Federation’s higher education. The paper presents a brief review of some theories of cultural development of society (circle development, cultural pluralism, humanistic theories of personality, theory of local civilizations) emphasizing the dialogue merging into the polylogue of cultures. At the end of the XXth century the idea of universalization of world cultures was being actively discussed. This idea results from the theory of the equality of cultures of nations not only in a separate country but in the whole world. Such a thought reasonably worried the UNESCO ideologists, who stressed that the process of universalization of all cultures would lead to global stagnation. Today the aim of cooperation of nations can be defined as saving cultural diversity in the process of multi-faceted activity within the bounds of the polylogue of cultures with due regard for the principle of cross-culturalness. The author understands the principle of cross-culturalness as realization, acceptance and taking account of peculiarities of interworking cultures by participants of this interaction process. One should also follow the principle of cross-culturalness in the sphere of global education fulfilling the two main functions: formation of social basics of a person and formation of social community. The phenomenon of cross-culturalness has brought into existence the cross-cultural approach to the analysis of diverse processes initiated and progressing in different social layers, in the sphere of education in the first place. The characteristics of the cross-cultural approach in education are the following: polylogue of cultures; moral value of knowledge; interdisciplinary approach to teaching; upbringing teaching of culture. Formation of cross-cultural literacy of an individual is one of the most important tasks of polycultural education under modern context. To solve this task, the higher education institution should pay special attention to creating tolerant educational environment. At the same time, maintaining one’s own cultural identity is the criteria of a polycultural personality. One refers humanity, civic consciousness, cross-cultural literacy, communication culture and self-identity of a person to the traits of a holistic polycultural personality. Building a polycultural personality on the basis of the cross-cultural approach in education is a complex and multi-level but topical and necessary process under modern context of globalization.

The article examines the problem of the essence of holistic knowledge and philosophical outlook of the students in various periods of their life: from childhood to youth, and further transforming into adulthood; the world outlook of the person and society at different stages of development. Some analogies are drawn between philosophizing of children and adults. There is indicated an important role of philosophy of education in determining the socio-cultural aspects of the formation of philosophical outlook in terms of the information age of the XXI century. An analysis of the problem of formation of philosophical outlook with the help-means of pedagogical tools has revealed the specifics of approaches to education in the cultures of the West and Russia, in connection with which we can draw the following conclusion: there is no need (and it is even dangerous) to recklessly accept the other-culture’s Bologna postulates of education, which are foreign to our culture, the Russian mentality and Russian real living conditions of people in the beginning of the XXI century. Understanding of the social and cultural specifics of education in the modern world, especially in solving the problems of forming a holistic outlook of the person, does not lead to isolation of educational cultures, but, quite the contrary, can be of great help on the way to cooperation in the sphere of education with flexible interaction and mutual enrichment of cultures of Russia, the West and the East.