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Before your next issue of "Professional Education in the Modern World." This room is in a complex social, including educational and scientific realities, the essence of which is not even a transformation, and the breaking of the traditional bases of the Russian science and Russian education. This break-up, combining the positive and negative aspects, has deep and widespread social consequences, not only on the internal mechanism of the interaction of science-society-education, but also specific individuals and groups representing the scientific and educational community.

This article analyzes the consciousness and activities of social phenomenon of globalization. The problem research assumes limits and dead ends in the education system and the outlook of society, which are considered at the same time as the opportunities for the further development of mankind in the globalization era. The methodological basis of the research is the dialectic approach, which considers the consciousness-activities in the context of social phenomena as dynamic, complex and evolving process, where education plays the role of adaptive human mechanism in the system of socio-cultural values, responding to the challenges of our time in a time of crisis. The crisis of consciousness implies breaking links amongthe elements of the cultural-historical complex and the complex mind-activity making preconditions for new quality of society and the education system.The leading role of consciousnessin human history in the stabilization and crisis periodsis explained scientifically. The author indicates that transfer to general society where education transfers cultural values and is revealed as an institute, which builds active human personality able to solve the modern tasks and accumulates cultural and professional competence is provided by means of cognition of the nature and mechanisms of consciousness.The research results in the crisis approach where students’ education and training should be carried out in respect to crisis competence of the academic staff and students in educational,cultural, communicative, and business environment. The author regards crisis thinking of students and teachers as a criteria to estimate efficiency of crisis competence. Crisis thinking of students and academic staff allows to perceive the outside world infavorable terms and to reflect in respect to dominant social worldview.

Professional ethics is treated as a part of all mankind output, and its teaching turns out to be an important element of preparation for taking part in culture. The society, in its own interest is interested in the level of moral qualifications, especially of those professional groups which protect values integrating culture. Our home prepares us to function in typical social situations but it does not teach us how to deal with performing professional roles. Therefore, deontology has been distinguished from ethics, the branch that deals with the sphere of human obligations at performing specific social and professional roles. The rules of deontology do not always have to be formalized in the form of ethical code. Some special requirements set to representatives of some professional groups result from the fact that they are constantly in “the service of the whole society”. For these reasons having professional ethics is a kind of distinction for a profession, and therefore an evidence of social trust. Enduing a given profession with the mandate of social trust indicates therefore the necessity of constant care about the level of duties’ fulfillment by all employees. People who perform a given occupation are also responsible for transfer and consolidation of rules of professional deontology among people preparing to a profession. The author indicates that for the reason of general consent to functioning of such ethics, in practice there is usually adopted a solution assuming that they are taught in the course of apprenticeship. This is the easiest and most effective solution.

The article deals with the issues on finance, economy of education and management of higher institution in respect to the changes in the regulations of higher institution activityat the education market, as well as applying of new requirements which regulate further training, qualifications and labour market requirements.

Philosophy of Education as a philosophical reflection of the educational process, reveals questions about the impact of education on the personality, society, thus determining the strategy of education. Today there is a sufficient number of studies related to the philosophical aspects of human existence in the educational space. However, Max Scheler concept is considered to be not investigated enough until now. Therefore, the subject of investigation is reviewed as anthropological foundation of education in the philosophy of Max Scheler. The philosophical concept of Max Scheler education is developed in respect to the philosophical anthropology and ontology of a thinker. Scheler assumes the anthropological basis of education in contemporary culture is freedom, by which he understands spontaneity spiritual center in a man. The concept of spirit is the foundation of ontology and metaphysics of Max Scheler. The author adheres to the Scheler's concept of a man and reveals the nature of education, kinds of knowledge that make up the educational process, as well as the meaning and purpose of education. The paper considers Max Scheler anthropological foundation of education as an attempt of strategic planning in the educational process throughout a person's spiritual and personal development. Applying the Scheler's, concept of «warm-hearted developed man», the author contrasts education as a fact of modern culture and the idea of ​​an educated person, the person having «learned ignorance», according to Scheler. The author considers the concept of personality as a result of the educational process on the basis of monotheistic personalistic methodology. The publication reveals that the problem of anthropologic approach in philosophy of education needs investigating, revealing the conceptual fundamentals of personalistic anthropology. and complementing personalistic methodology in education with modern ideas of phenomenology and hermeneutics.

The author specifies the tendencies of the modern society development, which are globalization, integration, internationalization and demographic instability. The tendencies require from a man, who lives in a fast changing world, an ability to find and make independent decisions, to take responsibility for the actions, to apply the necessary competences in the professional area for increasing own competitiveness. The paper pays attention to the necessity of developing lifelong learning, which is formulated and fixed in the National educational doctrine of the Russian Federation up to 2025, Concepts of long-term socioeconomic development of the Russian Federation up to 2020, and Concepts of the Federal law ”On education in the Russian Federation”, where necessity of conditions for “participation in lifelong learning” is specified and emphasized. Education is one of the social substructures and, therefore, it is considered as a social institution. The content of lifelong learning is a factor of society and its transfer from one stage to another one. Development and functioning of lifelong learning is determined by economic, political, social, cultural and other factors and conditions of the society. Generally, education is defined as formation of man in the image and likeness. The sources of the concept “education” go back to the early Middle Ages, they are connected with the concept “image”. Beginning with the Renaissance, when a man became a value, education has been considered as a way of a man’s self-development. Education combines teaching and up-bringing (self-education) as internalization of social values (standards, rules, traditions and commandments), shared by all its members. The connection of teaching and up-bringing is inseparable. “Both teaching and up-bringing are unbreakable, - L. N. Tolstoy pointed out, - it is impossible to bring up without imparting knowledge, and all the knowledge has upbringing influence” [1, p. 109]. Education (being, managed from outside by self-education, otherwise, by building the image of “I”) can be considered in three interrelated aspects, which assume educational system, educational process, and individual or collective result of the process (if we speak about the education of a concrete person, his/her accomplishments).

This article investigates the characteristics of meaningful social identity of an individual in terms of higher education; reveals its structure and analyzes the functional blocks which are basic, personal and professional one. The research explains that various functional blocks of social identity are activated at different levels and forms of education according to the age characteristics of students. The full-time students demonstrate activating of the basic block; the students of correspondence courses and PhD-students demonstrate activating of professional and personal ones. The author specifies the dominant professional types of the students trained in higher institutions. The research is significant due to applying of the research results in politics, education, business and management. In particular, they can be applied in social and psychological forecasting, development of psychotherapeutic practice, increasing effectiveness of training professionals in new social-economic conditions. The data represented can be applied in the educational process, as they supplement and specify the sections of social, educational and aged psychology.

The paper is aimed at analyzing the problem of education as factor of humanization of society; it reveals the criterion of humanity and humanization of social development. The author supposes it is necessary to consider humanism as a value of a person; this is a valuable core of the Russian cultural tradition. The Russian philosophical thought is deeply humanic as it focuses on a person. his happiness, sense of his life and objective reality. The Russian philosophers as Berdyaev N., Florensky P., Karelin A. criticized humanism for being the basis of European civilization. Otherwise, the Russian philosophy objected to the Soviet character of European humanism, its Eurocentrism and anthropocentrism as it became a contradiction to the nature of Christian Russian philosophy. Humanism in its global meaning is a proclamation of human inherent value that makes a valuable core of Russian cultural tradition. The modern pedagogical space concentrates on the global crisis and necessity to search for society with humanistic focus. This search results in the educational system as two components of “Humanistic triad” i.e. science and art appeared in problematic situation. The educational system had been unchangeable for a long time and responded to the social challenges. However, the latest reforms demonstrate the weakness of attempts to change the educational system by means of liberal rationalization tradition. The paper reveals the main tendencies in education and its development, which can appear to be the instrument of Russian society humanization.

The paper explains the trends of modern development of international economy by means of transformation of institutional processes dominated by educational and scientific components. Herewith, sustainable postcrisis development of national and regional academic systems performs as a paradigm building innovative economy regardless unstable environment. The system updating of education becomes an essential background for rapid economic growth and social development, national security and well-being due to the fact that receiving higher education remains one of the most important human value, key factor of social justice and political stability. At the same time the institutional transformations in national economy, their efficiency and substantive content require practically further major changes in all the branches and local entities. These reforms should focus on making favourable conditions for building efficient innovative institutions and outlooks for national education system at all the levels. The authors consider institutional environment for transformation of the practice-oriented scientific areas, business and education areas to be the important step in protecting the internal infrastructure. Building the institutional models of regional education integration assumes applying the system approach where newly built integrated structure is rendered as a social institution and characterized by the composition, structure, objectives, functions, internal and external limiting bounds, definite inputs and outputs. The authors review the regional educational clusters as an obligatory prerequisite for successful functioning of the regional education system and the regional educational market allowing not only to strengthen co-operative-integrative ties but also coordinating the work of developing branches of the regional economy as a whole.

The paper reveals the importance of applying and introducing environmental fundamentals into the curriculum of prospective engineers’ training by means of revealing the influence of machinery technologies onto the environment. The author demonstrates the examples of man-made impact onto the agricultural background which can be applied in the curriculum of engineers’ training. The data represents research and industrial experiments taking into account agricultural environmental response to the technology of chemicals applying. The publication explains the impact of microbiological environment in the soil when applying general technologies. The author enumerates microbiological indexes demonstrating changes in quality of agrogenic soil and characterizing phytosanitary condition of cultivated soil and its ability to phytopathogenic self-purification. The article reveals the main principles of environmental fundamentals in training prospective specialists in engineering science and recommends the ways of reducing technogenic burden.