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In the conditions of formation of media-pedagogy, media-upbringing begins to identify itself. In the foreign literature it is presented as a scientific discipline concerned with the issues of upbringing in the context of media, which aims to help the younger generation to better adapt to the world of media-culture, to master the language of media, to learn how to analyze the media texts. The purpose of the article is to identify the characteristics of the space of media-upbringing and of media-upbringing as new directions in the philosophy of education and pedagogy. The content of the article reveals the problems associated with the formation of media-upbringing, provides a concept of media, and considers the need of classification of the media instruments in upbringing. Modern media, which include all media (press, cinema, TV, internet resources) are working today on the formation of the consumer type of personality, which inevitably leads to a number of problems: unreliability (or direct distortion) of the real facts; ideologization/commercialization of media; low ethical level with the destruction of the moral and cultural norms of behaviors and vocabulary. Such a state of media and the media space requires an appropriate control from the part of the state, and from the educational institutions. Therefore, the issues of identity formation of the younger generation in the conditions of media space are becoming more and more relevant, and the research of the tool for their solution, media-upbringing, a social order of the society. Currently in the media-pedagogy there is still lacking a unified for all countries terminology. As a rule, not only scientific schools, but some individual scientists suggest various formulations of such key notions as «media education», «media culture», «media literacy» and finally «media-upbringing». The diversity of approaches in the treatment of these concepts is related to the fact that the role of mass media, the methodology of constructing the spaces of media-upbringing and the mechanisms of action of media and technology in shaping the personality are still in their infancy. Therefore there is an urgent need for philosophical understanding of the situation, as a result of which there will be clarified, first of all, the new spiritual directions which improve the effectiveness of upbringing. An important role in this process is played by the use of the new possibilities offered by media and technologies, the study of the contemporary media-upbringing space and the concept of «media-upbringing».

The article is devoted to a topical problem of today: the condition of the biosphere and the perspectives of future existence of the Homo sapiens species. The formation of a new strategy in the relationship between humans and nature, the development of a new concept of education are the duty of not only scientists but also philosophers. Humanity today faces a global change related to ecology, demography, education, medicine, nuclear safety, life support resources. The relationship between nature and society, the impact of scientific and technological progress, irreversible environmental changes affect humanity and every human being. The development of nature, as well as the development of society, proved to be extremely unstable. The very future of humanity is at stake. Humans have become hostages to their own scientific and technological power. The concern about the consequences of scientific and technological progress is common for physicists, biologists, doctors, and philosophers. Modern society is entering into the information stage of development, rationalizing of the entire social life is becoming not only possible but essential. An understanding has come that the most important factor in resolving these difficulties is education of people without which it will be impossible to solve the problem of survival of humanity and biosphere. The interest toward natural environment and the usage of technical progress unites today the scientists and the experts in humanities. Only the united humanity can hope for a favorable result, for the future. Over the past 30-40 years in the philosophical and natural science literature there have been formed a doctrine of noosphere, or a sphere of reason which appeared together with humans. At a certain stage of human development, knowledge and information have become guarantors of human prosperity. There arises a necessity of providing people with education in order to prevent the onset of the crisis situation in the «biosphere - human being» system. Only a society which is educated and has enough qualified professionals will be able to enter the era of noosphere. The proposed notes are our humble attempt to take at least some part in the fate of the world.

My reflections are focused on both the epistemological and educational dimensions of evaluation. In this view I’m looking for some answers to questions like the followings: in which kind of knowledge-theory has to be included the evaluation?, which is the function to be assigned to the evaluation?, who evaluates and from what point of view? When evaluation becomes a professional performance aimed at assessing a program, it makes ends and means separated and the main value, which works as criterion for evaluation appears to be the success of a product. Such kind of evaluation is applied from the outside on selected outcomes of a whole process and reveals its positivistic roots. On the contrary, when considered from the inside of the process, evaluation assumes different meanings and functions. If this is the case, it works as a “game”, a social practice that becomes capable of self-evaluation, once the course of reflection is set going. In this perspective, evaluation appears as nothing but one side of the inquiry going on and, as far as its general direction, it will accord with a constructivist epistemology. At the end, evaluation expresses on the whole the caring-side of thinking, either as appraising (weighing up) or as prizing (assigning value) attitude. As far as the educational scenario is concerned, both evaluation from the outside and form the inside are operating within the majority of school systems. It is clear that the outside evaluation is prevailing with centralized and bureaucratic school systems, which prefer uniform and formal curricula. On the contrary, it is the inside evaluation which better helps to reach the results when adopting curricula that pay attention to local needs and, moreover, are sensitive to psychological (personal differences) and sociological (specificity of contexts) variables.

The article deals with the distinction made by R. Rorty of two types of philosophy: edifying and systematic, which correlates with that of analytical and continental philosophy. One aspect of the opposition of analytic and continental philosophy concerns the style of presenting the teachings and theories, methods of appealing to readers, ultimately, in the organization of the discipline. The essence of edifying philosophy, according to Rorty, is to maintain a conversation, rather than to seek objective truth. In order to make such a division among philosophers plausible, Rorty was forced to introduce yet another distinction, on normal and revolutionary philosophers. It is shown that, to justify his dichotomy of «systematic philosophy/edifying philosophy», Rorty was forced to discuss a number of other dichotomies: «analytic philosophy/continental philosophy», «systematic philosophy/didactically philosophy», «normal philosophy/revolutionary philosophy. And finally, in the framework of revolutionary philosophy we have a dichotomy that has no clear outlines, as characterized by the ratio to the institutionalization and commensurate with tradition. The intricate scheme of relations of these dichotomies is resolved suddenly in favor of edifying philosophers, intentionally peripheral in relation to traditions, making the whole hierarchy of dichotomies simply unnecessary. Edifying philosophy rejects the idea of penetration into the essence of reality, offering different views of the role of philosophy. Instead of a systematic search of the eternal truths, it offers a «Conversation of Mankind». Such approach excludes the main feature of philosophy, the argument. As a consequence, edifying philosophers are «partners in conversation», and their goal is not to search for objective truth, but the continuation of the conversation itself, and maintaining such a conversation is quite sufficient for the purpose of philosophy. In edifying philosophy, hermeneutics is used instead of reasoning in order to understand the partner in conversation. Edifying philosophy is based on the interpretation of acts that avoid institutionalization, having a great deal of arbitrariness in comparison even with the vaguest arguments. Interpretation pretends to be the only conceptual tool in the cognition of the world. As an example, the philosophers who prefer hermeneutics to arguments, according to Rorty, are exemplified by Gadamer and Sartre. There is a fundamental contradiction in the philosophy of Richard Rorty, who throughout his career continuously «involved» the most diverse philosophers in the «conversation of mankind», which has more or less contingent character. At the same time, Rorty denies some of these philosophers who should participate in the «conversation» of the need to argue their case, assuming that the admonitory strategy of these philosophers is the most successful. And the other part of the participants of the same «conversation» - systematic philosophy - is denied in the useful arguments, considering it as simply unnecessary. It is hard to imagine such a fruitful conversation between two groups of philosophers, each of which clings to its own standards of philosophizing. Reconciliation, which offers Rorty, based on his pragmatic vision of the entire philosophical enterprise, is largely a utopian project, which vulnerability is increasing with the growing schism of «two cultures».

The present article is dedicated to studying the traditional values of Barguzin Buryats and to revealing the factors that contribute to the formation of national consciousness. The values of education, family, children and knowledge of the own history and native language are considered. The objectives of the paper are to identify the changes in the role and functional mindsets in the family, their consequences and to consider the factors contributing to the development of national consciousness despite the ongoing assimilation. Barguzin Buryats are chosen as the research object because they constitute an ethnic group which is least susceptible to modern modernization processes, since they are living in a remote territory and still retain traditional values. However, presently they are also undergoing profound changes. In this work, there is carried out for the first time a detailed analysis of the transformation of the traditional values of modern Barguzin Buryats; there are used the field data, interviews, statistical and historical data, as well as the national census data for 2002 and 2010 for the Republic of Buryatia. The main conclusion is that, on one hand, there is identified such trends as the transition to a family model with a small number of children and decreasing of the number of Buryat people speaking their native language; on the other hand, there is growing interest among the population towards ancestry, religion and national ceremonies. Religious syncretism is a unique feature of the worldview of Barguzin Buryats and characterizes one of the stages in the evolution of religious beliefs.

This study deals with the problem of spiritual and moral formation of the growing generation of modern society and presents an attempt to reveal the culture of conscience in the society of nomads in Central Asia, particularly, in the society of Tuvinians. The research is conducted in the places of compact settlement of Tuvinians: in West Mongolia, in China (Inner Mongolia, Xinjiang Uygur region) and in the Republic of Tyva (Russia). The culture of conscience is interpreted by the author as a conscious oriented activity of a collective consciousness, aimed at the formation of a conscientious attitude of the person to him/herself and others, nature, external world, family, culture, and society. During the study, the forms of expression of the positions of the culture of conscience are determined; the interaction is revealed between conscience and collective consciousness in the process of formation, preservation and development of the basic (unchangeable) moral values in the conditions of appearance of internal and external threats; the role of conscientious mindsets within the «suzukteer» upbringing tradition of Tuvan people is described. The author considers the culture of conscience as a genetically tuned defense mechanism in the system of relationship of person to him/herself and others, nature, external world, family, culture and society. The results of studying the sphere of conscience in the society of nomads greatly expand the subject field of the modern pedagogical knowledge, thereby helping to create the directions of spiritual-moral formations of children in modern conditions based on the principle of ethnic-cultural connotations of education.

The author analyzes the creative work of artists of the past and tries to reveal the essence of artistic method in the achievement of expressiveness in the creation of an art image. The works of artists are examined in an attempt to determine the degree of convention of depiction and deviation from the photographic naturalism towards decorativeness. Stylization of form results in a certain degree of convention in the composition and coloristic manner, and also originality in the painting technique (i.e. in the manner of painting). And, most importantly, in the creation of a work of decorative painting it is necessary to decide on the degree of convention in stylization of a real image. And this depends on the level of art taste of the artist, on the degree of his/her skills and on the aesthetic ideas. However, while solving creative problems, conventionalizing the images of the characters and subjects of the image, one may lose all meanings in the image. The necessity of defining the concepts of «decorativeness» and «academism» in painting arose in connection with the appearance of two types of painting, the traditional academic and decorative ones, in the curricula for the future teachers of fine and decoratively-applied art. The concepts of decorativeness and academism should be separated. When performing educational tasks, accurate differentiation is necessary of the forthcoming tasks. Perhaps, it makes sense to depict one setting twice - one in the academic traditions and another, in the decorative one - and, then, to compare the works. In the article it is noted that, despite the opposition and distinctions of the tasks in these disciplines, there takes place interpenetration of techniques in painting. The elements of decorativeness are able to strengthen the emotional perception of artistic work, whereas the knowledge of laws of realistic image (and this is the basis of academic manner) helps creating the works of decorative art. The teacher's task in the course of training is to accurately differentiate the tasks of these two disciplines. The understanding by the students of the difference of the tasks which they face will help to master these disciplines and to solve the creative tasks in the independent professional activity.

The author analyzes the process of students’ mastering the knowledge of painting. It is noted that only the practical side in the painting training cannot satisfy the requirements of modern school. Besides possession of practical skills, the teacher must build the educational process to achieve maximum efficiency of training on the basis of understanding of psycho-physiological structure of cognitive activity of students. The understanding of training material in such discipline as painting has to appear in the expediency of performance of these or those actions which are applied by the student in the course of depicting the nature. The author focuses attention on that only in the course of thinking the student can comprehend more and more deep structures of the form and color of the represented object, and all this is achieved through the abstraction from the less important, non-essential elements. Therefore, the ability to think abstractly is necessary for the artist. It is necessary to teach this to the students, because without this many moments in the fine arts will be simply unthinkable and the graduate, incompetent. A starting point of initiation of cogitative activity of the student in the course of depicting the nature is the creation of a problem situation. It can be expressed through some difficulty which has appeared, for example, in connection with new picturesque tasks. The problem situation is present in each new educational task and aims at awakenings of the need of the students to put into practice the earlier acquired knowledge and skills. Not less important quality in the course of painting activity is the integrity of visual perception. It is exactly taking into account this condition that the entire system of the artistic depicting of nature is built. It is known that process of artistic depiction cannot be considered as a process of mechanical putting of some color spots on a sheet of paper. The artist is faced with more complex tasks of finding and transferring the real tone and color relations which are connected in the nature with the artist's reasoning in the course of comparison of one subject with another. For the full cognition of an object, the artist needs to reveal and understand its connections with other neighboring objects both with respect to tone and color. Thus, in the course of teaching painting, which in comparison with other fine arts possesses a possibility of the fullest reproduction of the appearance and properties of objects and phenomena, the question consists in how to direct the student towards a correct visual perception of the nature, which is the main component of pedagogical skills.

The article is devoted to the analysis of dialectics of the intuitive and formal in the cognition of fundamental disciplines. It discusses the specifics of physics and mathematics as sciences which study a complex of constructive features of human intellect. The article also considers the philosophical importance of formal substantiation of exact sciences, the place and role of intuitive moments in mathematics education, as well as the nature of aesthetics in mathematics as an expression of unity of the formal and intuitive moments in scientific cognition. A considerable attention is paid to the subject of mathematics and scientific study of the dialectics of the formal and intuitive in cognition. The existence of non-material entities, which cannot be observed or captured by conventional means and in the usual state of consciousness, is denied in principle. The feelings associated with these entities will inevitably be attributed to the world of altered states of consciousness and intuition, and, in terms of philosophy, be interpreted as a distortion of reality, appearing somehow in the sensory perception of the objectively existing elements. The concept of intuition in mathematics, considered in a philosophical context, only reaffirms, at best, an important for the theory of knowledge fact that there exist the statements and principles of mathematical knowledge which appear direct for the modern consciousness. In this case, intuitionism refuses to further philosophically investigate the genesis of this directness, so philosophically it is not going forward. Consideration of mathematics as a science, the provisions of which are in need of empirical justification, raises a number of specific issues before the philosophy of mathematics, for example: what is observed in the empirical mathematics, that is, which type of mathematical propositions can be tested in practice? The position and aspirations of mathematical intuitionism have as their premise a negative attitude of the intuitionists to absolutization of logical and formal foundations of mathematics.

The paper presents an analysis of two year’s research carried out in PE classes at the Novosibirsk State Pedagogical University. The study presents an analysis of students’ volitional activity in relation to the value and educational content of sports and recreational activities. We take into account the fact that the volitional experience, caused not only by physical but also the value-motivational sense-content, is able to change the person in the ontogenetic scale. The functional asymmetry of the properties of the nervous system with respect to psychomotor performance was studied and analyzed for the first year students of a special medical group. The different methods of self-assessment of the students’ own willpower were used during the research along with interpretation of the technique of backbone strength which is characterized by certain specific manifestation of willpower in a particular activity .The relationship of semantic values manifestation with physical stress and reflection is revealed on the basis of the projective technique of research of students’ value-motivational attitude toward physical education. The article also discusses the basic mechanisms of volitional self-regulation, such as self-constraint, self-mobilization, including emotions and self-stimulation, the ability of not only desiring (setting a goal) but also manifesting activity, giving a sense to the activity, binding activity to the existing needs of the person. The authors formulate recommendations on the necessity of forming the semantic orientations on the health-centered ideological paradigm within the applied physical culture.