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The article contains a comparative analysis of the Western and Eastern paradigms of person’s education. The authors consider them to be equivalent and complementary ones. Taken together, they reflect the essence of education and self-education more properly. The West-European educational paradigm is primarily based on Christian traditions and rational science. Within this paradigm the human being, exploring and self-forming subject, is opposed to the object of his/her exploration, e.g. the teacher is opposed to his/her pupils. The East-Asian philosophical theories do not distinguish the human being from the whole system of world formation. According to these East-Asian theories, human education is a gradual attaining of enlightenment of his/her consciousness and feelings in the unity of the whole world. In order to reach this goal, specific methods, different from the ones in Europe, were created in Asia, e.g. koans, meditation, etc. Therefore, a synthesis of the West-European and East-Asian educational paradigms has a higher potential for human self-development rather than each of the systems separately.

The paper aims to illustrate the key elements of transformation of higher education since the Second World War from the point of view of the mode-2 science (M. Gibbons). The mass character of higher education leads to diminishing of natural monopoly of the university in providing educational services and in being the only organizational structure for the development and transition of knowledge. Within the neoliberal concept of science this may be interpreted as the redistribution of public goods (like higher education) in the corresponding field of public sphere.

The paper presents a complex analysis of the content of the new law on education in Russia, taking into account the existing trends in legal regulation of educational relations. The author substantiates the idea of a significant impact of the norms of the law on functioning of the Russian system of education, pointing to the uncertainty of its prospects in light of the innovations proposed by the law.

The article deals with one of the main problems of contemporary globalization in the scientific sphere. The author offers an alternative way of its solving in higher education, namely, wide implementation of an info-linguistic system of development of intellectual and creative abilities.

In the conditions of globalization the problem of mutual influences of the integration processes in the society and education is becoming more topical. In the article the action of the feedback mechanism in the «education – person – society» triangle is described. The notion of «ochloculture» is explained as a collection of the most extreme forms of the mass culture. As a way of risk minimization, a strategy of “understanding education” is proposed.

The aim of the article is to analyze the choice of profession of the school graduates. The importance of personal actualization in terms of occupational choice has been highlighted. The author examines some occupational choice positions but it depends on real-life situation and personal meaning. Graduates’ attitude to teaching will change if they find the meaning in the profession. It has been found that occupational selection refers to the personal life choices. The author has investigated criteria of choice and main choice characteristics such as reasoning, independency, sense-feeling, and decision satisfaction.

In the paper, there is analyzed the influence of globalization and informatization on the hydrometeorological education. It is shown that the growth of educational resources in the Internet is an objective process, of which it is impossible to stand aside. Multimedia content of the teaching material assists to increasing the comprehensibility of the material, and the use of foreign authors’ material helps improving the professional foreign language. Strong physical and mathematical basic education and taking into account the regional features of the studied geospheres remains a distinctive feature of the Russian hydrometeorological education.

The article suggests rethinking the role and place of the teacher in modern education. In our case the teacher is understood in a broad sense, assuming the form of a “teacher system”, representing not a simple collection of features and characteristics but a complete dynamic formation. The presence of the highly professional, competent and mobile teacher turns him/her into a constant of education of the XXI century, and upbringing is one of his/her tasks of paramount priority. Among the teacher’s tasks is not only the transfer of the past knowledge, but the formation of the young generation’s ability of innovative thinking, of being mobile, spiritually rich and well-mannered. The teacher becomes an important technological and pedagogical link between science and education, theory and practice, past, present and future. Its activity is multifunctional, and he/she acts as a pedagogue and researcher, creator and developer, manager and designer of educational process, a moderator between the students and the information sources. In modern education he/she becomes a researcher who constantly has to make scientific discoveries and implement them. Society which manages to create such a perfect «TEACHER» system will become the leader of the XXI century and will define the mankind’s future.

The author considers the problems, which have arisen due to collision of various theories of urban development corresponding to the metaphysical and dialectical science projects, as well as their political, economic and social preconditions and consequences.

The article analyses the terms «intellect», «creative work», which are well-known in the scientific literature, and the notion of «chess creativity», the essence of which has not been revealed in the scientific and special literature. On the basis of essence analysis the term «creative abilities» is derived. As a result of theoretical investigation, the following list of terms has been offered by the author: «chess creativity»; «chess player’s creative abilities»; «describing-evaluating ability»; and «chess intuition».