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The paper reconstructs the transition from theological symbolism of unity to naturalistic one in British philosophy of 17–18th centuries. It reveals the specific of this process in comparison with continental philosophy and shows how the meaning of the concept «nature» transformed in Hobbes's and Locke's works in the light of the problem of solidarity.

The paper presents a new periodization of the development of science. The author regards the antique science as a starting point (“thesis”) in formation of the modern natural science; he treats the classic stage of the development of science as its opposite (“antithesis”); and he considers the future science to be a special “synthesis” of antique and modern conceptions. Also, the author developed the method of “controllable growth of scientific knowledge” which makes possible to foresee what main features science will possess in future.

The paper considers the evolution of ideas of philosophy of science with a regard for the development of concrete sciences. The research is aimed at trying to answer the question if it is possible to create a single unified philosophy of science.

The paper discusses the problem of elimination of unconfirmed theories out of scientific knowledge as Paul Feyerabend’s objection to known rational scientific methodologies. To solve the problem, the author suggests to rank scientific knowledge according to its cognitive significance basing on the principles of rational skepticism which he introduces. One realizes ranking with the help of a procedure which the author suggests as a universal method and criterion of demarcation of scientific knowledge.

In the authors’ opinion, the main thing in Ramsey’s transcendental argument is still the fact that one treats the axiom of infinity as a tautology. Extensional functions really do not play a demonstrative part but serve just as an instrument to realize the program of logicism. However, it is not the most important thing in the transcendental argument. The most important thing is right that one may present the axiom of infinity as a tautology. And it is the possibility to write it down as a tautology in various presentations that is evidence of its transcendental truth.

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 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».