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The article aims to review and analyze the predominant trends in studying Siberia’s economy over the 300-year history of the Russian Academy of Sciences (RAS). It demonstrates that the examination of socio-economic processes in this vast region, both in terms of topics and orientation, has been significantly influenced by pivotal factors. These include the macroregion’s role in addressing national development issues and the extent of state involvement in establishing a framework of strategies, measures, and actions to foster favorable conditions for economic activities and population welfare. A notable aspect of RAS’s endeavors has been its consideration of the diverse natural and cultural-historical conditions shaping socio-economic processes in Siberia. Through a blend of extensive applied and field research alongside fundamental (system-wide) studies, the Academy has developed approaches to charting long-term socio-economic trajectories. In certain instances, these approaches have foreshadowed the paradigm of sustainable environmental, social, and economic development. However, the implementation of solutions and approaches in the socio-economic sphere proposed by RAS researchers has encountered challenges. The persistence of a sectoral (formerly departmental, now corporate) basic principle has hindered the subsequent execution of their findings. The practical denial of effective forms of horizontal coordination at the regional/interregional levels for implementing socio-economic development projects has been (and still is) the primary cause of the weak and insufficient application of the generalizations, conclusions, and proposals put forth by RAS staff.

The article delves into the necessity and underlying factors contributing to the formulation of a novel development model for Siberia. It provides definitions and concepts on both national and regional development models. The features and strategies for implementing Siberia’s development model under the current challenges and recent threats are outlined, which include five distinct types of maneuvers and adaptations to new development conditions: structural, transport and logistics, managerial, scientific and technological, and spatial maneuvers. We consider the contours of this prospective model for Siberia’s development, specifically examining its viability during a transition towards a trajectory of Russia’s renewable economic growth characterized by high quality. Six key vectors, representing fundamental principles and directions for such a model, are proposed. Among these, the most dominant are the shift towards a social value model of renewable growth, bolstering the connectivity of Asian Russia’s space, and the establishment of a novel system for cross-border interactions. Drawing insights from the analysis of “The Outline of the 14th Five-Year Plan for Economic and Social Development and Long-Range Objectives through the Year 2023 of the People’s Republic of China," the study illustrates that China’s strategic plans practically align with such a development model. The conclusion offers an assessment of the feasibility of the proposed model for Siberia’s development.

The study investigates how agglomeration economies operate in Russian regions, conducting empirical analyses of enterprises' performances and exploring their reliance on proximity to large regional markets based on SPARK-Interfax data from 2019 to 2020. Contrary to the prevailing belief that agglomeration effects are confined to specific areas in the central part of Russia, our econometric assessments reveal a substantial influence of agglomeration economies on the efficiency of companies situated throughout the country. Notably, every geographical zone and federal district in the Russian Federation exhibits regions with both notable positive and negligible agglomeration effects, and in certain areas, these effects are even negative. The manifestation of these effects appears unrelated to the density of economic activity or the state of communication infrastructure development. The study underscores that the realization of existing agglomeration potential is hindered by the lack of collaboration among local producers.

The article studies the interregional differentiation in labor productivity (LP) levels underlying the differences in regional economic dynamics. It evaluates the significance of sectoral structure and its modifications in shaping interregional differences in LP levels using the shift-share structural analysis method. The analysis of changes in labor productivity is based on the GVA per employed person in industries according to the All-Russian Classifier of Types of Economic Activities, encompasses data from the Russian Federation’s regions, and spans the period from 2011 to 2021. The findings reveal a trend toward the convergence of regional LP levels. This convergence is chiefly driven by regional shifts arising from intra-industry LP variances contingent on production location, while sectoral shifts indicating inter-industry LP disparities play a comparatively minor role. Contrarywise, the divergence in regional LP levels is predominantly attributed to localization shifts resulting from regional specialization in industries reflective of their comparative advantages. Notably, these localization shifts mostly occur in the Asian regions of Russia.

This paper aims to provide a historical reconstruction of the reasons, preparations, and initial stages involved in creating the Siberian Branch of the USSR Academy of Sciences. It explores both objective and subjective factors that contributed to the success of its organizational design. The central hypothesis posits that the establishment of the SB USSR AS aligned with the authorities’ chosen strategy for developing productive forces and their geopolitical priorities. Through a critical analysis of numerous sources, including published documents, this hypothesis is substantiated. The study shows that subjective factors played a major role in project implementation, namely the extensive coalition supporting the project and the significant powers granted to project developers, especially in human resource management. Contrary to the prevailing notion that the human element had a conflict-free role in shaping the SB USSR AS, our research challenges this idea. It chronicles the progression of the idea to establish a fundamental science center in the eastern part of the country and how expertise in this domain was accumulated. Moreover, the article reveals a departure from the conventional separation of science and higher education norms at that time, showcasing how Siberia embodied the opposite concept. Examining the creation of the SB USSR AS provides valuable insights into national science and technology policymaking, spatial development policy, and the crafting of strategic documents across various levels and purposes.

Introduction. The relevance of the research topic is due to the appeal to the peculiarities of the ancient Roman philosophy of education as a socio-cultural phenomenon, which is aimed at identifying the most effective educational strategy in it and the availability of useful information for modern pedagogy. The model of the ancient Roman philosophy of education is traditionally associated with the ancient Greek one, developed by such giants of philosophical thought as Socrates, Plato and Aristotle, where the teacher is presented as a mentor teaching logical thinking skills to ancient Roman youths, sharing with them the accumulated knowledge that defines the teacher as a carrier of information. Methodology. The research is a historical and theoretical concept in the field of philosophy of education using comparative, hermeneutical and existential approaches. Discussion. In order to develop a scientific and theoretical approach in the context of increasing digitalization and informatization of Russian society, it becomes necessary to reflect on such points of view as the ability to extract philosophical and pedagogical conclusions from history, the logic of ongoing socio-political events and the experience of responding to the challenges of socio-political events. With this approach to solving the tasks of studying the ancient Roman educational system, it becomes possible to connect the tools of the philosophy of education (ontology, epistemology and axiology). Subjectivity to the study of the features of ancient Roman education aims to highlight those essential tools that are already available in modern philosophy to explain the historical socio-cultural situation. Conclusion. The results of the research can be used by modern pedagogy to reflect historicity in the formation of the philosophy of education.

Introduction. The article analyzes the problems of modern Russian education in the context of globalizing factors of post-industrial society, one of which is the crisis of national identity. In modern Russia, the humanization of education is based on national identity. Within the framework of the axiology of education, it is considered as a strategy for the formation of human dignity and as a way out of the difficult state of devaluation of traditional values. It is noted that in the context of globalization, a return to classical humanism and traditional national values of the Russian education system will allow to “awaken” the individual principle of the student, strengthen his dignity and have a positive impact on social development. Methodology. A comprehensive review of philosophical views is presented on the importance of the concept of classical humanism in the formation of human dignity as a citizen, as well as the importance of the national system of upbringing and education in this process. The article uses a combination of methods of philosophical analogy and comparison. Discussion. The importance of the revival of classical humanism in the Russian education system based on national identity, without the imposition of foreign models of education, is revealed. A critical attitude towards anthropocentrism and individualism can serve as a strategy for the formation and strengthening of human dignity in overcoming the anthropological crisis and contradictions of post-industrial society. The concept of classical humanism, combined with independent national education, has the potential to instill in the younger generation the mental foundations of love for their language, culture and their Homeland, which, in general, makes it possible to revive national identity, strengthen human dignity, overcome the anthropological crisis and strengthen state integrity. Conclusion. The revival of the concept of classical humanism in the Russian education system, as well as the turn of education towards national identity and citizenship, can have a positive impact on the problem of the anthropological crisis generated by the consumer society, since it can contribute to overcoming the devaluation of traditional values, preserve the dignity of an individual citizen and strengthen the sovereign integrity of the entire state.

Introduction. The main provisions of Aristotle’s cosmological picture of the world, which became the first scientifically substantiated concept of the existence of all things, are analyzed. Based on a fundamentally new methodology of scientific knowledge - metaphysics - the Aristotelian picture of the world considers the essence of the universe as a natural, holistic process, conditioned by reasons lying within the world itself. Methodology is based on the principles of phenomenology of the theory of knowledge and hermeneutics of interpretation of publications on Aristotelian metaphysics. Discussion. Aristotle’s metaphysics not only became the basis of the ancient picture of the world, but also determined the birth of science itself, as a system of knowledge isolated from other forms of knowledge of the world. One of the significant dialectical approaches in the study was the identification of contradictions in the Aristotelian picture of the world. The idea of heliocentrism, which “grew up” from Aristotelian methodology, became an alternative scientific picture of the world that determined the entire further course of scientific development, since its dominance in the scientific world as a set of existing ideas about nature and the surrounding reality has become a constant value and develops, transforms, progresses in accordance with the development of scientific thought, adequate to those ideas that take place at the current moment. Conclusion. Aristotle’s teaching set the format for the entire scientific worldview at the level of fundamental structures, many of which to a certain extent retained and continue to retain their relevance in the changing flow of times and paradigms. Aristotle’s cosmology became a daring and bold step of human thought in the knowledge of the unknown and is rightfully recognized as the first scientific picture of the world. Despite the fundamental nature of Aristotle’s teaching, many provisions of his concept must be considered relative.

Introduction. When solving the tasks of forming a critical and value-oriented attitude towards domestic architectural traditions in education, the risks of Westernization should be taken into account. The research aims to identify the competencies of design undergraduates in the field of the history of Ural regional architecture with the need to adjust the curriculum of the master’s plan “History of regional Architecture”. Methodology. The survey was conducted for three years at the Magnitogorsk State Technical University named after G. I. Nosov among the undergraduates of various fields of art education in the field of training 04/04/2011 “Design”. The survey involved 32 first-year students (teachers of fine arts, designers, artists of decorative and applied arts, technologists of artistic processing of materials, architects). The research was conducted in three stages: the first - theoretical one allowed us to determine the basic concepts and the purpose of the subsequent work, the second consisted of a survey of undergraduates, and the third consisted in correcting the course “History of regional Architecture”. It was considered as the main means of overcoming Westernization. Discussion. Westernization as a superficial and uncritical attitude to the values of Russian culture is most often manifested in judgments and assessments, therefore, a survey and an interview are the most convenient form of its identification. Its source is simply the lack of systematic knowledge about the subject or phenomenon being discussed. Experience shows that regional art and architecture are little known to students, and the poorly developed thinking ability of comparative and chronological analysis does not allow an objective assessment of the works of the Ural region. Conclusion. The conducted research confirms that the majority of undergraduates are influenced by Western European architectural art, dictated by the culture of Westernization. To overcome it, specific measures are required related to the development of national values of national culture, and for designers, knowledge about the achievements and established architectural traditions of the Ural region is also required.

Introduction. Currently, the education system is subject to profound transformations that have affected the essence and content of high-quality training of a physics teacher at a pedagogical university. The lack of conceptual theoretical foundations in the training of a physics teacher creates a contradiction between modern trends in the modernization of vocational education and the real state of methodological training of students at the university, which does not allow them to form professional skills at the proper level, which are mandatory for the successful solution of educational tasks. Methodology. The object of the study is the process of preparing a future physics teacher for professional activity, the subject is the methodology of practical training of a future physics teacher. A comparative analysis of examples of the organization of practical training of a physics teacher in the United States of America, Germany, Great Britain and Canada is carried out. Discussion. Recognizing the complexity of the system of organizing student education in pedagogical universities, consisting of separate mutually exclusive blocks that meet different educational goals, most researchers are interested in the issue of modernizing the practical training of future physics teachers. It is proposed to introduce a set of didactic materials, methodological manuals, options for modeling methodological systems in the preparation of a physics teacher for various types of activities. One of the possible options is discussed - the creation of a common system of special workshops related to the study of physics. The conceptual idea of such an organizational and substantive model of practical training of future physics teachers is the integration of traditional pedagogical practice and innovative approaches. Conclusion. The state of high-quality practical training of a future physics teacher is becoming more and more relevant at the moment. The history of obtaining natural science education in Russia and in the world reveals a wide range of organization and implementation of educational and industrial practice. But the main thesis in space and time sounds unambiguous: a well-trained specialist teacher should be able to apply his/her knowledge in practice.