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Introduction. The problem of the correlation between the philosophy of law and the theory of law is extremely relevant for finding answers to a number of questions in the field of educational activity. To resolve it in order to teach the philosophy of law more effectively and expediently, in particular, it is necessary to discuss whether this branch of knowledge belongs to the legal or philosophical sciences; what is included in the subject of each of these branches of knowledge. Methodology. The problem of demarcation of the philosophy of law and the theory of law has been debatable for many years. A number of researchers refer the philosophy of law to philosophical sciences, other researchers - to the system of sciences of jurisprudence. The author offers her view on the differentiation of these branches of knowledge, using in particular an axiological approach. Discussion. It is shown that the philosophy of law as a branch of philosophy is a system of knowledge about the essence of law, about the most general laws of knowledge of law; the subject of the theory of law is a generalization of knowledge about the existing legal regulation and trends in its development. In the ontological aspect, the subject of the philosophy of law is the study of the essence of law, and the subject of the theory of law is the analysis of the phenomena of law: both their forms and contents. The epistemology of law as a philosophical branch of knowledge has such features as the ideological nature of philosophical cognition, the subjectivity of philosophical images of law, the a priori nature of philosophical cognition, while the theoretical and legal comprehension of law is characterized by praxeological nature, the desire for freedom from the influence of subjective preferences of the cognizing subject and inductive thinking. There are also a number of differences between socio-legal philosophy and the theory of law, philosophical and legal axiology and value approach in the theory of law. Conclusion. It is concluded that, taking into account the differences in the subject, goals and nature of philosophical and legal and theoretical-legal cognitive activity, it makes sense to consider the philosophy of law as a philosophical branch of knowledge.

Introduction. Post-industrial society is characterized by increased attention to social capital, since its improvement significantly affects its progress. Accompanying the process of professional self-determination provides significant opportunities for qualitative research in society, which leads to the involvement in this process of perception of its largest share. The changing nature of the social space dictates the study of such problem-oriented approaches as adaptation and diversification at the level of the individual and society. Methodology. The concept of synergy allows most accurately reflecting the uniqueness of the processes taking place in society. Understanding the issues of the profession and professional self-determination in modern conditions provide developments in the field of professionalism. Such an interdisciplinary support provides the potential for revealing such key concepts for the phenomenon of professional self-determination as “adaptationˮ and “diversificationˮ. Discussion. Based on the understanding of the requirements for a modern professional, the process of inflation of the traditional understanding of professionalism and the formation of transprofessionalism was revealed. The importance of the adaptive properties of the personality for the process of professional self-determination in the conditions of society, which by its nature is prone to uncertainty and unpredictability, is shown. Such characteristics of the social space were developed and described using the methodology of social synergy, which made it possible to most fully trace the breadth of the impact on the individual and her process of choosing a profession. A factor from the side of the society, assisting the process of professional self-determination, is the strategy of diversification. Conclusion. The process of professional self-determination is regulated by many intrapersonal and social factors, is complex and multicomponent. Reliance on the development of such a quality as adaptability in the process of training personnel and the development of strategies for diversifying the social space seem to be the basis for finding solutions to emerging issues in the process of professional self-determination and social development in general.

Introduction. The relevance of the chosen topic is due to the existing variety of textbooks and teaching aids and, at the same time, the lack of clear criteria for the selection of regional and linguistic-cultural material. In the context of the implementation of the concept of regionalization of higher education, a draft textbook on the Russian language for foreign citizens is presented in order to find and interpret information on ways to solve the problem of successful socio-cultural adaptation of foreign citizens in Russia. The methodology of the research is determined by the basic definition of the regional component in the content of education for understanding the prospects of its implementation in the practice of teaching foreign students. Competence, communicative and socio-cultural approaches, as well as various conceptual views on the problems of creating a modern textbook of the Russian language for foreigners, reflect the specifics of Novosibirsk from a geographical, historical and socio-pedagogical point of view. To solve the problems of socio-cultural adaptation of foreign students in the educational space of Russian universities, a draft textbook “Novosibirsk: welcome!” is proposed for discussion. Discussion. The principle of regionalization determined the choice of textual content of the textbook for foreigners, the principle of communication ensured the consistency of the presentation of the material from general information to more local and specific topics. The socio-pedagogical approach has become a source of value-marked content of the publication. Communicative and competence-based approaches have determined the sequence and specifics of texts, tasks and exercises that simulate real communication situations, forming students’ ability to independently solve language, speech, communicative and cognitive tasks. Conclusion. The principles of regionalization and speech competence in combination with a communicative approach to teaching are an appropriate guideline for the selection and structuring of language material in the process of preparing regionally oriented educational publications on the Russian language intended for foreigners.

Introduction. The article discusses the functioning of some Internet symbols in virtual reality. Memes and comics have acquired special importance in mass communication. Their specifics are considered in the article in sufficient detail. In our opinion, the semiotic community of Internet symbols with other components of symbol-making inherent in man is most deeply revealed in the scientific literature. Research on the use of these symbols in educational activities is interesting. Methodology. The construction of communications through the Internet symbols generates the need for various forms of their interpretation. This makes it possible to turn to hermeneutical and phenomenological methodology which allows presenting the constructing function of Internet symbols. Methods of analysis, synthesis, and analogy are used. The existential-analytical approach allows determining the specifics of user activity in the construction of virtual reality. Discussion. The main focus of the article has been shifted to the constructive nature of Internet symbols. It is assumed that they play an active role not only in the transmission of information and the emotional state of the user, but also affect other communication parameters. The need and the possibility of various interpretations of symbols create an open, dynamic form of communication. Hermeneutical practices become a necessary component of communication in the context of symbolic virtual reality. The symbolic field of virtuality is open to existential representation of communication participants. Memes, comics and other symbolic forms are in great demand in educational practice. Complementing the motivation of studying the subject, symbolic forms construct fragments of a new reality. An analogy is drawn between the formation of virtual reality and the construction of social reality. The importance of emotional interpretations of Internet symbols is emphasized. Conclusion. The possibility of communication and unification through emotional identification allows considering the virtual symbolic field as an addition to social reality. At the same time, the concept of constructing the capabilities of Internet symbols that create a special virtual reality is substantiated. This reality is identical to myth-making, and a person who is in this reality identifies him/herself with the world of symbols, forming the “clipˮ thinking and an emotionally diverse, but mythological picture of the world.

Introduction. Contemporary psychological and pedagogical concepts tend to interpret in various ways mental and social “(in)adequacy” of the child. At the ontological level, this situation actualizes the need for understanding childhood as a contradictory but holistic phenomenon. Such a fundamental analysis of the nature of childhood and growing up permeates the works of the Russian philosopher V. V. Bibikhin. However, the thematization of this area seems to be presented in his works rather fragmentarily, mainly in the form of notes and examples accompanying the discussion of other ontological issues of human being and thinking. Methodology. Examining various works of this thinker, the qualitative content analysis helped in identifying fragments that refer to the phenomena of childhood and growing up. By means of systematization, these data were generalized and represented through interpretation, commenting with elements of hermeneutic analysis. Discussion. Using rich empirical material, Bibikhin shows the features of a child’s development through the transformation of his/her attitude to the world, words and events, the possible and the real, him-/herself and the Other. It is in this vein that the article systematizes the thinker’s views on growing up - through consideration of what the baby gains, loses and transforms at each stage in relation to the designated ontological phenomena. Having a natural inclination to express self-perception, child at first, in the form of babbling “monologues”, gives an account of the exciting changes in the world around him/her and his/her own state. An event vision and a holistic assessment of the situation are developing according to the principles of “like - dislike”, “good - bad”, “this - not that”. An adult language is acquired by processing the already existing ability to name thanks to the constant trying on roles, “getting used to” all the surrounding objects, creatures, phenomena. Continuous role-playing of situations and active development of the space of the imaginary prepare the opening of the “perspective of the grammatical first person”. Conclusion. This is how the proper human perception system tends to be established, built on the category of difference (or boundary), based on the awareness of self-identity in the first acts of reflection.

Introduction. The discussion of the features of prosociality as a social attribute and the result of prosocial education, its definition and essential characteristics requires clarification of sociality as a result of education in comparison with prosociality, asociality and dissociality, where the social phenomenon of prosociality is formed through prosocial education. The purpose of this article is to study the socio-philosophical category “prosocial educationˮ. Methodology. The study used a categorical-system methodology and its methods: the categorical pendulum method and formal-logical overview information to analyze the categories accompanying prosocial impact. Discussion: the American way of life and its influence on the new generation of Russia, which allows us to build the structure of the categorical series of prosociality based on the method of the categorical pendulum; structural categories are defined “societyˮ, “social realityˮ, “lifestyleˮ, “exchangeˮ, “dependenceˮ, “connectionˮ, “freedom from social valuesˮ, “isolationˮ, “alien cultureˮ, “transformation of national identityˮ, “formation of social deformations“, “violation of moralityˮ etc. Conclusion. The use of the formal-logical method made it possible to define “prosocial educationˮ as an activity carried out in society and aimed at reproducing a person, changing his national identity, assimilating values and lifestyle of another (alien) society. In the current situation of social development, prosocial education has already taken a stable position, which is due to significant changes in personal characteristics towards a hostile attitude towards the Russian social order. The extrapolation of alien values, views and lifestyles to the younger generation increases the gap between different generations of people, and, ultimately, can lead to a split in Russian society.

Introduction. The relevance of the study is due to the need to create digital educational environments that meet the needs of introducing and implementing flexible educational trajectories for students, the need to describe and generalize the experience of students’ educational practices in a digital educational environment in an environment where digital technologies are cross-cutting for the implementation of state national projects. Methodology. The study is based on the principles of the sociology of the digital society on the impact of digital technologies on social processes, including communication, and the principles of the digital society cognition methodology. The article considers the opinions and assessments of students about digital environments and services used in the educational practices of the university. Discussion. Students are active in using the digital educational environment, highly appreciate the possibilities of the digital educational environment in achieving personal learning outcomes. Students highly appreciate the educational content presented in the digital environment of the university in terms of its relevance, information content, completeness, and give a lower rating to the design, design and interactive content of the courses. There is an interest of students in the development of a personal educational trajectory, including on the basis of digital technologies, while they are poorly informed about the concept of an individual educational trajectory. Conclusion. To improve the efficiency of using the digital educational environment, it is necessary to take measures to inform about digital resources and services used in the organization on a regular basis to develop students’ digital competencies, provide methodological and organizational support to all users of the digital educational environment, including students. While the skills of self-care in the digital educational environment are becoming more and more in demand, students do not pay enough attention to the issues of ethical and safe online behavior.

May 22, 2023 marks the 100th anniversary of the birth of a talented botanist-introducer, Doctor of Biological Sciences Elena VikentievnaTyurina. The whole scientific life of E.V. Tyurina was associated with the Central Siberian Botanical Garden. The main direction of her research was the biology of medicinal and aromatic plants in nature and during introduction.

The article is dedicated to the 120th anniversary of the birth of the famous Russian breeder and scientific gardener Michael Nikolaevich Salamatov.

The article presents a brief overview of the results of the IX School of Young Scientists on Plant Introduction conducted in the Central Siberian Botanical Garden of the Siberian Branch of the Russian Academy of Sciences (Novosibirsk) with the participation of 43 people from Siberia, the European part of Russia and Kazakhstan. There were 8 lectures on classical and modern methods of plant introduction and conservation ex situ, acquaintance with botanical collections and practical classes on molecular genetical and biochemical methods, and biotechnologies, as well as practical techniques of plant introduction and landscape design. The participants noted the importance of the acquired knowledge for their future work. Such schools are needed in the future as platforms for professional communication and exchange of experience.