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The authors analyze weak seismic activity at the Korobkovo iron ore deposit in the area of the Kursk Magnetic Anomaly. A sensing system in use enabled recording seismic events with a magnitude from - 2.5 to - 1.4 induced by a large-scale blast. Localization of hypocenteres was accurate to ~ 50 m. The most of sources of the recorded events occurred in the neighborhood of a faulting zone across the zone of mining, and at the interface of bed series. The values of a seismic moment of the events are within of two orders of magnitude 10⁵-10⁷ N∙m at an angular source frequency of 70-600 Hz. The estimated seismic energy ranges from 0.0006 to 1 J. The reduced seismic energy values from 2∙10^-9 to 2∙10^-7 J/(N∙m) and the low velocities allow categorizing the recorded events as slow earthquakes.

The spotlight of the analysis is on the elastic properties of dolomite and limestone host rocks of diamonds at the Botuoba Pipe in the conditions of partial saturation. Pre-saturated rock samples were subjected to three testing cycles during natural drying in room conditions. The change patterns in the elastic modulus of the test rock materials are determined subject to their water contents in different regimes of water saturation. The authors arrive to the conclusion that the prevailing concept of water effects on the mechanical properties of rocks is only valid in the steady-state conditions and is invalid in the unsteady-state conditions when moisture is nonuniformly distributed in the pore space of rocks.

The article describes the laboratory testing of permeability and structure of loose rock hardened with two-component highly elastic polyurethane resin at different methods of impregnation and at different consumptions of the polymer. Two methods of impregnation are tested: with a single solution as a mixture of two resin components and with a double solution of separate components mixed inside the test rock. It is shown that the decrease in the volume of resin from 20-40 to 5-10 vol% results in abundance of inter-grain voids and through permeable pore channels, and in an increase in the rock permeability by two-three orders of magnitude. The single-solution impregnation with the ready mixture ensures lower permeability of the test samples.

The propagation of elastic vibrations in rock samples in compression and under impacts to failure is investigated experimentally. Under impacts, a signal of acceleration was recorded in the samples, and the spectral density was calculated to determine velocities of elastic vibrations. It is found that under increasing load up to a pre-failure value, the P- and S-wave velocities grow, and the S-wave velocity increases by more than 50%. The acoustic Q-factor rises by 70%. The energy of the microseismic emission under pre-failure loads is two times higher than under low loads, and the high-amplitude spectral components generated under pre-failure loading are reflective of large discontinuities being formed.

The article discusses an integrated approach to finding causes of pit wall failure in Zhelezny Mine of Kovdor GOK. Radar monitoring with IBIS provided data for the slope instability prediction. The stability calculation is performed and analyzed for the failed site of the pit wall. It is shown at the adopted strength properties, failure of the upper bench is only possible as its stability factor is less than 1.50. The causes of instability could be the decreased strength of the pit wall as a result of weathering or watering, and failure could occur along a fracture. An industrial building in the close vicinity of the failure site had no influence on the slope stability. The recommendations on finding certain causes of instability are given.

The article describes the lab-scale tests of hydraulic fracturing in the nonuniform stress field. Fractures were created in a system of two and three cross holes made in artificial cubic blocks with the edges 420 mm long. The stress raiser generated at the intersection of the holes facilitates fracturing in the neighborhood. In the tests the maximum compression was applied to a sample in perpendicular to the plane containing the axes of the holes. It is found that in such stress field, the system of three holes stabilizes a fracture in the mentioned plane better than the system of two holes.

Introduction. Dignity affects various aspects of human existence, therefore, the relevance of the problem of its formation within the educational system is an important resource for improving individual self-awareness. To clarify the nature of the origin of dignity, the article discusses the main theoretical approaches of modern researchers on the problem of understanding its essential characteristics, ways of formation and dialectics of development. Methodology. The review of literary sources devoted to the formation of human dignity is based on a systematic approach that takes into account the unity of the subjective, social and anthropological. Discussion. Starting from a systematic approach, three research directions of conceptualization of human dignity are determined: the subjective direction (considers the individual as a unique subject of the life of the whole society, while its spiritual content is understood as a fundamental quality); the social direction (takes into account the socio-cultural essence of human existence, a person with a high sense of dignity influences culture as a whole, the prosperity of his of the nation and of all mankind); anthropological direction (defines a person with the original endowment of dignity, since a person is a representative of “Homo sapiensˮ). The article also examines the thesis of the important importance in the process of forming the dignity of the unity of the individual and the social in the educational process by the example of the theories of D. Dewey and E. Fromm. Conclusion. A review of the scientific literature on the problem raised allowed us to formulate the author’s definition of “human dignityˮ, assess the role of education in its formation and outline ways of constructive implementation of this process.

Introduction. In order to study education as a socio-cultural phenomenon and to identify its most effective strategy in modern conditions, there are two basic models of education - informational and research. The research model is associated with the ancient paideia and the Kantian idea of education as Enlightenment, the information model - with the source of truth, which is reflected in the function of the teacher as a carrier of information. The teacher becomes the student’s assistant in mastering new thinking skills. It is important to emphasize the philosophical component of education at all its levels, forms and content. Methodology. The article is theoretical in the field of philosophy of education with the use of dialectical, hermeneutic and existential methodologies and the use of such theoretical methods as analysis, synthesis, interpretation, conceptualization, problematization. Discussion. For the formation of independent, creative and inventive thinking in the conditions of the information society and its increasing digitalization, it is proposed to reflect such points of view as: paideia yesterday and today; education as the development of thinking; education: information and thinking; creative thinking as the ability to use one’s own mind; challenges of modernity and education (virtual and real); philosophy as a tool education as Enlightenment. The view of education from the standpoint of Kant’s understanding of Enlightenment allowed us to significantly supplement the interpretations of its main goals and objectives available in modern philosophy and pedagogy, which seems to be a new aspect of the problem being studied. In addition, the novelty of the research is determined by the position justifying the continuity of historically established models of education and the role of the philosophical component of education as a way of its development within the framework of the Enlightenment paradigm. Conclusion. The information can be used as a methodology for the formation of the principles of educational activity and as the material of educational courses on the philosophy of education for students of pedagogical and philosophical specialties.

Introduction. The article is one of the first attempts in Belarus to revise the approaches of curriculum planning at school, taking into account the actual needs of children, based on the main ideas and methods of the world-famous movement “Philosophy for Childrenˮ. The educational, educational, socio-cultural potential of philosophy for children in the development of skills that are either not taken into account in ordinary school programs or are pushed into the background is demonstrated. Methodology. The advantages of the pedagogical model “research communityˮ, its impact on the school environment, the formation of values, the cultivation of skills closely related to ethical and philosophical perception and thinking and social adaptation skills in children are considered. Discussion. The article presents empirical data and reflection on the successful attempts of foreign colleagues to integrate philosophy for children into the educational process and on the actual Russian practices carried out within the framework of additional education. Conclusion. Special re- and training of specialists who want to work in the field of pedagogical practices of planning school programs in the “Philosophy for childrenˮ model has the necessary value criterion - harmonious and moral/spiritual development. Being a polysemantic concept, harmonious development includes a whole range of criteria such as moral values, the meaning of life, cultural, human and social capital, aesthetic perception, including such complex concepts as “beautyˮ, “wisdomˮ, “loveˮ, “kindnessˮ, “lonelinessˮ, “understandingˮ and many others. others that underlie the formation of the socio-cultural and intellectual younger generation.

Introduction. The category of “public upbringingˮ has historically determined roots and is considered throughout the history of the development of education. The article attempts to analyze the manifestation of the main properties of this category - universality and contextuality. The purpose of the article is to characterize the properties of universality and contextuality of public upbringing as a philosophical category through the theoretical reconstruction of its historical development. Methodology. In the course of the study, reliance was placed on the system-historical and categorical approaches. Discussion. The article reveals the historical plot of the formation of the category of public upbringing since Antiquity. Already in the works of Aristotle and Plato, the operation of the category of public upbringing in relation to citizens can be traced. In the Middle Ages, there is a further differentiation of the category according to the forms, means and ways of belonging to a certain community of people. The Renaissance reveals dichotomous contradictions in public upbringing. The Age of Enlightenment pushes for the disclosure of public upbringing as natural. New Time sets the theorized nature of the terminological design of the category. Conclusion. At the end, the author concludes that the category “public upbringingˮ is universal in nature due to the fact that upbringing covers all strata, strata, groups of the population. This demonstrates its universality, since the category reflects the unity of applicability for everything. The formation of the category of “public upbringingˮ took place on the basis of taking into account time and space, which was the social environment of a particular historical period. This led to the fact that different meanings were invested in the category, where there was a dyad “text - contextˮ and transfer as the main mechanism of meaning formation, which indicates the contextuality of the category of “public upbringingˮ.