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Kotulskite PdTe – the most abundant palladium mineral in platinum-group element (PGE) deposits of the Fedorova-Pana Layered Complex (FPC). This paper presents new data on the noble metal paragenesis and chemical composition of kotulskite from the North PGE Reef at the Peshempakhk target. At this target, the North Reef, extensively explored at the Kievey deposit, extends eastward. Low-sulfide mineralization containing up to 15 g/t PGE + Au outcrops here but does not form ore bodies at depth. The study aims to identify mineralogical distinctions between the discontinuous mineralization at Peshempakhk and the ore bodies of FPC deposits. 890 grains of platinum-group minerals and Au were studied in polished sections using electron microscopy, including energy-dispersive X-ray microanalysis; kotulskite was confirmed by Raman spectroscopy against a synthetic analogue. The noble metal assemblage at Peshempakhk comprises (in relative vol. %): kotulskite (38 %), isomertieite (22 %), sperrylite (18 %), stibiopalladinite (11 %), hollingworthite (3 %), and gold (3 %). The noble metal paragenesis of the target differs from that of the main FPC deposits, where sulfides and tellurides of PGE predominate, namely braggite, vysotskite, merenskyite, moncheite, and kotulskite. Kotulskite at Peshempakhk averages 8.4 wt. % Bi, whereas deposits exhibit a more complete kotulskite-sobolevskite solid solution series with average Bi concentrations between 13.3 and 20.2 wt. %. Additionally, the studied kotulskite includes an antimony variety containing up to 10.3 wt. % Sb. The simultaneous presence of the two kotulskite types points to an origin under the most low-temperature conditions of a magmatic setting. Thus, the noble metal paragenesis and composition of kotulskite from the FPC PGE mineralization are its key typomorphic features. These results can be used to forecast ore zones in similar settings.

A petrological, geochemical and geochronological study of gabbro intrusions of the Utlyktash complex in the northern part of the West Magnitogorsk zone of the Southern Ural was conducted. The studied intrusions are confined to the margins of the Imangulovo syncline of syncollisional origin and its periphery. The age of Uraz gabbroic massif according new LA-ICP-MS data is 333±3 Ma. The geochemical features and Nd-Sr isotopic composition of the Utlyktash complex rocks reflect a weakly depleted mantle PM-like source for gabbroids with subsequent significant magma fractionation and minor crustal assimilation (up to 6%). Thermodynamic modeling supports the fractionation model of a single parental melt from which all the studied gabbro bodies crystallized. ID-TIMS and LA-ICP-MS U-Pb zircon dating (ranging from 0.44 to 2.73 Ga) indicates the involvement of ancient continental crust and ophiolitic material from the zone of the Main Ural Fault, along which the Magnitogorsk island-arc terrane was thrust onto Laurussia paleomargin. The geological position of the Utlyktash complex and its geochemical correlation with basalts from the central part of the Magnitogorsk megazone suggest formation during syncollisional rifting in the early Carboniferous period, preceding the assembly of the Laurasia supercontinent.

We report results of geostructural, mineralogical, petrographic, geochemical and geochronological (⁴⁰Ar/³⁹Ar) investigations of ophiolites in the northern and southeastern fragments of the Tatarka-Ishimba suture zone of the Yenisei Ridge combined into the Rybnyi-Panimba belt. They consist of massive and pillow-lava metabasalt, massive and layered metagabbro and metadolerite, and represent fragments of the upper part of the oceanic crust. They formed in a mid-ocean ridge or marginal sea setting from depleted mantle sources corresponding to components of N-MORB and E-MORB geochemical types. We propose a model for the tectonic history of emplacement of ophiolites on the margin of the Siberian craton in the Neoproterozoic time. At the Meso–Neoproterozoic boundary (Stenian–Tonian), 1051–916 Ma, the thrust structure was formed and the oceanic crust fragments (ophiolites) were accreted to the passive margin of the Central Angara Terrane (microcontinent). The subsequent convergence and collision of this microcontinent with the Siberian craton (786–749 Ma) caused the formation of strike-slip/thrust deformation in the rocks of the Tatarka-Ishimba suture zone including ophiolites. In the Cryogenian (708–700 Ma), strike-slip and reverse fault deformations occurred in these rocks due to a new episode of tectonic activity caused by the transition between convergent settings – end of the collision and start of the active continental margin.

The unfluence of the mass flow rate ratio of the input flows of distilled water on the efficiency of liquid mixing within a T-shaped microchannel was studied using numerical and experimental modeling. The model was verified by comparing the calculated results with experimental data. High-resolution digital tracer visualization was used to measure the flow velocity characteristics. Computer modeling was used to obtain and describe the flow structure and the dynamics of flow pattern changes at unequal mass flow rates. The possibility of increasing the efficiency of liquid mixing by varying the mass flow rate ratio is demonstrated.

Introduction. An attempt is made to carry out a radical critical analysis of the transformation of the educational process in the context of the dictatorship of capitalist rationality. The starting point of the study is the conviction that education in its historical and philosophical sense is not simply a set of institutional procedures or the transfer of knowledge, but a complex and internally contradictory process of becoming a subject through self-knowledge, labor, alienation and recognition, which in the Hegelian tradition is designated by the concept of Bildung. In the context of the neoliberal economic system, this essence of education is systematically displaced, replaced by the utilitarian goals of training market operators. The methodology of the study is based on Hegelian dialectics, which allows us to consider the contradictions of education not as side effects, but as symptomatic expressions of the deep logic of alienation of the spirit from itself. Through the prism of the dialectic of master and slave, the current situation is analyzed, in which metrics, KPI and standardized forms of control are becoming a new “master” impersonal but omnipotent. The essence of the discussion revolves around the structural substitution of rational, speculative thinking (Vernunft) with rational, operational rationality (Verstand), subordinated to the requirements of efficiency and measurability. Digital platforms, interactive interfaces and gamified educational environments, instead of being a means of expanding the horizons of thinking, become instruments of disciplinary control and reproduction of capitalist norms. Education loses its ontological horizon of being a space for the formation of a subject capable of transcendence, denial and freedom. The conclusion of the article emphasizes that the modern education system is not just a mirror of capitalism, but its active instrument: it is not neutral, but normative, and as such it participates in the production of a new type of subjectivity - fragmented, adapted, functional, but critically helpless. The way out of this trap is possible only through philosophical reflection, through a return to the dialectical logic of thinking, as a space in which not only knowledge, but also freedom becomes possible.

Introduction. The relevance of the research is to generate the unity of phylogeny and ontogenesis, the unity of the functions of thinking and the structure of thought as the development of the personality potentiality. This is accomplished through being as becoming another, the manifestation of the power of being, the energy-field nature of consciousness, the wave frequency, as well as the foundations of the functions of consciousness, which are characterized by stress-force and energy-potential states. The methodological basis of the proposed research is the integral, categorical-dialectical, cultural-historical approaches. The object is the holistic nature of man as an ideal form of disclosure of his potentiality. Subject: means and methods of revealing the essence of the unity of human nature. Discussion. The problem under study is the inability of modern man to break the ring of his own underdevelopment, to commit an act of consciousness, the act of introducing himself into the world, taking a place in the world, fulfilling his destiny and exercising personal responsibility, striving to be Human. Conclusion. The theoretical study made it possible to reveal the mechanism of the integral nature of man through spiritual, moral and moral development, the unity of affect and intelligence, the unity of connections between the function of thinking and the structure of thought, i.e. education and development. Through the development of consciousness, it becomes possible to overcome the paradoxes of cultural and biological development, cognitive and educational process, which can and should be implemented in the educational process. The study reveals the conditions for a breakthrough to the possibility of a heroic state of personality as a vertical cross-section of various cultures, ideal forms, norms, universal values, according to conscience and honor, one’s own spirituality and the moral foundation of modern man. To do this, it is necessary to be in the continuum of space-time, in the being of thought.

Introduction. For a millennium, one of the main issues of Russian philosophical thought has been the question of forming a moral ideal that would contribute to the prosperity of the Fatherland. Having passed through the centuries, accumulating and being framed, its constant component remained love for the Motherland. The post-Soviet period, which made serious adjustments to the ideological and moral guidelines, has largely changed the attitude of the younger generation to patriotism. Distortion of historical memory, falsification of history, replacement of the traditional paradigm of education with personalistic models, and a decrease in the role of education in shaping the image of the future generation have led to serious social losses. Methodology. Based on the analysis of the results of large-scale sociological studies conducted over the past five years by the All-Russian Center for the Study of Public Opinion, the Russian Society of Sociologists, the Russian Academy of Education and the Academy of Sciences, as well as the country’s leading universities, a conclusion was made about the need to form a modern concept of education based on our own traditions and centuries-old ethical standards. Discussion. The author’s approach to the education of active patriotism as a spiritual and moral organizing principle of the young generation of Russians is proposed, which requires turning to the methodology of social axiology and ethics of education. Civic duty and the obligation to protect the interests of one’s country is one of the foundations of educational strategy today. In this regard, three main concepts have been identified that require special attention to the perception of work ethics as an integral part of the lifestyle, family as a life value and volunteering as a public benefit. Conclusion. A conceptual approach to the formation of spiritual and moral public consciousness will make it possible to create a model that regulates the functioning of social and educational institutions and mobilizes the social intelligence, emotional development and spiritual potential of the Russian public, ready to withstand external challenges.

Introduction. The article is a comprehensive socio-philosophical analysis of massive open online courses (MOOCs) as a key element of the modern system of continuous education. The relevance of the work is due to the rapid digitalization of educational processes, globalization of the educational market and fundamental changes in social structures in the post-industrial society. The purpose of the study is to identify the philosophical foundations and social consequences of the spread of MOOCs, as well as a comprehensive analysis of their impact on the availability of knowledge, the transformation of cultural capital and new models of professional development. The research methodology is based on the synthesis of dialectical and systemic analysis, which allows for a combination of philosophical reflection with a comprehensive study of modern educational trends (principles of andragogy, social theory of education, cultural and historical approach, etc.). Discussion. The study focuses on new social phenomena: radical transformation of the traditional roles of teacher and student, rethinking the concept of cultural capital, formation of a fundamentally new digital educational identity. Particular emphasis is placed on the analysis of the reproduction of social inequality in new digital forms, commercialization of educational content and its impact on the quality of knowledge, as well as a radical change in epistemological models in the context of fragmentation and modularization of learning. Conclusion. The main conclusion of the study emphasizes the dual nature of the influence of massive online courses on modern education. On the one hand, they really expand access to knowledge and create new opportunities for lifelong learning. On the other hand, they give rise to previously unknown forms of educational exclusion associated with digital inequality, differences in motivation and ability to self-organize. In the future, the author highlights the ethical aspects of digital education, the long-term impact of online learning on the processes of socio-cultural adaptation, as well as the transformation of cognitive strategies in the digital educational environment.

Introduction. Contemporary research highlights the contradictory impact of generative AI (GenAI) on critical thinking. On the one hand, the use of GenAI contributes to the development of analytical skills, reduction of cognitive load, and the formation of sustained attention. On the other hand, it may lead to dependency, cognitive offloading, and “metacognitive laziness”. This divergence raises the question of alternative conceptual frameworks that can explain why some forms of interaction with GenAI strengthen critical thinking, while others weaken it. Moreover, given the rapid turnover of GenAI generations, such explanations cannot be reduced to the characteristics of individual models, since these become obsolete faster than they can be thoroughly analyzed. Methodology. The article employs A. Clark’s concept of “cognitive loops”, which describes thinking as a distributed process extending beyond individual consciousness and incorporating external agents. Based on an analysis of data on the influence of GenAI on critical thinking, a model of the cognitive loop ‘Consciousness - GenAI - Consciousness’ is proposed, consisting of four phases: generation, externalization, GenAI output, and internalization. Discussion. The typology of cognitive loops shows that the quality of critical thinking depends not on the mere fact of using GenAI, but on how the interaction is organized. Two key parameters are proposed: the priority of prompt/output and the level of skeptical pressure. The combinations of these parameters form four types of cognitive loops of critical thinking, which demonstrate in which cases GenAI supports critical thinking and in which it substitutes for it. Conclusion. Interaction with GenAI neither inherently adds to nor diminishes critical thinking, but rather transforms the space in which such thinking becomes possible. The proposed typology of cognitive loops of critical thinking identifies the parameters of this transformation and provides a foundation for the development of practices capable of shifting the balance toward strengthening rather than substituting critical thinking.

Introduction. In modern philosophy of education, special attention is paid to the problem of substantiating a new strategy for the development of the education system in the context of its digitalization. The aim of the theoretical study was to identify the main axiological foundations and social factors that influence the process of professional personality formation in modern conditions of society development. Methodology. In the context of socio-philosophical research, modern research is analyzed that actualizes the problems of professional development of a modern personality. The main methods were generalization and systematization. Discussion. The formation of a professional’s personality in his socialization is carried out under the influence of many different social factors (economic, social, political, spiritual). Economic factors in the process of professional personality formation are reflected in the search for solutions to the problems of globalization of education and economic growth in general, the issues of emerging universities of the future, the personalization of education at the same time, and the assessment of the quality of the formed workforce. Social factors are considered in modern research in the context of such basic problems as assessing the socio-professional success of a personality, studying the formation of social success, identifying the specifics of personification of the subject of activity; assessing the level of development of thinking of specialists. Political factors in the process of professional personality formation are considered in the context of solving such basic problems as assessing the sustainable development of an organization in conditions of instability, the dependence of organizational changes on the response to changes in the external environment, and the focus of organizational culture on achieving strategic goals. Spiritual factors in the process of professional personality formation are considered in modern research in the context of such basic problems as the identification of value and semantic orientations of professional educational activity; the identification of personality self-identification features in the context of emerging new socio-cultural characteristics of society. Conclusion. The identified aspects that determine the specifics of the main axiological foundations and socio-cultural factors that influence the process of professional personality formation in modern conditions of society development are summarized.