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Introduction. The description of the concepts that make up the semantic content of the educational ideal is given. The aim of the study is to explicate the key research traditions in understanding the nature and content of the educational ideal, which have been developed in the predominantly foreign philosophy of education, both in recent decades and at earlier stages of its formation. The methodology of the work is set within the framework of the studied theoretical works; it is based on the use of comparative and analytical methods of interpreting discourses expressed in comparing the perspectives of the study of the educational ideal. Discussion. The study of the research programs of the philosophy of education in their connection with the search for the foundations of the educational ideal, allowed us to identify the corpus of prerequisites that are the basis for creating an educational absolute for the ideal in the modern socio-cultural situation. The assessment of the limits of applicability of the presented concepts is carried out, the problems and contradictions associated with their use in social practice are identified (on the example of school education). Conclusion. Based on the analysis of the research material, it is shown that with substantial differences in the developed methodologies of the philosophy of education, there is a relatively stable corpus of key concepts (autonomy, understanding, rationality, criticality, etc.) in the research of the educational ideal. This corpus reflects the primacy of epistemic virtues, which are the result of choosing from mutually exclusive value alternatives. The heuristic potential of developing concepts of the educational ideal is significant for understanding the fundamental foundations of modern education, as well as for developing methodological tools in the design of educational programs for strategic and tactical purposes.

Introduction. The conditions of the socio-cultural reforms and the increasing scale and complexity of the tasks facing society at the turn of the epochs require the education of critical thinking, socially active, creative people capable of producing innovative ideas, ideas, initiatives. The extreme importance of the problem of educating a creative personality predetermined the intensive scientific development of the problem of innovation, creativity and creativity in the Western and domestic philosophy of education in the second half of the twentieth century. Despite a large body of theoretical and experimental data, researchers still failed to develop a unified view of the nature of creativity. Is this socio-cultural phenomenon so complex? In order to determine the essence and specificity of the concept of “creativity”, it is necessary to prove the validity of its introduction into the conceptual apparatus of the philosophy of education, to find out the reasons that make it difficult for researchers to unambiguously understand it, to determine the signs and criteria of creativity. The methodological basis of the research was the theory of cognition and the theory of creativity. The analysis of the literature on the philosophy of creativity pointed to the correlation of different points of view on the essence of creativity, signs and criteria of its formation. Discussion. Based on the study of scientific literature on the theory of creativity, the correlation of various approaches to understanding the essence of creativity, the study gives a subjective interpretation of the concept of “creativity”, proves the importance of unambiguous interpretation for research purposes. The factors generating the polysemy of this concept are analyzed. Conclusion. The theoretical and practical significance of the methodological analysis of the interdisciplinary concept of “creativity” consists in the desire to streamline the conceptual and terminological apparatus of the theory of creativity. To conceptualize the meanings of the activity foundations of human activity, it is necessary to recognize creativity as a subjective motivational determinant of creativity, as something that precedes and motivates the creative process.

Introduction. Modern education is in a state of internal transformation. Changes in content require education to independently adapt its own technologies and methods of activity based on the development of a modern educational ideal, according to the challenges of modern times. The methodology is based on three generalized features: 1) the strengthening of the role of technological innovations in education (and science); 2) the high speed of the processes of change, mainly exogenous properties, and their poorly controlled nature; 3) variability of models and ways of organizing the educational process against the background of the meaning of diversity not being specified. As a result of the socio-philosophical analysis, a multidimensional problem of modern education is formulated. As an example of a possible solution, we propose a description and a program for conducting appropriate anthropopractics - a foresight session for students of pedagogical training profile. Discussion. There are three key aspects of the problem of modern education that hinder its positive transformation: 1) misunderstanding of the essence of imputed innovations; 2) setting short-term goals for education and the absence of long-term ones, that is, the meanings of education, in relation to the proposed changes and innovations; 3) alienation from the essence of education. All three parts of the problem are reduced to distancing oneself from the very meaning of life, from the depths of human existence, from the understanding of which the goals and model of human education are already acquired. As a result, education is in a passive position of constant adaptation to external conditions. Conclusion. The transformative potential of education is based on the doctrine of a holistic ontology of a person in the world based on a new principle in education - idealization and dreams. It is idealization that is associated with the successful design not of education as such, but of the starting and accompanying resource space for self-education.

This article describes spatial structure of vegetation cover on ancient Tom River terraces in central part of Kuznetskaya Depression. Th e phytosociological classifi cation of vegetation is done. Questions of vegetation genesis and current
status are discussed.

Th e intrazonal vegetation in a northwest part of Plateau of Putorana is presented by 4 classes, 5 associations and 2 subassociations. In class Mulgedio-Aconitetea 2 associations and 2 subassociations are allocated. On one association include classes Carici rupestris-Kobresietea bellardii (Dryado octopetalae-Caricetum sabynensis), Salicetea herbaceae (Salici reticulatae-Caricetum parallelae) and Th laspietea rotundifolii (Lagoto glaucae-Allietum schoenoprasi). Intrazonal and zonal plant communities refl ect transitive character of vegetation between zone tundra and zone forest.

Th e ecological structure of Baikalo-Lensky reserve fl ora under four factors is analysed: to humidifying, salinity and rockiness of habitats, and also a temperature component of a climate and soil. Horological and belt-zone features of ecological elements are considered.

Th ree species of alder are promising for introduction in Siberia. Th e diversity of forms was studied. Literature and Russian and foreign web-based information on woody plants were analyzed. Fift y one variants and forms of interest
as ornamentals were identifi ed. Biological, ornamental characteristics of them are given.

Data of phytoсhemical estimation on the maintenance of biologically active substances (fl avonoids, saponins, tannins, ascorbic acid and presences of kumarins) in the Astragalus glycyphyllоs L. from growing wild populations of foreststeppe area of West Siberia (vegetation period 2009 year) are represented.

In Far East region of Russia viruses Cucumber mosaic virus genus Cucumovirus family Bromoviridae and Dahlia mosaic virus genus Caulimovirus family Caulimoviridae are found, as it is shown by long-term research. Cucumber mosaic virus is most common virus on Dahlia. New Dahlia mild green mottle virus genus Potyvirus family Potyviridae is identifi ed for genus Dahlia Cav.