Introduction. Developing ethical values in future managers is particularly important due to the importance of their ability to make management decisions, which must be based on moral principles and norms. This paper presents the results of a study designed to identify students' perceptions of the importance of ethical values based on reflective essays they wrote.
Materials and methods. The empirical basis of the study was 43 essays titled "My Necklace of Values" by students majoring in Public and Municipal Administration at S. A. Yesenin Ryazan State University, written in 2024-2025. The primary method was content analysis of the texts. To identify categories in the content analysis, N. Hartmann's classification of ethical values was used. Its hierarchical structure allowed for structuring the students' statements by value levels.
Results. The semantic units (quotes) identified during content analysis were systematized into categories such as fundamental ethical values, basic ethical values, and particular virtues. Within the latter, ancient, Christian, and modern virtues were distinguished.
Discussion and conclusions. A comparison of units of analysis revealed a diverse set of ethical values significant to students. Overall, the "ethical profile" of future managers represents a synthesis of values across all levels of N. Hartmann's framework, with varying degrees of awareness and explication. The results suggest that the ethical self-awareness of most students is well-developed and oriented toward personal growth, responsibility to society, and harmonious interaction with others. The pronounced importance of the values "fullness of experience" and "love of one's neighbor" indicates a humanistic orientation of thought.

Introduction. The unique characteristics of the professionalism of early childhood teachers remain largely unexplored. Scientifically grounded systemic solutions are required to elevate the professional activity of such teachers to a new qualitative level, thereby overcoming the professional difficulties outlined in the article. This study addresses the relevant problem of developing the professionalism of teachers working with young children (from 2 months to 3 years), with key aspects being the identification and compensation of professional deficits among these specialists. The relevance is determined by the introduction of new state regulations for the profession, the virtual absence of systematic personnel training for this age group both in Russia and abroad, and the underdevelopment of content and methods in non-formal education that adequately meet the specific needs of these educators.
Materials and methods. The research employed a complex of methods at the theoretical level (analysis and synthesis of scientific literature and regulatory documents, classification, ranking, modeling) and the empirical level (questionnaires and focused group interviews followed by selfassessment and expert evaluation), along with participant observation. Methods of mathematical and statistical data analysis included calculation of mean values, ranking, and the Mann-Whitney Utest for assessing differences between two independent samples in cases of non-normal distribution.
Results. The article substantiates the feasibility of non-formal education for early childhood teachers in current areas related to the specifics of their professional activity. Professional deficits of early childhood teachers were empirically identified and ranked by degree of severity, and the unique characteristics of their professionalism were specified. The author outlines a general concept for developing the professionalism of early childhood teachers within non-formal education, constructs and implements in practice an organizational-activity model for integrating informal learning communities of early childhood teachers into the regional educational socium, and analyzes its potential and the risks that reduce its effectiveness. Innovative content and forms of non-formal education for early childhood teachers were developed, accompanied by their scientific systematization. Based on the obtained results, a non-formal education program titled "Territory of early childhood – a 'soft' space for child self-realization" was designed and implemented, aimed at compensating for the identified difficulties. The effects of such non-formal education for these teachers are described.
Discussion and conclusions. The effectiveness of non-formal education practices has been demonstrated, evidenced by the growth of the professional community, the expansion of its structure, and the emergence of new learning forms that compensate for professional deficits and stimulate the development of special professionally important qualities ("pedagogical sensitivity," "pedagogical tactility," "pedagogical gentleness"). Theoretical propositions regarding the professionalism of the early childhood teacher, its distinctive features, and development have been formulated, complementing the theory of continuous pedagogical education. Research prospects are seen in the development of variable regional models and types of learning communities for early childhood teachers, which will contribute to minimizing professional deficits and fostering a socially significant type of professionalism.

Introduction. The relevance of the problem of improving the quality of academic supervision of term papers is substantiated as a systemic prerequisite for ensuring academic integrity in higher-level scientific and qualification works. A contradiction is revealed between the long-term psychological and pedagogical significance of research supervision for the professional development of a researcher's personality and its actual state, limited by the absence of a sufficient scientific and methodological basis for its improvement, among other factors.
Materials and methods. The article presents an analysis of scientific literature devoted to the issues of research supervision and its role in the formation of students' methodological culture and research ethics. An approach has been developed and tested, including matrix-based design of unique term paper topics and a system of criteria for staged scientific and methodological support and (self-) assessment of results. The testing was conducted within the framework of supervising over 400 papers (2022–2026) using methods of participant observation and comparative analysis of the dynamics of their quality.
Results. The organizational and methodological effects include the fact that the staged control system minimizes time spent on aligning the structural elements of the work and eliminating internal contradictions in the research. The pedagogical outcomes include the fact that the psychological and pedagogical component embedded in the approach ensures an increase in students' creative independence and academic integrity. A comprehensive result is the formation of students' authorial research position, manifested in increased criticality and selectivity when working with sources, including proper citation and evaluation of materials generated by artificial intelligence. Thus, the approach not only addresses the tasks of scientific and methodological support but also responds to the challenges of the digital transformation of higher education.
Discussion and conclusions. The results of testing the developed approach are consistent with the conclusions of previous research in the field of higher education pedagogy, confirming the fundamental importance of systematic scientific and methodological support for educational and research activities. The implementation of the proposed scientific and methodological support for students' preparation of term papers, based on the stage-by-stage organization of supervision, execution, and assessment of results, confirmed its theoretical value and practical significance.

Introduction. The article is devoted to the methodological determinants of lifelong vocational and pedagogical education and development of teaching staff. During the study, scientific approaches to education were analyzed, on the basis of which specific principles for organizing support for the teachers’ professional development were identified. An analysis of the market for additional professional educational programs for teachers’ advanced training is presented.
Materials and methods. The theoretical and methodological basis of the study was personality-oriented (A. V. Petrovsky, V. V. Serikov, I. S. Yakimanskaya, etc.), andragogical (E. V. Bogomolova, S. G. Vershlovsky, S. I. Zmeev, O. V. Sinyavina), acmeological (B. G. Ananyev, A. A. Bodalev, A. A. Derkach, V. G. Zazykin, V. A. Slastenin), competence (V. I. Bidenko, V. A. Bolotov, D. A. Danilov, I. A. Zimnyaya, O. E. Lebedev, N. R. Shametov, L. R. Yarullina), activity-based (L. S. Vygotsky, A. N. Leontiev, P. Y. Galperin, D. B. Elkonin, V. V. Davydov, A. G. Asmolov) and axiological (I. B. Bicheva, M. S. Kagan, T. G. Kalyuzhnaya, S. V. Timofeeva and O. M. Filatova) scientific approaches to the process of supporting the professional development of vocational education teachers. Methods of content analysis, comparative analysis, and discourse analysis of further professional education programs implemented by Russian state and commercial educational organizations were applied, using artificial intelligence tools for natural language processing (NLP).
Results. The scientific principles of organizing continuous professional pedagogical education within the framework of postgraduate support for teachers' professional development have been defined. The conducted analysis of the CPD market revealed systemic disparities in the methodological support of teacher professional development programs. It has been established that traditional learning formats (43-52 % of in-person programs) prevail in regional systems of additional education, whereas online formats dominate at the federal level (48 %). Quantitative analysis of 570 programs showed a consistent dominance of the competence-based approach (35-38 %) with a significant deficit of person-centered (2-14 %) and andragogical (4-20 %) learning models. The developed system of indicators allowed for verifying the correspondence of programs to methodological approaches, revealing that only 15 % of programs ensure the synergy of three or more approaches. The most pronounced imbalances are observed between industrially developed territories, where a technocratic model dominates, and regions with distinct cultural specificity, oriented toward value aspects of education.
Discussion and conclusions. The obtained results indicate the necessity of transitioning from the fragmented application of methodological approaches to their holistic integration within the system of supporting teachers' professional development. The identified synergistic effects (systemic, practice-transformation, value-semantic, and innovation-adaptation) demonstrate that it is precisely the nonlinear methodology that creates a qualitatively new educational space for teachers' professional development.

Introduction. Scholars (V. I. Alekseev, I. A. Artem’ev, A. O. Ashanin, M. N. Berulava, Yu. V. Vainshtein, I. S. Volegzhanina, V. N. Zhuravchik, S. E. Kaplina, Z. S. Sazonova, T. V. Semenova, Yu. N. Semin, N. K. Chapaev, I. N. Charikova, A. R. Shaidullina) emphasize the importance of implementing integration processes in the field of “Engineering, Technology, and Technical Sciences,” citing the demands of the state and society, the relevance of educational sciences, and the potential to enhance educational practice. The findings of these authors, along with numerous other studies, have significantly advanced the resolution of issues related to updating the content, methods, and technologies of vocational education in “Engineering, Technology, and Technical Sciences” through the implementation of integration processes. However, challenges concerning the preparation of educators for such implementation remain unaddressed. The purpose of the article – identification of integration processes, for the implementation of which future teachers of engineering, technology and technical sciences should be trained.
Materials and methods. Methodology: cultural approach (G. I. Geysin, I. G. Gerder, N. B. Krilova) and functional approach (M. S. Kagan, Y. G. Markov, E. G. Yudin) used in the study of sociocultural conditionality of changes of pedagogical functions of vocational education, secondary vocational education. Research methods: theoretical analysis and synthesis, abstraction and concretisation, analogy.
Results. The current list of integration processes, for the implementation of which should be prepared future teachers of vocational training, secondary vocational education in the field of «Engineering, technology and technical sciences», can be presented in a pair with professional updatespedagogical functions as follows «integration process in education – work activities of the teacher»: a) integration of technical and technological knowledge – intra- and interdisciplinary integration; b) integration of technical and value-human components of education – social managementsignificant project activity of students; с) integration of education and production – management of the quality of education by example of integration of quality systems of educational organization and enterprisesthe employer; d) integration of general technological and vocational education – development of content of future classes with pupils on labor (technology) in professional educational organization; e) integration of e-learning services and artificial intelligence in the pedagogical process – use of generative artificial intelligence to implement integration processes in education.
Discussion and conclusions. Scientific novelty: on the basis of a philosophical analysis of the essence of the integrative component of vocational education, integration processes have been identified for the implementation of which it is necessary to prepare teachers of vocational training, secondary vocational education in «Engineering, technology and technical sciences». Theoretical significance: the results of the study expand the range of work activities that update the professional-pedagogical functions of the teacher of engineering, technology and technical sciences, which it is proposed to involve in the implementation of integration processes. Practical significance: the selected integration processes can be used for further work on updating the content, methods and technologies of training of teachers of engineering, technology and technical sciences to perform changing professional-pedagogical functions.

Introduction. The high relevance of interethnic security in schools with migrant students is due to the growing number of the latter and the emerging integration problems. In Russia, the main migration flow from the CIS countries mitigates the problem of adaptation. The aim is to study the perceptions of psychological safety of the educational environment among multi-ethnic mainstream school teachers in the Republic of Tatarstan working with children with a migration history.
Materials and methods. A survey of 90 teachers working with migrant children in the Republic of Tatarstan (Russia) was conducted using an original questionnaire comprising 17 questions on the key aspects of interethnic interaction.
Results. The survey confirms a significant need for a comprehensive system of psychological and pedagogical support of migrant children and appropriate teacher training methods (94 % of respondents). Teachers recognise the importance of the problem of migrant children adaptation, specifically in the conditions of uncertainty and asymmetry in the mutual perception of migrants and the indigenous population (10-77 %), as well as the dominance of negative factors in assessing the safety of the educational environment (20-33 %). The most important factors of successful social adaptation of children with a migration history include the creation of a favourable educational environment (63 %), the development of specific recommendations and programmes for working with migrant children (83%), and the improvement of teachers’ professional competence in the sphere of intercultural education (92 %).
Discussion and conclusions. The study prospectively aims to identify the optimal forms and methods for migrant children adaptation with regard to their area of residence and their perception of discrimination. The research materials are aimed at preventing inequality in schools and adjusting educational policies by studying teachers’ views on migrant children. The survey shows that Russian teachers, due to the historical multi-ethnicity of the country, focus on the pedagogical aspect of working with migrant children rather than on the ethnic aspect, which distinguishes them from European pedagogues.

Introduction. This article contributes to the deepening of theoretical and practical knowledge on the problem of forming the interaction of substitute family members. The essence and content of the basic concept are considered, which contributes to an in-depth understanding of the problems of a substitute family. Special attention is paid to the problems of interaction between members of a substitute family, in the process of which the content and style of communication play a key role in the socialization of an adopted child. Attention is focused on studying the influence of interaction mechanisms on the life cycle of a substitute family. It is shown that despite the fact that the interaction of members of the substitute family is based on the universal laws of social relations, it is simultaneously characterized by pronounced features that determine the difficulties of the foster child's interaction with the social world. The relevance of this study is related to the direct impact of the content and style of interaction on the life cycle of a substitute family and the process of socialization of an adopted child.
Materials and methods. The methodological basis of the research includes a theoretical component (analysis of scientific literature, synthesis of concepts, a systematic approach to information processing) and an empirical component (monitoring the activities of families raising foster children). The theoretical basis of the study was conceptual approaches to the study of the functioning of substitute families, the processes of socialization and maladaptation of orphaned children, and the peculiarities of intra-family interaction in a substitute family.
Results. An analysis of the research results shows that the most difficult stage in the life of a substitute family is the awareness and acceptance by members of the substitute family of their new social role. The key difficulties of substitute families at various stages of the life cycle of a substitute family are due to the dual nature of the relationships that are being formed under the influence of learned behavioral patterns of foster children and substitute parents using the parenting style that developed before the foster child appeared in the family. Such duality creates unpredictable crisis situations affecting all family members and causing painful reactions in both children and adults. Successful interaction in a substitute family leads to the adaptation of the child, his social integration and the building of positive relationships. While the violation of these processes causes social maladaptation, behavioral problems and communication disorders, up to the breakdown of family relationships.
Discussion and conclusions. Understanding human behavior in society is based on the mechanisms of social interaction. The author emphasizes that the analysis of these mechanisms contributes to a more complete understanding of the processes of forming interpersonal relationships in surrogate families and the causes of psychological barriers among foster children inside and outside the family. The educational space of a substitute family, while obeying general social laws, nevertheless has specific characteristics that distinguish it from other forms of family relations.

Introduction. The problem of speech therapy support for minors with disabilities in a social rehabilitation center currently requires scientific understanding and needs to be developed in an applied manner due to the lack of research and specific recommendations in this area. At the same time, the relevance of the study is determined by the limited knowledge of the issues ofspeech therapy for children with autism spectrum disorders in the social rehabilitation system. The purpose of the article is to identify a problem field in the system of organization and content of speech therapy work in a social rehabilitation center and substantiate its routing, taking into account tactical variability, using the example of accompanying children with autism spectrum disorders.
Materials and methods. In the review part of the article, the research material includes the works of leading scientists devoted to the organization of speech therapy for children with autism spectrum disorders in the social rehabilitation system. Methods of analysis, systematization and generalization were used. The materials for the methodological part of the article are 42 communicative and speech profiles of children with autism spectrum disorders attending a social rehabilitation center, the results of a survey of parents and speech therapists included in the support and serving as the basis for modeling speech therapy work.
Results. Terminologically, the concept of "speech therapy intensive care" is fixed as a possible form of organization of speech therapy for children in a social rehabilitation center. The rationale for the algorithm of speech therapy support for children with autism spectrum disorders is proposed based on the analysis of parents' requests, characteristics of the contingent and objectification of data obtained during a preliminary assessment of typical forms and formats of speech therapist work in a social rehabilitation center.
Discussion and conclusions. The results obtained are significant for understanding and integrating data on the possibilities of organizing speech therapy support for minors with disabilities. The proposed materials can be recommended as a routing tool in a typical social rehabilitation center for working with children with autism spectrum disorders.

Introduction. The article focuses on analyzing the readiness of practicing psychologists and psychotherapists for professional collaboration with clergy. The relevance of this study is determined by the significance of religious worldview for certain clients and the necessity of considering it when providing psychological and psychotherapeutic care. Despite acknowledgment of the potential for collaboration between psychologists and clergy in serving the interests of religious clients, the actual forms, conditions, and barriers of such interaction remain inadequately explored. The purpose of this study was to identify and describe typical positions held by practicing psychologists and psychotherapists concerning professional collaboration with clergy, including their understanding of its objectives, conditions, role distribution, potential forms, and barriers.
Materials and methods. The study employs a qualitative methodology. The empirical basis comprises data from 22 semi-structured interviews with practicing specialists (psychologists and psychotherapists) with professional experience ranging from 2 to 34 years, utilizing various therapeutic approaches. Data were processed using thematic analysis with inductive logic, which allowed for the identification of typological groups of respondents.
Results. Based on semantic codes, five types of specialists’ readiness for collaboration were identified: realized, interested, conditional, uncertain, and detached. The study reveals a lack of institutionalized forms of cooperation despite high self-reported readiness, a personalized nature of contacts, and the dominance of a «parallel» rather than «joint» care model. The separation of spiritual and psychological spheres is reinforced by the principle of «working within one's scope of competence», which simultaneously ensures professional safety and hinders integrative formats of cooperation. The primary barrier is not mistrust, but rather a lack of awareness regarding possible forms of interaction. Additionally, a normative image of a «compatible» priest (open, non-dogmatic, ready for dialogue) was identified.
Discussion and conclusions. The study concludes that the psychological community is in a state of post-secular search, where the readiness for dialogue outpaces the development of institutional forms of interaction, while the well-being of the individual remains the key guiding principle for collaboration.

Introduction. The relevance of the study is determined by the transformation of the social situation of modern adolescents' development in the context of convergent reality, characterized by a deep interpenetration of online and offline worlds. New environment creates unique opportunities for socialization but poses significant risks, which is particularly salient for Russian youth given their high level of digital engagement and associated challenges.
Materials and methods. Based on a theoretical analysis of classical psychological concepts and contemporary empirical data, the article develops a dynamic process model of socialization.
Results. The key result is a model describing a cyclical process in which the adolescent's internal position (agency/dependency) serves as the central filter and transformer. It mediates the translation of basic age-related needs into specific hybrid behavioral practices and determines the nature of the interpretation of feedback from the digital environment. The model demonstrates that the quality of this interpretation – critical reflection or rigid perception – shapes the developmental trajectory, leading either to the strengthening of agency and adaptive socialization or to the entrenchment of maladaptive patterns and desocialization.
Discussion and conclusions. The developed model has an applied potential, setting a vector for educational, upbringing and psychoprophylactic work. In the field of education and enlightenment, the model substantiates a strategic transition from a policy of restrictions to the development of the subjectivity of modern teenagers. On its basis, educational programs and trainings can be created, the purpose of which will not be the prohibition of digital practices, but the training of their critical reflection, analysis of motives and consequences. For psychologists and specialists in working with young people, the model serves as a diagnostic tool, allowing to identify the point of “stuckness” in the maladaptive circuit. This allows for targeted interventions. In addition, the model provides guidelines for developers of educational and social digital platforms, emphasizing the need to create designs that encourage creative engagement, promote awareness, and minimize algorithmic distortions of feedback.

Introduction. The relevance of the study is determined by increasing requirements for professional training of penitentiary system employees, their personal qualities and ability to act under high psycho-emotional tension. The problem acquires particular significance in the context of staffing difficulties, professional maladjustment of young employees and insufficient readiness of graduates of departmental educational institutions for the specific conditions of service. The aim of the article is empirical verification of the author's structural model of psychological readiness of penitentiary cadets and evaluation of the effectiveness of the developed formative program.
Materials and methods. The article presents psychodiagnostic tools determining the baseline level of psychological readiness of cadets for future professional activity in the penitentiary system: methodology "Questionnaire of Professional Readiness" (L. N. Kabardova); L. Michelson's Test of Communication Skills (adaptation by Yu. Z. Gilbukh); Multilevel Personality Questionnaire "Adaptability" (MLO-AM) by A. G. Maklakov and S. V. Chermyanin; methodology for diagnosing the level of reflexivity by A. V. Karpov; Questionnaire of Terminal Values (OTeTs) by I. G. Senin.
Results. The study involved 460 cadets of 3–5 years of study from the Academy of the Federal Penitentiary Service of Russia (Ryazan) and the Vologda Institute of Law and Economics of the Federal Penitentiary Service of Russia (Vologda), enrolled in the specialty 37.05.02 "Psychology of Service Activity." The results of the conducted study: every fourth cadet demonstrates a harmonious profile of psychological readiness for future professional activity. Cadets exhibit pronounced professional motives and the value of service, as well as a sufficient level of neuropsychic stability. Such key components of readiness as reflexivity and communication skills in situations of professional interaction are insufficiently developed.
Discussion and conclusions. The conducted study allowed identifying a typology of psychological readiness profiles of cadets and developing a formative program in accordance with the author's structural-level model. The effectiveness of the program in developing the professional identity of cadets has been proven. The obtained results can be used in the educational process of departmental universities of the Federal Penitentiary Service of Russia for the prevention of professional maladjustment and emotional burnout of young employees.

Introduction. The article presents a theoretical analysis and the results of an empirical study examining the psychological characteristics of student attitudes toward abortion. The aim of this article is to identify distinctive characteristics of student attitudes toward abortion in the context of ideological attitudes and moral foundations. The object of this study is the socio-psychological characteristics of student attitudes toward abortion. The subject of the study is the relationship between ideological attitudes and moral foundations and attitudes toward abortion among students and adults.
Materials and methods. Sample 1. Students of Moscow universities (N = 95; 45 % boys, 54 % girls), Sample 2. Adults (N = 99; 51 % men, 49 % women), aged 30 to 68 years (M = 42.5; SD = 9.30). The methodological basis is the Theory of Moral Foundations and the concept of Social Beliefs. Psychodiagnostic tools: the author's questionnaire, including the 10-point abortion attitude scale, the Moral Foundations Questionnaire adapted by O. A. Sychev, and the short version of J. Duckett's method adapted by D. S. Grigoriev. Descriptive statistics, comparative and correlation analysis in SPSS-23.
Results. Young men, more than young women, and adults, more than students, support the introduction of a ban on abortions in Russia. Among student youth, support for the introduction of a ban on abortion is associated with authoritarian aggression and binding moral foundations, while its condemnation is associated with individualizing moral foundations. Common relationships between support for abortion bans in both adult and student samples include correlations with authoritarian aggression and moral foundations—loyalty and respect for authority. Unlike students, adults' support for a ban on abortion is more closely linked to components of right-wing authoritarianism, as well as belief in a competitive world and attitudes toward economic inequality and the dominance of some social groups over others.
Discussion and conclusions. The contribution of the conducted research to the understanding of attitudes towards abortions among student youth, the prospects and limitations of the research are shown.

Introduction. The study addresses the structural integration of the metacognitive subsystem within the system of mental models of military personnel participating in a special military operation. The relevance of the work is determined by the debatable nature of scientific ideas about the essence of metacognitivism and the nature of relationships between various metacognitive strategies, as well as the need to study the influence of combat experience gained during a special military operation on the integration of components of the metacognitive sphere within the structure of a serviceman's mental model. In turn, the metacognitive subsystem includes a set of reflexive and regulatory processes that provide control and management of cognitive activity when solving combat missions both in peacetime and wartime.
Materials and methods. The study employed a set of psychodiagnostic techniques, including the questionnaire "Determining the level of reflexivity" (A. V. Karpov, V. V. Ponomareva), the questionnaire "Metacognitive involvement in activity" (G. Schraw, R. Dennison, adapted by A. V. Karpov, I. M. Skityaeva), and the method "Self-assessment of metacognitive knowledge and metacognitive activity" (Yu. V. Poshekhonova, M. M. Kashapov). For data processing, A. V. Karpov's method of structural-psychological analysis was used, including Pearson correlation analysis, calculation of coherence, divergence and structure organization indices, as well as the χ² criterion for comparing intercorrelation matrices. The sample consisted of Rosgvardiya military personnel participating in a special military operation (n = 161, age 21–43 years) and third-year cadets of military institutes (n = 340, age 20–24 years).
Results. It was found that in the group of special military operation participants, 56 positive correlations were revealed between metacognitive indicators (p< 0.05), the structure coherence index reached 146 with a zero divergence index. In the cadet group, both positive and negative correlations were found (coherence index = 27, divergence index = 11). The structure organization index for special military operation participants was 146, for cadets – 16. Comparison of correlation matrices confirmed their heterogeneity.
Discussion and conclusions. It is concluded that the degree of integration of metacognitive subsystem components in cadets is nine times lower than in military personnel with combat experience. Participation in combat operations acts as a factor of integrative reorganization of the metacognitive sphere, strengthening the relationships between its elements, which contributes to the development of professional experience and the formation of collective mental models. The obtained results substantiate the need to introduce into the military professional training program of cadets at military institutes, simulating real combat situations, with the aim of activating and integrating the metacognitive resources of a serviceman.

Introduction. The aim of the study is to analyze the meaning and function of the principle of equivalence in the ontological aspect, which involves comparing it with the logical‑substantialist non‑equivalence of the subject and the world as a predicate. If in one case the verbal symbolization of the world is balanced by a transcendent principle with a limit in the name of God, then in the other case the point of assembly of discursive representation is the universality of the pronoun as the source of conceptual universalization.
Materials and methods. The article examines the experience of K. Levi-Strauss and R. Jacobson's disclosure of the equivalence function in a poetic work as «a system of equivalences embedded in one another» (using the example of a poem by Sh. Baudelaire's «Cats»). Theoretically, the study addresses the basic body of philosophical classics, as well as modern interdisciplinary research in the field of poetic trope analysis. The methodological basis of the research is the linguo-ontological and hermeneutic approaches.
Results. The contribution of the structural poetics of Jakobson and Levi-Strauss lies in the description of the equivalence between plot-semantic variability and compositional-syntactic invariance, which is common, for example, both to a poetic work and to the fairy‑tale genre. In a generalized form, the plot of a work of art with a ritual origin is established at the stage of the suffering-redemptive metaphorization of reality into a sacrificial object-image, and is resolved at the stage of the joyfuleucharistic metonymization of the hero-subject.
Discussion and conclusions. In a poetic work, due to the equivalence of phonetic, morphological, and grammatical units, speech reaches the ontological level of equivalence between the metaphorization of the world and the metonymization of the subject. The metaphorization of reality transforms the world into an image that reveals its existential integrity in the unity of the heavenly and the earthly. Metonymization shifts the subject to the periphery of contemplation, overcoming its substantiality. From a practical standpoint, an analysis of the functions of the principle of equivalence outlines the prospects for an ontological-poetic analysis of artistic phenomena.

Introduction. The relevance of the article is determined by the fact that the concept of theosis in N. A. Berdyaev is considered not merely as a particular topic within Russian religious philosophy, but also as a key to understanding the human being amid the crisis of classical anthropological models. The article demonstrates that Berdyaev opposes naturalistic, rationalistic, and sociologizing interpretations of the human being with a Christological anthropology centered on personality, freedom, spirit, creativity, and the God-human vocation. This approach is especially significant for contemporary humanities, since it makes it possible to pose anew the question of personal dignity, the limits of the objectification of the human being, the relationship between freedom and grace, and the possibility of a religious understanding of creativity as a path toward the transfiguration of the world. Addressing the transition from Christological anthropology to Trinitarian dialectics makes the study important not only for discussing N. A. Berdyaev’s work, but also for a broader consideration of urgent issues in Orthodox anthropology, personalism, eschatology, and the concept of deification in Russian philosophy.
Materials and methods. The methodological basis of the study includes the hermeneutic method, involving the author’s translation and interpretation of foreign-language texts; general scientific methods, including analysis, synthesis, and generalization; and specific scholarly methods, including the reconstruction of the philosophical views of Russian thinkers of the early twentieth century in combination with the comparative-historical method.
Results. The article analyzes the concept of theosis in N. A. Berdyaev’s religious philosophy through the transition from Christological anthropology to dialectical triadology. It is shown that Berdyaev’s Christology of man is formed as an alternative to naturalistic, rationalistic, and sociologizing models of the human being and is based on an understanding of personality as a spiritually free and creative being correlated with the ideal of the God-Man. Particular attention is paid to the categories of God-humanity, freedom, spirit, creativity, and personality, through which Berdyaev reveals the human vocation to deification. The article examines the connection between anthropology and Christological dogma, as well as the expansion of this logic toward a triadological understanding of creation, sacrifice, freedom, and continuing creation. The article also identifies internal tensions in Berdyaev’s position, connected with the risk of anthropological maximalism, the inner mysterality of Christianity, and a distinctive reinterpretation of the relationship between grace and human creative activity. Discussion and conclusions. As a result of the study, the conclusion is substantiated that Berdyaev’s concept of theosis represents an original form of religious-philosophical personalism, in which deification is understood as the existential and creative realization of the God-human vocation of personality within the horizon of freedom and the eschatological transfiguration of the world.