Introduction. The article summarizes the results of the first year of work on the implementation of the scientific project "Evaluation of the effectiveness of the class teacher (including the development of performance criteria)" (730000F.99.1.BV10AA00006). The research is aimed at developing theoretical and methodological foundations for evaluating the effectiveness of the activities of class teachers in a modern school. The relevance of the task is determined by the significantly increased public attention in recent years to the organization of the educational activities of the school and the lack of unified, generally recognized criteria for evaluating the effectiveness of the key figure in the educational process of the school: the class teacher.
   Materials and Methods. The theoretical and methodological basis of the study is a set of methodological  approaches:  system-activity  approach  (V. V. Davydov,  A. N. Leontiev, S. L. Rubinshtein, D. B. Edkonin); acmeological (G. M. Derkach, V. N. Maksimova); personality-oriented  (E. V. Bondarevskaya,  V. V. Serikov,  I. S. Yakimanskaya);  competence (A. V. Khutorskoy, I. A. Zimnyaya); criterion-level (I. A. Zimnyaya, N. B. Avalueva); task (V. I. Slobodchikov, G. A. Ignatieva); integrative, complex (A. P. Belyaeva). The following research methods were used: system analysis and synthesis, comparative and comparative, theoretical modeling, survey, method of expert assessments, study and generalization of pedagogical experience, methods of statistical processing of results.
   Results. The research team substantiated a structural-functional model for evaluating the effectiveness of the class teacher. On its basis, an integrative criterion matrix for evaluating the effectiveness of the class teacher was developed, including procedural, personal and productive blocks, each of which contains certain criteria and indicators. They are built taking into account the invariant areas of activity of the class teacher (activities for the education and socialization of the personality of the student, work with parents, with the class, with subject teachers, with social partners) and the corresponding analysis and evaluation technology. A method for evaluating the effectiveness of a class teacher's activity has been constructed as a way of a comprehensive diagnosis of his professional activity, the quality of interaction with all participants in educational relations and determining the degree of development of his professional and personal competencies. It includes an integrative criteria matrix, a class teacher's professiogram, procedural "packages", modern practice-oriented diagnostic tools. Practice-oriented tools of the assessment tool have been developed, which are part of the methodology, which provide objectivity, clarify the content of the assessment and significantly expand the possibilities for determining the effectiveness of the class teacher. These diagnostic tools are represented by checklists, graphic cases, questionnaires. The results of the study were tested, reviewed and discussed in seven constituent entities of the Russian Federation (St. Petersburg, Kaliningrad, Nizhny Novgorod, Moscow, Kirov, Ulyanovsk, Samara regions) online and offline in the context of determining their practical applicability. A positive response was received in the professional pedagogical community.

   Discussion and Conclusions. Theoretical and methodological foundations for assessing the effectiveness of class teachers have been developed on the basis of the above methodological approaches and a set of sound principles (openness, optimality and objectivity, consistency, criteria-based clarity, collegiality, a combination of expert assessment and self-assessment, etc.). The results of the study can be used in the mass practice of analyzing and evaluating the effectiveness of class teachers. In addition, they can be used in the professional training of future teachers at the undergraduate and graduate levels in the development of special courses on the organization of educational activities at school, as well as in the research work of graduate students studying the organization of educational activities of class teachers. The results of the study can be used in advanced training courses for teachers who perform the functions of class teachers, educational advisers, deputy directors of schools for educational work when designing additional professional educational programs on educational issues.

   Introduction. The article presents a comprehensive study on the problem of evaluating the effectiveness of professional pedagogical associations. A structural model for evaluating the effectiveness of professional pedagogical associations at the theoretical, methodological and methodological levels is presented and substantiated. The key indicators of evaluation are identified and an integral map for evaluating the effectiveness of the activities of professional pedagogical associations is described as a technological component of the model and tools for conducting internal self-examination and external expertise in the context of delegating new socially significant
functions to them.
   Materials and Methods. The materials were compiled by domestic and foreign studies that reflected the experience of professional pedagogical associations and the results of monitoring studies with the participation of respondents from various professional groups involved in the field of education. In the course of the study, methods of system-structural analysis and generalizations, monitoring, design and modeling were used.
   Results. The ideas about the activities of psychological and pedagogical associations in the context of the challenges of modern education have been expanded. A structural-functional model for evaluating the effectiveness of professional pedagogical associations at the theoretical, methodological and methodological levels has been designed and substantiated.
   Discussion and Conclusion. The practical significance of the developed structural-functional model for evaluating the effectiveness of the activities of professional pedagogical associations is substantiated. It is clarified that the prospects for research are associated with the introduction of the developed model into a practical circuit.

   Introduction. In maritime educational institutions, the existence of a system of continuous professional and legal training of cadets is relevant in connection with the implementation of a competent approach to the formation of professional and legal competencies.

   The purpose of this article is to study the professional, personal qualities of the cadet, affecting his professional and legal competence and readiness for professional and legal activities after graduation.

   They are of interest, criteria and indicators of behavior for assessing the professional, personal qualities of a cadet. The information obtained on the basis of the results of the experimental work on testing and practical implementation of the system allows us to assess the levels of formation of professional and legal competencies, which indicates its effectiveness.
   Materials and Methods. The experiment was attended by cadets of the 1st, 3rd, 5th courses of the specialty "Navigation" in the amount of 150 people. The Mann-Whitney U test criterion is used as a method of statistical processing. Assessment of the levels of formation of competencies was carried out by the method of questionnaires, testing, surveys, developed by the authors on the basis of the methodology of N. P. Fetiskin, G. M. Manuylov. The description of the level of each personal professional and legal competence included distinctive characteristics and a description of their manifestations in the behavior of the cadet, the so-called behavioral indicators.
   Results. According to the results of the questionnaire survey, it was revealed that the readiness of cadets for professional and legal activities does not always meet the established requirements. So the general level of legal competence of a graduate of a maritime university is 24 % of 50 people surveyed, that is, 12 people. The implementation of the system of continuous professional and legal training of cadets at the maritime university proposed by the authors allows not only to determine the content of legal disciplines, but also to introduce new forms, methods, means of training, to develop criteria and behavioral indicators for assessing the professional, personal qualities of the cadet that affect his professional and legal competence.
   Discussion and Conclusions. The results of the study at the maritime university based on the results of the experimental work carried out on the approbation and practical implementation of the system make it possible to assess the levels of formation of professional and legal competencies, which indicates its effectiveness.

   Introduction. The study provides an analysis of modern theoretical research and approaches to the definition of the concept of "interpersonal relationships". The article reveals the nature of interpersonal relations, the relationship between the teacher and the student, their nature of mutual influence on each other. On the basis of theoretical analysis, ideas are formed about the system of interpersonal relations, its components, the specifics of building in the pedagogical process. The main attention is paid to interpersonal relations between the teacher and the student, which act as one of the main factors forming behavioral motives, communication skills, emotional culture of the individual and setting a vector in the development of cognitive interests of the student.methods of information transmission, the nature of interaction, which is the key to building a quality educational process.
   Materials and Methods. The article uses the following methods: analysis of normative documents; analysis of the current state of the problem in scientific literature and practice; study of pedagogical experience; generalization.
   Results. Theoretical studies and educational practice confirm that the non-constructive interaction of subjects of pedagogical activity contributes to the formation of low knowledge indicators in the student, lack of motivation to learn, the emergence of conflicts, difficulty in communication and
hinder the full development of the child's personality. Constructive, humanistic relations between the teacher and the student are a key factor in the successful solution of pedagogical tasks. Interpersonal relations of the subjects of the pedagogical process are mutually influencing, are the starting point in creating a favorable psychological climate in the group, satisfaction with the work process and contribute to achieving a positive result of joint activities.
   Discussion and Conclusions. The conclusion reveals the role of the teacher as a leading figure building interpersonal relationships with the student, and these relationships occur in a complex system of interaction between student and teacher, students among themselves, family and school, teacher and teacher, who also influence educational and pedagogical interaction. The study of relations and interaction within the pedagogical dyad "teacher – student", the problems around which their main communications are formed, is based on the analysis of classical and modern scientific theories, the formulation of conceptual apparatus, the definition of forms of interaction, methods of information transmission, the nature of interaction, which is the key to building a quality educational process.

   Introduction. One of the key professional competencies of a teacher of Russian as a foreign language is information and communication. From this point of view, it seems significant to study the ways of its formation. Along with academic disciplines, the task of which is to directly involve students in digital pedagogy, philological and methodological disciplines play a huge role in improving the IT culture of the future teacher, allowing students to get acquainted with the methodology of using information and communication technologies in practice. The experience gained can be broadcast by them in their own professional activities.
   Materials and Methods. In the course of the study, theoretical and empirical research methods were used: analysis, synthesis, generalization, scientific theorization. The key concepts used in the work are «digital pedagogy», «end-to-end technologies», «mobile learning», «information and communication competence».
   Results. The information and communication competence of a teacher of Russian as a foreign language is understood as a set of systemic scientific knowledge, skills and abilities, which are based on the development of information and communication and end-to-end technologies tools, and the ability to apply them in their professional and pedagogical activities. Philological disciplines of educational programs in the direction of training "Pedagogical education" at the bachelor's and master's level at the Minin Nizhny Novgorod State Pedagogical University (44. 03. 01 "Russian as a foreign language" and 44. 04. 01 "Teaching Russian as a foreign language") contribute to the formation of the ability to work with big data technologies, AR and VR reality, artificial intelligence, wireless and mobile technologies. The result of the formation of professional skills in the use of digital pedagogy technologies was the successfully defended graduation theses of bachelors and masters, presentations at conferences of various levels.
   Discussion and Conclusions. A teacher of Russian as a foreign language should have information and communication competence, which will allow organizing the learning process using end-to-end technologies, making it student-oriented, mobile. The disciplines of the philological cycle, in which the digital space is also an object of study, will allow students to form an idea of its linguodidactic potential and will provide an opportunity for the creative transformation of the acquired knowledge in their professional activities.

   Introduction. Modern processes of digitalization of education put forward new requirements for the procedures for evaluating the results of research results of research results of teachers. Of particular relevance are approaches to the design of digital research tools, including electronic resources that allow consolidating the consumption and evaluation of the educational result by experts with the possibility of implementing an integrative and differentiated evaluation procedure.
   Materials and Methods. Methods of analysis, systematization and generalization of scientific literature on problematic studies were used.

   The purpose of the article is to analyze and substantiate the conceptual foundations for creating a digital platform for an independent assessment of the level of achievement of research results by future teachers.
   Results. The article analyzes approaches to the protection of electronic resources in the fields of education, substantiates the advantages and functionality of the phenomenon of electronic assessment. The conceptual foundations for creating digital platforms are the methodological unity of the platform and ecosystem approach, extended methodological assessments of the foundations for creating an independent educational result system, including systemic, activity-based, criteria-based, competency-based, technological, level-based approaches, objectivity, objectivity, reliability and openness of assessment procedures. The digital platform for independent assessment of the level of achievement of the educational result gives its idea based on the evaluation of the effectiveness of the study of results, the effectiveness of data and their use on the basis of broad procedures and algorithms for assessing the educational result of the observation of teachers, the modularity of the organization of procedures for assessing the educational result, non-linear functionality, partisipatory analytics and evaluation of results , popular results at the lowest cost of resources. The digital platform for independent assessment of the level of achievement of the educational result performs an analytical, predictive, evaluation, information and aggregation function.
   Discussion and Conclusions. As part of the study of the conceptual and practice-oriented statistical foundations for independent evaluation of the results of teacher research, promising areas for long-term research have been identified:
   – adding a digital platform for independent evaluation of the results of teachers' observation in the system of teachers' professional growth, accompanying young professionals in the life cycle of the profession;
   – improvement of the university accreditation system based on the use of a digital platform;
   – determination of approaches to the combination of emotional, psychological comfort and personality verification processes in the procedures for implementing the evaluation of research results.

   Introduction. The problem of creating psychological and pedagogical conditions for the formation of the personality of the future leader of the National Technology Initiative is one of the topical areas in modern education. This issue is especially relevant in modern socio-economic conditions that require new specialists who are ready and able to create new technologies.
   Materials and Methods. As the main methods, the analysis of sources on the problem under study was used, including regulatory documents, scientific articles on the research topic, as well as generalization and systematization of the data obtained. A psychological and pedagogical examination of the personality model of the future leader of the National Technology Initiative was carried out.
   Results. A draft personality model of the future leader of the National Technology Initiative is outlined, built on the basis of a generalized opinion of experts. Based on the analysis of personality theories, the main criteria for the personality model of the future leader of the National Technology Initiative are determined. The algorithm of group expert assessment of the personality model of the future leader of the national technological initiative is presented. Methods for registering indicators of the formation of personality substructures of the future leader of the National Technology Initiative are pedagogical and psychological diagnostics, and expert evaluation. Trends of positive dynamics of personality development of the future leaders of the National Technology Initiative were revealed.
   Discussion and Conclusions. In the work, a psychological and pedagogical examination of the personality model of the future leader of the National Technology Initiative was carried out. As a result, a draft personality model of the future leader of the National Technology Initiative was obtained, built on the basis of a generalized opinion of experts. This model included a description of the qualities of the future leader of the National Technology Initiative and a means of forming and diagnosing these qualities.

   Introduction. At the present stage, the value-target guidelines for the modernization of the Russian education system are aimed at the multicultural upbringing of schoolchildren. The effectiveness of the process of multicultural upbringing of schoolchildren in the conditions of a general educational organization is determined by the professionalism of the teacher, therefore, the most important task for the education system is to form multicultural competence in future teachers. In our opinion, the scenario approach to the formation of multicultural competencies is one of the tools for effectively updating the content of education. To implement the staging technology, the teacher needs to create special teaching-learning situations that are aimed at transmitting information and developing the multicultural skills of students. In this regard, one of the important tasks of preparing a future teacher is the formation of his readiness to implement strategies for staging multicultural interaction.
   Materials and Methods. Theoretical research methods: analysis of psychological, pedagogical and regulatory documents; pedagogical experiment (questionnaire, ranking, content analysis), methods
of data processing.
   Results. Pedagogical diagnostics was carried out in order to determine the readiness of the future teacher to implement the strategies of multicultural interaction. To identify the level of formation of cognitive, motivational-value and performance-based components, specific diagnostic methods were used (questionnaire by S. A. Khazova, F. R. Khatit; ranking of values according to their degree of significance by S. A. Khazova, F. R. Khatit; content analysis) that meet the characteristics of this particular component.
   Discussion and Conclusions. The organization of work on the formation of the readiness of future teachers for the implementation of strategies for stagingmulticultural interaction must be carried out in the context of the implementation of interdisciplinary integration, which ensures the productivity of the process of forming the readiness of future teachers for the implementation of strategies for stagingmulticultural interaction; inclusion of students in a variety of (individual, socially significant, project activities) extracurricular activities of a multicultural orientation.

   Introduction. The article examines the problem of parents ensuring the information security of children of senior preschool age in the family. ребенок в семье. Analyzing the problem of information security of preschool children, the authors indicate their position that special attention should be paid to the information environment in which the child lives and develops in the family. The family is an important component in the structure of a child's development, the formation of behavioral patterns, norms and values, including the formation of the foundations of safe behavior in the media space.
   Materials and Methods. The following methods were used during the study: analysis of psychological and pedagogical literature; analysis of regulatory documents on ensuring the information security of preschool children, on education; systematization; comparison; questioning; interview; oral questioning; qualitative analysis of the obtained data.
   Results. The researchers conducted a survey of parents and interviewed children, which led to the conclusion about insufficient parental control and their involvement in the process of creating conditions for the information security of children in the information space. As a resource for achieving the set goal, a psychological and pedagogical program for increasing the information competence of parents was implemented. The program was designed to support parents and educate them on strategies for dealing with their children's use of mobile devices. The program included various forms of work with parents - individual, group, mass, educational events.
   Discussion and Conclusions. The authors indicate the following provisions: – it has been proved, that the relevance of the problem of ensuring the information security by parents of older preschool age children in the family is determined by objective reasons; – the process of increasing the competence of parents in ensuring the information security of older preschool children in the family is a purposeful implementation of the psychological and pedagogical program; – the influence of the implemented work on increasing the competence of parents in ensuring the information security of older preschool children on its effectiveness has been proved.

   Introduction. The article deals with the prevention of dyslexia in children of primary school age with general underdevelopment of speech. An analysis of theoretical sources is presented on the basis, of which the main objectives of the study were formulated. The results of an experimental study of the functional basis of reading are presented in order to determine the readiness of children with general speech underdevelopment (GSU) to master reading skills. The necessity of developing a model of correctional and pedagogical work to prevent dyslexia in children of the category under study, its significance for the psychological and pedagogical support of children with GSU in an educational organization is determined.
   Materials and Methods. In the study of readiness to master reading skills, the following methods were used: analysis of theoretical and methodological literature; diagnostic methods for experimental study of children's readiness to master the technical side of the reading process and reading competence.
   Results. Based on the analysis of the survey results, the need for psychological and pedagogical support of the correctional and pedagogical process of forming the functional basis of speech was determined. The main provisions, purpose and objectives and structural components of the model of correctional and pedagogical work on the prevention of dyslexia in children of primary school age with general underdevelopment of speech of the III level are formulated.
   Discussion and Conclusions. In the course of the study, the reasons for the insufficient readiness of children with general speech underdevelopment to master reading skills were identified and the main tasks of correctional and pedagogical work were identified. Presentation of the model as a system consisting of structural elements, its phased implementation, description of all participants’interaction in the correctional and educational process made it possible to consider correctional and pedagogical work in the context of psychological and pedagogical support for children of primary school age with general underdevelopment of speech in an educational organization.

   Introduction. The future result of the upbringing of the younger generation and, accordingly, the future of our country depend on the values and attitudes to the profession, and value orientations of graduates of pedagogical universities. The article presents the analysis of the problem of axiologization of teacher training at university in the context of reforming teacher education. The importance of the study of this problem in the methodological context is due to the need for methodological reflection of existing scientific developments in order to identify axiological guidelines for teacher training at university in the context of the requirements of the axiological approach methodology.
   Materials and Methods. The study presents the analysis of 125 dissertation abstracts on pedagogy, with the total number of 8400 abstracts [electronic library of dissertations and abstracts on disserCat – www.dissercat.com ; scientific library "Science / Pedagogy" – www.nauka-pedagogika.com ); the dissertation themes include axiological problems of training future teachers
at university for the period of 1990-2022. The undertaken research was carried out on the basis of the axiological approach methodology, its main functions and methods. There are 2 aspects of the study and analysis of research materials: research issues and research methods.
   Results. Tendencies in the choice of research issues and the quality of using the axiological approach methods have been revealed. The specifics of the research devoted to axiological problems of teacher training at university at various stages of reformation of the teacher education system have been discussed. The perspectives of axiologization of pedagogical education have been formulated.
   Discussion and Conclusions. Based on the analysis of the obtained data, it has been concluded that there is a significant theoretical and methodological basis for the axiologization of the educational process and educational activities in universities training modern teachers. There are two types of problems that need to be addressed: problems of implementation of the axiological approach in pedagogy, associated with the need to understand the essence, role and significance of the axiological approach, its main concepts, content and mechanisms of its implementation; problems of axiologization of pedagogical education in applied research.

   Introduction. The methodology of personalized adult education and effective management of the process of reflexive training of "age-appropriate professionals" require from a modern manager of all levels the ability to think in a new way, actually abandoning the established stereotypes of thinking and overcoming the inertia of past experience of professional activity. In this regard, the question of designing a personalized system for the formation of a new professional position "mentor for development", aimed at mastering the mechanisms of reflexive management of educational activities by a teacher, at developing the ability to enter professional communities, to reflect on their own activities and on this conceptual and methodological basis to build and implement fundamentally new professional standards, becomes relevant.-professional activity with the irreversibility of reaching a new level of professional development.
   Aim. The purpose of the article is to substantiate the general idea of the unique essence of a modern teacher to become and be a professional, able to set the semantic space of "growing human in a person" by means of his profession and to reveal the conditions and reflexive mechanisms for the formation of a new professional position of a mentor for development.
   Materials and Methods. The basis of creative search and an effective means of professional development of teachers in a personalized model of education is reflexive management, in which three basic functions of reflection are distinguished: an organizational function associated with the construction of corporate training, organizations of collective activity of participants in innovative educational events; a developing function aimed at the formation of positionality and reflexivity, which guarantee the possibility of constructing new author's samples and a way of activity with the presence of the ability to change oneself and manage one's activities. The reflexive-activity approach and expert-project methodology serve as a methodological basis for the formation of a mentor for development, incorporating techniques and methods for constructing conceptual schemes of a continuous process of synthesizing and methodological reflection as a teacher's complex thinking ability to constantly critically analyze and evaluate each step of the implementation of a productive action during the decision tasks of.
   Results. A reflexive-personalized model of the position of a mentor for development at a pedagogical university, a methodology for organizing and diagnosing synthesizing reflection in personalized teaching of teachers have been developed, the functions of reflection at the stages of solving managerial problems in the context of organizing a federal innovation platform of the Ministry of Higher Education and Science of the Russian Federation “Network project of training the mentor for development”, which made it possible to determine the criteria for building the practice of mentoring in educational organizations - co-executors of the network project, have been defined and highlighted.
   Discussion and Conclusion. The scientific novelty of the results and educational products is determined by the development of a set of conditions and reflexive mechanisms for the formation of a professional position of a mentor for development, in whose professional activity the productive and concrete embodiment of the key principle in a specific place "here and now" is revealed - orientation to the personalization of the educational process based on the use of digital technologies and the integration of advanced achievements psychological and pedagogical science and innovative experience of pedagogical activity. The embodiment of this concretization in the conditions of a reflexively personalized model does not reduce the semantic essence of the scientific work being carried out, but on the contrary, productive and effective practice of mentoring activities can be presented and reflected as a whole, coinciding and adequate in terms of meanings, strategic goals and methods of advancing continuous pedagogical education.

   Introduction. The study of approaches to the development of tools for optimizing the process of searching for scientific and methodological sources in accordance with the purpose of the study or the professional activity of the teacher is currently the most important problem. The scientific community offers various approaches to solve this problem, including cataloging information resources.

   The purpose of the article is to describe an approach to cataloging scientific and methodological developments on the design and implementation of additional professional programs in the system of additional education.
   Materials and Methods. In accordance with the purpose of the study, such methods of scientific cognition as the study, analysis and systematization of research papers and methodological developments reflecting current trends in the field of education and relevant in the development and implementation of additional professional programs were involved. Based on the obtained theoretical experience, forecasting and modeling of the educational process in additional education are used for the effective functioning of the educational system.
   Results. The result of the research is the development of a methodological solution for the formation of an annotated thematic catalog based on the work carried out on the systematization of information and analytical materials of relevant educational content for use in the development and implementation of programs in the field of additional education. The systematized database of information and analytical materials is a resource for designing the conceptual foundations for the development of additional education, the development of educational programs, the organization of research, experimental, innovative activities.
   Discussion and Conclusions. The importance of this work lies in the creation of a systematized database of relevant reliable scientific and methodological sources for the formation of the educational space and ensuring the effective implementation of additional education. In addition, a generalized approach, a methodological solution to the processes of systematization and cataloging of information and analytical materials in the field of pedagogical science and practice has been identified.

   Introduction. The article presents the results of a study of the hardiness of adolescents from migrant families in Central Asia and Transcaucasia.
   Materials and Methods. The study was conducted by a face-to-face survey in the period from November 2020 to March 2021. Empirical data collection was carried out using The Hardiness Test (S. Muddy, adapted by D. A. Leontiev), mathematical data processing was carried out using Pearson's chi-squared test.
   Results. Analysis of the results of the study allowed us to establish that there are significant differences in the manifestation of individual components and hardiness in general in adolescents from migrant families in Central Asia and Transcaucasia, namely: adolescents from Transcaucasia demonstrate higher results in the components of control, challenge and hardiness. Thanks to the analysis of the results of the control group (non-migrant adolescents), it was found that the indicators of hardiness of adolescents from migrant families are significantly lower in terms of control. Adolescents from Central Asia have less developed indicators of challenge and hardiness in comparison with the control group.
   Discussion and Conclusions. The results obtained during the study allowed us to establish that despite the fact that in the components of control, challenge and hardiness, the indicators of adolescents from Transcaucasia are higher than those of adolescents from Central Asia, nevertheless they are lower than those of adolescents from the control group. Thus, there is a need for further study and specification of the characteristics of the hardiness of adolescents from migrant families.

   Introduction. Highlighting the philosophical and anthropological moments that are the basis for the interaction of natural and artificial intelligences is the purpose of this article. Within the framework of the study, an attempt is made to identify and formulate the questions and problems of this interaction, to outline possible options for the development of the situation and directions for finding solutions.
   Materials and Methods. In methodological terms, in this work, historical, dialectical methods are key, but also hermeneutic and phenomenological approaches are used, which are most often used in philosophical research.
   Results. The study covered in this article makes it possible to form an understanding of the current situation with a vision of the grounds for the interaction of intellects. Identification of some areas, within the framework of this topic, we single out, in our opinion, the most interesting promising areas: issues of freedom and identification of a person; individual questions regarding the meaning of human life; perhaps the key question is in what format, in what way the dialogue between "Me" and "He" can go.
   Discussion and Conclusions. In the last section of this article, in the process of discussing the results, the role of expertise is touched upon, when, with the accelerating pace of life, only the tasks of operational optimization, optimization of the functioning of a device, programs or system, and not human issues, are put at the forefront. In the light of the study, philosophical anthropology is proposed for the role of providing humanistic expertise, as a doctrine of the essence and nature of man, capable of giving the most “objective” assessment.