Introduction. The problem of individualization of education is one of the leading problems of modern pedagogy and psychology. The article proposes a new perspective of its comprehension: in the subjective projection and in the context of changing the paradigm bases.

Materials and Methods. In the process of scientific research, theoretical research methods were used: logical-subject and comparative analysis, interpretation, generalization, scientific theorization.

Results. In the subjective projection, the individualization of learning manifests itself as an opportunity, assimilating the content being studied, to understand its connection with one's own «I», to know oneself, i.e. subjectivization of the content and procedural aspects of learning. The difference between subjectivization and the subjectivized form of the studied content is shown. The measure of individualization of training is defined: 1) a narrow horizon of subjectivation: subjective reality is represented in a non-subjective way as a rationally autonomous subjectivity; 2) the limiting horizon of subjectification: subjective reality is presented in a subjective way; 3) autonomous subjectification or zero horizon of subjectification: subjective phenomena exist autonomously, without expressing the meaning of the content being studied. It is shown that the measure of individualization as a systemic property is determined by the accepted method of structured knowledge, included the content of education (classical, post-non-classical structuring of knowledge). This method is predetermined by the paradigm foundations of the learning system. The measure of individualization of learning in the article is considered in the context of the classical, non-classical, post-non-classical paradigm.

Discussion and Conclusions. The conclusions proposed in the article are aimed at solving practical issues related to the design of psychological and pedagogical tools for individualizing learning and evaluating their educational effectiveness.

Introduction. The main task of the universities of the Ministry of Emergency Situations is the formation of graduates' readiness for professional activity. More than 50% of graduates are appointed to the positions of heads of guards, who, as a rule, do not have experience in eliminating real fires and rescuing people. It is possible to increase the readiness of young guard chiefs to organize fire extinguishing and emergency rescue operations by developing the training ground base of the university, which should include objects of various functional purposes, as well as training complexes that allow forming not only practical skills and abilities, but also professional experience. Thus, the development of the training ground base of the University of the Ministry of Emergency Situations is an urgent task, the result of which is the improvement of existing and the creation of new training complexes, as well as the development of methods of practical training on them.

Materials and Methods. In order to develop the training ground base of the Ivanovo Fire and Rescue Academy of the Ministry of Emergency Situations of Russia in 2022, the task was set to create a multifunctional training complex for firefighters and rescuers. The project was developed taking into account the statistics of the work performed by firefighters and rescuers during the elimination of fires and various emergencies, as well as the experience of professional activities of practical fire and rescue units. Taking into account the activities of fire and rescue units, the range of tasks to be solved and the regulatory legal framework of the Ministry of Emergency Situations, a list of necessary simulators designed to form specific professional skills and abilities was developed. In addition, to organize effective training of cadets, practical training methods were developed, which used the provisions of the theory of contextual, problem-based and game-based learning.

Results. The multifunctional training complex developed and implemented in 2022 in the educational process of the Academy includes 18 simulators grouped into 6 thematic sections designed to form a wide range of professional skills and skills in extinguishing fires and conducting emergency rescue operations. The number of simulators and the methods of practical training on them allow you to organize simultaneous training of up to 90 cadets, both individually and as part of a group.

Discussion and Conclusions. The developed multifunctional training complex for firefighters and rescuers has no analogues, the uniqueness of which is confirmed by the received utility model patents. The peculiarity of the presented complex is its compactness, saturation with various simulators, versatility, the use of author's training methods that implement contextual, problem-based and game-based training format, as well as the possibility of implementing scientific research in the field of professional activity of firefighters and rescuers.

Introduction. The aim of the study is to comprehend the methodology of the landscape-ecological approach in the scientific activity of students in the conditions of its dynamic transformations and to develop a methodology for its implementation based on a level organization. A set of methodological provisions that characterize the universal features of the cognitive and practical-transformative activity of this approach is disclosed. The conceptual basis of the landscape-ecological approach integrates the natural-science, social, environmental aspects in the humanistic and holistic logic of cognition. It covers not only scientific concepts, but also value-semantic categories of sustainable development, forming a unified scientific picture of the world. The applied nature reflects the connection with real environmental problems and the possibilities of their successful resolution. The conjugation of the landscape-ecological approach and modern ideas about research student activity is revealed, the principles of its organization are substantiated. The position on the level structure of students' research activity is argued, the problem-referential, heuristic, creative levels corresponding to the subject preparation and cognitive abilities of students are determined.

Materials and Methods. The study was carried out based on the results of the analysis of the research work of students at the Faculty of Natural Geography of the Minin University in the logic of its innovative changes, determined by modern requirements. The proposed system of methods of comparative analysis, comparison, generalization, conceptual modeling, level organization provided the necessary integrity, objectivity and heuristic conclusions.

Results. Determination of the methodological foundations of the landscape-ecological approach in the organization of students' research work, which ensures the priority of complex, problem-oriented forms of cognition and creative activity, the development of the graduate's creativity, his professional competence and environmental culture. Development of principles for organizing research activities of students and methods for implementing the landscape-ecological approach in the educational practice of the university.

Discussion and Conclusions. From the standpoint of modern scientific discourse, the variants of students' research work, combining classical and post-non-classical ideas of using the landscape-ecological approach, are considered. The advantages of the landscape approach and innovative features of student science, which are reflected in the developed methodology, are revealed. The proposed level structure of research activity contributes to the progressive movement of students from the problem-referential to the heuristic and creative level of cognition.

Introduction. The rapid changes taking place in the field of engineering, technology and production, affecting the needs of the economy and society as a whole, require a response in terms of updating the goals and content of training for the labor market from the vocational education system. Realizing that the training of specialized disciplines is based not only on the scientific and technical content of the disciplines taught, but also on the rules of didactics, the analysis of the experience of implementing one of the key academic disciplines in the framework of the engineering and pedagogical training of future specialists "Vocational Training Methods" requires close attention. The purpose of the article is to identify the degree of discrepancy in the content, implementation of the discipline, to diagnose the degree of student satisfaction with the quality of training, to determine the priority vectors for updating the content of the vocational training methodology.

Materials and Methods. The theoretical and methodological basis of the study was the theory of the development of engineering and pedagogical education (M. G. Romantsev, S. J. Choi, etc.), content design (P. F. Kubrushko, O. V. Tarasyuk) and the principle of double lead (V. A. Fedorov, M. E. Oswald-Egg, U. Renold, etc.) in professional and pedagogical education. The method of analysis of curricula and work programs of the discipline "Vocational Training Methods" was applied using a two-stage sample. Also, in the period from October 21 to November 3, 2022, we conducted a survey among students of various universities (n=126) who had mastered the academic discipline.

Results. Differences in the organization of teaching vocational training methods in different Russian universities were revealed in the following aspects: volume, content, forms, organizational and technical equipment, etc. labor intensity of independent work, etc.) aspects of satisfaction with the educational process of engineering and pedagogical training, priority sections of the academic discipline for more detailed mastering (designing new methods and pedagogical technologies, educational activities in vocational education, etc.).

Discussion and Conclusions. It is proposed to organize the improvement of the vocational training methods in such key areas as the focus on expanding the range of innovative methods and pedagogical technologies and developing the future teachers’ creative potential.

Introduction. Educational activities at the university and the training of future teachers in it have a number of features and significant shortcomings, which are indicated in this article. The inclusion of interactive educational technologies in the educational process is aimed at eliminating all the above shortcomings and trends in educational activities at the university. On the one hand, they make the educational process more diverse and interesting for the modern generation, on the other hand, they allow you to effectively form the flexible skills of future teachers. Based on the foregoing, the purpose of this article is to analyze the possibilities of interactive educational technologies in the formation of flexible skills for future teachers.

Materials and Methods. The methodological basis of the study was systemic (I. V. Blauberg, Yu. K. Babansky, Yu. A. Konarzhevsky and others), axiological (I. A. Abakumova, M. V. Boguslavsky, M. S. Kagan, V. A. Karakovsky, A. V. Kiryakova and others), contextual (A. A. Verbitsky, D. F. Ilyasov, S. V. Tarasov, Z. I. Tyumaseva, I. G. Shendrik, V. A. Yasvin and others), nuclear (A. V. Barsukova, V. I. Dolgova, O. I. Ruban, O. A. Shumakova and others) and person-oriented approaches (N. A. Alekseev, E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya and others); structural approach to the study of personality S. L. Rubinshtein, the concept of the need to prepare future teachers for educational activities (A. N. Tkacheva and others). Research methods: analysis of theoretical and legal literature, generalization, formulation of conclusions, analysis of practical experience.

Results. In the course of using interactive educational technologies in the educational process of the university, there is an exchange of professional and social experience, a mechanism of mutual learning and mutual enrichment is launched. Within the framework of this study, interactive educational technologies are considered as a key mechanism for the formation of students' flexible skills. One of the popular and popular interactive technologies is educational quests, which involve immersion in the plot and the search for solutions to the tasks. The article presents the developed program for conducting web quests at the university, which contributes to the development of students' flexible skills, such as empathy, emotional intelligence, communication skills, time management, public speaking skills. A model for educating flexible skills of future teachers at a university through interactive educational technologies has been developed, which contributes to the formation of the studied skills through the use of the context and design of a video game, allows students to be involved in volunteer and socially significant activities, and use the opportunities of organized training sessions.

Discussion and Conclusions. Interactive educational technologies are a promising and effective means of developing students' flexible skills by introducing the necessary diversity into the educational process of the university, using the possibilities of digital technologies, and gamification of the educational process.

Introduction. In modern realities, the education system needs an innovative approach to teaching the younger generation, as it requires mobile and universal methods. One of the methods is theatrical practice in conjunction with pedagogical practice. Considering the path of development of school theater, we turn our attention to the interaction of these two areas, to how the approach changes through theatrical practice depending on the current time, highlight the positive features in the process of using school theater as a tool in the educational system.

By studying Russian and foreign experience in the application of this technique, we note the details that require transformation, we study the methods of applying the technique that are suitable for use at the present time.

Materials and Methods. When writing this article, a theoretical analysis of domestic and foreign literature, the study of scientific articles and other publications on the research topic, as well as generalization and systematization of the results of domestic and foreign studies were used.

Results. The process of development of school theaters in the course of the historical transformation of society (in particular, in Russia) is considered; the features of the application of the theatrical system and the processes characteristic of it in conditions that relate to school theaters are indicated; the processes of development of school theaters in different historical periods in Russia and abroad were compared.

Discussion and Conclusions. The processes of change observed in modern society require adjustment of the pedagogical and psychological approach and other ways of using the means of theatrical school pedagogy in the Russian system. Based on the methods of using school theater in other countries and the Russian experience of past years, we can make positive changes in the domestic practice of using theater in schools.

Introduction. Debatability is considered as a manifestation of dialogism and as one of the conditions for the formation of democratic thinking. The main characteristics of debatability as a principle of teacher education are revealed: realization of the right to formulate one's own professional position and its public discussion; harmonious combination with the main methodological approaches in education; creative and probabilistic character; joint identification of the meanings of pedagogical activity. The preparation of future teachers for the implementation of debatability in the educational process is defined as the modern mission of a professional pedagogical institution. The relationship between the philosophical substantiation of the principle of discussion and its specific implementation in the activities of a teacher of pedagogical disciplines is shown.

Materials and Methods. With the use of the theoretical analysis, the properties of the discussion that determine its use in the professional training of future teachers are highlighted. The ideas of students of the pedagogical college about the influence of the role and place of discussion in their professional training were studied and analyzed on the basis of the results of the survey and the products of activity. Also, a conversation was held with fellow teachers about the possibilities of using the discussion. The ranking method made it possible to identify the most effective methods for implementing the principle of discussion in the practice of teaching the academic discipline «Pedagogy».

Results. The ideas of future teachers about discussion forms and methods of teaching have been studied. The main methodological methods for implementing the principle of discussion in teacher education are considered. The risks and limits of the application of the discussion are substantiated. The development of debatable forms and methods of teaching is considered as a condition for stimulating professional self-development. Potential directions for improving the professional training of future teachers for mastering the discussion are identified, including the expansion of the use of discussion by students in the course of teaching practice.

Discussion and Conclusions. The implementation of the principle of discussion predetermines the rejection of traditional subject-object models of pedagogical education and the transition to a dialogic model. The equality of the main methodological approaches (culturological, dialogic, axiological, activity, anthropological, personal, technological) requires the implementation of their balance in the methodological activity of the teacher. The choice of discussion as a teaching method depends on the value priorities of the teacher. Modern students are ideologically ready to participate in dialogic forms of education. Democratic thinking as a tool for the humanistic worldview of future teachers is one of the main results of the discussion.

Introduction. The article deals with the issues of training professional personnel for marine economic activities in the new economic conditions. The aim of the work is to develop the concept of training professional personnel for MARINET in the current conditions of the civilizational war of Western countries with Russia and the revision of the national policy in the field of education, including the attitude to the Bologna process and the transition to mobilization innovation in the economy.

Materials and Methods. Of the Marinet NTI Roadmap of Russia for the period up to 2035, the concept of the special course program of additional professional education "Fundamentals of designing under the MARINET program" is proposed, taking into account modern trends in the development of the general configuration of online - offline education in the world. A key feature of the program is the principle of continuity of "vocational education for life", which includes the early involvement of children and young people in the marine economic sphere of the country's economy, taking into account its great potential, and an interdisciplinary approach to the formation of training modules. In the concepts of ESG and STEM education with a focus on joint programs of universities and business partners, a transition from project-oriented education to product-oriented education aimed at creating and mastering in a short time the production of specific new products demanded by the market is proposed.

Results. The MARINET DPO program, designed for 72 hours, includes 9 module blocks: 1) an introductory block – prerequisites for the transition to a product-oriented DPO, 2) marine bioresources and marine ecology, 3) fishing, fishing equipment and materials, 4) innovative shipbuilding, 5) digital navigation and communication, 6) aquaculture, 7) marine energy, 8) integrated processing of marine bioresources, 9) deep processing of secondary marine bioresources. Approbation of the MARINET DPO program at the Kaliningrad State Technical University makes it possible to solve the problems of reorienting the vocational education system into STEM competency profiles, taking into account innovative entrepreneurship.

Discussion and Conclusions. The introduction of the proposed program in maritime education will be one of the stages of accelerated development of the innovation system of the MARINET track of the National Technology Initiative (NTI) of Russia. The systematic organization of professional marine engineering education in close cooperation with vocational education organizations, research institutes, design bureaus, with the business community will allow to implement product-oriented education aimed at training personnel ready to work in the innovative economy of the country's marine industry.

Introduction. The focus of the article is on the problems associated with the fact that in the new economic conditions, the old approach to the sustainable development of science in Russia has lost its relevance. In this regard, a new approach to the sustainable development of science in Russia is needed, which will involve following not foreign value guidelines, including the SDGs, but Russia's own traditions.

Materials and Methods. Systematization of successes in the field of sustainable development of science in Russia is being carried out. A trend analysis of the materials of international university rankings is carried out, aimed at assessing the change in Russia's position in them based on materials: QS, Scimago and Times Higher Education (THE) rankings. "Institutional traps" are identified as barriers to the sustainable development of science in Russia and the prospects for overcoming them based on the materials of the rating of journals in economics in the electronic scientific library e-library. The time frame of the study covers the period from 2017 to 2022.

Results. Three "institutional traps" of scientific journals were identified. First, due to subjective peer review, high-quality scientific articles are not allowed to be published. Second: almost 80% of the authors of Russian scientific journals are the same people throughout the year - and so every year. Third: due to the lack of “fresh” ideas, rating journals are limited to self-citations, the share of which reaches 10%, which is why journals, instead of setting science in motion, hinder its development.

Discussion and Conclusions. The key conclusion of the study is that all the “institutional” traps of Russian scientific journals can and should be overcome, which will allow Russia to achieve import substitution of scientific publications, multiply the successes of scientific and technological progress, and strengthen strategic academic leadership.

Introduction. The analysis of statistical relationships between the studied characteristics is found in almost any dissertation psychological research, so the problem of traditional errors in interpreting the results of correlation analysis becomes extremely relevant. This is manifested in the fact that the concepts of “strength of connection” and its “significance” are in no way related to each other, and the strength of the connection is considered regardless of the size of the sample. All this leads to either considering “significant”, but at the same time very weak and weak correlations, as results worthy of attention, or to considering strong correlations for small samples. It becomes necessary when analyzing the results of correlation analysis to take into account both the strength of the connection and its “significance”, so that only connections that are objectively worthy of attention when describing the results of the study remain.

Materials and Methods. Tables of critical values of the Pearson (Spearman) correlation coefficient for three significance levels (0.05, 0.01, 0.0001). Transformation of the intervals of the correlation coefficient by the strength of the relationship, taking into account the significance and size of the sample.

Results. The article provides a detailed analysis of literary sources on statistics with a demonstration of the problems of interpreting the results of correlation analysis. An attempt is made to objectively estimate the correlation coefficient, taking into account independent characteristics: the absolute value of the correlation coefficient, the significance level and the sample size, which must be considered simultaneously, without ignoring any of them. A sample of 150 objects is taken as some ideal for interpreting the values of the correlation coefficients in the framework of the classification by the strength of the connection. In order for users to have a single rule for interpreting the absolute value of the correlation coefficient, the article provides tables for users of the transformed correlation strength intervals at significance levels of 0.05, 0.01, 0.001 for different sample sizes. The problems under consideration are discussed on the example of two dissertation studies, when the authors follow the rules for interpreting the results of correlation analysis set out in the educational literature and offer very strange interpretations in the framework of their research.

Discussion and Conclusions. The proposed scheme for interpreting the results of correlation analysis both in terms of strength and significance makes it possible to describe statistical relationships much more objectively when the strength of the relationship is considered with reference to the sample size. This prevents numerous interpretive errors that occur when unilaterally interpreting the results of correlation analysis either by the strength of the relationship or by the level of significance, when numerous results of psychological research in articles and dissertations are very doubtful within the linear paradigm.

Introduction. V. S. Solovyov's philosophical views about «realization of a normal society» are considered in clause. Philosophical views V. S. Solovyov are reconstructed in the form of model of the religious-natural order in a context of the system approach. A characteristic feature of the model is that it can be used to determine the specific features of the order (we distinguish the order from other categories owing to specific attributes of the order). Prominent feature of model is the opportunity of an establishment of basis of comparison which is used for comparison of models of the organization of a society with the similar bases.

Materials and Methods. V. S. Solovyov's and F. Aquinas's works, and also proceedings of domestic researchers became a material for research. The structural and functional analysis, a combination of logic and historical methods, a historical and comparative method-comparative method are applied in given clause.

Results. The study recorded the characteristic features of the idea of V. S. Solovyov as a system object. The reconstruction of the philosopher's views in the form of a model of the religious-natural order forms an idea of the process of interaction of the orders of society. The following signs of order have been established. Firstly, the presence of a certain type of relations that have a religious-natural character and the accompanying factor that forms the order. Secondly, the presence of a hierarchically ordered system with vertical levels of dependence and its accompanying factor forming a hierarchy of order. Thirdly, the presence of features of the detection of order and its place in society has been established. We have chosen a basis of comparison based on the signs of order for models of the organization of society with similar bases. The model of the religious-natural order is revealed: in the integrity of V. S. Solovyov's views, in the essential elements characterizing a "normal society". The integrity of the model is concretized through the links of interaction, functioning, management; in the structure. The structure is characterized horizontally and vertically, which makes it possible to establish ways to regulate levels. The origins of the sustainable functioning of society are laid down in the mechanism of the correlation of its orders. Ideas about the social order (in the context of religious principles) were formed long before the 19th century in the history of philosophy. The established comparison basis made it possible to compare the foundations of a sustainable organization of society, indicated in the views of V. S. Solovyov, with the ideas of the medieval philosopher F. Aquinas. The basis of comparison allowed us to establish the foundations of transformation laid down in the structure of orders.

Discussion and Conclusion. Having analyzed the views of V. S. Solovyov, we have established their characteristic features as a system object. This allowed us to determine the basis of comparison, which can be used to compare models of the organization of society with similar bases. Analyzing V. S. Solovyov's point of view on the organization of society, we have established specific signs of order, which in different traditions (in comparison with the views of F. Aquinas) have different bases for the formation of order, the factor forming the hierarchy. Fundamentals of the dynamics of the idea of public order when comparing the views of V. S. Solovyov and F. Aquinas conclusions are as follows: there is no complete continuity between the tradition of the Middle Ages and Russian philosophy in understanding the foundations of social order. Thus, in the history of philosophy there was a transformation of the foundations that characterize the emergence of social order.

Introduction. The article is devoted to the study of the anthropological attitudes of Marcus Aurelius, formed as a result of the mutual influence of Roman Stoicism and early Christianity. The purpose of this work is to conduct a comparative analysis of the late Stoic and Christian axiology, ethics and demonstrate their relevance in the modern era of postmodernist value disorientation.

Materials and Methods. The material of the study is the writings of Marcus Aurelius, the New Testament canonical epistles, the works of Christian apologists of the first centuries, as well as the works of contemporary domestic and foreign authors devoted to the spiritual situation in the Roman Empire during the reign of Marcus Aurelius, the moral foundations of Roman stoicism; anthropological, ethical ideas of the ancient philosopher associated with Christian thought; the views of early Christian authors on the worldview of the emperor and Roman stoicism. The author relied on civilizational and dialectical approaches, used methods: hermeneutic, analytical, synthesis, generalization, reconstruction of philosophical views, comparative historical.

Results. As a result of the work done, it was found that the essentially Christian anthropological, axiological ideas of Marcus Aurelius (the essence of man, his path in history and posthumous fate, ethical constants) were formed as a result of a bilateral influence: stoicism on the formation of Christian doctrine in the I-II centuries, Christianity - on the worldview of the thinker. Being a persecutor of Christians, the philosopher on the throne unconsciously embodied the goals pursued by the young religion.

Discussion and Conclusions. The author managed to carry out a comparative analysis of the anthropology, ethics and axiology of Marcus Aurelius and early Christianity. The study convincingly showed that the demarcation between ancient pagan antiquity and medieval Christianity accepted in philosophical science is conditional. The chronological definition of these historical periods is also conditional. This interpenetration of eras is confirmed by the enormous influence of Roman stoicism on the formation of Christian apologetics, as well as the anthropological, ethical and axiological attitudes of the Roman Stoic Marcus Aurelius congenial to Christianity.

Introduction. Modern technologies make it possible to embody the concept of collective intelligence, which previously existed rather metaphorically. The purpose of this work is to analyze the active use of collective and artificial intelligence in the modern world, and the possibilities of their interaction.

Materials and Methods. The paper analyzes the main trends that exist today in the development of collective and artificial intelligence, presents a phenomenological analysis of individual examples. Based on the historical and dialectical methods, the main options for the manifestation of collective intelligence through technology, and the role of artificial intelligence in interacting with collective intelligence are identified.

Results. In a broad sense, collective intelligence means all the results of intellectual work accumulated by humanity, in a narrow sense, it means the ability of many people to collaborate intellectually through digital technologies, allowing joint efforts to accumulate databases, collect information about problems, solve scientific and social issues (civil science, crowdsourcing, civil participation, e-government, etc.). The development of artificial intelligence (AI) technology today relies on the results of collective intellectual activity: it learns from human-made intellectual products, many systems improve through direct interaction with people, or use data from sensors or social networks, based on which AI can create a picture of natural disasters or predict crime.

Discussion and Conclusions. In one case, collective intellectual effort serves as data for decision-making AI systems, in another, citizens play an active role, and technological solutions can help optimize decision making. These two directions, which could be called passive and active collective intelligence, demonstrate the development potential of the modern infosphere, leaving open the question of whether collective intelligence will serve as an expression of the will of mankind or a resource for its technical management.

Introduction. The problem of professional identity in modern socio-cultural conditions continues to be relevant and requires a non-surface, non-structural methodological and anthropological rethinking. The purpose of the article is to determine the role of the tandem of philosophical anthropology and philosophy of education in creating the ground for the formation of professional identity.

Materials and Methods. The methodological principle of historicism is fundamental. The research methodology includes hermeneutical and systemic methods. The analysis and generalization of scientific research works on the philosophy of education and philosophical anthropology were also used.

Results. A person from different metaphysical positions thinks about the issues of his own identity, his career aspirations and professional orientation. Modern society creates an environment for the development of an “informed person”, who is immersed in fundamentally different spheres of life. Philosophical anthropology in modern conditions acts as a practice of self-knowledge, the result of which should be contact with oneself, understanding one's goals and aspirations. The philosophy of education comprehends the trends of modern education, calls for a critical attitude to the newly created concepts of man, culture, and education. Professional identity gives an understanding and a sense of one's own "I" in professional development. Therefore, the task of the philosophy of education and philosophical anthropology is to harmonize the process of self-identification as much as possible. The tandem of the philosophy of education and philosophical anthropology reconciles the individual with the fundamental incompleteness of his being, looking for ways of harmonious development in the conditions of constant choice, constant search for his identity.

Discussion and Conclusions. The task of both philosophers and educators is to create all the necessary conditions for the younger generation to cope with the challenge of the new era. Modern man needs not just to accumulate information about the world; he needs to know life itself: he wants to ask questions about its meaning, to see the boundaries of his own self, to talk about freedom and necessity, love and fidelity, understanding and loneliness. The relevance of philosophical anthropology lies in the fact that it acts as an arbiter between andragogy and pedagogy in a dialogue with the philosophy of education, since it asserts the main subject of a Person regardless of his social circumstances.