Introduction. The interdisciplinary and transdisciplinary case technology for training specialists in the processing of marine biological resources is considered. The goal of the work is to modernize case technologies for professional training of specialists in the field of processing marine biological resources into food, feed and other products in the concepts of “Full Cycle Economy” and “Strategy of the Related Sector”.

Materials and Methods. In accordance with the program of the special course of additional professional education “Fundamentals of Design under the Marinet program”, a case technology is proposed that contributes to the formation of fundamental knowledge and practical skills in areas related to the production of food, feed and other products with high added value based on fish raw materials. The technology case methodology includes elements of innovative methods of the educational process, the generation of new knowledge, the formulation of intellectual property objects as the results of intellectual activity, and the formation of a team of innovators to solve a specific production problem.

Results. A case technology methodology has been developed in the Marinet specialist training system for organizing deep processing of marine biological resources, fishing industry waste, and recycling. The basis of the methodology is a technological case of a new format. The methodology involves home preliminary preparation of students with analysis of cases in the form of presentations, discussions, brainstorming sessions in practical classes in the classroom or in an online format, as well as in the form of events held at the Entrepreneurial Boiling Points of universities or directly in the production conditions of the university’s business partners . An interdisciplinary and transdisciplinary approach to creating technological cases has been developed, taking into account modern trends in the development of vocational education, including the use of artificial intelligence at all stages of classes, which can significantly change the methodology of vocational education in the coming years.

Discussion and Conclusions. The developed case technology is an effective tool for versatile training of personnel for a full-cycle innovative economy. It represents part of a new model of continuous professional education, including modern methods of generating new knowledge using AI, blockchain and mediation approaches in organizing group training and can be used in other areas of professional training.

Introduction. Intensive and global changes in the education system that have occurred in recent years, the conditions of digitalization and convergence of education, changes in value orientations and a decrease in interest in learning among the younger generation place ever-increasing demands on the professional competencies of teachers and the development of their personal qualities. One of the significant ways that can significantly improve the professionalism of teachers and improve the quality of education in general is methodical support for the process of eliminating professional deficits of teachers based on informal education. Based on the above, the purpose of this article is to develop and substantiate the main approaches to organizing methodical work to eliminate deficiencies in the professional training of teachers based on informal education.

Materials and Methods. The research was carried out by analyzing scientific literature on the research problem, analyzing regulatory sources, and summarizing our own practical experience on this topic. Studying the scientific literature on this topic, the history of the formation of the methodical service in Russia, the current state of methodological work in general education, and the results of an empirical study aimed at assessing the methodical competence of general education teachers were analyzed. Research methods: analysis of theoretical and regulatory literature, historiographic analysis, generalization, formulation of conclusions, analysis of practical experience, questionnaires, method of expert assessments.

Results. To summarize the above, the generalized characteristics of the methodological service during the period of its modernization can be described as internally contradictory. On the one hand, the processes of humanization of education contributed to the revelation of the creative potential of talented teachers, who at that time created a number of original schools, enriching pedagogy with a number of new approaches to teaching and upbringing, new methods and technologies of teaching. The results of the study, confirming the presence of deficiencies in certain components of professional training of teachers, have updated the task of finding measures to solve pressing problems for the regional education system. The competency improvement project developed for these purposes was based on the use of informal education.

Discussion and Conclusions. A condition for the effective implementation of methodical work by means of informal education is the formation of a digital educational environment, which provides the opportunity to diagnose the professional competencies of a teacher and develop personalized learning trajectories based on diagnosis. Informal education of a teacher should be implemented in formalized organizational and managerial conditions that make it possible to track the individual dynamics of the teacher, identify areas of his professional difficulties, and provide expert support if necessary.

Introduction. In conditions of unprecedented pressure on Russia, the question of a new institution that ensures the achievement of the sovereign and national goals of development and education of Man has now acquired a new meaning and a special anthropological meaning, which allowed us to responsibly approach the design of a unified system of scientific and methodological support for teachers of a technological profile, which we represent as a universal mechanism for the development of a new generation of teachers, acting on the principle of “here and now” or “in one place and at one time”, focusing on the development of the national genius of their students - the new generation of Russian citizens. The purpose of the article is to present a multi-position project-network self-organizing structure focused on the rapid development of universal competencies of technology teachers, taking into account global challenges and tasks of ensuring the technological and ideological sovereignty of the country.

Materials and Methods. The development of an open integrated system of scientific and methodological support for teachers of a technological profile is carried out on an interdisciplinary, design-transforming methodology, the line of which culturally and historically grows out of the scientific school of L. S. Vygotsky about the norm of development and the zone of proximal development, allows us to build a chain of transformation “resource - potential” – action – condition – goal” for the training of engineering personnel. The assessment of the level of development of universal competencies of technology teachers was carried out on the basis of the “Cognitive flexibility” indicator of the Competence Center.

Results. The product line of the scientific research project includes three blocks of results: the theoretical block is represented by the concept and program of scientific and methodological support for teachers; the block of scientific and methodological results includes methodological developments included in the All-Russian Navigator of Methodological Developments; The scientific and practical results included the master's program "Teacher Education: STEAM Pedagogy" and the products of experience scaled within the framework of the socio-pedagogical cluster "Practice-oriented approaches to the digitalization of education."

Discussion and Conclusions. The network project “Unified system of scientific and methodological support for teachers of a technological profile in the context of continuous education” acts as an effective means of developing universal competencies of teachers of a technological profile and an intellectual resource for the development of team thinking, the creation and implementation of unique products and results for building the practice of engineering education, as well as will ensure the creation of professional teams of modern teachers, the co-organization of various engineering education resources to implement a sociocultural breakthrough and the training of a technology teacher as a “mouthpiece and motivator” of constructive changes in their students.

Introduction. This article concentrates on the concept of implementing the cognitive-pragmatic approach into professional linguistic education. For this reason, the author conducts a comparative analysis of pedagogical approaches applied to teaching a foreign language in higher education, highlights key concepts and describes the crucial theoretical and methodological positions, taking into account the educational environment and future professional activity. The purpose of the study is to identify the potential for introducing the cognitive-pragmatic approach into professional linguistic education when teaching foreign languages with the aim of developing discourse competence as the ability and readiness to perceive and create meanings in professional activity.

Materials and Methods. The theoretical basis of the study involves philosophical, linguistic, psychological, cognitive, pedagogical, pragmatic concepts that reveal the essence of the cognitive-pragmatic approach in professional linguistic education. The article uses methods of comparative analysis of theoretical and methodological literature on this scientific issue. These methods enable to determine the main positions of the cognitive-pragmatic approach which are to be taken into account for elaborating further methodological recommendations.

Results. As a result of scientific understanding and systematization, the article presents the main positions for the implementation of the cognitive-pragmatic approach in professional linguistic education. As a result of comparative analysis, the similarities and differences of such pedagogical approaches as cognitive, pragmatic, sociopragmatic, communicative, reflexive, and functional ones have been studied to substantiate the advantages of the cognitive-pragmatic approach in teaching foreign languages in higher education. Potential areas for improving the process of professional education of language students as well as teaching methods and techniques have been defined for further investigation.

Discussion and Conclusions. In the conclusion, the author emphasizes the importance and effectiveness of the implementation of the cognitive-pragmatic approach in professional linguistic education. The results of this study present theoretical and practical interest for researchers regarding the problem of developing linguistic and professional skills of language students.

Introduction. In accordance with the need to develop students’ ability and readiness for continuous self-education and self-development throughout their lives, the importance of students’ independent work increases significantly. In the context of the digital transformation of education, one of the main forms of independent work should be joint network activities of students, during which network educational communities are formed. The purpose of the article is to consider the possibilities of organizing joint network activities of future technology teachers as part of independent work in disciplines, practices, as well as in extracurricular activities; analyze the didactic potential of the online educational communities of students that are being formed.

Materials and Methods. When writing the article, methods of analysis of domestic and foreign literature, comparative analysis, generalization and systematization, and pedagogical experiment were used.

Results. Today, when improving the qualifications of teaching staff, the model of “horizontal training”, when training is carried out within professional communities, is quite actively used. This model can also be effective for communities of future teachers. Digital tools for organizing joint network activities within disciplines and practices are presented when organizing independent work for students at Minin University. Special attention is paid to the organization of joint network activities within the framework of the communicative and digital module of the Core of Higher Pedagogical Education. The greatest effect from joint network activities of future teachers can be obtained through project activities. Examples of network projects of teachers and students of Minin University are given, within the framework of which project and network communities are formed.

Discussion and Conclusions. Properly organized independent work in the digital educational environment of the university, the use of modern digital tools for this significantly improves the quality of professional training of specialists. Joint network activities make it possible to organize mutual learning within the emerging educational student community. At the same time, conditions are created for the formation of team building skills, universal and professional competencies, ICT competence of future technology teachers, self-assessment and mutual assessment skills.

Introduction. The relevance of the problem considered in the article is due to the processes of integration of new subjects of the Russian Federation into the Russian space, the need to form civic identity and cultural-historical memory among young people living in these territories as a basic prerequisite for the consolidation of Russian society, strengthening Russian statehood and national sovereignty. A theoretical analysis of research on this problem is presented, and the fragmentation of its solution is revealed. The purpose of the article is to determine and substantiate methodological approaches, principles and directions for the formation of civil identity and cultural and historical memory of young people in new subjects of the Russian Federation.

Materials and Methods. The study used theoretical methods, including a systematic analysis of the subject of research, generalization and systematization of philosophical, psychological, pedagogical and methodological literature, normative documents and reports; design. Empirical methods include conversation and observation.

Results. Based on the analysis of scientific research, methodological approaches, principles and directions were identified that make up a theoretical and methodological outline, which serves as the basis for the development by educational organizations of programs, methodological recommendations, modules, technological maps, scenarios of educational activities for the formation of civic identity and cultural and historical memory of youth ( 14 - 22 years old), living in the territories of new constituent entities of the Russian Federation. The key methodological approaches were identified and justified: systemic, cybernetic, program-targeted, axiological, personal-activity, cultural, homeland studies, adaptive, and the principles of their implementation were presented. The directions of content of the formation of civil identity and cultural-historical memory of young people are identified and disclosed: cultural-historical, spatial-territorial, linguistic, value-orientation, legal, social-activity, psychological-pedagogical.

Discussion and Conclusions. Prospects for further research are related to the development of a pedagogical model of an adaptive system of educational activities for the formation of civic identity and cultural and historical memory of young people in new subjects of the Russian Federation; the creation for teachers, advisers to the director of education, class teachers, future teachers, teaching aids containing a set of pedagogical tools and adapted educational practices for the formation of new regions of civic identity and cultural-historical memory among young people.

Introduction. One of the main processes associated with the stay of an inophone student who came to study a foreign language in a foreign country is linguistic adaptation in a new cultural and geographical space. The result of successful adaptation is the formation of sociocultural competence among the student, awareness of regional identity. From the point of view of the methodology for teaching the Russian language as a foreign language, it seems significant to search for the most effective technologies, methods and techniques that would allow immersing the inophone in the natural environment. End-to-end technologies used in urban space to obtain multidirectional information for native speakers and foreigners meet this methodological task. Authentic texts of chatbots, interactive maps become didactic material for the formation of key competencies of an inophone student.

Materials and Methods. The scientific basis of the study is scientific works related to the methodology of teaching the Russian language as a foreign language, the problems of linguistic and cultural adaptation and the use of end-to-end technologies in linguistic education. The research materials are authentic (natural) texts of the digital urban environment: online maps, chat bots, audio guides, which contribute to a more effective linguistic and cultural adaptation of inphones to "alien" space. Based on the methods of analysis and generalization, a theoretical understanding of the experience of working with foreign students at the Nizhny Novgorod State Pedagogical University named after K. Minin. The key concepts used in the work are "digital pedagogy," "end-to-end technologies," "urban text," "regional identity." "sociocultural competence," "linguostranological adaptation."

Results. The use of end-to-end technologies in the practice of teaching Russian as a foreign language is currently an effective way to develop communicative competence. Urban space provides an opportunity for direct immersion in the environment of the language being studied. In teaching practice, online cards are actively used, according to which, on the one hand, tasks can be compiled aimed at developing skills in any type of speech activity (reading, speaking, listening, writing), on the other hand, they can become the basis for project activities students. Another online tool for developing communication skills in a foreign language is chatbots. A chatbot makes it possible to learn a foreign language and maintain communication skills at a pace convenient for the student, while eliminating the fear of making mistakes, because there is interaction with artificial intelligence. The AudioGuideNN chatbot allows a student of Russian as a foreign language to enter the urban space, get acquainted with the city and learn the language at the same time.

Discussion and Conclusions. Modern end-to-end technologies are effective tools for teaching a foreign language, including Russian as a foreign language. Virtual maps, audio guides, chat bots allow you to relieve the cultural shock of the urban space from a native speaker of a foreign language who is in a new environment for him, create conditions for the linguistic and cultural adaptation of a foreign speaker, and also contribute to the study of the Russian language due to direct immersion in the urban – Russian-language – text.

Introduction. The article reveals the essence of the concept of «intercultural competence», identifies the relevance of its development among the students of linguistics through educational bots.

Materials and Methods. The authors analyze scientific researchers, publications and dissertations of Russian and foreign researchers concerning the problem of the development of an intercultural competence among the students of linguistics; the main method is the creation of a chatbot.

Results. Based on a detailed analysis of the concept of «intercultural competence» and the possibilities of educational bots an educational bot was created, the purpose of which is to develop the intercultural competence of future linguists.

Discussion and Conclusions. The study of educational bots in the process of developing intercultural competence is a promising area. The advantages of this approach include individualization and automation of the process of acquiring knowledge; unlimited access to information, providing fast and detailed feedback; visualization of the learning process using multimedia materials; maintaining the language environment and student motivation to study at a high level. The research results can be used in the development and implementation of students’ educational programs aimed at the development of the intercultural competence and the further design of the new teaching technologies and methodology of teaching a foreign language.

Introduction. The socialization of a modern teenager is inevitably connected with digital skills and communication on the Internet. The Internet itself acts as a cognitive technology that has many benefits and opportunities for cognitive development and education. At the same time, a child's activity on the Internet can lead to a number of risks, including a collision with aggression in the online space. With the development of information technology, a special type of bullying is being formed – cyberbullying. Often, Russian scientific articles do not provide data on the psychometric qualities of cyberbullying questionnaires and questionnaires used in the study. The content of the cyberbullying questionnaire requires constant updating and clarification of behavioral manifestations.

Materials and Methods. The paper describes the results of a psychometric test of questionnaire of cyberbullying and aggression on the Internet. The questionnaire consists of 18 direct questions and is designed to define the experience of cyberbullying. Psychometric features of the Survey were tested among sampled 312 respondents, including girls (n=231) and boys (n=81) at the age of 13-22.

Results. An exploratory factor analysis determines a four-component model of the Survey: cybervictimity, cyberagression, negative emotions from online communication and a factor of adults’ assistance. The Survey’s scales were verified for their reliability: Cronbach’s alpha coefficient of scales’ internal consistence is 0.712 – 0.779. The Surveys’ scales are reliably interconnected by their correlational ties from 0.50 to 0.60.

Discussion and Conclusions. Convergent validity of the Cyberbullying Survey is examined: this revealed reliable correlational ties with all CIAS scales, as well as with personal features of irascibility, proneness to conflicts, suspiciousness, and negative aggression on the whole (Personal Aggression and Proneness to Conflicts by E.P. Ilin and P.A. Kovalev). The obtained results prove that the Survey under analysis is a reliable psychometric instrument for studying cyberbullying which could be applied for scientific purposes and in practice.

Introduction. The article examines the empathic abilities of students in the process of studying at a medical university. The concept of "empathy" is analyzed, it is understood as a professionally significant property (quality) of a doctor's personality. The variety of ideas about the empathic abilities of the personality of future medical workers is considered in order to generalize knowledge about this phenomenon. The authors have diagnosed the peculiarities of the empathic abilities of future doctors among students studying at a medical university. The results of a theoretical and empirical study of the empathic abilities of medical students are presented. The empirical sample was made up of 103 students of the I.P. Pavlov Federal State Budgetary Educational Institution of Ryazan State Medical University of the Ministry of Health of the Russian Federation in the specialty 31.05.01 "Medical business". The research problem is the study of students' empathic abilities in the process of studying at a medical university to create a program for the development of their empathic abilities. The purpose of the study is a theoretical and methodological analysis of the phenomenon of empathy in domestic and foreign literature, the study of empathic abilities of a person, diagnostics of the level of development of empathic abilities of students of 1-5 courses of medical university.

Materials and Methods. The following methods were used in the study: observation and testing. Methods: "Diagnostics of empathy level" (V. V. Boyko); "Emotional response scale" (A. Mehrabyan and N. Epstein); "Diagnostics of emotional intelligence" (N. Hall). The results were processed using mathematical statistics methods (Mann–Whitney U-test, correlation analysis, STATISTIKA 10.0).

Results. It was found that the empathic abilities of students in the process of studying at a medical university in the 1st year are higher than in the 5th year. Students of the 2nd, 3rd and 4th years were diagnosed with an average level of empathic abilities in the process of studying at a medical university. The results of theoretical and empirical research indicate the need to develop the empathic abilities of future medical professionals in the process of studying at a university.

Discussion and Conclusions. Our theoretical and empirical research has shown that students in the process of studying at a medical university may not have a stable level of empathic abilities depending on the course of study. The empathic abilities of medical university students have their own characteristics and correspond to the requirements for the professional and personal competencies of a future doctor.

Introduction. The article presents a theoretical analysis of the need-motivational sphere of the individual, identifying its most important features. The purpose of this analysis was to reveal and substantiate such a substantive component of the theoretical model of the psychology of the subject of the modern scientific and engineering elite as the need-motivational one. To substantiate and test the theoretical model, a comprehensive empirical study was carried out aimed at studying the psychological characteristics of the personality of a representative of the scientific and technical community. Particular emphasis was placed on the study of promising youth (students).

Materials and Methods. The following psychodiagnostic tools were used in the study: diagnostics of socio-psychological attitudes of the individual in the motivational-need sphere by O.F. Potemkina, “coping test” (the technique was developed by R. Lazarus and S. Folkman, adapted by T.L. Kryukova, E.V. Kuftyak, M.S. Zamyshlyaeva), emotional intelligence test by D.V. Lyusin (EmIn). A comparative analysis of the results obtained was carried out using methods of mathematical statistics (Kruskal-Wallis H test), and correlation analysis (Spearman) was also used. The study sample consisted of first-year engineering and technical students of the National Research Nuclear University "MEPhI" in the amount of 111 people, who were distributed into 3 groups: Institute of Nanotechnologies in Electronics, Spintronics and Photonics (INTEL) – 15 people; Engineering Physics Institute of Biomedicine (IFIB) – 27 people; Institute of Laser and Plasma Technologies (LAPLAZ) – 69 people.

Results. Comparative data analysis showed differences between samples. They are expressed in the type of motivation, in the orientation “towards the result” or “process”. The study showed some alarming trends: purely engineering students are more focused on material values and social benefits, while being emotionally restrained and low in contact. Materials scientists and biomedical specialties are focused on communicative interaction and social support, and are more emotionally relaxed.

Discussion and Conclusions. The empirical study, and especially its results, confirmed the feasibility of using the theoretical model and showed its viability. A comparative analysis made it possible to identify common and special features in the manifestation of motivational attitudes among students of various technical profiles.

Introduction. The article examines the peculiarities of the transformation of the historical image of the empire in the national intellectual tradition. The views of such thinkers as M.N. Katkov, F.I. Tyutchev, I.V. Kireevsky, A.S. Khomyakov, Yu.F. Samarin, K.N. Leontiev, P.B. Struve, M.O. Menshikov, P.N. Savitsky, N.S. Trubetskoy and others are analyzed. The typologization and analysis of the key images of the empire in the Russian historiosophical consciousness, namely: European, Byzantine and Eurasian, is presented.

Materials and Methods. The main material of this article is the research of the following authors: L.E. Shaposhnikov, O.V. Parilov, S.N. Pushkin, V.M. Lurie, A.K. Tolstenko, R.R. Vakhitov. The following methods were used in the presented study: system analysis, philosophical analysis, interpretation, comparison and synthesis.

Results. The article examines the evolution of the image of the empire in the Russian historiosophical consciousness, starting from the triad of Count S.S. Uvarov, the ideas of M.N. Katkov and Slavophiles, ending with the Eurasian concepts of P.N. Savitsky and N.S. Trubetskoy. During the development of the idea of empire, three main images of it were formed. The first is the European one, in which the Russian Empire is perceived as one of the European powers claiming their piece of the world pie. This image quite logically changes from the absolutist-autocratic to the liberal-national. The second image is Slavophile. Being absolutely monarchical, he regards Russia, headed by an Orthodox emperor, as the heiress of Byzantium, endowed with a special messianic status. The third image is Eurasian (P.N. Savitsky, N.S. Trubetskoy). It represents the image of a "reassembled" empire that underwent profound changes as a result of the revolution. The Eurasians are moving away from the image of the universal empire to the image of a self-sufficient "mainland state" preserving its original civilization based on Orthodoxy. At the same time, they actively use the Slavophile category of conciliarity, transferring it from the sphere of theology to national and cultural policy. The Eurasians proclaim the fundamental equality of national cultures and their unity in cathedral Russia.

Discussion and Conclusions. The authors of the study managed to conduct a systematic and full-fledged historical and philosophical analysis of the evolution of the image of the empire in the Russian historiosophical consciousness, from Slavophiles to Eurasians. The authors managed to carry out a comprehensive and systematic historical and philosophical analysis of the three main images of the empire of the European, Byzantine and Eurasian.

Introduction. The article is devoted to the study of one of the directions of modern paganism (Asatra/Odinism) through the prism of the philosophical features of the participant of special military operation (SVO). The purpose of this work is to analyze the source base (interview materials) of the carrier – the respondent to determine the specifics of religious nativism in the area of the special military operation.

Materials and Methods. The research materials are in-depth interviews, narratives of ideologues of modern Russian paganism, containing information about the specifics of the Germanic-Scandinavian variation of the religious phenomenon of the XXIst century. The author used the following methods: cultural and anthropological methods (qualitative content analysis, analysis of a set of individual interviews), hermeneutic method, comparative analysis. The study pays considerable attention to the principle of objectivism. In particular, during his work on pagan narrative sources, the author adhered to the principle of non-supporting hermeneutics, a method of historical phenomenology.

Results. As a result, some features of «vital activity» of the phenomenon of world view of Russian pagans in the zone of special military operation were considered. The interviewing of a representative of the Scandinavian paganism (loneliness) made it possible to form an opinion on the following problem fields connected with the entry of neophytes into the religious system: on ceremonial practices, places of worship during war, symbolism, attitude towards state power, future of religious nativists in the realities of the Russian Federation.

Discussion and Conclusions. The author managed to reach the following conclusions: in the zone of special military operation, in addition to representatives of world religions, active adherents of modern variations of Slavic and Scandinavian «traditional» beliefs. Slavic-Scandinavian religious syncretism is observed in the military pagan environment. The micro-world of «combat paganism» is partly an ideological, structural tracing of the «peaceful pagan diaspora» existing in the religious space of the Russian Federation. In both cases, there is a choice in favor of individual reading of the constructed/reconstructed creed, an identical system of charms, a common opinion on issues related to the initial period of the ancient Russian state (the place of foreign elites in its genesis).

Introduction. The article analyzes the advantages of the family in the formation and intergenerational continuity of basic national values and the gradual, step-by-step development of their youth. The article uses the experience of assessing traditional values by students of Nizhny Novgorod schools during family-patriotic contests, as well as the results of the author's sociological research among schoolchildren on the degree of their commitment to Russian values.

Materials and Methods. The authors of the article relied on the analysis of primary and secondary sociological data. In general, general scientific research methods were applied (analysis and synthesis, induction and deduction, comparative historical and dialectical methods).

Results. The successful implementation of the intergenerational transmission of values by the family was negatively affected by the cardinal transformations of Russian society in the 90s of the XX century. The attempt to revise the basic Russian traditional values in favor of liberalization through familiarization with the Western way of life (imposing the priority of values on the psychology of mass consumption society) of the majority of Russians led to a deepening of the crisis state of the institution of the family and society as a whole. Meanwhile, the Russian family, possessing a number of qualities (one of which is a sense of healthy conservatism), was able to preserve the best practices of broadcasting intergenerational values. However, the thoughtless policy of the reformers of the "Yeltsin's hard times" did not pass by without a trace. The analysis of secondary and primary sociological data has shown that many traditional Russian spiritual and moral values are insufficiently formed. Let's denote two "pain points":1. The negative attitude of the majority of young men (59.6%) to the statement that "Conscription is an obligatory stage in life for every man is extremely alarming." There is a crisis of fatherhood as the main element in the functioning of the mechanism of intergenerational transmission of values. 2. The popularity of so-called "alternative" forms of family structure among young people is alarming. An analysis of the data on gender identity revealed discrepancies that draw attention to themselves. Thus, boys (71.8%) are more confident that "A family is a union of a man and a woman, and not Parents No. 1 and No. 2" than girls (53.6%). This is an occasion for further research and explanation of the reason for the greater commitment of young men to traditional family values than girls.

Discussion and Conclusions. Theoretical and methodological analysis of the state of modern Russian society and the family has shown that the actualization of public attention on traditional Russian spiritual and moral values, their legislative consolidation in various decrees and by-laws and their practical implementation has a positive effect on the system of education of younger youth in general. The results of the author's sociological research indicate, for the most part, the formation of traditional Russian spiritual and moral values in the youth consciousness. Thus, it can be argued that Russian society has not lost the ability of intergenerational transmission of basic Russian values, its mental and cultural code.

Introduction. The discrepancy between personal and mass forms of information interaction dictates the need to consider the conflict between the pictures of the world emerging on their basis.

Materials and Methods. The research methodology is based on the distinction between communication and communication. Communication is perceived as a technologically enabled process of information interaction. The “peacemaking property of consciousness” is considered - the psychophysiological property of a person to create a holistic picture of the world from discrete elements. The communicative picture of the world created with the help of the media exploits the initial trust of recipients in potential sources of information, creating an “infrastructure of trust” that only destroys human-dimensional meanings.

Results. Communicative reality deprives a person of the opportunity to use his “peacemaking” potential to form his own reality. In fact, the media imitate reality, offering people surrogates of impressions and facts. As a result, in the communicative space the dynamics of change are performative in nature, and imitative reality can be represented as performative reality. An antagonism of meanings arises when personal perception presupposes a certain picture of the world, and the communicative process makes the presentation of the world inhuman and distorted. The phenomenon of error begins to sound in a new way as a result of the discrepancy between expected meanings and those phenomena and facts that were offered to a person by means of communication.

Discussion and Conclusions. It is concluded that the artificial space of imitative reality is moving further and further away from man’s need to create his own world, thereby developing and shaping himself. Depoliticization, withdrawal into a world closed to external media systems is a characteristic of many today’s young people, who implicitly protest against their lack of the right to form their own picture of the world.