Introduction. In modern domestic research on Russian psychological and pedagogical classes and ways of pre-professional career guidance of high school students who are inclined to teaching, there is a historical correlation between the emergence of pedagogical classes in Russian education (2nd half of the 19th century) and the formation of a system of vocational and pedagogical education. The existing educational practice of continuous professional and pedagogical development of a graduate is carried out within the framework of several models organized on the basis of schools, universities and organizations of further vocational education. Features of the organization and pedagogical support of psychological and pedagogical classes are determined by different model practices of their formalization, which led to the manifestation of the characteristics of students, the educational environment of the university and the characteristics of the professional competence of university teachers of pedagogical support for different categories of students.

Materials and Methods. When writing the article, a theoretical analysis of domestic and foreign literature was used, the study of scientific articles and publications on the topic; generalization and systematization of the results of domestic and foreign research; content analysis, questioning and statistical verification of experimental data and their interpretation.

Results. The history of the formation of educational practice in psychological and pedagogical classes in Russia and the practice of their functioning at the present stage of the Russian history of education are considered. The given general theoretical provisions and author's calculations are illustrated by experimental data on the interpretation by students of modern classical and pedagogical universities of the functions and specifics of professional and pedagogical activity in psychological and pedagogical classes on five scales of the author's questionnaire: personal-need, sign-symbolic, spatial-professional, value-normative and socio-behavioral.

Discussion and Conclusions. The processes observed by modern researchers with the preprofessional training of high school students focused on pedagogical activity are taken into account in various model practices of organizing modern specialized pedagogical classes, which are taken into account in the professional and pedagogical education of the training of future teachers accompanying them, including the characteristics of students, the characteristics of the educational environment of the university and the competence of interaction with gifted children of teachers.

Introduction:  In the context of the transformation of education, the issue of finding and applying new learning technologies becomes especially relevant. The use of creative technologies in education in Russia is still not widespread, many teachers and education experts recognize the importance of using creative technologies to support the development of students' creative skills. Education needs a framework to help students and teachers develop creative thinking skills that span disciplines and use technological tools for creative solutions and outcomes.

Materials and Methods. In the course of the study, theoretical methods of analyzing psychological, pedagogical, methodological literature on the subject of research and a descriptive research method based on data from a survey of teachers and schoolchildren on the topic of determining the experience of using creative technologies were used. The purpose of this study is to study the opinions of participants in the educational process of teachers and students on the use of creative technologies in the educational process – 180 teachers aged 33 to 57 years and 247 schoolchildren aged 11 to 18 years took part in the All-Russian anonymous survey. The material for the study was the Concept of the development of creative industries and mechanisms for the implementation of their state support in large and largest urban agglomerations until 2030.

Results. The theoretical substantiation of the definition of the concept of creative technologies in education and their types formed at the intersection of technology and creativity is presented. The survey highlighted the possibilities of using creative technologies in the educational process, the advantages and disadvantages of their use, as well as difficulties in implementing creative technologies. The results of the study can be applied to improving education and reducing inequality in learning, creative technologies not only improve the learning process and increase the motivation of students, but also contribute to the creation of innovative teaching methods and solving complex problems in the educational field.

Discussion and Conclusions. The new approach using various types of creative technologies has many advantages, such as increasing the motivation of students, improving the assimilation of the material, developing modern competencies and preparing students for successful life and work in the modern world.

Introduction. Modernization of modern higher education determines new requirements to the structure of university learning environment as a part of educational space and social environment of students and updates its humanitarian component. The strategy of training humane centered individual is documented in the fundamental documents of the world's leading universities and presupposes an adequate mechanism for assessing the quality of this environment and its key subjects. At the same time, in the context of the implementation of the concept of academic leadership, national ideas in the field of science and education, a special role in the organization of monitoring the quality of education is assigned to the regions in order to maximize the effective realization of their human, intellectual and cultural capital.

Materials and Methods. In accordance with the goals and objectives of the article, the research methodology is represented by a group of theoretical (analysis and generalization of scientific literature, synthesis of the obtained information) and empirical methods (survey, questionnaire, observation). The methodological basis was shaped by research in the field of humanization of universities learning environment, quality of higher education and monitoring of higher education. The author also proceeds from the understanding of the development of the regional system of higher educational as a highly organized multilateral interactions of various participants, the main among which include governing bodies, civil society institutions, employers, students, administration of educational institutions, teaching and academic staff.

Results. Performance assessment and performance monitoring of universities represent one of the main open information sources for full-scale studies of the educational process and analysis of the current state of the learning environment of universities of different levels and focus. The paper discusses approaches of Russian and foreign researchers to genesis and structure of learning environment and humanitarian learning environment, describes the content of such key terms as «monitoring», «monitoring in education», «management in education». The main monitoring indicators proposed are the students' satisfaction with the main parameters of the educational process (learning activities, extracurricular activities, research activities), assessment of the spatial-semantic component of the university, employers' satisfaction with the quality of graduates' training.

Discussion and Conclusions. Management of the quality of education in a modern university is directly related to the systematic monitoring of the quality of its learning environment. The author comes to the conclusion that the diversity of targets of monitoring the quality of higher education determines the plurality of approaches to the procedure of its implementation. The accumulation of monitoring data makes it possible to formulate a scientifically grounded judgment about the quality of the university learning environment as a whole and identify promising directions for further development. The obtained data confirmed the need to expand the fundamental humanitarian component of higher education as the basis for a holistic and systemic perception of the world, which, in turn, implies the modernization of the principles of selection and systematization of knowledge, the search for new forms of their synthesis, as well as the active interaction of science, art, natural sciences and humanities.

Introduction. The founder of Russian pedagogical anthropology K. D. Ushinsky connected the art of teaching with the need for interdisciplinary anthropological research into the process of transferring knowledge and a system of values to the younger generation. The article attempts to analyze the reasons for the long-term rejection at the state level of the principles of «the art of creating something that does not exist» as Ushinsky defined pedagogy, and to identify the main promising directions for possible current application.

Materials and Methods. During the research, within the framework of an interdisciplinary approach, historical-biographical, historical-legal, historical-pedagogical methods, general scientific principles and approaches to scientific analysis were used.

Results. As the purpose of the educational and pedagogical influence K. D. Ushinsky saw the formation of a generation of free, intellectually developed citizens capable of creation – the patriots of Russia. Due to certain circumstances of an ideological and administrative-political nature, his teaching was not fully accepted and did not become widespread during his lifetime. Only in the middle of 1930s the state turned to the legacy of K.D. Ushinsky. Later Soviet society failed to perceive the creative potential of the great teacher. Modern Russia should not miss this chance.

Discussion and Conclusions. The conclusions presented in the article can be attributed to fundamental provisions, the implementation and development of which can give not only a short-term effect of optimizing teaching activities, but also serve as a strategic guideline for the development of modern society.

Introduction. In the conditions of transformational changes in the higher education system, focused on building a nationally oriented education and ensuring technological and ideological sovereignty of the Russian Federation, one of the basic requirements is the creation of new models of human resource development management and the design of team-distributed work of an educational organization, including the processes of reprogramming, rethinking the results of professional activity to achieve leadership positions of professorships.-the teaching staff of the university.

The authors of the article attempt to present a managerial mechanism for the formation of a polypositional team of organizational changes in the conditions of the formation of a new strategy for the development of a pedagogical university with the application of the theory of self-learning organization as a methodological framework for designing the content of cross-functional teams in business education. Based on the analysis of this theory of team building in the organization, the philosophy and essence of the reflexive management mechanism aimed at establishing the position of strategic leadership and achieving results due to the transfunctional (synergetic) effect in situations of uncertainty and multitasking are revealed.

The article discusses the mechanisms of forming a polypositional team as a universal network resource for co-organizing positions within the framework of managing the development of a system of continuous advanced pedagogical education and experimental testing of the results of the federal innovation area of the Ministry of Higher Education and Science of the Russian Federation "Network project for training mentors for development" (2022-2027).

The аim of the article is determined by the need to present a new organizational and managerial format, the essence of which is to create an educational space for the co-organization of subjects of continuous advanced education, including network design zones: problem, information, design and organizational activity zone (broadcasting and scaling results and experience). The designated organizational format sets the ways and meanings of the formation of a new professional position of the project participants in the preparation of a mentor for development.

Materials and Methods. The development of a mechanism for the formation of a polypositional team as a team of professionals - leaders of organizational change is based on the methodology used in business education when managing a team–building system under the leadership of leaders of change, on an interdisciplinary methodology for creating a self-learning organization and on the principles of a convergent approach. At the initial stage, the project participants were offered two methods used to assess the transformational leadership of the organization's leaders, namely: a scale of self-assessment of innovative personality qualities (N.M. Lebedev, A.N. Tatarko) and a test for assessing managerial (managerial) style of behavior (I. Adizes method).

Results. A management mechanism for the formation of a polypositional team in the conditions of continuous advanced education has been developed, a methodology for the organization of network design and diagnostics of leadership and innovative personality qualities of the leaders of a network project for the training of a mentor for development has been defined, and positions at the stages of event meetings within the framework of a project experiment of the federal innovation platform of the Ministry of Higher Education have been identified and Science of the Russian Federation "A network project for training mentors for development", that allowed us to substantiate the hypothesis about the effectiveness of the developed conditions for the transformation of the pedagogical profile university and its leading position in the system of regional education and Russian as a whole.

Discussion and Conclusions. The degree of novelty of the research results is determined by the authors in two interrelated aspects. The fundamental novelty is represented by a set of provisions and ideas in the proposed universal mechanism for the formation of a polypositional code in the context of the theory of self-learning organization and the justification of the regularity of the relationship of the project-type content in the construction of event meetings and new formats of continuous advanced adult education, which qualify as a solution to the scientific problem of designing strategies and programs for the development of the university of design- of a programmatic nature. The novelty at the level of concretization and refinement of the results is represented by the organization of the project experiment and the methodology for evaluating the effectiveness of the developed conditions for the formation of a polypositional team of continuous advanced pedagogical education, the implementation of which increases the productivity of scientific research and its practical and socio-cultural significance.

Introduction. The analysis of statistical relation between the characteristics under study is most likely the main type of analytical tasks encountered in almost any psychological study. But as our long-term experience, including my colleagues, shows in psychological research if there is no overabundance of closely related in meaning variable, between the studied indicators dominate, first of all, dependences that are far from linear.

Materials and Methods. To study statistical relation, the author's method was used in the work, which makes it possible to study, along with linear dependencies, the simplest nonlinear dependencies: with a maximum and with a minimum, far from linear, monotonic and almost monotonic. This allows not only to expand the range of revealed dependencies and get rid of numerous errors in the traditional interpretation of the correlation coefficient, but also to better understand the complex psychological subject of a particular study. To demonstrate the typology of statistical dependencies, psychological data were selected for 120 subjects using 9 popular methods. The results of diagnostics according to these methods represent 114 quantitative indicators.

Results. This article is devoted to the analysis of the ratio of linear and simplest nonlinear dependencies, their features and typology, their interpretation at the intersection of different intervals of dependencies measures obtained both in the study of only linear models and in the study of the simplest nonlinear dependencies, when linear dependencies become an integral part of the entire set dependencies of research interest. For example, for 6441 pairs of psychological indicators, only 17 strong linear relationships are observed, either for the MMPI test scales or for the Leary test scales. At the same time, among the “significant”, but at the same time very weak and weak dependences in the model for quarts, 29 strong simplest non-linear dependences were found (type 2 error). And among the dependencies that did not fall into the zone of significance in the model for quarts, 37 strong simplest non-linear dependencies were found (type 1 error).

Discussion and Conclusions. Basically, if we restrict ourselves to the simplest non-linear dependencies, the psychologists should be most interested in dependencies with a maximum or minimum that correspond to the essence of the mental as a subject of study.

Introduction. In this article, we studied students psyche features, which are significant characteristics in achieving university study success. As these characteristics we studied features of behavioral control, which contain three levels: cognitive, volitional and emotional. To determine the role of behavioral control in university study success, we classified the represented in the sample students for three levels of success. After that we compared their indicators of behavioral control.

Materials and Methods. Sample: 256 students from three different universities, studying in different educational directions and different courses. The age from 17 to 23 years, 189 women and 67 men. Data collection: testing method and peer review method. Methods: «Morphological test of life values» by V. Sopov, L. Karpushina, Questionnaire of satisfaction with educational activity by L. Mishchenko, Questionnaire of various types of educational work needs by O. Osipova, «The style of self-regulation of behavior – SSP-98» by V. Morosanova, «Action-control Scale» by Yu. Kul, «Ways of Coping» by R. Lazarus adapted by T. Kryukova and E. Kuftyak. Data processing: hierarchical cluster analysis to classify respondents according to the level of their university study success. H-Kruskal-Wallace and U-Mann-Whitney to compare indicators of behavioral control.

Results. As a result of the classification, we identified three groups of students, which corresponding low, medium and high levels of the university study success. We found significant difference (p < 0,05) at all levels of behavioral control between students of different university study success levels. After pairwise comparison between students from three levels of success we found mixed picture in behavioral control indicators.

Discussion and Conclusions. We can conclude, that behavioral control is a significant characteristic of the university study success. Successful students showing the characteristic features of behavioral control, which allows them to act as subjects of educational and professional activities.

Introduction. In modern society, when many can no longer imagine their lives without smartphones and social networks, new phenomena of social interaction appear, among which fabbing is the practice of ignoring communication partners in favor of a mobile device. The role structure of fabbing is represented by two main positions: the role of fabber – the one who carries out fabbing, neglecting the interlocutor, and the role of fabby – the victim of fabbing – the one who is neglected in the process of communication. At the same time, the data available in psychology indicate a number of negative consequences of fabbing not only for those who are neglected, but also for the fabbers themselves. At the same time, despite numerous studies, some questions concerning fabbing remain open in science, including the specifics of its perception by people of different ages. This article analyzes the ideas about fabbing of young and mature people, the peculiarities of their subjective assessment of the frequency of fabbing and the degree of their own comfort in its presence, as well as self-identification with the role position of fabber and Fabby.

Materials and Methods. The study involved 227 people, including 147 respondents of adolescent age (X=19.4+0.71) and 80 respondents of mature age (X=41.6+2.08). To collect empirical data, a set of techniques was used, including a scale of the frequency of mobbing and the degree of comfort in the presence of fabbing; an author's questionnaire; a modified version of the questionnaire by S.Bem.

Results and Discussion. It has been established that in the situation of fabbing, mature-aged people feel less comfortable than respondents of youthful age, and fabbing itself is recognized by almost everyone as the norm of behavior in the youth environment. Both similarity and difference of views of persons of youthful and mature age regarding the possible causes and typical consequences of fabbing, feelings of fabby and their own reactions in the situation of fabbing behavior of interlocutors were found. It is stated that, judging by self-identification with the role positions of Fabber and Fabby, both role positions are generally characteristic for girls and boys, whereas for mature women and men, the position of Fabby is more characteristic.

Conclusions. Based on the results obtained in an empirical study, we can talk about the presence of some age-specific perception of fabbing, which concerns both views on the phenomenon of fabbing itself and one's own behavior in the situation of its manifestation.

Introduction. The article reveals the importance of the canine units of the Russian Ministry of Internal Affairs in ensuring the country's security. The purpose of the scientific research is a detailed study of the content and features of the professional activities of dog handlers with the subsequent construction of a professionogram as the most important element of high-quality training of specialists.

Materials and Methods. The research materials were literary sources and the current practice of training dog handlers. During the study, general scientific methods were used: analysis and synthesis; generalization and specification; systematization and structuring of information. The authors analyze empirical studies, which reveal that a service dog has no analogues in terms of psychophysiological capabilities in solving operational and service tasks facing the department. As a result of studying the specialized literature, it was revealed that the leading activity of the canine service is the implementation of operational search and investigative actions. The second direction includes solving problems related to maintaining and saving a service dog. An equally important area of professional activity for dog handlers is leadership and mentoring.

Results. Based on the results of the work carried out, a professiogram of a dog handler specialist of the Ministry of Internal Affairs of the Russian Federation was built, which is based on the concept of professional development of E.F. Zeer and his model of a prospective professionogram. The novelty of the study lies in the description of all structural elements: passport, specifics of personnel training, characteristics of leading activities, psychogram. The authors substantiate the importance of identifying the main substructures of a specialist’s personality (professional orientation, professionally significant qualities, professionally important qualities and psychophysiological properties), which acted as its main elements.

Discussion and Conclusions. The professiogram proposed by the authors reflects the dynamics of changes in the leading activity of an individual at different stages of professional development, which allows for psychological support of the process of professional training of a dog handler of the Ministry of Internal Affairs of the Russian Federation.

Introduction. The article is devoted to the problem of the formulation of the substantive aspect of the Russian idea. The relevance of the text is determined by the fact that there is still no adequate understanding in the research literature of what should be included in the content of the concept. Moreover, the very existence of the Russian Idea is a problem area for the Russian philosophical tradition.

Materials and Methods. The authors test an original approach to the study of the phenomenon, which consists in the application of quantitative tools to the study of the deep meanings of Russian civilization. The collection of material was carried out on the basis of 26 texts of the representatives of the national thought of different historical epochs and various ideological positions. The basic idea behind the research was the thesis that the Russian idea is a meta-narrative with a 1000-year history, in this regard, the hypothesis was put forward that none of the existing texts can be considered as exhaustive and fully reflecting the concept of the work. On this basis, the authors of the article analyzed all the source texts as separate chapters of a single narrative about the fate of Russian civilization and its role in the world historical process.

Results. The data presented in the article were collected and processed using online resources: https://miratext.ru and https://istio.com/. The similarity of the algorithms of the resources, however, gave different results. As a result of automatic and manual viewing, the top 20 high-frequency and relevant words were formed for each of the sources, the categories were systematized and presented in a tabular version and a word cloud format. It was revealed that, although the analyzed texts are united by a single theme «Russian Idea», no single concept has been found that would be common to all the analyzed sources. The most frequent concepts should be noted as the following: «man», «Russian», «Russia», «life» and «people». These words, according to both programs, were in the top of the combined semantic core of all 26 sources. The study showed that these concepts are unifying for all the texts considered.

Discussion and Conclusions. The presented results demonstrate the prospects of using quantitative methods that allow us to search for mathematical confirmation of the correctness of the semantic content of the Russian idea.

Introduction. The article analyzes the approaches of Western and domestic researchers in assessing the relevance of the definition – «Paris School of theology» of its meaning. In the context of the analysis of these approaches, the validity and objectivity of assessments of both the ideas of the «Paris school» and the concept itself – the «Paris school of theology» is considered. Special emphasis is placed on the analysis of the binary scheme proposed by Western scientists – «modernism-traditionalism» in the assessments of the «Paris School of theology».

Materials and Methods. The material for the article was the work of representatives of the «Paris School», S. Bulgakov, G. V. Florovsky, as well as the work of Western and domestic researchers. The article analyzes the works of P. Voler, K. Shtekl, S. S. Khoruzhego, A. A. Arzhakovsky, I. V. Golubovich, G. Kapriev, E. Laut, V. Susa, etc. The article uses methods of systematic and comparative analysis, generalization and historical and philosophical analysis.

Results. The conducted research shows that in relation to the phenomenon of the «Paris School», a number of trends have developed in Western and domestic thought. The dominant trend is the approach of P. Valliere, who denies the relevance of this concept, pointing to the lack of unity in it. The discussion around the concept of the «Paris school» that is going on today is largely a question of the place and role in the modern philosophy and theology of Russian emigration. Often the diametric opposite of the opinions analyzed here is due to the philosophical tradition shared by the authors of the statements.

Discussion and conclusions. The author managed to conduct a historiographical study of the main directions in assessing the relevance of the concept «Paris School of theology». As a result of a systematic analysis of approaches to this problem, an original classification was proposed, which is based on a clear identification and analysis of two methodologically determined directions in the assessments of the historical reality of the «Paris school».

Introduction. This article is an attempt to study the anthropological views of Jadidism, one of the trends of Islamic modernist reformism aimed at bringing Muslim fundamental religious values closer to secular European culture. In an attempt to bring traditional Muslim anthropological categories closer to the European humanistic understanding of man, Jadid thought forms an updated Westernized version of Muslim anthropology.

Materials and Methods. The material for the article was the researches of R. S. Khakimov, H. Bekiri, A. H. Basyrov, D. M. Iskhakov, M. Iqbal, M. Аbduh, G. Marranci, devoted to the analysis of anthropological concepts of Jadidism, formulating the basic principles of human perception by Islamic modernism. The article uses methods of systematic and comparative analysis, generalization and historical and philosophical analysis.

Results. The conducted research shows that Jadidism develops the concepts of human freedom and personality, overcoming the determinism traditional for Islam, rethinks the anthropic principle in religious Muslim categories. The emphasis is placed on the personal beginning of a person, the center of his activity, due to the rational component and the presence of free will. Using these tools, a person communicates with the divine principle through the knowledge of the universe, synergistically applying the religious precepts of Islam in combination with the current scientific picture of the world. At the same time, the process of self-knowledge of a person as essentially refracting the divine nature in his nature is also important.

Discussion and Conclusions. The author of the study managed to conduct a comparative, systematic and historical-philosophical analysis of the anthropological positions of Islamic modernist reformism – Jadidism – in the works of both domestic and foreign thinkers. As a result, the author managed to carry out a comprehensive analysis of the basic anthropological principles of Jadidism, as well as to trace the influence of various factors on the formation of the anthropology of Islamic modernism.

Introduction. Religious culture is becoming one of the most important subjects of philosophical science today. The philosophical methodology makes it possible to systematize the available knowledge not only of the philosophical, but also of the general scientific, private scientific level. An analytical review of scientific publications devoted to the identification of laws, patterns and principles of the development of religious culture at the present stage has shown that there are many of them, but they are scattered and very diverse. Therefore, the problem of philosophical understanding of the phenomenon of religious culture at the present stage of development of society is an extremely urgent task.

The purpose of the study is to study domestic and foreign publications devoted to the study of the patterns of development of religious culture at the present stage and to identify the possibility of their systematization based on philosophical methodology.

Materials and Methods. The main research methods used were methods of analytical review, analysis, generalization and comparison, as well as the dialectical method.

Results. In the course of the study, the authors came to the conclusion that the application of philosophical methodology in the study of laws, patterns and principles of the development of religious culture in modern society allows them to build a multidimensional typology, including several levels: civilizational, social, anthropological. At each level, it is possible to study dialectical relations both within religious culture and between it and other phenomena, which will allow us to determine the laws and patterns of its development at each level, as well as between them, and will allow us to conduct a predictive analysis of possible further trajectories of the development of this phenomenon, its impact on human destiny and civilization.

Discussion and Conclusions. This complex system analysis will be the subject of research not only by the authors of the article, but also by scientific schools that exist on the basis of Mininsky University. The results of this research will form the basis for the study of religious culture in such areas of scientific activity of the university as philosophy of culture, religious studies, philosophy of religion, social philosophy, history of philosophy, philosophical anthropology, theology, pedagogical and psychological sciences.