Introduction. The problem of designing a research model for the functioning and development of additional professional education is discussed in the article. Additional professional education is considered as a sustainable system that will reflect the patterns of social development in the context of the transformation of the world order, outpacing socio-economic changes in various spheres of our society, thereby preventing socio-economic risks. The research model describes the functioning and development of the system  of additional professional education. An important aspect of additional professional education is the understanding of the tendency towards the emergence of new industries and, accordingly, new professions. An important aspect of additional professional education is also an understanding of the changing demand for a number of competencies and the set of technical and universal skills of employees of enterprises in different spheres of society, and the growing need for worker qualifications. An important aspect of additional professional education is also an understanding of the changing demand for a number of competencies and a set of technical and universal skills of employees of enterprises in different spheres of society, and an understanding of the growing need for the qualifications of workers.

Materials and Methods. Scientific works of domestic researchers became the material for research. the methodology of structural-functional analysis and systems approach are used in the work.

Results. The study recorded the characteristic features of the additional professional education system, which determined the principles for studying the functioning and development of additional professional education. The main goal is to understand the process of functioning and development of the system of additional professional education and to create tools for such understanding. An idea of the integrity of the system of additional professional education was obtained during the study. We have identified various types of connections between elements of additional professional education. We got an idea of its structure. We carried out the characteristics vertically and horizontally. We have established the system levels. We have outlined the basics of management. We have solved the problem of the purpose of the system of additional professional education and established the basis for its transformation. We have established the basis for solving the problem of the relationship between the functioning and development of the additional education system. We have revealed the role of internal and external regulators of human behavior in the system of additional professional education.

Discussion and Conclusion. We analyzed the work of domestic researchers, we established the key features of the system of additional professional education and developed a model of its sustainable functioning and development with the characteristics of the rapid development of the system. Such a system is capable, by forming the basis for the spheres of society, of outpacing the changes occurring in them.  A detailed development of the mechanism for the relationship between the functioning and development of the additional professional education system, as well as the establishment of the degree of “correlation” of social and economic systems, which prompts the formulation of the question of the dynamics of development of the system of additional professional education in the medium term, was designated by us as prospects for the development of science and practice.

Introduction. The creative industries sphere, being one of the areas of economic development of society, namely creative, covers the process of creating, through intellectual labor, a sought-after creative product in the field of digital and applied art, functional creativity that affects the well-being of people. One of the key actors stimulating the development of this area is the teacher who provides vocational training for the labor market in the field of creative industries. Considering the scarce nature of research devoted to this problem, this article proposes a model for the professional teaching staff training for the creative economy areas.

Materials and Methods. The methodological basis of the study was competence-based (I. A. Zimnyaya, A.-K. Koenen, F. Dochy, etc.), activity-based (A. I. Irgalieva, etc.), convergent (M. V. Deev, E. Fonseca, I. Molderez, J. Overberg, etc.) and personality-oriented (A. V. Petrovsky, I. S. Yakimanskaya, etc.) approaches. The research methods are analysis of scientific works, regulatory documents and media publications (n=36) devoted to the phenomenon of creative industries, as well as experience in training vocational teaching stafffing for this branch of the creative economy. An important research method was the modeling of the process of professional teaching staff training for the creative industries.

Results. This article is devoted to modeling the process of vocational and pedagogical training for the creative industries. The article presents a historical overview of the phenomenon of creative industries, the creative economy corresponding sector’s directions’ classification. As a scientific novelty, there is an educational model for training teaching staff at the master's level, capable of providing high-quality training of specialists for various creative industries, the demand for which in the labor market is increasing every year. The model’s content is determined by four blocks: motivational-target, content-logical, activity-technological and diagnostic one.

Discussion and Conclusions. The presented teachers for the creative industries’ professional training model takes into account important modern trends in these areas: training for professional practice in an entrepreneurial environment, implementation in the format of blended learning, activation of creativity in the process of implementing creative practices, etc. Experience of successful implementation in the educational process vocational and pedagogical training of specialists for the creative industries through the presented model will contribute to the growth of highly qualified creative specialists in demand in the creative economy sector’s labor market.

Introduction. Pedagogical activity always implies influences on people aiming to help the student internalize the basic meanings of culture. One cannot make a person understand these basic cultural meanings, transmit culture without a language. The absence of research on the verbal side of pedagogical activity explains a contradiction between the increased requirements for the professional competence of teachers and the lack of effective tools for creating and analyzing the teacher’s speech. The paper suggests to solve this problem from the positions of pedagogical semiology and cognitive linguistics. The purpose of this paper is to consider the theoretical foundations of verbal pedagogical influence in a transdisciplinary perspective.

Materials and Methods. The comparative analysis, the content analysis, the method of interpretation and contextual analysis. Results. The major function of education is to translate knowledge about the world where people live and function. It became possible in the pedagogical communication due to the unique role of language. The totality of values, personality norms, knowledge, views, etc. is initially formed as a result of the language influence on people. The realization of language influence is possible due to the biological predisposition of a person to acquire the language. Then the pedagogical influence can be presented as a complex of the language influence and receptivity, readiness to exercise this influence. In addition education is possible due to the human ability to imitate.

Discussion and Conclusions. Understanding the purpose of education as the translation of basic cultural meanings, and language as the main means for their realization, we consider language influence as one of the main influences that makes a person a bearer of human qualities proper. The essence of pedagogical influence is that the teacher conveys to students the basic meanings of culture by language influence, and make them rooted in culture with the help of the inherent imitation. Thus, as a result of the presented research, we managed for the first time to develop an understanding of verbal pedagogical influence and its essence. The whole educational process is based on verbal influence and imitation. The presented paper is the part of semiological research on the understanding that the source of the content of education and upbringing is culture; the teacher is a carrier of cultural values and meanings, which are transmitted by means of language; the teacher has a key role in ensuring the students' entry into the world of culture.

Introduction. The legislation of the Russian Federation establishes five forms of education, including home education. In practice, the boundaries between them are blurred as families choosing correspondence or blended forms often operate according to home education models. The aim of the article is to analyze the dynamics of correspondence, blended, and home education in Russia and to identify what official statistics show and conceal.

Materials and Methods. The article is based on data from federal statistical monitoring form No. OO-1 from 2016 to 2023, and interviews with leaders of home education in the regions of the Russian Federation.

Results. The share of students outside the full-time form in Russia from 2016 to 2023 did not exceed 1%. Leaders in this area include Moscow, Saint Petersburg, and the Omsk region. Official statistics do not reflect the true state of home education as they only include those who have been certified in schools. Statistics on notifications of the choice of home education are maintained in some regions only at the municipal level. Annual intermediate certification is a choice for parents. When enrolling for intermediate certification remotely, the child will be recorded in the federal statistical monitoring form according to the place of certification and not the place of residence. Families may have seasonal residence in two regions, affecting the allocation of students from other regions and reflecting in statistics.

Discussion and Conclusions. The problems of accounting for students in the form of home education are characteristic not only for Russia. Developing a methodology for collecting data on students is a key task for educational policy and future regulation of home education, as the growing demand for home education poses new challenges for the education system.

Introduction. The research problem: internal reference points related to the value-semantic bases of both pedagogical activity and university training are insufficiently updated (actualized). The aim of the study is to justify the need to implement a value-semantic approach in the professional training of future teachers and to determine the value-semantic orientations of pedagogical university students.

Materials and Methods. The methods of qualitative research were used: theoretical (analysis of monographs and scientific articles in issues related to pedagogical activity, pedagogical training and professional training of a teacher), empirical: analysis of TSPU students’ essays "My pedagogical history" in order to identify students’ value-semantic aspects of both the teacher's activity and their personal meanings and attitude to the profession.

Results. Anthropological and humanitarian contexts of education development draw increasing attention to the value-semantic training of teachers and search for their own meaning of pedagogical activity. The idea of practicing different models of joint activities at the university can form the basis of meaningful pedagogical activity. Three semantic accents have been found in students' essays expressing their attitude to the teaching profession and influencing self-determination: neutral attitude (excess of personal meanings), unconscious or unshaped attitude (unshaped meanings), conscious positive attitude (meaning generation, personal position formation).

Discussion and Conclusions. In the context of pedagogy of joint activity, different ways of goals formation and ways of organizing teacher training at a pedagogical university are highlighted. It is this context that enriches the value-semantic sphere of the future teacher and allows moving from the perception of the pupil as an object of pedagogical influence to seeing him as a co-executor, then as a significant and influential participant of activity. Professional teacher training in higher education should be organized to make the future teacher appreciate not only the pupil and interaction with him, but also his own personality and professional development.

Introduction. The relevance of the problem considered in the article is due to the need to achieve the requirements of regulatory documents in the field of education, increasing the effectiveness of the activities of advisors to directors on education and interaction with children's public associations (hereinafter - advisors to the director on education), acting as conductors of state policy in the field of education and navigators for children and youth in the possibilities of self-realization and development of talents, manifestation of social initiatives in a rapidly changing world. The multifunctionality and significance for the state and society of the activities of the advisor to the director on education actualizes the importance of assessing his activities as a tool for his professional development and improving the quality of education. Given the fragmentary nature of the solution to this problem in theory and educational practice, the purpose of the article is to develop and substantiate the criteria base for assessing the effectiveness of the advisor to the director on education.

Materials and Methods. The study used the methods of analysis and generalization of scientific literature; design, design. As empirical methods - conversation, observation.

Results. During the analysis of scientific literature, the theoretical foundations of the study, regulatory requirements and methodological approaches were identified, which are the guidelines for the development of criteria and indicators for assessing the effectiveness of the activities of the director's advisor on education: personality-oriented, system-activity and criteria approaches. The key aspects of the performance evaluation are defined and disclosed, the content of which is structured according to the main areas of activity of the director's education advisor identified by the authors. The criteria and indicators of the procedural and result aspects of the evaluation are presented in a generalized and summarized form.

Discussion and Conclusions. The prospects for further research are associated with the development of an integrative model of personalized trajectories and evaluation of the effectiveness of the educational activities of the director's education advisor, the development of an evaluation methodology and mechanisms for designing and implementing personalized trajectories.

Introduction. Digitalization as a steady trend in the development of higher education determines the need for qualitative and structural changes in management mechanisms at universities. There is a need to adapt the teaching staff to the large-scale and intensive digitalization of all elements of the educational system. The purpose of the presented article is to reveal the main trends in the transformation of the professional activities of university teachers in the context of digitalization of education and to identify the risks arising in the process of ongoing changes.

Materials and Methods. The study used methods such as comparative and comparative analysis, synthesis, and induction. The methodological basis is articles by Russian and foreign researchers on the subject of the work. The empirical base is the results of sociological studies conducted within the framework of the project “Monitoring the Economics of Education,” as well as other surveys of university teachers on the problems of changes in the nature and content of professional activities in the context of digitalization of higher education.

Results. The study revealed the dynamics of digital skills of teaching staff needed in various areas of professional activity, and assessed the demand for digital competencies of teachers in terms of value/complexity. The main risks of digitalization have been identified: the risk of excessive “technologization” of teachers’ professional activities, the risk of a significant increase in the intensity of teachers’ work, the risk associated with the lack of effective mechanisms for motivating and encouraging teachers to increase the level of digital competence, the risk of destruction of the usual formats of interaction between teachers and students, as well as classical university culture.

Discussion and Conclusions. The study reveals the current trends in the formation of adaptive models of teachers' activities in the context of digitalization of education. The identified features and risks of digitalization, which determine the dynamics of professional activity of teachers, are of practical importance for the administration of universities. The conclusions and results of the study can be used in the development of effective intra-university mechanisms for organizing and planning the work of teaching staff, implementing measures to support and stimulate teachers who are actively involved in changes in the educational process related to the digitalization of higher education.

Introduction. In modern society, education plays a key role in the formation of personality and the development of skills necessary for successful adaptation and self-realization. One of the key aspects of the educational process is the development of universal learning activities (UMS), which provide the opportunity for effective learning and the application of acquired knowledge in various situations. In this regard, it becomes necessary to conduct a comparative analysis of approaches to the development of UMS in order to determine the most effective methods and tools that contribute to the successful development of educational materials and the formation of independent work skills. This article examines the constructivist approach in the context of developing universal learning actions (ULA) in computer science education in schools. The main focus is on the importance of connecting learning with real-life tasks and the ability of students to influence the learning process through independent choice of research topics.

Materials and Methods. A comparative analysis of approaches to developing ULA in computer science education was conducted based on the study of theoretical works and practical examples of the application of these methods in the educational environment. The approaches are analyzed in terms of their ability to provide a holistic view of the study material and its practical application.

Results. The advantages of the constructivist approach were identified, including its focus on the practical application of knowledge and the development of the ability for independent learning. However, shortcomings such as the risk of formalizing education and difficulties in assessing competencies were also noted. The systemic-activity approach emphasizes the integrity of the study material and its connection to real life.

Discussion and Conclusions. The article discusses the conditions and aspects of each approach that contribute to the development of ULA. The importance of integrating theory with practice and the need for sufficient time for reflection and introspection in the constructivist approach are emphasized. The study highlights the importance of balancing the depth of theoretical knowledge and practical skills for effective computer science education. In the future, it is necessary to continue the study of the interaction of constructivist and system-activity approaches in education, especially in the context of the development of digital technologies and changing educational needs in the information society. It will also be useful to develop and test innovative diagnostic tools that will allow students to more accurately assess their competencies in creative and personality-oriented aspects of learning.

Introduction. The article is devoted to the actual problem of the formation of reader's literacy. The ability to work with texts is checked in all subjects within the framework of the state final certification for the basic school course and in All-Russian verification works, international studies. When teaching physics, the formation of reader's literacy is associated with the organization of work with the conceptual apparatus, graphic information, tables, diagrams, graphs presented in texts of physical content. Which determined the problem of the study: how to ensure the formation of reading literacy among schoolchildren in the process of teaching physics in conditions of delayed control.

Materials and Methods. The author describes the methods and forms of education in the formation of reader's literacy in physics. The principles and model of diagnostics are highlighted, and a methodology for assessing the level of formation of reader's literacy in physics is presented.

Results. As a result of the pedagogical experiment, the results of the formation of students' reading literacy in teaching physics were determined. According to the results of pedagogical work, the coefficient of effectiveness of ηr = 1.4.

Discussion and Conclusions. The main factors ensuring the formation of reader literacy in teaching physics have been identified. The scientific results are of theoretical and practical interest to physics teachers in order to form students' reading literacy. We see the continuation of work on the formation of reading literacy in teaching physics in the development of methods for the formation of reading literacy in specialized classes, work with technical texts containing information about technical technologies based on physical laws for the development of engineering thinking in specialized classes.

Introduction. The article presents the reasoning for the need to create special educational conditions for students with autism spectrum disorders (ASD) in the process of learning of natural science, particularly physics, in primary school. Based on an analysis of scientific publications, it examines the psychosocial characteristics and special educational needs of this category of students at the basic general education level. It sets the special conditions for conducting lessons and practical work in physics, as well as the conditions for assessment procedures in the implementation of the Federal Working Program (FWP) in basic general education "Physics" for students with ASD.

Materials and Methods. The study is based on a systematic activity-based approach that underpins the education of children with disabilities, particularly students with ASD. The research materials include scientific publications reflecting the psychosocial development features and special educational needs of children with ASD in primary school. The research method involved the analyses of scientific publications and regulatory documents, particularly the adapted educational program for this category of students. The results of the analysis of scientific publications were summarized and structured in several areas, allowing for the formalization and sequential presentation of special educational conditions for studying natural science by students with ASD at the basic general education level.

Results. Based on the analysis of the psychosocial development features and special educational needs of students with ASD at the basic general education level, special conditions for conducting lessons and practical work with this category of students in primary school physics classes have been identified and set. The description of special educational conditions is structured into the following sections: spatial-temporal conditions, material and technical conditions, educational and didactic conditions, psychological-pedagogical conditions, and staffing conditions. Special conditions for conducting assessment procedures in the implementation of the Federal Working Program (FWP) in basic general education "Physics" for students with ASD are described in the same systematic manner.

Discussion and Conclusions. The article defends the necessity of creating special educational conditions when studying natural science, particularly physics, in primary school for students with ASD, even if they possess specific giftedness in the field of natural sciences. The special educational conditions are described and systematized in several sections, which will facilitate their implementation in the practical activities of physics teachers. The article discusses the prospects of research related to the testing of the identified set of special educational conditions and the expert evaluation from practitioners—physics teachers working in inclusive primary school settings.

Introduction. The article presents a theoretical analysis of the relationships that develop between participants in the educational process. The main idea is that teaching and upbringing are neither a one-sided, purposeful influence of a teacher on a student, nor the provision of educational services by a teacher to a student, but are a process that involves the active participation of both parties. The purpose of the article is to analyze the emerging exchange relations that develop between a teacher and a student. The object of study in this article is the psychological contract between teacher and student. The subject of the study is the content of representations about mutual expectations and obligations of university teachers and students.

Materials and Methods. The article is a theoretical study of the social exchange relationship between teacher and student. The theory of social exchange and the theory of psychological contract are used as a methodological basis. The research base is domestic and foreign publications placed in the RSCI, Science Direct, Willey databases.

Results. Relations between participants in the educational process can be considered from the perspective of the theory of social exchange. At the heart of the relationship between participants in the educational process is a psychological contract, including mutual expectations and obligations. The parties to the psychological contract in the context of the educational process can be a student – teacher – non-teaching employee – university. The content of the teacher-student psychological contract differs from the content of the employee-employer psychological contract, although the structural elements of the contract themselves may be the same. The psychological contract between participants in the educational process involves the exchange of different resources.

Discussion and Conclusions. The contribution of the research to the theory of social exchange, the theory of psychological contracts and resource theory is presented.

Introduction. The relevance of the study of emotional burnout syndrome is related to the problem of increasing the number of university teachers suffering from emotional and professional burnout, manifested in a decrease in work productivity, subjective satisfaction, negative attitude to work and organization, deterioration of physical health and a decrease in quality of life. The article analyzes the theoretical approaches of domestic and foreign scientists, as well as the psychological factors of the complex determination of professional burnout syndrome. The aim of the empirical study is to identify the relationship between indicators of professional burnout of a university teacher and manifestations of emotional and maladaptation characteristics.

Materials and Methods. To solve these tasks, a set of scientific research methods was used: theoretical: analysis of philosophical and psychological literature on the research problem; empirical: battery of psychodiagnostic techniques; statistical: quantitative and qualitative analysis of experimental material; mathematical data processing, correlation analysis, interpretation of results. The empirical study was conducted on a sample of 130 teachers of Russian universities of various specialties of both sexes, aged 40 to 75 years, with more than 18 years of experience.

Results. Emotionally maladaptive signs of professional burnout of a university teacher have been experimentally determined: low level of adaptability, negative self-attitude, pronounced aggressiveness, high level of anxiety, low internality, external pressure, control, fear of not meeting the expectations of colleagues, students, high level of escapism, as well as a developed penetrating ability of empathy.

Discussion and Conclusions. As a result of the theoretical analysis and experimental verification, it can be concluded that the professional burnout of university teachers manifests itself in the general neurotization of their personality. The solution to the problem of professional burnout of university teachers is associated with the development of their emotional competence. It is important to form resilience and the ability to adapt to the peculiarities of emotional burnout, expand the ways of emotional self-regulation, develop a positive attitude towards oneself and others, acceptance of others, work on an internal behavior strategy and not overestimate the opinion of others, focusing on one's interest and self-realization in professional activities. It is also important to study the factors that cause aggression and anxiety, switch to rest, while choosing ways that do not lead to avoiding problems, and regulate the level of responsibility for the results of your work. The results obtained can be used by psychologists in educational institutions in the development and implementation of measures aimed at preventing and correcting emotional burnout among university teachers.

Introduction. The analysis of theoretical approaches to the study of personality resilience is given, which allowed to determine the importance of creating a specially organized educational environment for its development. The program for the formation of personality resilience to difficult life situations, based on the author's concept of the psychological structure of resilience and its implementation in the educational environment of school, university is presented. The analysis of the dynamics of the results of the study of the most important personal formations that make up the psychological structure of personality resilience of adolescents, high school students, and undergraduates according to the results of the forming program is carried out.

Materials and Methods. The sample: 623 people, including 196 students, 427 schoolchildren; the program of the forming experiment Upon completion of the forming program, a control section was conducted to study the components of the psychological structure of resilience.When conducting the control section, the same psychodiagnostic tools were used: questionnaire S. S. Goncharova “Ways of overcoming negative situations”, Test for unfinished sentences (J. Sachs and S. Levy). S. Goncharova's questionnaire “Ways of overcoming negative situations”, Test on incomplete sentences (J. Sachs and S. Levy) Personality diagnostic technique on motivation to success, T. Ehlers, Personality diagnostic technique on avoidance of failures, T. Ehlers, Affiliation questionnaire A. Mehrabian, Methodology of personality diagnostics on motivation to success, T. Ehlers, Methodology of personality diagnostics on avoidance of failures, T. Ehlers, Affiliation questionnaire. Mehrabian, Coping Inventory for Stressful Situations, N.S. Endler in co-authorship with D.A. Parker, Uncertainty Tolerance Questionnaire, M. McLean, Resilience Test (method by S. Muddy, adapted by D.A. Leontiev). The results were processed using methods of mathematical statistics (Student's T-criterion, correlation analysis), computer program STATISTIKA (version 10.0).

Results. As a result of the implementation of the formative program, the number of strategies related to social support in difficult life situations has increased among all age groups, positive dynamics and acceleration in the development of strategies for overcoming negative situations through switching to various types of activity in all age groups have been observed; the number of adolescents and students choosing care rather than solving the problem has significantly decreased; among high school students and students , there is a positive trend in reducing the choice of a blame-finding strategy; there is a dynamic increase in positive attitude towards oneself among all age groups; the number of people in all age groups with a low level of motivation for success has decreased; there has been an increase in the choice of problem-oriented behavior; an increase in the number of students who showed a high level of acceptance in a false, uncertain situation in all age groups; there has been a positive dynamics of involvement in what is happening, interest in activity in all age groups; positive dynamics of the indicator of general resilience among respondents of all age groups.

Discussion and Conclusions. It can be concluded that the obtained data testify in favor of the effectiveness of the proposed program. It should be noted the positive influence of the formative program that promotes accelerated and purposeful formation of the most important personal formations that make up the psychological structure of the author's understanding of personality resilience of adolescents, high school students and students.

Introduction. The topic of difficult life situations has arisen in science relatively recently and has not received sufficient consideration. We were interested in the question of effective overcoming of difficult life situations by younger schoolchildren, the participation of parents in this process. Our research allows us to analyze how parents see the main difficult life situations and ways of coping with them in younger students. This makes it possible to identify the main challenges faced by primary school children and their parents, and develop effective strategies to support them. The study of parents' ideas about the difficult life situations of their children allows us to identify common problems that can affect parental behavior, educational practices and the dynamics of family relationships. Knowledge about this will help in the development of measures to improve communication in the family, rapprochement and support of the child during education, prevention of somatic and psychological health of younger schoolchildren.

Materials and Methods. The experiment involved 47 primary school students and 59 parents of primary school students. The research methods used were the theoretical method (analysis of scientific sources), the experimental method (content analysis), methods of processing, interpretation and presentation of experimental data.

Results. The domestic and foreign studies on the topic of the work are analyzed. The topics of difficult life situations and coping behavior of younger students are highlighted from the point of view of different subjects: younger students and their parents. Similar and different views of parents and younger schoolchildren on the subject of the study are highlighted.

Discussion and Conclusions. Experimental data made it possible to identify similarities and differences in the topics of difficult life situations and coping behavior in the parent and child groups. The topic of communication is a central topic that causes significant difficulties for younger students. The general topics of TZHS were highlighted, and different priorities in the topics of TZHS were established for different groups of respondents. The analysis of the identified copings also demonstrated the points of contact and differences in the opinions of the parent and child groups. Along with emotional coping behaviors, a significant group of behavioral coping behaviors in young schoolchildren stood out. The insignificant representation of proactive coping in younger schoolchildren is shown. The ways of developing work with parents of younger schoolchildren are outlined.

Introduction. The article is devoted to the study of the views of domestic conservative philosophers of the second half of the 19th century on the essence of terrorism. The purpose of the article is to extrapolate these views onto the current situation in Russia, characterized by the intensification of terrorism and extremism.

Materials and Methods. The material of the article is the writings of Russian conservative authors of the second half of the 19th century, modern scientific research on the problems of domestic conservatism and the formation of Russian self-awareness, liberalism and its connection with nihilism, terrorism; works exploring the essence of terrorism. The author relied on a civilizational approach combined with a dialectical one, on methods: hermeneutic, analytical, synthetic, generalizations, reconstruction of philosophical views, comparative historical.

Results. In the course of the work, the identity of the social factors that determined the surge in terrorism in Russia in the last third of the 19th century and at the present time was established. The deep, timeless ontological and anthropological foundations of terrorism are revealed: the discrediting of being and the devaluation of man due to the secularization of the New Age. The metaphysical, irrational essence of terrorism, established by conservative philosophers, is still relevant today. The typological portraits of representatives of various variations of terrorism identified by conservative authors are also topical; the connection between groundless ultra-liberalism and nihilism and terrorism.

Discussion and Conclusions. The author managed to update the views of Russian conservative thinkers of the second half of the 19th century on the essence of nihilism and terrorism. And today, the measures to counter terrorism identified by these thinkers are of great importance: negative (fight and prevention) and positive (unity and spiritual improvement of society, educating young people in the spirit of traditional values and patriotism).