Introduction. The research presented in the article is devoted to the development of conceptual provisions for the integration of the educational ecosystem into the structure of the modern creative industry. The relevance of the research is due to the transition of the creative economy from disparate project forms to systemic network interactions, which requires a revision of traditional training models. Creative industries are in urgent need of flexible, interdisciplinary specialists capable of continuous learning and innovation generation in conditions of high market uncertainty. The existing educational paradigms based on rigid curricula and static competencies demonstrate insufficient adaptability to the dynamics of the creative sector.
Materials and methods. The methods of theoretical analysis, synthesis, search, selection, systematization of sources, comparison of research results, generalization of the obtained data are applied. A problematic research field on the formation of an ecosystem paradigm for training specialists for the creative industry is analyzed.
The purpose of this article is to identify common and specific mechanisms for integrating ecosystem training for creative industries.
Results. The authors substantiate that the educational ecosystem in the context of the creative industry is an open, self-organizing network of interactions between academic institutions, creative clusters, technology platforms, government regulators and professional communities. Unlike the linear school–university–workplace model, the ecosystem approach involves the circulation of knowledge, resources, and competencies in real time. The key elements of the features and specifics of integrating ecosystem education into the creative industry are: the principle of dynamic adjustment of educational content to the current project cycles of the industry; the principle of co-creation, involving the participation of practicing experts in the development and implementation of training modules; the principle of modular micro-qualifications, which allows to capture and accumulate small competencies that are in demand in rapidly changing technological environments.
Discussion and conclusions. A practical tool for implementing this approach is the development of a system focused on the formation of "adaptive human capital" capable of multiple reconfiguration of professional profiles in accordance with economic changes.

Introduction. The need for education specialists in the labor market remains highly relevant. Proficiency in professional knowledge, skills, and communication mechanisms is a valuable quality for young professionals in educational organizations. Therefore, studying the phenomenon of developing professional and communicative competence among students at a pedagogical university is particularly important. The purpose of this research is to determine the effectiveness of the organizational and pedagogical conditions for developing professional and communicative competence among students, which influence the successful resolution of communication tasks in their professional, academic, and research activities. The article identifies the key psychological and pedagogical characteristics of a teacher's professional and communicative competence, as well as the areas, methods, and practical techniques for working with students during their university education.
Materials and methods. The study used the following methods: theoretical (analysis of scientific literature, generalization, systematization, study of pedagogical experience, analysis, synthesis, forecasting), empirical: as diagnostic methods, the following methods were chosen: "Self-Analysis of a Speech" (R. Verderber, K. Verderber), "Public Speaking Ability Scale" (E. Erickson), online survey through Google forms. The data were processed using quantitative, qualitative and comparative analysis.
Results. The factors contributing to the successful development of students' professional and communicative competence include a conscious understanding of the importance of developing skills for solving professional and communicative tasks, as well as systematic efforts to improve the teacher's image and the effective application of learned techniques in both university and educational institution settings.
Discussion and conclusions. The implementation of a set of tasks aimed at involving students in communicative practices during university classes contributes to expanding theoretical knowledge and developing practical skills for interacting with the audience, which significantly enhances the quality of educational, research, and teaching activities. The systematic development of communicative skills, combined with professional and personal qualities, ensures effective establishment of business and personal relationships, scientific self-realization, readiness for teamwork, communicative self-development, professional mobility, and reflection.

Introduction. The issue of lack of experience in social and professional communication among graduates of architectural schools in the Russian Federation is due to the contradiction between traditional methods of training future architects and constantly changing societal perceptions of architecture. Students' understanding of the social role of an architect and their ability to use innovations in related fields is hindered by underdeveloped external relationships. To address this issue, interactive learning methods such as contextual business games have been developed and implemented. The purpose of this study is to analyze the effectiveness of the business game "Architecture of Innovation", which simulates the process of evaluating an architectural project by members of society and related professions in order to foster social and communicative skills among future architects.
Materials and methods. The article provides an overview of the current scientific literature on the process of professional competence development, the modeling of contextual scenarios, and educational situations. The research material includes the experience of conducting educational games designed to foster motivation and the development of socio-professional communication skills, as well as the analysis of students' opinions gathered through ascertaining and formative experiments.
Results. The results of the study showed a significant improvement in motivation and the level of social and communication skills among students who participated in the Business Games "Twins and Clones" and "Architecture of Innovation". Feedback from students and experts supported the practice of using dialogical forms of education, with the participation of representatives from the external urban environment.
Discussion and conclusions. The "Architecture of Innovation" business game is a valuable tool for enhancing social communication skills among future architects. By engaging external experts, the game provides a multidimensional assessment of students' work, fostering their ability to overcome communication barriers and gain experience. The acquisition of the ability to independently perform social and communicative activities by future architects will be essential when creating comfortable and sustainable architectural projects. This requires ongoing work in the development and testing of context-based teaching methods.

Introduction. The relevance of this study is due to the state requirement and order of the society to train future physicians who are adapted to the conditions of professional practice worldwide and who are capable and ready for professional communication in various situations in a foreign language. In this regard, successful acquisition of foreign language professional communication skills largely depends on the effective selection, development, and implementation of pedagogical methods and tools in the training process of future physicians. The aim of the study is to develop and test learning-relevant situations for professional interaction among future physicians based on foreign language practice as a pedagogical tool for developing their foreign language professional communication skills in university.
Materials and methods. The research methodology was based on the study and analysis of normative documents, as well as the synthesis and systematization of scientific views on foreign language teaching at universities. In developing educationally relevant situations of professional interaction among future physicians based on foreign language practice, communication-oriented, professionally-oriented, and situational approaches were used, allowing for the modeling of educational material based on linguodidactic patterns of speech development within the framework of a specific fragment of situational communication on professional topics and problems.
Results. Based on the analysis and systematization of scholarly insights, we developed content for conducting learning-relevant situations of professional interaction for future physicians based on foreign language practice. We also presented a diagnostic tool (questionnaire) for assessing the foreign language professional communication skills of future physicians. The work is illustrated with the author's example of a scenario for conducting learning-relevant situations of professional interaction for future physicians.
Discussion and conclusions. Development of an learning-relevant situation of professional interaction among future physicians based on foreign language practice, which we presented, is based on the principle of transferring the real situation of the professional activity of physicians into the educational process, enriches modern ideas in pedagogical theory and practice on providing professional and language training for future physicians, and can be used in the development and implementation of courses and practical classes in a foreign language in university.

Introduction. The article analyzes the sociocultural and technological aspects of implementing digital educational analytics, based on big data technologies, in the university education system. Its potential for monitoring academic performance, individualizing the learning process, and identifying students at risk is highlighted. Problems related to the loss of confidentiality of students' personal data, ethical contradictions, and differences in cultural perceptions of digital analytics emphasized. The purpose of the study is to develop methodological approaches to balancing technological innovations and data protection, taking into account the sociocultural context, which contributes to the formation of the concept of «digital trust».
Materials and methods. The methodology combines qualitative and quantitative approaches (surveys on the R. Likert scale, T-test, calculation of the ethical risk index and the probability of data leaks). The sample consisted of Russian universities with implemented analytics (stratified by courses and fields of study). Ethical principles were observed: anonymity, informed consent, data triangulation. Practices of implementing digital technologies such as differential privacy, blockchain, and machine learning were analyzed.
Results. The technological aspect of applying digital educational analytics demonstrates the effectiveness of data protection solutions but reveals compromises between security and data analytical accuracy. The differential privacy method, which adds "statistical noise" to the data, prevents individual identification while preserving aggregated utility, in compliance with legislative requirements. Blockchain technology ensures decentralized storage of academic records with cryptographic protection and access logging, reducing the likelihood of personalized data leaks and automating analytical processes. Machine learning enables local model training on university servers without transmitting raw data, exchanging only model parameters, thereby reducing data leak risks by 70%. The sociocultural aspect reveals the influence of cultural values on the perception of analytics: in collectivist societies, students more readily accept monitoring of emotions and behavior as a norm of trust in institutions, while in individualist ones, it is perceived as an invasion of autonomy, causing resistance and reducing motivation. The implementation of selective consent (choice of data for transmission) in university practice reduces student anxiety, as confirmed by the T-test with a downward trend. The proposed recommendations focus on the mandatory use of informed consent and ethical codes with sociocultural adaptation; the introduction of digital literacy courses for students and faculty; and the combination of technologies with «analysis-free» modules to preserve academic freedom.
Discussion and conclusions. The main contradiction in digital educational analytics is between its accuracy of analysis and predictions and the ethics of collecting, storing, and using students' personal data. Adding "noise" protects students but simultaneously reduces the predictive power of the analytical models used. Machine algorithms often reproduce existing social stereotypes, which is especially noticeable in multinational universities. The risk is that education is gradually dehumanized, and students may become "data objects," losing space for professional creativity and personal freedom. Digital educational analytics opens opportunities for personalization and optimization of learning but requires balancing innovations with humanistic values through federal auditing of algorithms and ethical standards adapted to local norms. Prospects for further developments may involve comparative analysis of regulations in different countries and continents; innovations in resource-saving cloud technologies with dynamic adaptation to ethics; and in-depth study of ethical factors across age, religious, and ethnic groups.

Introduction. Despite the declared transition to student-centered approach within the modern pedagogical paradigm, higher education continues to face a key contradiction between the declared commitment to dialogue and institutional inequality, as well as a gap between students' personal experience and the strict language of academic disciplines. This leads to the formal acquisition of terminology without deep comprehension. As a solution, the operationalization of the model of educational discourse is proposed, which views learning as a movement from personal concepts to professional terms through a stage of collective negotiation.
Materials and methods. The study employed the modeling method to operationalize the theoretical model of discursive homeostasis. A system of linguo-didactic techniques of rediscursification was developed (synonymization, exemplification, comparison, denomination, definition). Empirical testing was conducted using qualitative discourse analysis and structured observation based on translation classes involving 42 students.
Results. A practice-oriented model for managing discursive homeostasis was developed, transforming the teacher's role from a knowledge transmitter to a manager of discursive ecosystems. It was revealed that the targeted application of rediscoursification techniques facilitates the transition of educational discussion from the Discourse of Differences (clash of personal concepts) to the Discourse of Concord (formation of a collective notion) and further to the Discourse of the Expert Community (legitimation of the canonical term).
Discussion and conclusions. The proposed model and toolkit represent a practical response to the need for transitioning to student-centered, dialogic teaching. They allow for managing the process of knowledge internalization, promoting not only the acquisition of terminology but also the formation of students’ professional identity. The study opens prospects for adapting the model to the digital environment and various subject areas.

Introduction. The article is devoted to the conceptual clarification of the polysemantic term "family school" in the context of Russian education. The aim of the study is to identify essential criteria and build a typology of corresponding projects based on empirical data.
Materials and methods. The study is based on a mixed methodology combining qualitative and quantitative sociological methods. The sample includes 100 family school projects from 34 constituent entities of the Russian Federation. Data were collected through expert interviews with founders (n=30) and a subsequent questionnaire survey (n=100). The analysis was conducted using thematic coding and methods of mathematical statistics.
Results. Three dominant models of family schools were empirically identified: 1) consortia (cooperatives) of parents, 2) centers for support and counseling on family education, and 3) "small schools" with a license for additional education. The key criteria of the "reference" family school were established: initiative of parents to educate their own children under the family form of education, a special atmosphere of trust, horizontal social cooperation of families, and the non-profit nature of activities. The study also notes a steady growth and expansion of projects since 2015.
Discussion and conclusions. The authors define a family school as a socio-pedagogical practice that emerges as a response by parents to choosing the family form of education. It is a hybrid model combining the legal status of family education with the cooperation of families to create an educational environment. The evolution of projects often leads to their transformation into more formalized structures, creating a contradiction between the original criteria and the changing reality. The results confirm the hypothesis of parental cooperation as the basis of the phenomenon and contribute to structuring the discourse on alternative education in Russia.

Introduction. Contemporary student Olympiads in Russian universities are becoming an important mechanism for professional self-actualization, talent selection, and construction of student culture. However, their role in shaping students’ professional identity and their relationship with educational inequality remain insufficiently studied. The aim of the study was to examine MGIMO students’ experience of participation in academic Olympiads: motivation to participate, preparation strategies, educational and career effects, as well as barriers and selective consequences of the Olympiad movement. The necessity of analyzing Olympiads as an intersection of educational policy, institutional practices, and individual student trajectories is substantiated in order to build a more balanced support system that minimizes selective effects.
Materials and methods. The results of thirty semi-structured interviews with 3rd–4th year undergraduate students at MGIMO who have experience participating in Olympiads at various levels are presented. Thematic analysis was employed to identify motivational factors, typology of preparation strategies, educational and professional-identity effects of participation, as well as students’ perceptions of barriers and fairness of competitive procedures.
Results. Strong differentiation of preparation resources was revealed: from systematic team-based training supported by mentors to individual and minimal preparation against the background of high academic and work load. It was established that Olympiads function not only as a tool for deepening subject knowledge and developing communicative, research, and project competencies, but also as a mechanism for forming professional identity and attitudes toward competition and public evaluation. The axiological dimension of the Olympiad experience was analyzed – students’ reinterpretation of the values of fairness, responsibility, and development under conditions of competition.
Discussion and conclusions. The obtained results and their analysis revealed a contradiction between the formal equality of Olympiad rules and the actual inequality of participants’ starting opportunities. Olympiads are considered as an element of MGIMO student culture, generating specific rituals, symbols, and informal hierarchies. The research findings substantiate the necessity not only of expanding the range of Olympiads and strengthening institutional incentives, but also of building a more balanced support system that assists students with diverse starting opportunities.

Introduction. The article substantiates the need for a purposeful organization of the educational process in a pedagogical university to develop value-semantic orientations in the professional and personal development of future teachers. It is shown that traditional teacher training does not sufficiently emphasize the value-semantic component of competencies. The purpose of the study is to present a model for the development of value-semantic orientations of future teachers through the organization of the educational process.
Materials and methods. The research is based on an integrative approach that combines external (pedagogical support) and internal (student self-organization) regulation. Theoretical analysis, modeling, formative experiment, and methods of mathematical statistics (Fisher’s φ-criterion) were used. The experimental base was the Yaroslavl State Pedagogical University named after K. D. Ushinsky. The sample: a control group (2022, n = 109, trained according to traditional programs) and an experimental group (2025, n = 100, trained according to programs adjusted according to the model).
Results. A model has been developed and implemented, including target, conceptual-methodological, content, procedural-technological, and analytical-resultative components. The implementation of the model involves adjusting the main professional educational programs, step-by-step work of teachers (adaptation – testing and overcoming the semantic crisis – integration – translation of values), and the use of value-oriented pedagogical tools. The formative experiment (2022–2025) showed a statistically significant decrease in the proportion of students with a low level of formation of OPC-2 (p = 0.038), OPC-4 (p = 0.018), OPC-9 (p = 0.006), as well as a tendency to decrease in OPC-6 (p = 0.082) and OPC-8 (p = 0.053). The most noticeable growth was recorded in OPC-6 and OPC-9 (+0.95).
Discussion and conclusions. The proposed model has proven its effectiveness as a tool for managing the process of value-semantic development of future teachers in a modern university. The positive dynamics of general professional competencies, especially those related to spiritual and moral education (OPC-4) and individualization of learning (OPC-6), confirm the key role of the value-semantic component. The results indicate that the formation of value-semantic orientations not only increases the personal maturity of students but also directly improves their professional training. The model can be recommended for implementation in pedagogical universities.

Introduction. In the context of global digitalization, children are exposed to the digital environment from an early age. However, existing research mainly focuses on isolated aspects of digital behavior and does not provide a comprehensive understanding of how digital skills develop over time. The aim of the study is to identify age-related patterns in children’s acquisition of the digital environment and information and communication technologies (ICT), and to describe the stages of digital activity development.
Materials and methods. The study is based on a comprehensive approach, including a review of Russian and international literature, development of an original online questionnaire (сomprising seven thematic blocks), and a large-scale survey of parents (n = 8,917) from 11 regions of the Russian Federation. Parents of children from infancy to adolescence participated in the study. The age of onset, content, and characteristics of various types of digital activity, as well as children’s preferences (as reported by parents), were analyzed using qualitative and quantitative methods.
Results. Six sequential stages of digital environment acquisition were identified: use of digital toys, media consumption, digital gaming, development of search skills, acquisition of a personal device, and use of social networks. The findings demonstrate that digital experience develops cumulatively: new forms of activity do not replace earlier ones but build upon them, resulting in increasing complexity of children’s interaction with the digital environment.
Discussion and conclusions. The proposed model reflects the developmental logic of digital socialization and can serve as a basis for designing educational strategies and digital literacy programs. Future research should focus on clarifying the role of socio-cultural factors and examining patterns of digital development in children with special educational needs.

Introduction. This article presents an empirical study of the basic emotions of fear and sadness, which are part of the "destructive bonds" group and reflect the challenging life situations of adolescents: conflictual living conditions in family and school; and difficulties in academic activities. The study's innovation lies in its uncovering the unconscious aspect of the mutual influence of basic emotions and adolescent living conditions.
Materials and methods. The study methods included the developed and standardized "Color Associations" test, observation, and interviews with adolescents. The study was conducted over the past three years; the sample consisted of 175 adolescents aged 13–17 who had attempted suicide and engaged in conversations and correspondence on social media about suicide. Data on the adolescents' emotional attitudes toward various aspects of their social environment and academic activities were verified using Fisher's exact test.
Results. The nature of the "destructive bonds" emotions was found to reflect adolescents' conflictual relationships with their social environment and academic activities. A state of emotional fear and sadness is accompanied by a "clouded consciousness," which is reflected in unintentional suicidal behavior, which in practice takes on a mechanistic and automated nature. Assessing a teenager's emotional attitude toward their social environment and academic activities provides information about the difficult life situation that triggers the experience of "connection-destroying" emotions.
Discussion and conclusions. The diagnostic procedure of the "Color Associations" test reveals cause-and-effect relationships between variables: emotions and life conditions, existing at the unconscious level. The study results highlight the importance of studying basic emotions in crisis psychological counseling and diagnostics of adolescents to predict suicidal risk.

Introduction. Maturity has a long history of philosophical inquiry and currently holds a significant place in the human sciences, including psychology, pedagogy, sociology, criminology, and others. Despite its theoretical status and growing practical interest, the construct of maturity remains under-conceptualized. The purpose of this study is to empirically verify a model of social maturity that comprises four components: responsibility, forbearance, self-development, and a positive worldview and to examine social maturity as a factor in psychological well-being and the prevention of aggressiveness.
Materials and methods. To empirically verify the social maturity model, confirmatory factor analysis via structural equation modeling was applied. Multiple linear regression was used to determine the statistical contribution of social maturity components to the variance of psychological well-being and aggressiveness variables. To ensure the reliability and internal consistency of the six scales used in the study, Cronbach's alpha was calculated. Data analysis was performed using IBM SPSS Statistics version 31 with the IBM Amos version 23 extension.
Results. The results of the confirmatory factor analysis indicate that the theoretical model of social maturity—comprising responsibility, forbearance, self-development, and a positive worldview—fits the empirical data. All components of the model demonstrate a significant positive correlation with psychological well-being and a negative correlation with aggressiveness. Regression analysis results showed that most components of social maturity account for a significant proportion of the variance in psychological well-being and aggressiveness.
Discussion and conclusions. The study has empirically verified a model of social maturity comprising four components: responsibility, forbearance, self-development, and a positive worldview. It is demonstrated that social maturity serves as a factor in psychological well-being and the prevention of aggressiveness.

Introduction. The formation of the student's personality occurs in an unstable socio-economic situation in the world and in the country, which negatively affects the mental health of young people. The issue of studying the most important personal formations that make up the psychological structure of students' personality resistance in a modern social environment is relevant
Materials and methods. The article presents a psychodiagnostic toolkit that made it possible to determine the basic level of indicators of interest: Self-relationship questionnaire (CCA) S. R. Pantileev and V. V. Stolin; Meaning-life installations (method of D. A. Leontyev); Scale of resistance to sources of stress (E. V. Raspopin); Methodology for studying the subjectivity of E. N. Volkova, I. S. Seregina (modification and standardization for youth and student age N. I. Dunaeva); Scale of psychological stability (Hardiness Scale, S. Maddi), adapted version of D. A. Leontyev, E. I. Rasskazova; Questionnaire "Methods of controlling behavior" (R. Lazarus, S. Folkman, adaptation of T. L. Kryukova, E. V. Kuftyak); Methodology "Psychological diagnostics of the safety of the educational environment" by I. A. Baeva.
Results. The study was attended by students of the National Research Nizhny Novgorod State University named after N. I. Lobachevsky, 1-2 year students of the Faculty of Social Sciences, Faculty of Economics – 196 people (18-20 years old). The results of the study allow us to draw conclusions: every fourth student demonstrates a high level of unconditional acceptance of himself. Students have expressed life goals, as well as a belief in their own ability to control their lives. Key aspects of subjectivity, such as accepting responsibility for your choice and deep understanding and acceptance of other people, are not sufficiently developed.
Discussion and conclusions. The conclusion is justified that the conducted meaningful analysis of the structural components of the student's personality resistance made it possible to identify limitations and develop modular programs of various orientations in accordance with the author's concept of personality resistance.

Materials and methods. The collection of empirical data was carried out using the method of studying the motivation for learning of adolescents (N. V. Kalinina, M. I. Lukyanova), the method of «Personal Creativity» (D. Johnson), the wheel of critical thinking, the method of «Intellectual Lability» (12-15 years) (modification of S. N. Kostromina), the method of «Systemic Historical Thinking through the Solution of Interactive Cognitive Problems» (S. V. Nechaeva), the method of studying the subjectivity of adolescents (R. V. Ovcharova), an adapted questionnaire of subjectivity (E. N. Volkova, I. A. Seregina), the questionnaire «Style of Self-Regulation of Behavior» (V. I. Morosanova). The study was conducted in five stages: at the first stage, the object of study was the motivational component, at the second stage – the cognitive, at the third stage – the activity-based, at the fourth stage – the communicative, at the fifth stage – the regulatory. The study involved 228 eighth-grade students from various educational institutions in Perm, including 114 boys and 114 girls. Mathematical methods were used to process the empirical research materials, including Student's t-test, Fisher's F-test, Kruskal-Wallace H-test, clusоter (K-means method) and correlation analysis (Pearson linear correlation method).
Results. This study revealed identified the levels of development of the components of the structural and content-based organization of a secondary school student`s personality as subjects of cognitive activity. The overall clustering revealed three groups (clusters) associated with the levels of development of the components of the structural and substantive organization of the personality of secondary school students as subjects of cognitive activity. A study of the intra- and inter-component relationships in the structural and substantive organization of the secondary school teacher's personality as a subject of cognitive activity demonstrates its integrity as a multi-level entity at this age. The study also identified challenges in the development of each component, which are closely interrelated and related to the need to create a systemic learning environment for and conditions for the development of the secondary school student's personality as a subject of cognitive activity.
Discussion and conclusions. Based on the results of the empirical study, the significance of a new teaching methodology – the systematic use of an interactive approach – is substantiated.

Introduction. The paper analyzes the way representatives of the liberal camp evaluated the views of Y. F. Samarin, a leading figure in the Slavophile movement. Emphasis is placed on examining the positions of prominent Western-liberal ideologues: K. D. Kavelin, B. N. Chicherin, and A. D. Gradovsky. This approach reveals the distinctiveness of the perspectives held by both Slavophiles and Westernizers, as well as individual nuances of each thinker's views.
Materials and methods. The study scrutinizes the philosophical works of outstanding nineteenth-century Russian thinkers: Y. F. Samarin, K. D. Kavelin, B. N. Chicherin, A. D. Gradovsky, and others, who belonged to opposing ideological camps. It also considers subsequent scholarly literature devoted to the analysis of these thinkers' works. The research employs a historical-logical method to place the scholars’ views within a broad social context, alongside a comparative methodology that juxtaposes their positions to identify shared attitudes and individual distinctiveness.
Results. The paper emphasizes Samarin's well-substantiated critique of Kavelin's claim that Russia lacked a genuine history prior to Peter I. Samarin also demonstrated the untenability of Chicherin's rejection of "subjective principles" in humanitarian knowledge. As a supportive argument, the paper cites prominent Russian scholars who endorse Samarin's position regarding the presence of value orientations in humanitarian research, and consequently, their inevitable subjectivity. However, such personal assessment does not imply a "distortion of scientific facts." The study also examines A. D. Gradovsky’s publications dedicated to Samarin. Despite his liberal orientation, Gradovsky provided an objective assessment of the Russian thinker's views, demonstrating his significance in both intellectual and social spheres.
Discussion and conclusions. The study concludes that Y. F. Samarin was one of the most educated figures of his time. His publications were the focus of attention for both Slavophiles and Westernizers. He successfully demonstrated the importance of national traditions and Russia’s unique culture to the country’s development. Samarin's polemic with K. D. Kavelin and B. N. Chicherin, along with A. D. Gradovsky's assessment of his views, remains relevant today, particularly concerning the preservation and development of national values and historical memory. Importantly, even Samarin’s ideological opponents highly valued his personal qualities: his honesty, patriotism, and integrity.

Introduction. The relevance of the study is determined by the conflict between the functional logic of modern urbanism and the persistent presence of places of death (necropolises, cemeteries, spontaneous memorials) in the centers of megacities. The purpose of the article is a philosophical and anthropological analysis of the urban cemetery as a special social and symbolic structure ("subpolis"), revealing its role in the constitution of urban identity, memory and social ties.
Materials and methods. The research material consists of heterogeneous phenomena: historical necropolises in cathedrals (Moscow Kremlin), the auto-icon of J. Bentham, ship graveyards (Muinak), doll cemeteries in Western Siberia, roadside cenotaphs, virtual cemeteries. The methodological basis is interdisciplinary analysis, philosophical interpretation (social philosophy of Plato, Hobbes, Kant; the concept of "rule-following" by L. Wittgenstein and S. Kripke), as well as the "Ship of Theseus" principle as a model for preserving identity.
Results. It has been established that the urban necropolis functions not as a passive repository, but as an active "subpolis" of the dead, living according to its own laws of memory and ritual. Spontaneous memory spaces (doll cemeteries, cenotaphs) compensate for "difficult" death, incorporating it into the urban fabric through substitute objects (dolls, toys). Analysis through the "Theseus principle" shows that identity in a necropolis is supported not by materiality, but by narrative and place in the symbolic order. Practices of caring for such places are based on implicit social conventions ("rule-following").
Discussion and conclusions. The cemetery in the city is a meaning-forming element, a "mirror" of the political theology and social structure of the polis. It acts as a heterotopia (M. Foucault), where the order of the world of the living is inverted and comprehended. The modern city spontaneously generates new forms of necropolises (virtual, object-based), which indicates an ineradicable need for the ritual incorporation of death. For urbanism, this means the need to recognize necropolises not as problematic zones, but as key agents in the formation of urban culture and memory.