Home – Home – Jornals – "Philosophy of Education" 2014 number 4

In the article on the basis of the analysis of current situation in the system of higher professional education, the authors consider the problem of the correlation of the requirements presented by the Ministry of education and science towards the effectiveness of universities. One of the most important factors is the criterion for evaluating the integration of an educational institution in international scientific and educational space. The analysis of the real situation of condition of the international partnership of Russian universities is held, the identification of problems is made and the ways of their solution are suggested. The problem of orientation of Russian universities on being included into the list of Top-100 rating of the QS is considered. And the problem of publication activity of Russian lecturers in foreign journals and magazines and in the lists of the Web of Science and Scopus is also analysed. The major problems, as the authors think, are the perfectionism and the conservatism of thinking which lead to the formation of inadequate requirements of the administration and the position of waiting among the teaching staff. The authors come to the conclusion that the intensification of international partnership is necessary for improving the efficiency of higher professional education in modern Russia, but its development strategy should proceed from the actual conditions of realization of the educational and research process.

The problem of safety culture is considered in the scientific-philosophical and philosophical-educational aspects, in education and in the life of social actors in the changing and increasingly complex environment of the XXI century. From the standpoint of philosophy of education the attention is drawn to the following questions: specificity of safety culture in the context of globalization; relationship betweenthe general world outlook and safety culture; promoting the culture of safety; analysis of the culture of life safety as a subject in the system of school and higher education. There are presented the specifics of safety culture and its role in the rapidly changing and globalizing world. The relationship between the complex social, technological and man-made changes in the aspect of the problem of safety culture is demonstrated. There is revealed the basic content of safety culture as a particular practically important knowledge, its ideological and cultural-philosophical importance, organic connection with education and philosophy of education. There are shown the levels of safety culture: for the individual person, for the group and organization, for the country as a whole. There is substantiated the importance of formation ofthe safety-oriented individual and social consciousness of social actors at the state level. There is revealed an organic connection of safety culture with education at various levels (school and higher education). There are identified the place and role of philosophy of education in understanding the importance of the problems of safety culture: 1) as a philosophical knowledge; 2) as an educational discipline; 3) as a conscious practical activity with the strategically safe content. In the first position there are revealed: a) the diversity of knowledge related to safety, mainly the professionally oriented one; the need is shown to integrate this knowledge into a universal cultural-philosophical unit of the culture of ensuring safety of social actors, man-made objects and man-made landscapes; b) the conceptual framework of the subject. In the second and third positions there are analyzed the role and place of safety culture in education. Safety culture is a general-educational, general-cultural, world-outlook and praxeological discipline about the foundations of safety of life of individuals, communities in the country, the entire state, the principles of safe behavior in common situations of risk, hazards, disasters, their prevention, overcoming, recovery of safe life; all in all it is an intellectual, knowledge-based, will-related and practice-oriented training of the subjects in the course of their upbringing and training at various levels of education.

The present article is addressed the issue of arising need for Russian universities to enter high positions in the world rankings such as «Academic Ranking of World Universities», «Times», «QS World University Ranking». The phenomenon of ranking can be classified as the academic revolution which is under way in the educational environment all over the world. Today rankings are considered by politicians as criteria of economic power and high ambitions; by students as the indicator for taking career decisions; by university managers as a ground for making up development strategies and for universities they serve as PR-campaign as well. We have to admit that nowadays the mission of rankings implies something more rather than just defining the activity level of universities, they are becoming the pattern of globalization and marketization of the higher education systems and the instrument in «the fight for quality». The author runs the analysis of the ranking system criteria, focusing on QS, and describes the reasons, preventing Russian universities from being at the first lines of the ranking table. Some initiatives undertaken by universities in the framework of the government programm «TOP-100» are given by the author as an example. This programm is urged to create eligible conditions to bridge the gaps between ambitions and existing resources and real abilities. In a stepwise manner the author describes every criteria of QS Ranking while making an attempt to forecast the feasibility of these criteria and assessment of the current situation in the Russian Universities. The findings of the analysis are the author’s proposals as to revision of the national higher education methodology and realization of the activities by the Russian universities that contribute to their high academic reputation among the leaders of the global education market. In conclusion the author supports the idea that modernization of higher education in Russia should take into account the requirements of the ranking systems and perceive them as challenges to improve the system as a whole. However, we have to remember that ambitious goals often lead to misrepresenting the real situation and to making simplified decisions that bring universities to the status «the best» by all means as a mere formality. The history shows that evaluation of the wrong things might cause the distortion of the overall picture, missing real and serious problems thus building up a card-castle which generates the illusion of education quality.

The paper defines the concept and indicators of competitiveness of educationnal services, deals with the problems and ways to improve it. In modern conditions, it is necessary to reform the education system at all levels, develop the system of continuing professional education, introduce new ways of financing, new educational standards, improve the availability and quality of educational services, increase the investment attractiveness of the education sector, the competitiveness of educational services. The competitiveness of an educational service is its ability to maintain its competitive advantages at all stages of the life-cycle and to compete in the long run in the market of educational services due to its continuous improvement. Through the manifoldness of agencies that provide variety of the offered educational programs, the education system acts as a supplier (agent of the offer) of the educational service in the market, whereas the households present a demand for this service. A criterion of competitiveness of the educational service is the indicators of competitiveness of the recipient of this service. The competitiveness of the recipient of the educational service is a property of human capital, allowing him/her to win in the market of skilled labor. The system of indicators of competitiveness of the recipient of the educational service includes the basic indicators and the specific indicators. Talking about the competitiveness of educational services, it is necessary to consider the continuous interaction of labor market and educational services. The competitive educational services are the services that are able to respond flexibly to the labor market demands. Certainly, the formed trend of universal higher education reduces the competitiveness of educational services. A signal in the form of a college diploma no longer works, because it has lost its informational value; so a "chase" takes place for the diplomas of higher and higher level. Such situation is fraught with the appearance of deep structural imbalances.

The elite social thinking is getting actively involved into the process of explaining the society changes under the influence of globalization and informatization, apprehension the role and the ways of using modern social technologies, mass media and global communicational networks. Estimation of these proces_ses through the lens of methodologies of the French postmodern philosophers will help the adequate reflection of existed risks of diffusing the modern Western society defects to Russia and Kazakhstan with the aim of their neutralization. Postmodernism, as the characteristic of modern condition of postindustrial, information society and its culture, during a quarter of a century has acquired a fundamental character of methodology of perception of the social phenomenon and turned into a new direction of social philosophy. The quick growth of its meaning and popularity encourages the quick and deep changes of society as the object of perception, which actualize the search of new cognitive instruments and adequate methodology. Classed and distinctly structured society with definite dialectic and moving powers, moral aims of development and progress give way to amorphous society of overall consumption with anonymous mass of consumption, where everything is determined by the level of material consumption and omnipresent mass media. There are not places for aims, ideals, ideas and values, Hegel’s rationalism and intellectual reflections, spiritual role, which disappeared in the anonymous mass of intellectuals.

The purpose of the article is the social-philosophical analysis of the approaches to the problem of formation of civil society. The existence of civil society is a basis of democratic composition of the state, and its formation is finding of guarantors of irreversibility of democratic changes. Recently there takes place a process of understanding of institutionalization of the basic structural elements of civil society; the ways of development of the Russian state and its connection with civil society are actively analyzed. Despite a large number of researches on this problem, the concept and realization of the ideas of civil society are debatable, both in domestic and foreign philosophical science. The problem of formation of civil society is especially important in the conditions of formation of democracy. To solve the practical problems of formation of civil society it is necessary to determine the institutional nature of formation of civil society, the role of its structures and functions in society. The aspiration to construct «from above» the organic concept of civil society in Russia shows its inefficiency. In the domestic scientific literature there is an active discussion on the problem of formation of civil society in Russia, and often the civil society is understood as absolutely different social phenomena. It is possible to distinguish several approaches to the problem of civil society: the historical, social and philosophical, politological, sociological, legal and economic ones. The social philosophy gives a chance of creation of the systemic concept of civil society that in itself is a theoretical, practical and political need of the forming Russian democracy. A more complete disclosure of the idea of civil society presupposes identification of its essence on the basis of conceptual provisions of the modern social and philosophical theory of civil society. Proceeding from these ideas, civil society is thought as an isolated sphere of society arising at the stage of industrial development, creating real cultural and personal prerequisites for interaction of the system and vital worlds as the complementary sides of social life. Thus, the state and civil society form two closely interacting spheres, where the state, controlling individual interests, is itself under control of the institutes of civil society. Therefore, it is necessary to use the social-philosophical approach in the analysis of such difficult social phenomenon as the problem of formation of civil society in Russia. It will allow making analysis of the civil society as a system phenomenon, generalizing typical approaches to studying of civil society, revealing its essence, structure and functions.

The paper is devoted to identification of the paradigmatic structure of modern education in the context of key objectives of formation of the society, «working» on the basis of knowledge; namely, the problem of building education that can ensure its cultural and material growth. The second part shows the role of local paradigms in deconstruction of the implicit paradigm; the paradigmatic-differentiated structure of education is defined and its characteristic is given. Modern education is ontologically and epistemically fragmentary. In education, the radical articulation of the specialized forms of life deconstructs universalism of cognitive relation. The educational institute today is capable of being a cultural pillar of local communities and global transnational corporations, it can serve purely economic affairs or form a spiritual foundation of the society, its cognitive attitude may keep in mind only the technical aid or may aspire to a radical search for truth. The ontological and epistemic differences between educational locations make it difficult to postulate a general idea and design of the overall paradigm of education. Local paradigms act as «design-interpretive communities» experiencing their own transcendent order of values and cultivating phenomenological argot adopted in their «disciplines matrix». Inside the communities that cultivate them, the means of problematizing of legitimacy are traditionally weak; these means have to reveal exaggeration, omission, limitations and weaknesses of the doctrinal conceptualizations. But this weakness becomes strength when they try to fulfill their future by competing local paradigms rhetorically, destroying them and disqualifying in public discourse and control networks. The local paradigms start to play a role of instruments of significant changes in education; they deconstruct the overall implicit paradigm and become the basis of implicit paradigms that shape educational independent loci. This implies a movement towards a paradigmatic-differentiated education system, where research education becomes the culture-producing locus. As a structural basis of paradigmatic-differentiated education system, there acts a co-educational diversity loci endowed with original implicit paradigms; and the epistemic principle is to create a culturally and cognitively comfortable cognitive relation. Behind each local educational paradigm there are: a dominant type of cognitive activity, a system of significant pedagogical situations and basic methods (Kuhn’s «samples» that operate in the «situation-method» space), normative-methodological declarations, the structures of education organization and forms of the educational process. Each «paradigmatic» locus has its own educational epistemology and educational ontology. The paradigmatic-differentiated system of education has its implicit macro-paradigm, which defines the principles of existence of multi-sectorial education system and realizes itself in a constructivist manner. Among its typical features, reflecting the taxonomy and morphology of educational loci, there is the cluster-network model of organization of the educational system.

The article analyzes social phenomena, the structure and content of which are undergoing significant changes due to mass introduction of electronic means of communication: the Internet, cellular communication systems, geolocation and various software products that implement the functionality of these technical systems for various human needs. It is concluded that there is a qualitative change of the specificity of familiar social phenomena, requiring, on the one hand, understanding this qualitative specificity, on the other, the necessity of their understanding from the point of view of the well-known concepts of social ontology. In an intellectual environment, agenda-driven by the postmodern rhetoric, there is a tendency of ontologization of the social phenomena of digital age: one can often hear the opinion that digital technology is fundamentally changing not only the content of communication, but also the very nature of man, his relation to reality, including social reality; that the existing social concepts are not able to adequately describe and correctly explain the new phenomenal specificity, and there is required the creation of fundamentally new concepts, able to describe and explain the new social reality. There have appeared such fields as media-philosophy and trans-humanism. Indeed, many social phenomena owe their attention to them to communication technologies; they often produce a discouraging effect on government and society, not capable to cope with the negative aspects of these phenomena with the help of technical, political and legal means. However, it is important to understand that this problem of compensating for the adverse effects is not that humanity is faced with radically new socio-ontological phenomena, but that it is faced with a new qualitative characteristics of the long-ago described and explained social phenomena, resulting from the complexity of communication systems, namely, the condensation of communication environment by many numerical orders. This qualitative specificity requires not the creation of a brand new digital ontology or media-ontology, but reflexive rethinking of the balance between the costs of new technologies and their benefits to create an adequate balance of the ethical, legal and policy frameworks for the regulation of the sphere of public communications.

The article considers the communicative competence of the teacher as a core component of his/her culture. The communicative competence of the teacher assumes his/her appeal to the Other for co-thinking, com-passion, co-action. This appeal is carried out by means of the text as a system of signs, located on the arrow of time and, in principle, available for understanding, which allows the other revealing a meaning in it. The article shows that communication - education - meaning form a trinity, which is based on understanding. Experienced (read: competent) teacher is a teacher who is able to understand texts that fills multilingual educational environment in which it carries out its professional activities. It includes, first of all, the texts of verbal and non-verbal, which he creates with his students. Create (and read!) of these texts is not only the most important condition and way of existence in the education process, but also a source of professional culture of the teacher. However, not every culture text (whether it is a historical fact, the proof of the theorem, the replica of the student automatically becomes a pedagogical text. Teaching cultural text makes the teacher together with the students, revealing to them his educational opportunities. As the main characteristics of the educational experience will make transforming understanding by the teacher of their co-existence, arrayed in three interrelated fields: subject (as the understanding of the ways of dealing with the subject of culture), discursive (as knowing the orientation of the semiotic space of the culture) and humanitarian (as centration on a personal meanings co-participants in a cultural act).

The article reviews the digital virtual reality (VR) concept in the context of experiential fidelity. The concept implies virtual reality immersion effect to be fully achieved only when user buys accepts the rules of the virtual world, without taking audiovisual authenticity as a complete necessity. Reviewing the basic trends of VR system development, it may be concluded that photorealism remains the main direction driving the VR industry. Meanwhile, the experiential fidelity concept implies audiovisual authenticity only as an auxiliary feature in the context of transition and understanding of information. This remains relevant regardless of an application field. Designing the VR systems is based on providing the information which user would more likely trust. It should be mentioned that the same principle is successfully used in the videogame design. Potential user’s experience plays a dominant role in the videogame design, which is perfect for the experiential fidelity systems. Videogames has a complex and unique style to which many specialists from different areas refer, and pixel-art is an inalienable part of this style. The article then reviews main features of experiential fidelity VR systems, highlighting the pixel art style as the basis for user interface. Pixel-art is very useful in this context due to its foundation, domination of conventional images. Perceiving information based on a conventional image, the user uniquely interpolates it to a total image, and despite subjectivity of interpolation, main features remain untouched. This type of perception engages creative process, making the information mare likely to be understood and remembered. VR researcher M. Whitton points out that «... a combination of audiovisual experiential fidelity along with a well designed user interface which would unveil the rules of the VR world as it goes is the most effective data transfer system» [1, p. 45]. A combination of pixel-art in the context of experiential fidelity VR systems provides unique features that have a great potential for educational applications.

In the paper, it is specified that the library science has rich history and represents the most valuable category of knowledge keepers in universal sense, and now it is in the form of permanent transformations. Only for the last 20 years in many libraries the mechanisms of internal work, the work principles with readers exchanged, and in the same time the need of the reader for library (frequency of visits and their duration) decreased. The last occurs because of intensive development of the Internet; however, there are also other reasons. So, one of the basic reasons is not readiness of library to change under modern realities and society requirements, it belongs to the internal organization structure and in many respects are connected with lack of active interaction with the reader. As library activity was always considered as the process organized with participation of the subject, but without its direct influence on nature of activity, today such model is inefficient from the point of view of the library user interaction and the library. Thenew methods of work organization with the readerarise and are entered into practice, and as a result, the latest approach is appeared where the leading role of the user admits. Features the subject - the object interaction are considered arising between the user and library, the characteristic feature of the interaction is the work with search and information services and electronic library of higher education institution. Possibility of libraries search engines optimization of higher education institutions is shown for more effective service by preliminary studying of visitors needs. The basic purposes of the high school library reader are presented, the main one from them is the need for the educational and methodical materials connected with actual educational disciplines. The idea of target service of the library reader in higher education institution on the basis of earlier known requirements is proved.

The object of this article is to compare the state of modern education with a process of social parcelling in consequence of rise of individualistic tendencies. In this article she takes notice of substitution of individualism as ideology of freedom by egoism. The State encourages this process of individualization and as a result we see collapse of traditional institutions and revision of life values, and it has an effect on young people, the education isn’t able to cultivate values for personal development. The author points out some problems of modern education such as formalities, discrepancy between purposes and results, lack of personal progress. This points discredit persons that must educate in student’s eyes. Decrease in education and depreciation of it are seen now. A lot of students are working in other domains then their special subject allows. Our society carries on professional orientation by setting out some material aspect of job, overproduction of specialists in some spheres is a result of this point of view. By the author the education of consumption’s society reproduces only consumers. There isn’t any work for developing and inculcation of skills of collective work, living in society, promotion of family values. As a result number of divorces is growing, number of newborn is going down, young people pass their time in the internet. The educational aim isn’t personal development but possibility to reach some material values. The author affirms that russian education loses its socializing function, now it is only some process of transmitting knowledge. Reforms of education can’t dispose of all problems. For overcoming this crisis we need a very good balanced policy of our State and changes in our society intended for reduction of egoistic tendencies.

The author analyzes the process of upbringing, its content and essence, reveals the leading role of self-diminishing of ego in this process. The article provides a definition of upbringing based on four parameters: will, intellect, emotions, and body. Upbringing affects mind, will and heart of man; it always includes physical limitations. The heart is an organ of moral cognition, where conscience is formed and located. Of these three elements, the leading one is the will in the sense that it is the driving force of human behavior and its conformity to the moral sense is the primary goal of upbringing. The will directs the desires of man, control them on the basis of the movements of conscience (heart), which have been understood by the mind. Since upbringing is the training of will and desires, mind and body, carried out by self-discipline, then no upbringing is possible without coercion and suppression of one’s desires, motives, without diminishing of one’s «self». Upbringing trains selflessness of the person. Discipline and self-discipline requires the willful efforts of the person him/herself. It is difficult because the person is required to overcome the «self», do something that he/she does not want at the moment. Personality as a stable volitional formation is formed by the willful efforts to achieve what the person sees fit / right to do despite what he/she «wants». Thus discipline requires a certain restriction of «self», self-diminishing of one’s «I». We noted differences in the understanding of upbringing in religious and secular cultures. In the religious cultures, upbringing has as its first objective the improvement of the nature of man, leading him to God; in Christianity it is deification (the highest degree of personal perfection) and salvation (union with God as the main purpose of human life). The article shows the catalytic role of globalization in the actualization of socialization paradigms of upbringing; in the increase of active poly-subject-ness of social space as a condition of upbringing.

The purpose of this paper is an analysis of legal consciousness as a socio-philosophical category. The crisis of legal consciousness has been observed for a sufficiently long time by both Western and Russian researchers of the issue. It should be noted that in the Russian reality this problem has not only theoretical, but also purely practical relevance, which is dictated by the nature of political situation at the moment. Thus, the relevance of the study of this topic is determined by the absence of a holistic analysis of legal consciousness in terms of social philosophy. The phenomenon of legal consciousnessas a form of social consciousness has always been under scrutiny in the scientific literature. The sense of justice, with its own cultural status in the society is a real factor of changing the legal reality. The legal consciousness has a huge impact on all spheres of law in the society, and its role in the socio-legal system of the country is enormous. The study of legal consciousness as a phenomenon of social life is dictated by its structural complexity and insufficient knowledge of methodological approaches to the phenomenon. A socio-philosophical analysis can reveallegal consciousnessas a phenomenon of social life, reveal the relationship with social phenomena, and determine its place in the society as a whole. The article reveals various approaches to the category of «legal consciousness»: the legal, psychological and sociological ones. Social philosophy is considering legal consciousness as an object of philosophical analysis, exploring the nature of legal consciousness as a special form of social consciousness and examining its relationship to other forms of determination mechanism, the level of attitudes and personality. It should be noted that in science there are many definitions of legal consciousness. However, a number of common traits of legal consciousness can be identified. This social phenomenon must be considered in the system of social relations, such as public awareness and legal culture and socialization, alienation and so on, that leads to a deeper understanding of the social nature of this multi-faceted phenomenon. Legal consciousness is a form of social consciousness. This socio-philosophical analysis of legal consciousnesscan reveal its versatility, identify interdependencies of this phenomenon with other forms and processes of social life;it allows consideringlegal consciousnessas a complex social phenomenon, which has its own logic of development and content; it allows revealing the versatility of this social phenomenon, determining its relationship with other social phenomena.

The article is dedicated to the problem of national specific of Chinese linguistic world pattern. Linguistic world pattern of any nation represents the verbalization of conceptual world pattern, based on a system of world outlook categories expressing conception about main components and aspects of human vital functions peculiar to this culture: human’s place in the world, social relationships, spiritual life and human world values, nature and its objects’ organization. The author pays attention that peculiarity of Chinese worldview depends not only on natural conditions of living but on the original cast of mind. Sinologists characterize Chinese way of thinking as right hemispheric, correlative, symbolic and associative. Chinese thinking is devoid of abstractions, it is mainly adjusted to direct perception, details allocation and using of analogies. Visual perception is dominant for Chinese and it is also not less important peculiarity. These exact peculiarities of thought activity have determined the importance of various classification systems running through Chinese culture and having effect on language. The typical example of these categories is number categories, reviewed by the author. In Chinese culture all numerical series from one to ten considered to be ponderable and comprehensible and served as a basis for multivariate classification constructions. All numbers are functionally relevant: they have either ritual sacral function or serve as an instrument for human perception improvement. The most valuable symbolic numbers are two, three, four, five, eight and nine. In Chinese culture all numerical series from one to ten considered to be ponderable and comprehensible not only with relation to numerical value. In spite of its archaism numerical categories and related symbols still determine many life aspects of contemporary Chinese including rituals connected with apartment choosing, buying/selling and settling.

In the article, the modern problems of development of the education system in Siberia are considered. Comparing the state educational models (in the Soviet period and the modern ones) with the models of people’s pedagogics, the author comes to a conclusion: social systems, such as society, culture, education are alive, self-developing according to nonlinear laws systems, which should be studied and reorganized on the basis of the principles of systematicity and culture-conformity. To forecast the direction of their development, it is necessary to take into account such unpredictable factors as creativity, freedom of will, self-determination, connection of the man, society and environment. For building a modern educational paradigm, it is necessary to see and set new goals, understand the educational values corresponding to various conditions of social development, identify patterns of transition to a new way of the social life organization and the appropriate type of culture that is only possible when using universal methods based on the discoveries of synergetics and the principles of systematic approach. They reveal the logic of the self-development processes of complex and sophisticated systems, and therefore, are able to explain and calculate the ways of development of the society and culture. Education as a special cultural phenomenon, aimed at learning, knowledge acquisition, as a system of educational institutions is a relatively recent phenomenon, formed in the European culture of Modern Age. In the various versions of ethnic and government types, this system is aimed at formation and strengthening in the people’s culture of the specific for the given era ideas about man, his essential qualities and attitudes toward the world. The essential qualities of modern education in Siberia are formed in its beginnings, in the typological peculiarities of ancient cultures, socio-cultural processes of the past. Siberia, being multinational and multi-ethnic in composition, filled with all kinds of social structures beginning from the time immemorial, with the active contribution of the Russian population, with the subsequent urbanization of the modern type, becomes a model region for the development of advanced technologies in the field of industrial relations and humanitarian. Therefore, while building a model of the formation of the system of education in the twenty-first century, one must also consider the lessons of history: there often lie there the answers to many questions of our time.

In article the problem of training of modern composition of students of art higher education institutions is considered. Authors give the short characteristic of a current state of process of creation of art composition, reveals problems and offers ways of their elimination. Creation of modern composition in art higher education institutions puts new, unprecedented tasks and problems before teachers and students. Now to the training forefront in art higher education institutions there is a theory. To students doesn't get taste to any mysteriousness and completeness of life and the world. According to authors, the modern composition has to depend on its internal characteristics. It is necessary to pay attention of students at creation of modern composition and that the symbolical consciousness assumes an image of depth. In structuralist creativity the object is recreated for identification of functions, and the done way appears result. The structuralism acts as activity, that is the ordered sequence of a certain number of cogitative operations. The purpose of any structuralistic activity - it is indifferent, or poetic - the «object» reconstruction is reflexive so that in is similar to reconstruction rules of functioning (function) of this object were found. Thus, structuralist vision is, in effect, subject display, but display directed, interested as model of a subject reveals something such that remained invisible, in the most modelled subject. Authors note, need of use of modern researches, technologies and techniques for educational process that will allow to reach considerable improvement and to optimize training of teachers of art education at the higher school. When developing a course on teaching of modern composition at the higher school it is important to consider that process of training of modern composition as a whole consists in understanding of tasks as those, comprehension and forcing of features, configuration of surfaces and ideal events. To study modern composition, means to pack on a canvas of a surface, the line with points of other element, other surface. The modern composition in itself is an ideal body, an accession body. The modern composition at the same time that is more perfect and more complete, than the task as that is defined more gradually. The author of work, the artist, it is correct to call the operator of idea of modern composition.

The aim is to analyze the problems of students’ (future teachers’) dialogue culture formation in the process of their professional training. The methodological basis of the research compiles the philosophical concept of dialogue (M. Buber, M. M. Bakhtin, V. S. Bibler); psychological personal theory (B. G. Ananiev, A. N. Leontiev, A. V. Petrovsky, S. L. Rubinstein); the research of culture problems of pedagogical intercourse, teacher’s communicative competence, the ways of efficiency improvement of pedagogical communication (N. V. Bordovskaya, I. F. Isaev, V. A. Kan-Kalik, A. V. Mudrik, A. A. Rean, V. A. Slastenin and others); psychological and pedagogical conceptions of interaction in the process of training (I. B. Kotova, E. N. Shiyanov, I. A. Zimnyaya, S. A. Smirnov). The research data appeared to be pedagogical conditions of students’ dialogue culture development in the process of their professional training. Dialog culture, in our opinion, is a certain level of development of methodological, informational, research culture, represented in the aggregate, communication and intellectual skills. Educational cooperation in the framework of the communication dialog is a joint creativity, joint activities, when is the «interpenetration» of the subjects of communication, in which the teacher and student act as two persons in the process of interaction which is their mutual enrichment. Constructive dialogue in the educational-cognitive activity is manifested in the fact that in the process of interaction of its participants produced a new product, the product of the joint creative work of the teacher and the student that raises student to a new level of development thinking, leads to personality changes and tumors. During the dialogue, the teacher and the student is not simply exchange information through verbal and nonverbal means of communication, information about the individual peculiarities of each other; dialogue allows you to create problem-search space, such pedagogical situation that serves as the basis for collaborative thinking activity producing tumors and promote self-organization and self-development.

In the article, there is examined the legal status of pedagogical workers, presented in the Federal Law «On education in the Russian Federation» and fixed in the subsequent regulations. As a result of the carried out analysis of the basic normative statements, it is shown that legal status of pedagogical workers does not reflect their social vocation in the conditions of social division of labor and inter-subject cooperation in the reproduction of the qualitative characteristics of human potential. In the Federal Law and the bylaws there are absent the basic subjects of working relations, who organize and realize the direct management of education-upbringing process. In the article the special features of pedagogical labor are analyzed and the objective need for the inclusion into the teacher’s training load of the time on his preparation for lessons and other events is shown. A conclusion is made about the need for realization of the general state interests in the normative determination of the structure of working relations in the education system with the clear establishment of the correlated competences, duties and responsibility for all its subjects, as well as the creation of favorable conditions for their vital activity. The article is recommended to the legislators, representatives of the education system and to all interested in the issues of normative regulation of social relations.

The webinar was held under the guidance of Academician, Doctor of Pedagogical Sciences, Professor J. S. Turbovsky