Home – Home – Jornals – "Philosophy of Education" 2015 number 4

The authors analyze the theory and practice of introduction and implementation of the quality management system (QMS) in the higher education institution. The article provides an overview of approaches and opinions of foreign and Russian researchers on the purpose, necessity and effectiveness of QMS in higher education. Some experience in the implementation of QMS is presented based on the analysis of foreign sources and foreign practice of implementing the said system. It is noted that, originally, the quality management systems (for products and services) were applied in industry, where quantitative indicators are critical and enable to monitor the dynamics of production development and to improve the activity of the enterprise. The purpose of this article is to identify the problems related to the implementation of QMS in the education sector in general and higher education in particular. Formalization is often the main manifestation of the actions of QMS, but it not only gives no help in improving the quality of education, but also prevents it in every way. The specifics of the higher education system, such as the duality of the organizational structure (administrative and academic functions in higher education), the ambiguity in establishing criteria for measuring the quality in higher education and a high level of academic freedom of the staff and students, etc. do not allow mechanical transfer of the management technology from industry to the education sector. Formalization of the performance indicators of the teacher and the progress of the student, which are framed in the rules contained in the local university standards, may lead to the emasculation of the true content and quality of education. The work of teachers within the context of the QMS requirements is often reduced to formal preparation of the necessary documentation, confirming the realization of the corresponding parameters. Usually, both internal and external audits are limited by the inspection of documents, of the correctness of reports, graphs and diagrams rather than being related to the analysis of the real educational process. The uncritical borrowing of different technologies from foreign experience or from the spheres far from education and training, cannot give a positive effect. The authors justify the position that QMS should be subsidiary to the educational process and the content of educational activity.

An analysis of psychological foundations of the training process management is presented in the article. Training in which it is possible to track every moment in the trainee’s advancing can be considered manageable. One of the ways of training management is a special organization of the process of knowledge assimilation as a set process. The most developed in this direction is the system of training based on P. Ya. Galperin’s theory of stage-by-stage formation of intellectual actions. According to this theory, in the ontogenetic development of the person there take place the processes of internalization of actions, the gradual transformation of external actions into the internal, mental ones. Initially, the students have to deal with the external, material action. According to A. N. Leontiev, then, as a result of its gradual transformation, generalization, reducing its specific parts and changes in the level at which it is carried out, there takes place internalization of action, i.e. its transformation into internal action, which is then occurs entirely inside the mind of the learner. This process goes through a number of specific steps, from the thing-related actions via the stage of performing operations in loud speech to the action «inside oneself». In accordance with this, the training process is constructed in stages, thus it is called a step-by-step one. The second way of management of the training process is connected with the development of psychological foundations of the programmed training (B. F. Skinner, L. N. Landa and others). The essence of the programmed training is that the trainee cannot take the next «step» in the assimilation of educational material without having mastered the previous one. Learning is not only assimilation of knowledge and skills, but also a special activity providing assimilation of this knowledge. The programmed teaching provides control over every step of cognitive activity and thus makes it possible to fully control the learning process. Feedback operates continuously and allows regulating the process in accordance with the individual abilities of students to assimilate knowledge. The activity of each student is ensured, because the lack of activity is detected immediately, it is impossible to hide it. In addition, each student is trained in the optimum pace, rhythm and style for him/her.

The article analyzes the current state of education, as it is being transformed in the context of globalization. The global education system today is actively implemented and promoted by various powerful Western corporations and political structures. In Russia, the methodological tool, in which there is constantly declared a «roadmap» of change of our education system, is the annually updated «Foresight of Education 2030 (2035)», created with the participation of the Agency of Strategic Initiatives, the Higher School of Economics and Skolkovo. The feature of foresight-designing of Russian education is to bring all aspects of the construction of the educational system of Russia to Anglo-Saxon standards based on the thesis of the growth of competition in the context of globalization. In the context of globalization processes, foresight is interesting primarily as an instrument of global control, because, in the conditions of rising uncertainties, foresight in some sense provides an opportunity for a more stable game in the increasingly unstable world. It allows minimizing expenses, provides strategic mobilization of intellectual potential for the development of priorities, strategies and strategic mobilization of resources for their implementation. On October 13, 2014 in Moscow, there took place official opening of the «Global Future of Education» foresight. The task of the foresight of education, which will continue for the entire 2015 and will take place around the world, is to identify the main trends of modern education and develop practical recommendations for the period of up to 20 years. The content of the program of the "Education 2030" foresight can be reduced to three central ideas: distinguishing in the educational sample of absolute intellectual elite and the absolute intellectual «mob»; imperative requirement of separation of the high-tech services of education, for example, MEP (Massive Open Online Course) from the public education which undergoes reduction in favor of non-systemic education and training; transformation of the domestic education, turning it into educational market as the main goal and objective. The most important feature of foresight as a process of influence of the information globalization on the domestic education is the constant pressure of dismantling the state character of the educational system in general and schools in particular.

Education is an evolving institution, which is in the process of change and reform, which directly reflects the trends of modern society in general. The strategy of education development and reform in Russia is reflected in the National Education Doctrine, which sets out the education strategic objectives in conjunction with the problems of the Russian society, but no scenario of the development of education in the XXI century is specified. For an adequate response to the challenge, the education doctrine should take into account and maintain a balance between the traditions of national education and the global trends, as well as contain forward-looking scenario of the role of education. Creation of such a scenario is possible with the help of the foresight methodology, which is already beginning to be applied in setting the research priorities, but taking into account the specificity of the interaction of the Russian science and education. In recent years, foresight is gaining popularity as a meta-technology of forecasting the future in the next 20-30 years or more. The disadvantages of existing foresight projects include the fact that the forecasts are usually formed by a narrow circle of experts, whereas foresight should involve the participation of a large number of experts from all fields of activity associated with the subject of the particular project and broad discussion of a wide range of interested parties. The main distinctive feature of foresight as compared with the traditional forecasts is a focus on the development of practical measures to accelerate reaching the chosen strategic goals as a part of the existing projects, and this is not quite obvious. Foresight does not exclude the presence of several scenarios of the future and the recognition of the possibility of realization of one of the supposed scenarios completely or partially. Which of these variants will be realized depends on the trends which are given preference at the moment and the decisions which are made today.

The problems of identity of young people are analyzed in the research issues under consideration. Destructive social environment fosters an increase in cruelty, aggression and deviant behavior. The authors examine the role categories, which determine the position of the subject with respect to existence. Specific stages of development are considered. In the article there are analyzed the imaginative ways of forming the individual and collective unconscious representations as a foundation of social interaction. In this context, the essence of myths is seen as a symbolic actualization of consciousness through archetypal images which optimize the unconscious, imaginative ways of social interaction. A special attention is paid to the image sphere, which is a link between inner world of the person and manifold realities of human existence. The image sphere is reflective of reality comprehension and self-regulation of life activity. The authors emphasize the relevance of the study of collective unconsciousness archetypes. Scientists believe that archetypes are the base of social knowledge mechanisms. Accordingly, the Jungian archetypes of the «self», which are considered in connection with «deep unconsciousness», can be seen in a new light, namely as some mental patterns. The person perceives the social environment through archetypical patterns. A person’s judgments of surrounding social environment depend on the dominant personality archetype. The authors hope to find new approaches to prevention and correction of deviant behavior by reconstructing the scenarios of social interaction. In solving this problem, there are considered some possible strategies to develop a relevant archetypal identity.

The state youth policy is a complex system of the measures which are carried out by the state to support the youth. Education is considered as the direction of this activity of the state, which has the top priority in terms of its importance and efficiency. Thanks to its continuous improvement, the development of youth as a strategic resource of society is possible. In the «Kazakhstan-2050» strategy, the youth is justly called the engine of a new political and economic course of development of the Kazakhstan state. In the article, there is described the usage of internal and external resources of Kazakhstan in the educational sphere, the defining role in this process of the President of Kazakhstan, the Leader of the nation N. A. Nazarbayev is indicated. It is emphasized that the solution of many social problems of youth is connected with education. The necessity of increasing the prestige of technical specialties is emphasized. A special attention is paid to training of talented young people abroad, first of all, within the international presidential Bolashak program. The new Law of the Republic of Kazakhstan «On the state youth policy» is aimed at providing young people with affordable and quality education, development of scientific-technical potential. Implementation of the «Bolashak» program promotes the development of international cooperation of young people, the state as a whole. At present, more than 2 thousand grant-holders study in 30 countries of the world. One in two of more than 7 thousand graduates of the program works in Kazakhstan companies, both in private ones and with the state participation. One fourth work in the state offices and organizations, 20% are managers of domestic companies. Some Bolashak graduates have obtained positions in international organizations and non-governmental sector. Among the people trained by this program are specialists in the sphere of innovation technology, metallurgy, telecommunication, energy, oil-gas sector, in the field of medicine, state government. Almost 1,000 graduates work in universities of the country, about 400, in schools and colleges, 52, in the pedagogical staff and administration of the Nazarbaev intellectual schools. Around 300 people are researchers at the Nazarbaev University, 77 have PhD.

The article analyzes the problems of modern education in the context of globalization and informatization of the society. We consider the modernization processes taking place in Kazakhstan's educational space. According to the authors, they include: aspiration to a democratic system of education, that is, the accessibility of education to the entire population of the country and the continuity of its stages and levels; granting autonomy and independence of educational institutions; a significant impact of socio-economic factors on education (fee-based forms of education), and others. The features of humanization and humanitarization of modern education are shown. Today we need to talk about a new stage of humanization. This is due to aggravation of global problems of modern civilization: the problem of international terrorism which became a problem of acute world-view and methodological character, the problem of modern environmental situation; the anthropological problem which acquired the first priority; the excessive mechanization of society, threatening to turn into an inhumane paradigm of social development. These and other factors encourage to re-evaluate the role of humanities, to pay attention to the innovative techniques and methods of teaching, and, in general, to the questions of education and training of the younger generation. The social-humanitarian component is represented by a cycle of philosophical and world-view-related disciplines aimed at studying the history and theory of the human being as a special spiritual creature, the upbringing of the person. Philosophy also promotes the intellectual, moral and aesthetic development of the personality of future professions, upbringing the human capacity to a wide but at the same time profound, essential vision of the professional problems, their moral evaluation. Only a wide-minded person, assessing his/her own activity both from the perspective of professional expediency and in terms of general human values of truth, goodness and beauty, can become a true professional.

The article analyzes the problems of Kazakhstan education system development in the conditions of the society globalization. We consider the most urgent problems of the Kazakhstan educational system during the years of its independence. There are revealed the ethno-pedagogical features of the Kazakh people, as well as the contribution of Y. Altynsarin and Sh. Kudayberdyeva to the development of ethno-pedagogics. It is shown that the educational process should be linked to the ethno-pedagogy of people, should absorb the richness of ethnic development, because the pedagogy of each nation keeps in its memory the techniques, methods of training which have survived the true selection. Therefore any state system of education and upbringing should be based on the best examples of ethno-national pedagogy. There are addressed the issues of integrative, communicative processes in the society, associated with education, which should be based on a holistic philosophical outlook, in which the person is considered from the standpoint of harmony of the spiritual and material, sensual and rational, organic unity with the cosmos and nature.

The article analyzes the problems of modern upbringing in the conditions of globalization and informatization of the society. Globalization is seen as an objective process, involving in its orbit regions and countries of the world, affecting all spheres of social life: politics, culture, society, education, upbringing, etc. Kazakhstan cannot stay apart from these processes. The author reveals the positive and negative aspects of globalization taking place in the educational spheres of Kazakhstan. Globalism and globalization is a process of forming a single financial and economic, cultural, ideological, global information space on the basis of high technologies, mainly, the computer technologies. In other words, globalization is hegemonization of the world, life according to universal principles and values, striving to universalize all. This phenomenon involves the growing interdependence, mutual influence of each other and leads to undermining of the national state sovereignty under the pressure of «new actors of the planetary stage», to the inversiveness full of contradictions, differentiation and standardization. In the article there is shown the role of mass culture, globalization of telecommunications, which are powerful factors of modern development, which are the result of development of information technologies. The author speaks about the need of humanization and humanitarization of modern education and upbringing in the conditions of globalization.

The emergence of global problems is associated with the history of formation of contemporary civilization and technocratically oriented culture; this is a natural consequence of the crisis of industrial society. Two centuries ago, nations still existed in isolation, but in the late XIX and early XX centuries there took place dramatic changes. Technology, economics and transport enormously increased mobility and the transformation possibilities of humans. The process of change took place (and still does) together with deep and thorough reforms in the social sphere. The term «globalization» refers to a broad range of events and trends: the development of world ideologies, intense struggle for the establishment of the world order; a jump-like increase in the number of international organizations and strengthening of their impact; the weakening of the sovereignty of nation-states; the emergence and development of transnational corporations (TNCs), the growth of international trade; intensive mass migration and the formation of multicultural communities; the creation of planetary mass media; the expansion of Western culture into all regions of the world, and so on. Analysis of these trends shows that they have acquired a character of synchronous social changes in the first half of XX century; and this transformation took place in such a way that it can be characterized as a social-cultural shift.

The purpose of the article is to consider virtual civil society in the context of modern geopolitics. Existence of civil society is a basis of the democratic structure of the state, and its formation ensures irreversibility of democratic changes. Presently, 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 relations with civil society are actively analyzed. Despite a large number of studies devoted to this problem, the concept of civil society is a debatable one both in the domestic and foreign philosophical science. This problem is especially topical in Russia as the problem of formation of civil society is especially important in the conditions of formation of democracy and solution of practical problems of formation of civil society. For this purpose it is necessary to find out the methodological bases of the theory arising round this issue, because the institutional nature of formation of civil society, the role of its structures and functions in society are not clear. The aspiration to construct "from above" an organic concept of civil society in Russia shows its inefficiency. The profound social changes happening in the modern world created new social reality. As a part of the outside world, the social reality possesses the character of objective reality, therefore its studying has to be guided not by comprehension of how it is given to us in our sensual representations and illusions, but by the knowledge of the characteristics inherent to it and existing out of and independently of human consciousness. The reality is attributed to everything that can arise, that exists and is passing. However, the reality belongs to the last foundations which do not need proof and justification. Development of new means of communication fosters the creation of new relations in society and new social reality, the virtual one. The problem of virtual reality, i.e. virtualization of society gains relevance in connection with continuous growth of the number of Internet users. People unite into communities to be convinced of correctness of their views. In the course of self-organization people pass three stages. The first is the discovery of the like-minded people, the presence of the people with whom it is worth uniting into a certain group. The second step is joining of like-minded people into a group. The third is collective activity. The Internet now solves the first problem. For further development of civil society, it is needed the real, not declared readiness of people to make their contributions. To increase the level of civil activity of people, it may be of help a greater transparency of the Internet when it is clear who and how votes in the Internet polls, which people belong to the community of interest for the blogger. The ability to civic consciousness is a question of convenient instruments of self-organization, for example, social networks on the Internet, and, not so importantly, a question of personal qualities of people, their consciousness. Technically, everything is ready in Russia to emergence of civil society. It remains to turn it into a broad socially oriented practice.

In the article, on the basis of inconsistency of the modern era, the need is shown for fundamental changes in the society in general and in its most important sphere, education. The author speaks about the necessity to change humanitarian strategy in the development by means of synthesis of culture and civilization that requires innovative rethinking of established types of spiritual and practical activities by the general public. Humanitarian methodology is considered as a way of uncovering the unique, inimitable in every person. The essence of the youth policy, which needs to be renewed, is determined in the context of the formation of a new humanitarian strategy. It is substantiated that the accelerated development of technical ways of life in the society should be considered as an incentive to improve the educational prospects for students, youth. The overcoming the planetary chaos, dynamic imbalance, according to the author, is a kind of a "shield" from the universal catastrophe of humanity.

Geopolitics is a science about large spaces, the global political, economic and other processes and the art of their management. The term «geopolitics» is composed of two parts: «geo» and «politics». The word «geo» (earth, territory) suggests that geopolitics considers the influence of geographic factors on the policy of the state. The main such factor is considered to be the location of the state on a continent. In addition, it should be noted that among the significant factors there are not only the length of borders, their location on the natural or artificial boundaries, but also the population, the population density, social structure and, what is important, the level of education, mentality, specificities of the national character and others. The root «geo» has acquired today a second meaning, denoting not only the «global» dimension of politics that characterizes relations between the superpowers or military blocks, but also the «clash of civilizations» (Toynbee, Samuel Huntington), or the change of the overall configuration of the world system (e.g. from the bipolar to the mono- or polycentric ones). The modern actors of geopolitics, rather than yearn to conquer new territories, seek to control as much spaces as possible: not to control the territory as a whole but the lines of communication and various flows in these areas (financial, trade, labor and so on), thereby maintaining the most favorable conditions for their own development and prosperity. In 1916, the Swedish scientist Rudolf Challen (1864-1922) in his work «The state as a form of life» introduced into science the term «geopolitics», defining it as «doctrine, considered the state as a geographical organism or spatial phenomenon». The German theorist Friedrich Ratzel (1844-1904) studied the state mainly from the standpoint of its relationship to the environment, space, taking as the main criterion the spatial relationships. A. G. Dugin considers geopolitics as an ideology: «the world-view of power, the science about power and for power», «the science of ruling». We present geopolitics as a world-view, ideological doctrine justifying the direction of international policy of the state in the living space. It is a practical strategy of international policies of nations and states of the Contemporary history. Geopolitical relations are a relative unity and struggle of various forces in the world, it is a balance of power. After the destruction of the Soviet Union as a result of the Belavezha Accords, the balance of power in the world has changed significantly, the world ceased to be bipolar. The West, taking advantage of the situation, tries to impose its own rules on Russia imposes, trying to create a new world order on Russia’s expense. This threatens unpredictable consequences for the whole world. Note that the expansion against Russia is taking place; this is clearly shown by the events in Ukraine. This expansion has essentially «soft character», its other forms could entail active resistance from the Russians (a deterrent factor is that Russia has a formidable nuclear weapons). We must understand that in the XXI century, as the recourse crisis, especially concerning energy, is aggravating, population is growing, fertile land is being depleted and lost, a «hard version» of territorial expansion cannot be excluded in the world affairs.

The modern world development, on one hand, leads to increased interdependence among peoples and nations, and on the other, aggravates the contradictions between them. In modern conditions, not only there takes place the exacerbation of global problems, but also their relation with the fundamental social problems changes. Therefore, the processes of globalization in all their contradictions are a reality of the modern world, to be reckoned with. Political, financial institutions, corporations and information flows, acting in the world, erase national borders and establish uniform rules for all countries. At the present stage, none of the countries can stay aside from the rapidly developing processes of globalization. Participation in it allows not only solving the pressing economic problems, but also actively entering the global technology flows to learn and effectively use the experience of organization and management of production. The changes occurring in the world, initiate the emergence of new so-called global opportunities, interesting new ideas and ways of their implementation. The main challenge of globalization Russia is whether it will be able to organically enter into the process of world development or not. In terms of technology and economy, Russia still has a chance to overcome or mitigate the growing lag behind the developed countries as much as possible using the advantages offered by globalization. Despite the structural imbalances of the economy, inherited from the Soviet period of development of the country and acute crisis of the transition period, Russia has maintained a sufficient level of scientific and technological development, rather skilled labor force and intellectual potential.

Education is one of the most important factors contributing to the successful solution of the globalization problems. Its purpose is to prepare the person to working in new organizational structures and to broadly disseminate information technology changing the work organization. In the process of globalization, educational activity for all social and age groups of population becomes the primary means of development and reproduction. Currently there is implemented marketization of education, due to investments of big business and international financial institutions in standardization, and distribution of training modules for employees in accordance with the technological requirements. The positive trends in the implementation of this direction are a significant increase in jobs and job training, a relatively short training period of the employee. The negative factors include narrow specialization and, as a consequence, insecurity of the human in front of ever-changing economic situation, inability to take into account personal interests and preferences in the area of education. Globalization of the crucial problems of humanity and their universal intellectual and practical development are carried out through education, which thus acquires common goals. The question arises of a universal educational space as a modern global educational system, whose main content is cultural and scientific achievements of all mankind, absorbed in unified organizational forms, on the basis of common tools, methodological principles and technological possibilities of teaching.

In the article the authors present a philosophical-psychological interpretation of the ideas of the ancient philosopher Plato. It was Plato who opened the structure in the form of «ideas», «forms», «eidos». He distinguished the real world, where people live, and the world of shadows. He laid the new content into the basis of all things, the numbers. Plato interpreted human behavior as the behavior of a doll, which is controlled via the external and internal threads (the mind). In his dialogues he proved the existence of innate knowledge. The person must make a choice of a thread which, by its control, makes the person good, active and high-spirited. A. F. Losev, a specialist in Plato, expressed Platonism in two or three sentences. On the basis of the conducted analysis, the philosopher argues that the center of Plato's philosophy is the concept of Eidos, and that this Eidos, as we said above, is justified, so to speak, from above and from below. It is justified from above as a product of the over-existent One; from below, as a womb, which generates from itself, by moving into formation, the Soul, which re-draws the face of Eidos, turning it into a Sophian symbol, and thus into a model, a Paradigm, in Demiurge, further generating the Cosmos. Hence, in its essence, Platonism is a doctrine about three or four guises, dialectically deploying existence in its entirety: the One, Mind (Eidos, Idea), Soul and Cosmos. Though Plato did not use this terminology, but the formula of the «entire Plato», proposed by Losev, is an analysis using the generalizing terms of the core of this philosophy. In the teachings of Plato about the basic ontological substances, according to Losev, the «One» is nothingness. It is the basis of the entire existence and entire reality. There are hidden there not only ideas of things, but the things themselves, as well as their formation. «Mind» is one of the faculties of the Soul. Its subject is the essence of things but not their formation. «Mind» in the Platonic sense is life in the extreme generalization. «Mind» is embodied in the «Cosmos». «Soul» combines the mind with the ideas, which constitute it, and the corporeal world. «Soul» is distinguished by eternal mobility. It is in everything and in the entire «Cosmos» at the same time. «Cosmos» is an eternal prototype or sample, is a kind of an organism of an idea, rather, idea as an organism, which is in the cosmic proportions. Further development of the prototype leads to the triad: the body of «Cosmos», soul of «Cosmos», and the mind of «Cosmos». In his dialogues, Plato proves the existence of innate knowledge.

The goal of the article is to discuss the causes of appearance of science and education as areas of social existence and touch upon the issue of the time of their appearance in history. In this case, the causes of appearance of science and education are understood as the condition and realization causes, that is, only the necessary social and economic conditions leading to the appearance of these phenomena in a given historical period. The article deliberately ignores the logical and methodological factors of their genesis. In the analysis of these socio-economic reasons, we introduce the concepts of science and education in the broad sense of the word and the concept of science and education in the modern, narrow sense. The conclusion is that science arises because of acute social and economic needs of the corresponding society and only one of the alternatives («replies») to the «challenge» situation. The modern system of education is a consequence of the needs of the society in a large number of specialists, able to create something principally new. Education in the broadest sense is a consequence of the need of the relevant social groups in the confirmation of elite status and maintenance of complex social technologies. Modern science and modern education emerged as a mass phenomenon around the same time, about XVI-XVII centuries. And the reason for this was, in fact, one and the same factor: the urgent need to change the societies themselves (in the social and technological aspects). Science and education in the broad sense, historically appeared much earlier, do not have such organic connection, because they were caused not by the same reasons and could exist in relative isolation from each other. The above is one of the arguments in favor of the externalist point of view, that is, that science and education arise and change rather due to the external socio-economic factors than to the factors immanent to them.

The article analyzes the processes of interaction between social institutions of academic science and higher education in contemporary Russia. It is concluded that the main content of the process was the formation of the phenomenon of forced integration, which is understood as a force including of the academic research institutions of the federal and national research universities, to dramatically enhance scientific potential of universities. The author is critical of this experience, offering to find and use other, mutually beneficial ways and forms of integration. According to the author, in the conditions when the global trend is the creation and development of research universities, the main issue for Russia becomes the following one: how most organically and effectively make academic institutions a part of the new university. The path proposed today at the federal level can hardly be considered optimal. The reason is the forceful imposition of a new model with significant damage to the prevailing democratic traditions, scientific productivity and, most importantly, the psychological state of the scientific staff of academic institutions. In our opinion, it is necessary to find new ways, in some cases, some intermediate forms of interaction without drawing power resources for the forceful solving the problems, because the limit of this kind of actions has been exhausted in the reform of science in 2013. The task is to build a new system of relationships, the most advantageous to both parties, while preventing the loss of accumulated experience and scientific groundwork, personnel, material-technical base of academic institutions, at the same time, enhancing to the maximum extent the scientific potential of domestic higher education.

The article is devoted to defining of the actual incompleteness of the «cross-philosophical methodology», as well as tracking the use of methodological «crosses» in domestic and foreign (English) tradition. Combinatorial eschatologism, claimed as a way of identifying the methodological syntheses, in no way preclude further completing of the author's proposed taxonomy table, because it is not invariant. In his article, the author tries to understand the usefulness of the application of combinatorics to the problems of methodological combinations in the philosophy that effectively overcome the postmodern eclecticism, often involves a rejection of the search for rigorous solutions. The article analyzes historically methodological combinations and the conclusion about the need to expand the number of methodological variations for solving urgent problems of philosophical multiscreen knowledge. The analysis of scientific and philosophical literature demonstrates that methodological variations are used not only in classical philosophical practice as methods of cognition, but also as markers for the critical evaluation of some philosophical schools themselves and each other; methodological «crossing», probably because of heuristic redundancy, often go beyond the purely philosophical perspective, as for example, the economic, pedagogical and Western theological thought actively borrows methodological crossing for their needs. A combinatorial table, which the author proposes to call «methodological sieve (partly using the metaphor of William James) is a convenient way to build a unified picture of the methodological intersections. This tool allows effectively exhausting the possible intersections without worrying about missing some of them. The main purpose of this article is to reconstruct those synthetic methodological concepts, without the clarification of which the modern philosophical methodology cannot be considered complete and logically justified. In the conditions of permanent growth of information flows, the ability of the student to quickly recognize the methodological principles with further study, classification and application are of particular importance. In accordance with the requirements of saving the study time, this matrix can be used in the teaching of philosophical methodology to graduate students in the course «History and philosophy of science». In this context, the function of combinatorial philosophy will be to clearly and succinctly clarify the methodological difficulties, and to inform graduate students about the variable set of philosophical cognition methods, their meaning and importance for the theory of knowledge.

The article focuses educator’s attention to one of the possible innovative ways of modernization of the contemporary socio-humanitarian education. Sociological science is included in the subject «social Studies». Therefore, teachers of history and social science need professional consideration of a variety of sociological theories in enhancing its competence in the field of social cognition, to understand the rules of communication and the importance of compromise, based on common values. The authors analyze the social research projects proposed by Western and Russian representatives of phenomenology and postmodern sociology. Phenomenological sociology considers the main task of the development of quantitative methods for constructing social theory, arguing the possibility of reliable description of the subjective experience of individuals to understand the genesis of social structures through culture-centered approaches. The need is postulated for a method of social and humanitarian expertise for understanding the uniqueness, situational social world. Postmodernism captures redundancy of the socio-cultural space of individuals, including the individual's identity crisis: the lack of rigidly structured monistic social world and the fundamental possibility of the split of the own «I» into several «I»-s. Ethnomethodology proposes the idea of constructability of all sociocultural phenomena and explores the informal rules of spoken interaction in everyday life of individuals using the methods of ethnographic description, observation, analysis of the recorded speech, destruction of stability and order situation of the language usage. Individual human indispensability, lack of a clear demarcation between the subject and the object of sociological research are the methodological principle sources of ethnomethodology. Reorientation of history as the development of the social reality of history as the simultaneous existence of equivalent, equal-valued life-worlds and research in social cognition of the equally important theoretical constructs that describe these life-worlds, rules of communication is a characteristic feature of postmodern intellectual practice. These «knowledge-science news» and information about the new social theories, views and ideas must be mastered by the modern history and social science teacher with the understanding, first, that social cognition plays the role of the individual acts of self-creation of the social world, the rules of interpretation, of ordering personal-unique strategy behavior of individuals in the course of communication; secondly, that the established social order in the next moment can be reinterpreted and that the search for adequate value orientations forms of self-realization becomes a normal state of life.