Home – Home – Jornals – Atmospheric and Oceanic Optics 2024 number 3

Although the Mie theory was created about 120 years ago, most of the discoveries made during the last 30 years can be described on the basis of this theory (photon jet, Fano resonance, optical anapoli, optical vortices, acoustic jet). They were "encoded" in the Lorenz-Mie formulas and were just waiting for someone to decipher them. The article briefly discusses a new effect - superresonance (and the accompanying Fano resonance of an extremely high order), which describes the scattering of light by spherical particles. Superresonance could also have been discovered as early as in 1908 and its basic physics can also be explained using the Mie theory. However, this effect remained hidden inside the exact Mie solution for almost 120 years!

Fourier absorption spectrum of water vapor is studied in the spectral region 14800-15500^-1 with a resolution of 0.05 cm^-1 and an optical path length of 3480 cm. A detailed list is obtained consisting of 906 identified absorption lines of H₂¹⁶O, as well as a set of 426 energy levels belonging to 19 vibrational states. Fifty-five energy levels are determined for the first time, and the energies of 64 levels are corrected. A comparison is made with the data available in the literature. The error in the positions of well-resolved not very weak lines is 0.002 cm^-1, and the error in intensities is 10-15%.

Absorption due to (СО₂)₂ dimers is estimated as the difference between the experimental CO₂ absorption and that calculated on the basis of the asymptotic line wing theory. This procedure successfulness depends on the quantity and quality of the given experimental data. Available absorption data on the absorption within the 4.3 and 15 mm СО₂ bands do not satisfy in full these requirements. However the qualitative agreement of the dimer absorption obtained with the measured and calculated positions of the (СО₂)₂ bands allows one to say about the procedure as about additional way of estimate absorption of the stable dimers of the H₂O and CO₂ molecules important for the atmospheric IR absorption.

Physical processes occurring in aerodisperse media with solid particles in a laser channel during thermal emission of electrons from the particle surface and primary optical breakdown are considered. Estimates of the change in the refractive index during the formation of plasma halos around radiation-heated microparticles are given. The possibility of weak ionization of the air medium at a distance of several centimeters from the breakdown site is shown, due to the ionization of NO molecules and the course of a number of thermochemical reactions.

This work presents the analysis of the spatial distribution of number concentrations, size distribution, and chemical composition of aerosol particles measured for the first time over the seas of the Russian Arctic. Various types of vertical distribution of the number concentration were recorded, characteristic of both coastal marine and continental areas. Most of them turned out to be of the continental type. Attention is also drawn to the almost complete absence of coarse particles above 2-3 km over all seas. The chemical composition of the Arctic aerosol at altitudes of 200 m 5000 m contains ions that can be attributed to both marine and continental. The identifiable non-carbon elemental part of the aerosol (without ions) over the Arctic is 3-4 times larger than the at for ions. Over all seas and at both altitudes, the Arctic aerosols mainly contain elements of terrigenous origin - Al, Cu, Fe, Si. Over almost all seas, except the Barents Sea, Si dominates in the elemental composition of the aerosol, its contribution over the Chukchi Sea reaching 85%. The analysis of backward trajectories showed that in all cases considered, whether the aerosol was formed over the continent or sea, air trajectories passed both over sea and over land. In this case, the formed particles could be enriched with additional ions and elements along the way.

The article aims to review and analyze the predominant trends in studying Siberia’s economy over the 300-year history of the Russian Academy of Sciences (RAS). It demonstrates that the examination of socio-economic processes in this vast region, both in terms of topics and orientation, has been significantly influenced by pivotal factors. These include the macroregion’s role in addressing national development issues and the extent of state involvement in establishing a framework of strategies, measures, and actions to foster favorable conditions for economic activities and population welfare. A notable aspect of RAS’s endeavors has been its consideration of the diverse natural and cultural-historical conditions shaping socio-economic processes in Siberia. Through a blend of extensive applied and field research alongside fundamental (system-wide) studies, the Academy has developed approaches to charting long-term socio-economic trajectories. In certain instances, these approaches have foreshadowed the paradigm of sustainable environmental, social, and economic development. However, the implementation of solutions and approaches in the socio-economic sphere proposed by RAS researchers has encountered challenges. The persistence of a sectoral (formerly departmental, now corporate) basic principle has hindered the subsequent execution of their findings. The practical denial of effective forms of horizontal coordination at the regional/interregional levels for implementing socio-economic development projects has been (and still is) the primary cause of the weak and insufficient application of the generalizations, conclusions, and proposals put forth by RAS staff.

The article delves into the necessity and underlying factors contributing to the formulation of a novel development model for Siberia. It provides definitions and concepts on both national and regional development models. The features and strategies for implementing Siberia’s development model under the current challenges and recent threats are outlined, which include five distinct types of maneuvers and adaptations to new development conditions: structural, transport and logistics, managerial, scientific and technological, and spatial maneuvers. We consider the contours of this prospective model for Siberia’s development, specifically examining its viability during a transition towards a trajectory of Russia’s renewable economic growth characterized by high quality. Six key vectors, representing fundamental principles and directions for such a model, are proposed. Among these, the most dominant are the shift towards a social value model of renewable growth, bolstering the connectivity of Asian Russia’s space, and the establishment of a novel system for cross-border interactions. Drawing insights from the analysis of “The Outline of the 14th Five-Year Plan for Economic and Social Development and Long-Range Objectives through the Year 2023 of the People’s Republic of China," the study illustrates that China’s strategic plans practically align with such a development model. The conclusion offers an assessment of the feasibility of the proposed model for Siberia’s development.

In recent years, Russia has undergone a new set of significant transformations, marked by heightened tensions in its relations with the “collective West” and the consequential imposition of sanctions, disrupting vital Western investments and export-import operations. To partially counterbalance this, the nation pivoted towards the East and endeavored to establish a self-sufficient (“sovereign”) economy. The addition of six new constituent entities to Federative Russia, four of which have been subject to the special military operation for two years, has created a scenario where the restoration and renewal of production and infrastructure facilities heavily rely on federal financial material resources. Simultaneously, the accelerated development of defense industry enterprises and facilities in the Arctic zone has led to the concentration of economic and infrastructural potential in select regions, exacerbating depopulation and “desertification" in vast territories. Despite efforts, regional policy, as noted by authoritative scientists, struggles to act as a systemic regulator for spatially mediated reality changes. We, without aiming to cover all aspects and negative consequences comprehensively, pose five key questions for consideration: (1) why recent Russia should be perceived as “‘a different country," (2) the aspirations and adaptability of state regional policy to these altered realities, (3) the implications of the policy of point localization of the country’s potential, (4) the repercussions of the lack of territorialization in federal and regional budgets, and (5) an examination of how scholars address regional policy issues in their latest works.

The study investigates how agglomeration economies operate in Russian regions, conducting empirical analyses of enterprises' performances and exploring their reliance on proximity to large regional markets based on SPARK-Interfax data from 2019 to 2020. Contrary to the prevailing belief that agglomeration effects are confined to specific areas in the central part of Russia, our econometric assessments reveal a substantial influence of agglomeration economies on the efficiency of companies situated throughout the country. Notably, every geographical zone and federal district in the Russian Federation exhibits regions with both notable positive and negligible agglomeration effects, and in certain areas, these effects are even negative. The manifestation of these effects appears unrelated to the density of economic activity or the state of communication infrastructure development. The study underscores that the realization of existing agglomeration potential is hindered by the lack of collaboration among local producers.

The article studies the interregional differentiation in labor productivity (LP) levels underlying the differences in regional economic dynamics. It evaluates the significance of sectoral structure and its modifications in shaping interregional differences in LP levels using the shift-share structural analysis method. The analysis of changes in labor productivity is based on the GVA per employed person in industries according to the All-Russian Classifier of Types of Economic Activities, encompasses data from the Russian Federation’s regions, and spans the period from 2011 to 2021. The findings reveal a trend toward the convergence of regional LP levels. This convergence is chiefly driven by regional shifts arising from intra-industry LP variances contingent on production location, while sectoral shifts indicating inter-industry LP disparities play a comparatively minor role. Contrarywise, the divergence in regional LP levels is predominantly attributed to localization shifts resulting from regional specialization in industries reflective of their comparative advantages. Notably, these localization shifts mostly occur in the Asian regions of Russia.

This paper aims to provide a historical reconstruction of the reasons, preparations, and initial stages involved in creating the Siberian Branch of the USSR Academy of Sciences. It explores both objective and subjective factors that contributed to the success of its organizational design. The central hypothesis posits that the establishment of the SB USSR AS aligned with the authorities’ chosen strategy for developing productive forces and their geopolitical priorities. Through a critical analysis of numerous sources, including published documents, this hypothesis is substantiated. The study shows that subjective factors played a major role in project implementation, namely the extensive coalition supporting the project and the significant powers granted to project developers, especially in human resource management. Contrary to the prevailing notion that the human element had a conflict-free role in shaping the SB USSR AS, our research challenges this idea. It chronicles the progression of the idea to establish a fundamental science center in the eastern part of the country and how expertise in this domain was accumulated. Moreover, the article reveals a departure from the conventional separation of science and higher education norms at that time, showcasing how Siberia embodied the opposite concept. Examining the creation of the SB USSR AS provides valuable insights into national science and technology policymaking, spatial development policy, and the crafting of strategic documents across various levels and purposes.

This article explores the challenges in collaboration between science and business within the context of innovation ecosystems, using the Siberian Federal District as a case study. A comparative analysis of research, innovation, and technological development across the district’s regions is conducted. The proposed positioning scheme places each region on a coordinate system representing scientific and technological potentials, reflecting their capacity for knowledge and innovation creation, as well as their ability to utilize and commercialize scientific advancements. The findings reveal distinct categories of regions: leaders with well-developed and balanced ecosystems (Novosibirsk and Tomsk Oblasts), regions with higher scientific potential than technological potential (Irkutsk and Omsk Oblasts, Krasnoyarsk Krai), regions with greater technological development than scientific capacity (Altai Krai, Kemerovo Oblast), and problematic territories (Altai, Tyva, and Khakassia Republics). The study advocates for the necessity of expanding both intra- and interregional interactions horizontally, fostering the exploration of new combinations of regional abilities and opportunities to enhance the sustainability and balance of ecosystems at different levels. The development of an innovation ecosystem in biopharm technologies is presented as an illustrative example of successful interactions among ecosystem participants. Furthermore, the research highlights the increasing role of state in shaping diverse ecosystem development models. It underscores the need for support forms and tools to consider regional nuances, emphasizing a significant expansion of the responsibilities of regional and local authorities.

This article explores the evolution of research within the Novosibirsk School of Economic Sociology (NSES) focused on analyzing social issues related to territorial development, spanningfrom the early 1960s to the present. It elucidates the logical progression and NSES’s key developmental stages, as observed in the works of its founders, successors, and contemporary researchers. The authors examine the consistent transformation of both the scope of the issues investigated and the sociological methodologies employed by the NSES. The research scope, initially centered around studies on rural-urban migration and rural settlement typology, expanded to encompass urbanization processes, population spatial mobility, and, eventually, a comprehensive investigation into the socio-territorial structure of Soviet and Russian society. The article highlights enduring characteristics of the NSES evident across generations of researchers dedicated to spatial mobility and socio-territorial structure studies. These traits include the systematic approach applied to task formulation and research project design; utilization of complementary data sources; conceptual independence from political mainstream perspectives, allowing researchers to draw conclusions that may not align with government policies; a commitment to employing the latest tools for collecting and analyzing sociological data; and a steadfast aspiration for global contextual integration.

The article delves into an analysis of the inaugural conference on the study of productive forces of the Buryat-Mongolian ASSR, convened in Leningrad from April 1 to 10, 1934. Drawing insights from the conference’s published materials, the authors provide a comprehensive overview of participant demographics, sections, discussed issues, and underscore the pivotal outcomes. Through an examination of the socio-economic landscape, we elucidate the conference’s role in steering the development of the republic’s productive forces. Despite regional constraints such as geographical remoteness, sparse population, challenging climatic conditions, and economic disparities across zones, the recommendations arising from the conference, coupled with subsequent political decisions, facilitated the transformation of the agrarian republic into a prominent industrial hub in the eastern part of the country. The significance of a holistic approach to addressing issues of productive force placement and territorial organization is particularly emphasized.

We consider the environment of a specific territory as a regulatable entity, necessitating the formulation of a tailored set of methods and measures for predicting and controlling eco-economic interactions within the region. This approach is vital for steering the region towards sustainable development. Our article focuses on laying out the conceptual foundation for forecasting the environmental implications associated with developing a regional economy amidst contemporary environmental challenges. Given the inherent long-term nature of addressing environmental issues and their intricate connection with the economic and social characteristics of regions, we recognize the need for an environmental protection strategy. This strategy, and the search for effective implementation methods, constitute a crucial aspect of regional studies. Our research methodology hinges on the ideology of strategizing and programming concerning both ecological and economic development for the region. The sustainability of territorial economic systems strongly correlates with the quality of the management system, primarily influenced by environmental policy. Our proposed approach to forecasting the environmental consequences of regional economic development outlines four key research stages. Each is designed to yield specific outcomes, facilitating a systematic analysis of the root causes of environmental challenges within a particular territory. This includes accounting for potential negative consequences and identifying tools for resolution. By introducing these conceptual frameworks for forecasting regional environmental protection activities, our research enables a comprehensive assessment of the environmental landscape. This, in turn, supports more well-informed management decisions in the environmental domain.

The article describes the studies on the material constitution of two lead-zinc ore samples from the Gorevka deposit. The samples are difficult ore because of fine dissemination of galena and its complex intergrowth with sphalerite; feature partial replacement of lead sulfide by anglesite and cerussite; contain colloform galena. The initial ore samples underwent the X-ray phase, chemical and grain-size analyses, with sizing of target elements. The tests of selective flotation of the samples, with variation of size grade in the lead circuit, in different reagent regimes and with the subsequent electron microscopy of the products proved the processing difficulty of the test ore.

The authors investigate the structural and colloid properties of a collector represented by amine hydrochlorite treated by ultrasound and included in sylvinite flotation. Using the viscosity-temperature dependences, the Gibbs free energy is calculated for amine hydrochlorite with and without treatment by ultrasound. It is found that ultrasound-treated amine added in salt-fat solutions are more stable to coagulation. From the synchronous thermal analysis, IR spectroscopy and H-ray phase analysis, it is inferred that ultrasonic treatment of amine hydrochlorite slightly increases crystallinity of amine. The research findings improve understanding of the ultrasound effect on the change in the structural and colloid properties of the collector, which are important to optimizing output, sustainability and efficiency of potassium chloride production by flotation.

This article discusses the process flow chart for the recovery of the rare earth-bearing minerals monazite and zircon. The results of this study show that 97.9% monazite with 0.006% yield and 61.2% recovery can be achieved from a feed sample containing 0.0096% monazite by using spiral, electrostatic and magnetic separators followed by flotation. When zircon is subjected to study the process mineralogy, it is observed that a zircon grade in the feed sample containing 0.028% zircon can be upgraded to a zircon grade of 98.7% at the yield of 0.006% and the recovery of 21.5%.

Potentiality of drain water injection in deep geological structures is investigated as a case-study of drainage system at Yakovlevsky Mine. The problem ensues from the presence of a very high zone of conductive fractures and from the very intense hydraulic connection between the water-bearing bottom coal layer and crystal ore layer due to the increased size of the mined-out space as the mine reaches the production capacity of 5 Mt, which can lead to water inrushes to underground stopes. The authors perform the predictive modeling of the joint operation of the drainage system and drain water injection to the bottom-layer water-bearing coal stratum with a view to improving safety of mining.

In the proposed series of articles, based on the idea of the unity of scientism and worldview, we intend to identify and analyse the core functions of philosophy and their role in scientific knowledge. This article considers the genesis and foundations of the methodological function of philosophy in the course of its formation and development.

Since its beginning, the philosophy of science has appeared as a polemical space where, implicitly or explicitly, discussions take place concerning meaning-related questions of the subject and status of this field of philosophical knowledge and the relationship be-tween philosophy and science. Among the diverse answers to these questions, there are always those related to alternative approaches that turn out to be diametrically opposed. The article considers two alternatives. If the alternative “G. Hegel - O. Comte” reflects the final stage of the classical philosophy of science, then the alternative “logical positivists - theoretical physicists” is a vivid expression of non-classical philosophy of science.

The article formulates arguments for the independent significance of the problem of understanding in contemporary philosophy of science. Obviously, it is impossible to devel-op a serious concept of understanding without examining the indicators of understanding used by scientists. Having studied publications in the field of artificial intelligence, natural science and philosophy of science, the author describes the criteria of understanding used by researchers in these fields of knowledge. The main result is a preliminary classification of the criteria of understanding in view of their degrees of universality and the degrees of understanding of the problems being studied, which researchers get in the course of thinking about and solving these problems when using formal methods.

The paper aims to make a proper interpretation of the cases “Airport” by S. Cohen and “Bank” by K. DeRose as arguments for contextualism and against skepticism. At the time, D. Lewis set the main “paradigmatic” frame for modern contextualism: (a) fallibilism, (b) skepticism as a change of context, and (c) the emphasis on the need of pragmatic interpretation of the meaningfulness of statements, which is set by the “epistemic standard” that determines the strength of the “epistemic position” of the person attributing knowledge in a given context. Despite the fact that S. Cohen and K. DeRose describe different situations (in S. Cohen’s example we consider the situation of knowledge attribution not for a participant in the dialogue, but for a “third party”), for both examples we can offer a uniform interpretation, which, among other things, will explain why “epistemic standards” are different in different contexts. The basis for such an “interpretation” will be a specific psychological interpretation of condition (c) that describes the pragmatics of setting the meaningfulness of a statement in context. Forming his psychological “confidence” in P, the person will be guided by the limits after which “we are no longer forming belief, but already have a conviction” (J. Nagel) and “the degree of using the privileged information to predict a reaction of the other person” (E. Royzman et al.) that will operate differently from context to context. The essential point is that for such an approach to work, we should require that the causal structure of the subconscious processes that form a belief be isomorphic to the evidentialist structure of propositional justification. In our opinion, this is a much weaker assumption than the “we can know in everyday life” assumption that D. Lewis relied on in his own interpretation of contextualism.

The article criticizes the expanded interpretation of the concept of technoscience, namely the proclamation of the end of science as such and the arrival of a new era in the history of human knowledge. It is shown that the theoretical method as the basis of science has not undergone fundamental transformations since Plato’s age. The reason why classical logic and mathematics are effective in modelling reality is that the ontology of the world is isomorphic to logic and mathematics. It is the correspondence between logic and the world as such that makes science possible. If we can talk about methodological “techno-scientific” transformations, then this is nothing but a regression to the methodology of positivism.

The article deals with the analysis of the problem of identifying the structural unit of science and scientific knowledge. For a long time, discipline stood as such a unit, and the principle of disciplinarity acted as the dominant regulative principle. The article shows the mechanism of formation of disciplinary structures. It has been revealed that the phenomenon of disciplinarity occurs not in science itself, but at the interface of science and education, in the work of the institution of transmitting the scientific knowledge. The problem of searching for possible new structural units of scientific knowledge during the transition from science to technosciences is raised. It is shown that in the transition to interdisciplinary research, the discipline as a structural unit remains basic. The search for truly new structural units of scientific knowledge takes place in the transition from disciplinary structures to project formats, research programs, problem-solving and search activity engines, in implementing social activity engineering.

The article is aimed to examine the stages of development of mathematical proof as successive stages in the development of human thinking which progresses towards the increase of abstrаction. The point of view of I. Hacking is analyzed, who identifies different styles of mathematical proof - the approaches of Descartes and Leibniz. It is shown that these styles cannot be considered, following Hacking, as independent approaches to understanding proof. They represent the development of human consciousness, which advances from concrete concepts to abstrаct thinking, therefore the approaches of Descartes and Leibniz should be considered as historically developing approaches to under-standing evidence.

According to one of the possible diagnoses of the quantum measurement problem, it is a consequence of quantum fundamentalism, which claims that ontology and epistemology of the world are exclusively quantum, and classical physics is only an approximation. For N. Bohr, the problem of measurement is a pseudo-problem, since any quantum phenomenon presupposes a classical context of an experimental unit and the use of classical concepts to describe it. We consider Bohr’s position in terms of our contextual quantum realism (QCR), which is inspired by the philosophy of the later Wittgenstein. Our approach is consistent with H. Zinkernagel’s interpretation, which is that Bohr’s position is not only epistemological anti-fundamentalism, but also ontological anti-fundamentalism.

The term “artificial intelligence winter” was coined by analogy with the term “nuclear winter” to describe the chain reaction caused by experts’ pessimistic forecasts and resulting in a drastic decline in AI research. Later on, the term “AI winter,” influenced by the concept of “hype cycle,” began to describe the investment cycle of AI research and only became stronger with coining the term “AI spring” as a synonym for “AI boom.” Over the past few years, several researchers have been predicting an AI winter and warning of potential problems following the “peak of inflated expectations.” However, a more thorough analysis shows that predicting an AI winter does not take into account some factors, the key ones being institutional and economic, as well as ignores the fundamentally different approach of modern society to AI research. This means that even with the advent of “AI November,” the winter of basic AI research will not come in the near future.

The article deals with the analysis of the main stages in the development of blood physiology. In the Ancient World, the prerequisites for the emergence of this scientific field were laid and its formation took place. In the Modern era, the accumulation and development of knowledge acquired through new theoretical and experimental approaches to understanding the processes occurring in the body continued, and important discoveries were made. At present, blood physiology is one of the important sections of physiology. The article is aimed at identifying and characterizing the main periods of formation and development of blood physiology. The materials for this work were domestic and foreign studies on the issue. The main results consist in presenting the stages of the development of blood physiology and featuring the contributions of leading researchers in this field. The conclusion is made about the process of formation and development of blood physiology as a branch of medical and biological knowledge.

The article proposes an ecosystem approach as the basis of the methodology for de-signing a university educational cluster in an emerging innovative society. The ontology of the development of university educational structures is represented as a self-developing cluster system whose principles of functioning are modeled using the ecosystem approach. The design principles for restructuring the university education system are presented at two levels: the university and its developing structure are modeled as a transdisciplinary cluster system, and the structural and functional dynamics is represented as a self-organizing system that adapts to a changing external environment. The methodology for solving the problem is revealed through key concepts and methods: the goal and purpose of the eco-system, the main activity process, the structure of the ecosystem and its elements, the educational environment, the management system, the product of the ecosystem, as well as the process of formation and self-development of educational structures of the ecosys-tem as a socio-cultural phenomenon.

The article provides a review of the book “Epistemology: An Introduction to the Theory of Knowledge” by Nicholas Rescher and contains a summаry of the main ideas of each chapter.

Introduction. Modern pedagogical and philosophical communities are not always clearly aware of the need for joint research in the field of education. The need for this is determined by the commonality of the subject of philosophy and pedagogy in the field of human self-determination and his/her existential search. The lack of awareness of community is found in the discrepancy of tasks for a specific solution to the problem of self-determination. Thus, the pedagogical task is considered to be the need to develop pedagogical engineering or those practical and specific techniques, the implementation of which could indicate the final and successful solution of self-determination as a stop and completion of this process, when all methodological techniques are implemented and the goal seems to be achieved. Philosophy, on the other hand, justifies education and self-determination as a way of being human and, consequently, as a never-ending process. It is important to focus on the anthropological (not technological) nature of the work of pedagogy, which, basing itself on philosophical and anthropological vision, becomes pedagogical anthropology. These disciplines have a common methodology - a philosophical view of man. The methodology of M. Scheler is proposed, which substantiates education as a way of being a person, and “educational knowledge” (M. Scheler’s term), which initiates his/her being as an ongoing process of self-determination (ideological, spiritual, moral, etc.). The methods of work are also common: existentialism and hermeneutics, problematization and interpretation, theorization and concrete analysis of empirical facts. Discussion. To reveal the specifics of human self-determination in education, it is important to see pedagogical activity from a philosophical perspective, when the word “self-determination” stands for a person in his/her being. Self-determination is based not on a logical, but on an ontological definition of a person, that is, on the characteristics inherent in his/her being. Conclusion. The conclusion is made about the possibility of joint (philosophy and pedagogy) work based on the use of philosophical methodology in substantiating the concept of self-determination in pedagogy. The results of the study can be considered as a methodology for the formation of principles of educational activity.

Introduction. One of the main tasks of humanitarian knowledge is to identify threats to social stability and analyze protective social mechanisms that ensure the effectiveness of building relationships in society. There is a developed tradition associated with comprehension of the role of patriotism in ensuring the constructiveness of social relations. In the conditions of intensive social challenges, the issue of factors and conditions of patriotic consciousness development in society is actualized. Against the background of a developed tradition of understanding the cultural factors of patriotism, there is a relatively low number of studies on the role of institutional factors in the formation of constructive civic attitudes. The present study focuses on the socio-philosophical analysis of the influence of institutional factors on the development of patriotism in society, which is realized on the example of family and educational institutions. The research methodology includes methods of analysis and deduction, as well as socio-phenomenological and structural-functionalist approaches. Discussion. The theoretical analysis carried out in the article is based on the comparison of the main components of patriotic consciousness (attitude to the Motherland, patriotic values, evaluative judgements in relation to the surrounding social reality, active social attitudes, the way of social self-identification) and social functions of family and education related to the formation of these attitudes. It is substantiated that at the level of the family institute the mechanisms of social continuity are implemented, associated with the perception by the younger generation of ideas and ideas carried by older family members, in this regard, the role of the family in the formation of patriotism is mainly associated with the initial characteristics of civic attitudes of society members. At the level of the education system, centralized processes of formation of civic attitudes are implemented. Conclusion. Ensuring the development of patriotism in society largely depends on the functional characteristics of the institutions of education and family. The analysis of social functions of family and education, as well as their influence on the dynamics of patriotic consciousness indicates the need to exclude dysfunctional processes in these institutions. This is due to the fact that these institutions provide to the greatest extent the key conditions for the development of patriotism in society.

Introduction. The purpose of the research is a philosophical understanding of the theory and practice of Aikido in the system of mastering this martial art. The relevance consists in the formation of a harmoniously developed, spiritual and moral personality in the process of mastering Aikido; a personality strong in body and spirit; in the long term, the reproduction of positive ideological values: patriotism, humanity, empathy, etc. The research methodology is based on a cultural and civilizational approach using dialectical and general scientific methods. Such as the analysis of modern foreign literature on the history, theory and philosophy of Aikido; a method of comparing and extrapolating data from the theory and practice of teaching to the modern soil of mastering the art of Aikido and identifying its educational potential. The object of the study is the process of mastering the martial art of Aikido. The subject is the philosophical principles underlying Aikido. Based on the study of primary sources on the theory and philosophy of Aikido, modern foreign and domestic sources, the article reveals and actualizes the basic principles of Aikido philosophy from the point of view of their educational significance. Discussion. The principles of the Aikido philosophy are based on the idea of gratitude to the Universe, ancestors, people around us and the surrounding world around us. The second fundamental idea is virtue: bravery, wisdom, love and empathy. The connection of kindness and gratitude with important humanistic values, which form the core of a person’s spiritual essence, has been realized. The connection between the basic principles of the philosophy of Aikido and the physical form of Aikido techniques, which consist in the mutual harmonious development of personality in the process of education, is revealed. Conclusion. Based on the nine principles of dialectical unity of the philosophy of Aikido, the concept of “Aikido technique” has been developed.

Introduction. The relevance of the research topic is due to the appeal to the peculiarities of the ancient Roman philosophy of education as a socio-cultural phenomenon, which is aimed at identifying the most effective educational strategy in it and the availability of useful information for modern pedagogy. The model of the ancient Roman philosophy of education is traditionally associated with the ancient Greek one, developed by such giants of philosophical thought as Socrates, Plato and Aristotle, where the teacher is presented as a mentor teaching logical thinking skills to ancient Roman youths, sharing with them the accumulated knowledge that defines the teacher as a carrier of information. Methodology. The research is a historical and theoretical concept in the field of philosophy of education using comparative, hermeneutical and existential approaches. Discussion. In order to develop a scientific and theoretical approach in the context of increasing digitalization and informatization of Russian society, it becomes necessary to reflect on such points of view as the ability to extract philosophical and pedagogical conclusions from history, the logic of ongoing socio-political events and the experience of responding to the challenges of socio-political events. With this approach to solving the tasks of studying the ancient Roman educational system, it becomes possible to connect the tools of the philosophy of education (ontology, epistemology and axiology). Subjectivity to the study of the features of ancient Roman education aims to highlight those essential tools that are already available in modern philosophy to explain the historical socio-cultural situation. Conclusion. The results of the research can be used by modern pedagogy to reflect historicity in the formation of the philosophy of education.

Introduction. The article analyzes the problems of modern Russian education in the context of globalizing factors of post-industrial society, one of which is the crisis of national identity. In modern Russia, the humanization of education is based on national identity. Within the framework of the axiology of education, it is considered as a strategy for the formation of human dignity and as a way out of the difficult state of devaluation of traditional values. It is noted that in the context of globalization, a return to classical humanism and traditional national values of the Russian education system will allow to “awaken” the individual principle of the student, strengthen his dignity and have a positive impact on social development. Methodology. A comprehensive review of philosophical views is presented on the importance of the concept of classical humanism in the formation of human dignity as a citizen, as well as the importance of the national system of upbringing and education in this process. The article uses a combination of methods of philosophical analogy and comparison. Discussion. The importance of the revival of classical humanism in the Russian education system based on national identity, without the imposition of foreign models of education, is revealed. A critical attitude towards anthropocentrism and individualism can serve as a strategy for the formation and strengthening of human dignity in overcoming the anthropological crisis and contradictions of post-industrial society. The concept of classical humanism, combined with independent national education, has the potential to instill in the younger generation the mental foundations of love for their language, culture and their Homeland, which, in general, makes it possible to revive national identity, strengthen human dignity, overcome the anthropological crisis and strengthen state integrity. Conclusion. The revival of the concept of classical humanism in the Russian education system, as well as the turn of education towards national identity and citizenship, can have a positive impact on the problem of the anthropological crisis generated by the consumer society, since it can contribute to overcoming the devaluation of traditional values, preserve the dignity of an individual citizen and strengthen the sovereign integrity of the entire state.

Introduction. The main provisions of Aristotle’s cosmological picture of the world, which became the first scientifically substantiated concept of the existence of all things, are analyzed. Based on a fundamentally new methodology of scientific knowledge - metaphysics - the Aristotelian picture of the world considers the essence of the universe as a natural, holistic process, conditioned by reasons lying within the world itself. Methodology is based on the principles of phenomenology of the theory of knowledge and hermeneutics of interpretation of publications on Aristotelian metaphysics. Discussion. Aristotle’s metaphysics not only became the basis of the ancient picture of the world, but also determined the birth of science itself, as a system of knowledge isolated from other forms of knowledge of the world. One of the significant dialectical approaches in the study was the identification of contradictions in the Aristotelian picture of the world. The idea of heliocentrism, which “grew up” from Aristotelian methodology, became an alternative scientific picture of the world that determined the entire further course of scientific development, since its dominance in the scientific world as a set of existing ideas about nature and the surrounding reality has become a constant value and develops, transforms, progresses in accordance with the development of scientific thought, adequate to those ideas that take place at the current moment. Conclusion. Aristotle’s teaching set the format for the entire scientific worldview at the level of fundamental structures, many of which to a certain extent retained and continue to retain their relevance in the changing flow of times and paradigms. Aristotle’s cosmology became a daring and bold step of human thought in the knowledge of the unknown and is rightfully recognized as the first scientific picture of the world. Despite the fundamental nature of Aristotle’s teaching, many provisions of his concept must be considered relative.

Introduction. The article is devoted to the analysis of the new educational course “Fundamentals of Russian Statehood”, which has become mandatory for study in Russian universities since 2023. The interdisciplinary and integrative nature of the discipline is emphasized. The possibilities of the course are explored in the context of the development of a worldview, the formation of values aimed at serving society and spiritual improvement. A review of publications in scientific periodicals discussing the problems identified during the teaching of the new course is made. Methodology. The object of the study was the course “Fundamentals of Russian Statehood”, tested at the correspondence department of the Nizhny Tagil State Socio-Pedagogical Institute. The subject of the study is defined as the educational potential of Russian philosophy of the Silver Age, which is understood in the context of this course as the anthropocentric content of Russian civilization, synthesized with a socio-moral intention. The methodology of theoretical and comparative historical philosophical analysis is applied. Discussion. The educational possibilities of the discipline in its conditioning by history and philosophy are considered. The ontological dominant of the course is emphasized, which justifies the need for philosophical interpretations of the historical originality of Russian civilization. Special attention is paid to the philosophical aspect of understanding the discipline, which is only indirectly included in the course content, but plays an important role in the development of the student’s thinking, allowing him/her to practically master the knowledge gained through comparison, argumentation and systematization. It is proposed to introduce students to the traditions of spiritual priorities in the formation of man and society, known in Russian philosophy. Conclusion. Conclusions are drawn about the ideological significance of this course, which integrates the political, cultural and historical features of Russian spirituality, which form the foundations of modern Russian statehood. The conclusion is emphasized that Russian philosophy is a heritage of world culture, and its study contributes to understanding the spiritual and moral origins of Russian civilization.

Introduction. When solving the tasks of forming a critical and value-oriented attitude towards domestic architectural traditions in education, the risks of Westernization should be taken into account. The research aims to identify the competencies of design undergraduates in the field of the history of Ural regional architecture with the need to adjust the curriculum of the master’s plan “History of regional Architecture”. Methodology. The survey was conducted for three years at the Magnitogorsk State Technical University named after G. I. Nosov among the undergraduates of various fields of art education in the field of training 04/04/2011 “Design”. The survey involved 32 first-year students (teachers of fine arts, designers, artists of decorative and applied arts, technologists of artistic processing of materials, architects). The research was conducted in three stages: the first - theoretical one allowed us to determine the basic concepts and the purpose of the subsequent work, the second consisted of a survey of undergraduates, and the third consisted in correcting the course “History of regional Architecture”. It was considered as the main means of overcoming Westernization. Discussion. Westernization as a superficial and uncritical attitude to the values of Russian culture is most often manifested in judgments and assessments, therefore, a survey and an interview are the most convenient form of its identification. Its source is simply the lack of systematic knowledge about the subject or phenomenon being discussed. Experience shows that regional art and architecture are little known to students, and the poorly developed thinking ability of comparative and chronological analysis does not allow an objective assessment of the works of the Ural region. Conclusion. The conducted research confirms that the majority of undergraduates are influenced by Western European architectural art, dictated by the culture of Westernization. To overcome it, specific measures are required related to the development of national values of national culture, and for designers, knowledge about the achievements and established architectural traditions of the Ural region is also required.

Introduction. Currently, the education system is subject to profound transformations that have affected the essence and content of high-quality training of a physics teacher at a pedagogical university. The lack of conceptual theoretical foundations in the training of a physics teacher creates a contradiction between modern trends in the modernization of vocational education and the real state of methodological training of students at the university, which does not allow them to form professional skills at the proper level, which are mandatory for the successful solution of educational tasks. Methodology. The object of the study is the process of preparing a future physics teacher for professional activity, the subject is the methodology of practical training of a future physics teacher. A comparative analysis of examples of the organization of practical training of a physics teacher in the United States of America, Germany, Great Britain and Canada is carried out. Discussion. Recognizing the complexity of the system of organizing student education in pedagogical universities, consisting of separate mutually exclusive blocks that meet different educational goals, most researchers are interested in the issue of modernizing the practical training of future physics teachers. It is proposed to introduce a set of didactic materials, methodological manuals, options for modeling methodological systems in the preparation of a physics teacher for various types of activities. One of the possible options is discussed - the creation of a common system of special workshops related to the study of physics. The conceptual idea of such an organizational and substantive model of practical training of future physics teachers is the integration of traditional pedagogical practice and innovative approaches. Conclusion. The state of high-quality practical training of a future physics teacher is becoming more and more relevant at the moment. The history of obtaining natural science education in Russia and in the world reveals a wide range of organization and implementation of educational and industrial practice. But the main thesis in space and time sounds unambiguous: a well-trained specialist teacher should be able to apply his/her knowledge in practice.