Home – Home – Jornals – Professional Education in the Modern World 2019 number 2

The authors have made an attempt to consider the consequences of strengthening the role of the administrator in the modern educational process from the standpoint of the concept of archetypes of the collective unconscious, which allows to identify unconscious «programs»that are strung on the cultural and symbolic experience of consciousness. The paper analyzes the interrelations of archetypal figures of the pupil, teacher and administrator. The authors observed a balanced impact of the archetypes of corporativity and hierarchy in the interaction between a teacher and a student. On the one hand, they are both equal in their opposition to the world and in their identification with the we-self. On the other hand, the teacher is supposed to have higher with the certain power in relation to the student. The teacher is regarded as a «guide»to the area of implicit knowledge, as a person who «launches»collective unconscious programs in a student, in which the experience of previous generations is fixed on the archetypal level. The transfer of a fixed cultural code to the student, which allows to achieve the necessary level of coherence with other members of the community, is the main task of the education system. The authors show the strengthening of the role of the Government in the educational process, which brought the figure of an administrator, which significantly increased the archetype of the hierarchy. This led to the following consequences: a decrease in the independence of the social institution of education; distortion of the motives of the participants of the educational process with a reorientation to formal indicators set by the external environment; formalization of interpersonal rela­tions between the participants of the educational process; reducing the sense of unity and belong­ing generated by the archetype of corporativity; increased competition between educational insti­tutions; the emergence and flourishing of various forms of distant education.

In order the education in Russia has become the basis of the spirituality of the Russian people, the education must have an appropriate content focused on national and world spiritual culture and the system of universal values. The National idea of the Government can be implemented through long-term purposeful laborious work on formation and development of spirituality of Russian people and spiritual and moral education and development of the Russian youth. The fast development of digitalization in our country, due to the goals and objectives fixed in the National projects «Digital economy» and «Education» (within which a separate Federal project «Digital educational environment» is implemented) in 2019-2024, is impossible without training of appropriate personnel with not only a high level of General and professional education, but also a certain set of personal qualities that ensure their success in solving the tasks that contribute to career advancement, acquiring a higher status. In modern conditions of formation of the digital economy as one of the key aspects of modernization of domestic education is considered the development of digital educational systems designed to provide a variety of tasks of the educational process, which most directly affect the change of worldview, values, attitudes of the subjects of the educational process. Digital technologies have a significant potential to accelerate innovation processes, which, in turn, require new specialists with special skills that meet the new requirements of the digital economy, focused on ensuring national security and independence of Russia. The author makes conclusion that increasing the role and importance of education as a factor of national security in the formation of the digital economy is one of the most priority strategic tasks of national importance.

Currently, the higher education system continues to rearrange and modernize the educational process. Federal State Educational Standards of new generation require strict consideration of interconnected competency-based approach when training students. On graduating from the University, the alumni are expected to acquire all the necessary competences responsible for the lifelong improvement of his or her skills, as well as to have the ability for further training and the opportunity to retrain in the future. Employers» requirements and expectations are often seen as too high: being young, a specialist should have an appropriate higher education, work in the related areas, quickly retrain and expand his or her creative potential, and be capable to perform the duties of a manager. The labour market is witnessing a steady growth in the number of knowledge-intensive professions and professions requiring PC skills, in particular, with various software complexes. Further training mainly aims at ensuring the mobility of specialists in the labour market. It provides the opportunity for students to expand their list of competencies or get a new one within a short period of time and meets all the requirements of modern society. The development and implementation of adults» further training programs is seen to be an urgent problem. This results in the highest demand on further training. It should be up-to-date, modern and include technological components of the educational process. Further training centres founded at higher education institutions have all the necessary facilities to provide the required level of education. Generally, adult education is provided on-the-job, which requires application of digital technology in the learning process. The article considers organization and outlooks of further training development at technical university applying distance learning module.

The article shows that application of general scientific principle of conformity makes it possible to consider the implementation of the convergent approach in the educational process of a university as a means of increasing the level of integration, the relevance of which is approved by the dialogical interaction of the natural science and humanitarian spheres of culture forming the corresponding systems of scientific knowledge. In modern education, there is already a certain foundation for the implementation of convergent ideas; this approach takes place in the culturological paradigm of education, the competency model that is currently being implemented in the system of higher education. The idea of convergence, which is realized through a convergent approach, correlates with the fundamental goal of modern education in shaping a holistic world view and scientific outlook of the future specialist and harmoniously fits into the competence matrix of the modern educational process. The content of Federal State Educational Standard of higher education includes not only professional, but also general cultural competence. The common cultural competences, along with the development of both universal and national culture, include the experience of comprehending the scientific picture of the world. During the theoretical stage of the study, the substantive and technological conditions for the implementation of the disciplinary educational process were developed in the logic of a convergent approach. Due to the implementation of the developed methodological conditions, it was possible to ensure an increase in the level of development of the cognitive, activity and personal components of the general cultural worldview competencies of students, which proves the effectiveness of this educational process. Along with this indicator of the effectiveness of the educational process from the standpoint of its compliance with the standards of pedagogical interaction, educational activities and pedagogical impact is the growth of positive manifestations on the part of students in educational interaction. Indicators of satisfaction of subjects of the educational process are seen as their positive feedback and opinions.

This article analyzes the features of the study of the phenomenon of power in the global world. The author focuses on how the authorities dealt with mechanisms in the system of higher education. The article shows that in conditions of transformation of traditional political systems there is a need for adequate perception of specific management tools. Understanding of the specific power structures in the system of humanitarian education emerges as a necessary condition of comprehension of the functioning of the system of power in Russia. The author argues a thesis on the necessity of differentiate between institutional and functional features of the authorities at the level of the textbook. To understand adequately address these objectives, the author turns to the historical roots of formation of Russian statehood, where there was identity of our societies. This task, according to the authors of the article comes to the fore amid increasingly manifested in the modern world trends towards homogenization and cultural identity. That’s why you receive the urgent need to bring to the attention of the younger generation to explain features of the cultural identity of each individual society. The need for a socio-philosophical studies the problems of power derived from an existing set of contradictions that reflect the actually occurring social processes. In addition becomes increasingly apparent need to develop innovative research program the phenomena. The problem is compounded by the fact that globalization has become the leading direction of social development of the world community and the object of study of several Sciences: Economics, politics and ecology. The accumulation of theoretical studies on the essence of power within individual Sciences requires an analysis of the phenomenon with a more general, social and philosophical positions. The implementation of such plants has a scientific meaning, if they are constantly compared with the really existing and intensively developing phenomenon of regionalization. Philosophical analysis of such rapidly developing directions of power mechanisms will fully reveal the essence of contemporary social trends in the educational system.

Due to current sociocultural transformations, the system of national higher education has significantly reduced its effectiveness, which is indirectly prooved by numerous international ratings, where Russian universities keep far leading positions. Many attempts of the authorities to strengthen the financing of concrete Russian universities in the beginning of the XXI century were not successful and merely pushed aside the moment when it became obvious that the approaches used were not efficient to ensure the competitiveness of national education in the context of increasing globalization. In higher education system, the gap between the high-speedflow of information in online-education sector (distance education) and the slow passage of time in the traditional educational process is rapidly increasing. Currently, one of the possible alternatives for the development of education is lifelong learning, which is based on the development of distance (virtual) technologies. The paper discusses the ontological features of distance education, highlighted its positive and negative characteristics. The author highlights that modern education is a process and the result of mastering the knowledge and skills acquired in the context of the achievements of modern science and practical activity ofpeople. It is revealed that in modern conditions, as a result of the lack of synchrony and balance between the virtual and real sectors of higher education, there can be a de-synchronization of the ontology of education. The paper explains that a complete transfer of education to the virtual area will lead not only to a serious deterioration in quality, but also to destructive changes in education as an institution aimed at the reproduction of society. The author makes conclusion that, in accordance with the trends of the world economy, national higher education will experience a shift in favor of a product with «growing surplus value», which will lead to the inevitability of high-tech, high-value, competitive higher education and low-cost depreciate «higher education», aimed at supporting the production of cheap uncompetitive labor, which is unclaimed outside the domestic market.

The article explores the outlooks of the latest technologies related to augmented and virtual reality in the field of innovative higher education.. The relevance of the problem is explained by rapid development and implementation of information and communication technologies in different areas of social activity, including education which is caused by objective reasons and subjective preferences of new generations of students. Theories are applied in on a practice. The investigated technologies are considered as a method of professional communication "teacher-student". The objectives of the study include: 1) identifying the current state of implementation of mixed reality technologies in higher education in domestic and foreign practice; 2) determining the attitude of teachers to the use of the latest virtual technologies in the educational process; 3) presentation of practical results in the study area. Methodology. To achieve the purpose of the study, inductive-deductive method and methods of situational analysis are used. The conclusions are based on the principles of determinism, the results of expert interviews are made using the methods of sociological research. Results. The research results in successful implementation of mixed reality technologies in higher education, as well as the identification of a positive attitude of teachers of the Siberian Federal University to the use of the latest technologies of augmented and virtual reality in the educational process. The article describes the AR-project called ”SFU SCIENCE” with application of modern augmented reality technologies. Conclusions. Technologies of augmented and virtual reality have positive results and further prospects of introduction in educational process of domestic and foreign higher education. This process is interdependent: on the one hand, teachers are ready to use the latest technologies for more effective communication ”teacher-student” and already successfully use such educational technologies in their work; on the other hand, students are interested in new products in education and develop projects of AR and VR technologies for different specialties.

According to Presidential Decree No.204 of May 7, 2018, strategic development of the Russian Federation provides elaboration of the national projects according to 12 strategic development goals of the country, which allow to achieve the forecasted targets, for example, to become one of the 5 leading world economies. In order to implement the Presidential Decree, a project management system for governmental authorities has been developed in accordance with Government Decree No.1288 of October 31, 2018 on the «Project organization in the Government of the Russian Federation». The Decree endorses the functional structure of govern- mentprojects and recommends the regional authorities to arrange project activity at the regional level. The Government has launched the Project Management Department, which acts as the Government project office. At the reginal level, project offices are founded in order to carry out project activities, including the industrial aspect. In order to follow the Presidential Decree, Governmental Decree No.1288 fulfills the Russian Presidential Academy of National Economy and Public Administration with the rights of the project management centre focused on training and certification of civil servants who implement project management in government agencies. Training of project managers in the regions of Siberian Federal District is provided in accordance with the programs developed by the Russian Presidential Academy of National Economy and Public Administration and the Siberian Institute of Management. The managers will design and control regional projects for strategic development of the Russian Federation.

The paper analyzes the impact of Karamz- in»s world outlook on features and principles of his social and historical research. The authors investigate the impact of ideas observed in the Enlightenment on Karamzin»s ethical and philosophical world outlook. The Enlightenment in Germany played the most significant role in development of his world outlook. His mentor and teacher, professor from Moscow State University, Johann Matias Schaden had a major impact on his world outlook. The main difference between French and German Enlightenment is that French Enlightenment focused on the issues related to socio-political structure of society whereas German Enlightenment focused on the issues of moral and intellectual improvement of a human being. German Enlightenment didn»t consider the development of political doctrine. Karamzin didn»t agree with the French rendering because it was moving from society to personality and they believe that changes in the socio-political structure of society will entail personal moral development. According to Karamzin, the tragedy of the French Revolution proved this logic to fail. Following Karamzin, it should be from personality to society. He developed this point of view in his socio-historical concept. This concept renders intellect and morality as a real historical force, which is acting through people, through their awareness of themselves as moral beings. Karamzin believed that education and enlightenment should act as the main task of the country, which will lead to sustainable development and prevent population from falling into revolutionary extremes. Social changes become real, and political institutions begin to work only when people have moral and political education. The criticism of this point of view which appeared among the national thinkers is highlighted in the final section of the article.

Digital security in the modern world is one of the leading practical and theoretical trends. Many practitioners and theorists deal with improving digital security, almost ignoring the costs spent on this relevant and necessary process. The dangers of «digital security» in education are highlighted by applying point-rating system for teachers» assessment and tendency of applying cloud and other technologies in order to create University digital environment that is widely used in education in Russia. This «virtual university» faces huge security problems: relationships in a real environment are partially developed whereas ones in a virtual-digital environment are absent. The feeling of permissiveness gives rise to the cases of intra-organizational espionage and violation of the rights of employees in their private life: the boundary between professional and personal spheres of information in such «clouds» almost does not exist, which serves as the basis of numerous abuses (abuse of power, ethical and legal conflicts in the form of violation of the right to privacy, etc.) In addition, along with the point-rating system, supposedly created only to stimulate the work of workers, cloud technologies are used to find the causes and methods of punishment and reprisals: a typical situation is the illegal hacking and illegal use of information about a person, including within its wide spreading inside and outside the university in order to substantiate a disciplinary action leading to economic, social and moral, and sometimes legal losses of employees.

The article explores the role and relevance of the theory of algorithms in the fundamen- talization of mathematical education of specialists in the field of computer science and information technology, trained at vocational schools and higher institutions. In this case, the theory of algorithms appears in two fields; the first field assumes theory of specific algorithms (or intuitively-containing theory of algorithms) whereas the second one implies a formal-logical (abstract) theory of algorithms. In the first case, the theory of algorithms explores algorithms as means for solving specific problems, and the problem of developing this kind of algorithm is seen as the basic one. This algorithm should be implemented by a modern computer in real time. The second problem assumes comparing different specific algorithms for solving the same problem in terms of their complexity, mainly in terms of the time required to solve the problem. Due to this fact, the classes of complexity of algorithms P and NP appear followed by the problem of relationships between these classes. These problems are not solved until now. In the second case, the theory of algorithms creates mathematical (abstract) concepts of the algorithm and explores the properties of these concepts. In the 30s and the first postwar years of the XX century, several abstract concepts of the algorithm, or formalizations of the intuitive understanding of the algorithm, were developed. This is a Turing machine, recursive functions as functions computable by some algorithm, normal algorithms of A. A. Markov. The abstract theory of algorithms establishes the equivalence of these abstract concepts. The problem of these algorithms existing is seen as the most important one. In particular, the abstract theory of algorithms establishes the absence of algorithms for solving a number of mass problems. This paper describes a methodological system of teaching algorithm theory, taking into account its two intuitive and abstract fields.

The problem of personal activity when learning is considered as a significant factor when achieving learning outcomes and personal development. Personal professional training requires a fundamental recognition of the most relevant elements in learning (content, forms, methods). This shows that strategic direction of education activation does not imply increasing the amount of perceived information, strengthening and increasing the control measures, but designing didactic and psychological conditions for relevant learning including intelligent, personal and social skills. The peculiarities of interactive forms and methods of learning assume they are based on the impulse to practical and intellectual activity, which describes interactive learning as a set of educational and methodical technologies. The nature of interactive learning assumes that learning gathers and unites all students and allows them to realize and reflect what they know and think. In order to improve students» cognitive activity, the teacher has many different forms and methods that contribute to this. Active forms and methods are based on dialogue, both between a teacher and students and among the students themselves. This dialogue develops communicative and cognitive skills, abilities to solve team problems by means of each person in order to to achieve a common goal. Forms and methods of active and interactive learning aim at development of students» independent cognitive activities and personal interest. The synergetic effect of the simulated activities can help students to solve concrete educational and industrial tasks

The main condition to form the holistic system of lifelong education is ensuring continuity among the levels of secondary (compulsory) and higher education. This article discusses regulations applied for compliance with the principle of continuity in educational programs of secondary and higher pedagogical education. Kazakhstan is involved in updating the content of school education, which aims at ensuring equal access to high-quality secondary education, strengthening the educational component taking into account the spiritual and moral values of the National Patriotic Idea «Mangilik El». A phased transition to the updated content is carried out on the basis of the State Program for Development of Education and Science in the Republic of Kazakhstan in 2016-2019. In this regard, state compulsory educational standards, typical syllabus and curricula have been developed and approved. Updating the content of school education aims at improvement of professional and methodical training of prospective teachers in pedagogical higher institutions in the context of updating the educational program of higher education. The content of educational programs of higher pedagogical education should aim at implementation of the principle of continuity at school and should be presented in the course units related to each other successively, including integration with methodological disciplines, which will significantly improve the quality of professional training of prospective teachers. However, the analysis of the current national educational programs in higher and postgraduate education showed that their content did not fully take into account the changes made in school programs. The subjects were hardly complied with the content of school education; not all pedagogical universities in Kazkahstan take into account the balance, special courses are poorly correlated with teaching methodology. This affects the quality of training and may result in breaking the legal regulations. The quality of pupils» training and, therefore, the future of school education, depends on the quality of alumni graduated from pedagogical institutions. The changes in the content of secondary education and methods ofped- agogical training require improving the successive ties, searching for new ways for continuity among educational programs at different levels of education

The article explores the current situation in engineering training system under global digitalization. The paper reveals the specific features of the concept of «digitalization» in relation to education system and to the system of training in mechanical drawing. The authors focus on that the level of digitalization is the result of the complex influence of global socio-economic factors, society development objective trends and particular conditions prevailing in the environment. There are some features of education digitalization: an electronic educational environment is being formed; universities are establishing collaborative educational space; e-learning tools are being developed and improved; electronic document management systems are applied; population has an access to electronic resources. The author analyzes the structure of education system digital space and identifies several levels: national information space, regional space, university space the information space of the Chairs, and personal information space. The paper analyzes two main information flows (external and global), which cover the information space of the Chair and characterizes structural components of the Chair information space: organizational and managerial, informative, educational and methodical. The article describes the specific features of the educational space and highlights formation of the relevant digital information environment as one of the most important conditions for efficient activities at the Chair. The author highlights the need for a focused formation of the digital educational space at the Chair of Graphic Art. The article contains some examples and the results of the successful attempt to create a digital information space at the Chair of Graphic Art at Siberian Transport University. The author proves that digitalization of engineering and graphic training contributes to cognitive learning, increases cognitive interest and motivation among students and creates conditions for mastering the skills of teamwork.

The author raises an idea that environmental safety competence depends on the educational environment of the university. The author focuses on environmental safety of the educational environment at marine university from the position of competence-risk, environment-risk, activity-risk and situational-risk approaches. The article analyzes the specific features of the competence of environmental safety of a marine specialist on the basis of curriculum, teaching and methodological support; a set of educational measures; creating interdisciplinary environmental projects, risk situations; funds of valuation funds, risk assessment methods and stressful situations, etc. The author proposes a system of quality control, environmental risks and resources of the university, which together form the competence of the environmental safety of a marine specialist. The article reveals the content of ecology of a student, educational environment, production, as components of the competence of environmental safety. The author proposes criteria for assessment of environmental safety competence as satisfaction, manageability, communication, stress tolerance, adaptability and being environmental friendly.The theoretical and practical capacities of environmental safety of educational environment at marine university is based on the principles of quality control, risks, resources and situational awareness. So the principle of risk management is based on the principle of substitution (acceptable environmental risk with fewer losses); awareness (of environmental risk); management (regulation) aimed at reducing environmental risk; eco-development (environmental friendliness), the principle of resource management of the university allows to improve the environmental safety conditions of the educational environment and forms its resource component. The principle of situational awareness is necessary for building competence in environmental safety of a marine specialist, as it allows teaching students to act in non-standard risky situations. Implementation of the principles in their unity is confirmed by the environmental safety laws of educational environment: personal social, aimed at the ecology of the individual, informative, organizational, aimed at the ecology of the environment, information, management, aimed at the ecology of production. The issue of educational environment as a means and system of building environmental safety competence of students by means of administrative decisions made on the basis of risk assessment, quality control and capacities and resources of higher institution is to be discussed.

Relations arising in the field of environmental protection at military facilities are regulated by international treaties, laws and regulations of the Russian Federation (RF) and its subjects, standard and methodological documents of the Ministry of defense of the Russian Federation. The study of the legal framework for environmental support of military activities is necessary for military personnel, on the one hand, for the effective management of environmental activities, on the other - for the assessment, analysis and forecast of possible options and their feasibility in terms of compliance with the current environmental legislation of the Russian Federation and the orders of the Minister of defense (MO) of the Russian Federation. In order for these abilities to become an integral component of the professional activity of the military, environmental and legal training should take place at the interdisciplinary level of interaction between the disciplines of all training cycles and modules. The research aims at development of organizational and methodological recommendations for building ecological and legal culture in the educational process of military engineering Institute. Methodology. The basis of methodological guidance for building ecological and legal culture in the educational process of military-engineering school was the idea of integration of professional and ecological education and the position ofa systematic approach that components of the educational process are in correlation with each other. Results and discussions. The article deals with the method of teaching the regulatory and legal basis for ensuring the environmental safety of military activities in the framework of the discipline «Ecology»on the example of Omsk Automobile Armored Engineering Institute. The text presents the rationale for the selection of the necessary and sufficient content of guidelines and regulations for the formation of ecological and legal culture in the educational process; the author»s view on the specifics of the implementation of General didactic principles in the military education system; the content of the concept of «ecological and legal culture of the soldier»; the article describes the method of studying the legal framework of environmental support of military activities to improve the environmental and legal culture of military personnel; General organizational and methodological recommendations for their study in the framework of environmental education in the military engineering University; examples of training tasks. Conclusions: the study of the regulatory framework for environmental support of military activities should be systematic. The implementation of the principle of integration of the content and methods of activity involves the study of applied environmental and legal issues in relation to the service, operational and military-pedagogical activities of military personnel. It is possible to expect an increase in the environmental and legal culture if the study of the regulatory framework for environmental support of military activities is aimed at: mastering the requirements of the main list ofregulatory legal acts; formation of the ability to identify the environmental component in the activities of military activities; application of the provisions of the current environmental legislation in the performance of complex research and development of military engineering profile.

The article highlights the experimental results of the research aimed at improving the innovative abilities of students when studying at university, demonstrating the possibilities of socio-psychological training as a tool for development of innovative abilities. The object of the research is the characteristics of innovative personality; the subject of the research is the impact of socio-psychological training on development of students» innovation in when studying at higher institution. As a result of the theoretical analysis, the authors found a discrepancy between the scientific ideas about the filling of the construct «innovativeness» of a person, despite the common nature of identifying certain features characteristic of an innovative person (creativity, communicative competence, reflexivity, risk, striving for success, etc.). The authors proposed a program for development of innovative personal features and provided an assessment of the effectiveness of the program using psychological testing and methods of mathematical statistics on a sample of 80 students. As a result of the experiment, the subjects from the experimental group became more curious, began to relate to a greater degree the possibility of achieving success with changes and manifestation of activity, and also perceive themselves as more creative people, they increased the number of proposed ideas, their originality and development. These results, as well as the emergence of significant differences with a predominance of high values for the studied parameters of «innovativeness» in subjects from the experimental group compared to the control group, allows us to conclude about the effectiveness of the proposed program for the development of innovative personality traits in the youth environment in the process of learning at the university.

The paper explores students» reflexive ideas about such aspects of didactic communication with a teacher as space and time of educational interaction (temporal-topological aspect), educational content, organizational model of communication, means and methods of interaction (interactive aspect), individual-personal features of communicators, relevant for educational interaction. The author compares students» opinions about ideal educational communication and their real estimation. The research aims at theoretical and empirical modeling of the construct «didactic communication». Research methods are seen as follows: theoretical and empirical modeling of the construct «didactic communication». The author applied inventory Psychological structure of the educational communication and the Constructivist test. The research was carried out with the second- and third-year students of Tsiolkovski Kaluga State University (Pedagogical Faculty). The author highlights that there are conjugate (coherent) statements on the sample of students» opinions on the preferred parameters of didactic communication with the teacher. The most desirable characteristics are seen as spatial-temporal, content and individual-personal aspects arranged in compliance with students» expectations. In their subjective assessments of real learning interaction, the subjects most highly noted the group modus of didactic communication, which is fully confirmed by an external criterion: the student community is actually a communicative network, and their communications are not confined to the student, on the contrary, are more addressed to fellow students. At the same time to assessing the real interactions our probationers have pointed to the feeling of low contribution and estrangement in communicative process control. Deficient activity in the educational interactions is partially compensated with the activity in the non-formal student communication.

The article highlights the necessity to study the mechanisms offormation and functioning of students «cognitive structures that ensure development ofprofessional courses. The authors focus on the importance of differentiation and integration of information. The research is carried out on the example of development of social and psychological information by students-psychologists. The research material is obtained with the use of the most common variant of the technique of repertory lattices J. Kelly, where the role list acts as the area of elements, and the method of differentiation of elements is the invocation of personal constructs («personality constructs») by the method of triads. The revealed data showed that in the process of learning and mastering professional knowledge, cognitive differentiation initially increases for a long time (there is a memorization of many new concepts with a weak understanding of their relationship), and then decreases at the final stage, when the integration vector is included. The paper emphasizes the need to take into account the data obtained in pedagogical practice, the development of pedagogical strategy, when the differentiation of categories and their integration are permanently replacing each other. A number of methods of structuring educational material from the standpoint of pedagogy and cognitive psychology are compared, in which integrative and differentiated approaches should be combined dialectically. The effectiveness of the method of cognitive graphs, providing a competent visual representation and scientifically based calculation of the amount of information provided to the student, is proved. The latter is ensured through the consolidation of units of the presented information with the help of special mechanisms of the convolution than the effect of the increase in short-term memory. After all, behind each semantic unit can stand as a separate concept, and the whole theory, represented by its main idea. Substantiates the advantage of the position, when in the early stages, the information should be given in a generalizedform, presenting a complete picture of the educational material, it is necessary to sistematizirovany new information and enhance the speed of its assimilation.

Globalization arises the problems among nations and confessions and they become more acute, which requires strong focus of the state and society. Untimely responses to these problems and negative societal attitudes towards migrants tend to develop into nationalistic ones, which can lead to serious consequences. Due to this fact, it is particularly important to analyze the situation in concern of tolerance in society towards migrants, especially among young people. The article considers the results of the research conducted among university students in order to highlight a tolerant attitude to migrants. The author used the research results of the American Institute of Public Opinion Gallup in order to make comparative analysis. The average level of tolerance among students was determined, and it was significantly lower than the global Migrant Acceptance Index. This indicates the poor situation and relevance of the relations with migrants. The author proposes the measures aimed at shaping tolerant consciousness in society, creating friendly atmosphere on the part of the local population to migrants, to people of different nationalities, who in their turn should accept the values of the other society and obey the national laws.

The article explores psychological features of mastering the content of natural sciences by students with humanities line of thought. The specifics of teaching natural sciences to the students with humanities line of thought is determined by the students» perception and processing of information. Human- ities-minded students are characterized by slow generalization, unconcluded thinking, and a weak tendency to rationality. The problem of understanding and comprehension in humanities-minded students is more prominent, which is revealed in formal memorization of formulas and definitions no realizing the meaning and recognizing only familiar information. Students with Humanities line of thought often have difficulty using abstract material and precise scientific concepts. The specific character of humanitarian thinking lies in its associative character and essential role of the subjective, emotional, expression of interest to the person and his role in the world. For the Humanities-minded students, imagery and vivacity of thinking, emotional attitude to events are more typical. Experience shows that students who have chosen to study Humanities have a predominant humanitarian thinking. This type of thinking is formed by the special education in secondary schools and is still developing at the stage of higher education. Humanitarian type of thinking is characterized by dialogue, variability, creativity, independence in mastering new knowledge, ability to intellectual inventions and experiments with unknown and not evident results, reflexing and critical thinking of the results. Humanities-minded students are more characterized by the prevalence of associative, imaginative thinking, emotional perception of information, rejection offormalized, probative ways of reasoning, the dominance of the real perception of the world over the abstract and idealized.

The article highlights the results of theoretical and empirical research on the problem of creativity development in students with special educational needs on the basis of application in educational and extracurricular activities. Involvement of students in a university should include all the main fields of activity: educational, extracurricular and research. The main methods of this involvement are seen as business games, situational tasks, trainings and creative techniques, such as «six hats of thinking», «W Disney technique», method of brainstorming, the use of mental maps and clusters in solving problem situations. All of these techniques are based on making life experience of students with disabilities relevant and involve the solution of professional problems of the student. It is also noted that in modern inclusive and special education different, classical and innovative technologies of working with children, adolescents, young people and adults with HIA are needed, synthetic and flexible approaches are needed in educational, correctional, other types of activity of students and with students with disabilities. We associate the prospects of our research with the study of the entire complex of «vital»and hindering the development of the personality of the trainee with HIA and without HIA conditions, including the conditions for education in the median-saturated environment of inclusive and special secondary and higher, development-oriented different creative abilities and levels of creativity, education.

The period since 1991 of the twentieth century in the history of Russia, in particular Tuva, became a turning point in the people minds. Those people who proclaimed the perestroika did not realize as they did not know that the perestroika is a human factor. People had a nervous tension, most families had to change many of their behavior stereotypes and actions due to the changes in the environment. This meant stronger control and regulatory function of the consciousness, the voltage to the psyche of a Tuvan and, as a consequence, the refusal or failure on the subconscious level: higher number of cases of nervous and mental diseases, crime, suicide, etc. These processes resulted in separation of the youth from the older generation and originating the negative effects as «go on to the Internet», and the archaic consciousness of the population, care to traditional, and partly forgotten, beliefs, economic and social practices. The first stage of the experiment was marked as «psychologically supporting real world». The experiment took place from 1991 to 2000. The second stage of the experiment was called «psychologization of the future in the real world». This experiment assumed participation of Tuva psychologists in the research on experimental psychology, exactly in the regional competition «Russian power will grow in Siberia and the Arctic Ocean»; activities of the public institution Scientific Centre of Ethnic Psychology and Social Practices for the Congresses «Steppe civilization»and dissemination of psychological knowledge.