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The impact of the liberalist educational doctrine on the higher education in Russia

Problem and purpose. The paper deals with different views on the problem of recessionary processes in the Russian higher education. The authors consider the significant impact of the educational doctrine of neoliberalism to be a significant reason for the systemic crisis of the higher education in modern Russia. The purpose of the article is to analyse the main ideological postulates of neoliberalism that address education directly and turn it into an integral part of the global economy.

Materials and methods. The research materials are represented by scientific publications of Russian and foreign authors, including pedagogical and socio-political periodicals, conference materials, monographs, Internet resources. The following methods were used: source study, comparative description, comparative and linguistic analysis.

Research findings. The authors note the large-scale active penetration of neoliberal ideology into the sphere of education. Particular attention is paid to the analysis of attractiveness of “human capital” and “lifelong learning” ideologemes in neoliberal interpretation, which in fact turn out to be the mechanisms for devaluation of spiritual meaning of education and its commodification. The article presents critical arguments in respect of the strengthening neoliberal position present in the activities of Russian universities: involvement in competition, signs of “academic commerce”, commodification of scientific and educational products, bureaucratisation. It is emphasised that, in the context of the structure of university education according to the business process model, students are offered the position of educational services consumer, which is hypocritically decorated as training of “cognitarians” – creative leaders of the “knowledge economy” era, but in fact – narrow specialists with a set of competences that require constant updating.

Conclusion and resume. The study has shown that the problem of higher education crisis is actively discussed by the scientific and pedagogical community in the West and in Russia; the influence of economic and political processes on the traditional foundations of university education is tangibly realised. However, the search for solution to the relevant problems will take place in different directions: the West focuses more on the political leverage of transformation, while the Russian education is aimed at development within its methodological guidelines. The withdrawal from the crisis and overcoming the influence of the educational doctrine of neoliberalism is possible only through the establishment of a new ideology in Russia.

Keywords: education, university, crisis, neoliberalism, human capital, competition, ideology

For Reference: Golovanova, N. F., & Lomakina, I. S. (2022). The impact of the liberalist educational doctrine on the higher education in Russia. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 56 (2), 10-19. doi: 10.32744/pse.2022.2.1

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Nadezhda F. Golovanova (Russia, Saint Petersburg) - Professor, Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Pedagogical Psychology. Saint Petersburg State University. E-mail: nf_golovanova@mail.ru. ORCID ID: 0000-0002-5932-0047. Scopus ID: 57205334396. ResearcherID: M-8855-2015

Irina S. Lomakina (Russia, Saint Petersburg) - Associate Professor, Doctor of Pedagogical Sciences, Head of the Department of Foreign Languages. Saint-Petersburg State Forest Technical University. E-mail: ilomakina@inbox.ru. ORCID ID: 0000-0003-0875-4360 

Video games in the context of screen technoculture and media education: new rhetorical strategies and educational potential

Video games have become a prominent part of on-screen technoculture today, breaking the purely entertaining social labelling framework. They contribute to the generation of new social activities, and also become an innovative media space for the explication of artistic and aesthetic values, political meanings and educational practices. The aim of the study is the reconstruction and analysis of the cultural constitution of video games, revealing the features of their screen rhetorical capabilities, as well as revealing the educational potential of gamification practices and Digital Game Based Learning strategies. This is intended to form the competence-thematic framework of video games as a platform for modern media education.

The methodological basis of the work is the cultural-historical and dialectical approaches, as well as the methods of systemic and structural-functional analysis.

The study made it possible to trace the genesis of the cultural formation of video games, which demonstrated many strategies for their integration into the space of mass media culture. The main rhetorical models implemented in video games are analyzed. Particular attention is paid to the comprehensive consideration of procedural rhetoric as an original way of convincing the user through gameplay, interactive involvement in virtual practices. The foundations of the practice of gamification and the strategy of Digital Game Based Learning in education are considered. It identifies the possibilities of gamification as an innovative methodology for organizing incentives and rewards, and also identifies the range of difficulties and risks of total gamification of the educational process.

Based on the results of the study, it was determined that video games use an original complex of rhetorical techniques that combine both traditional audiovisual formats of narrative, characteristic of other on-screen media, and procedural-interactive techniques. They made it possible to directly integrate the user into virtual narratives, turning them from a passive recipient into an actor. The importance of gamification as a tool for building strategies of internal stimulation with elements of entertaining practices in the dynamics of learning is also revealed, which increases the effectiveness of education. It has been revealed the significant educational potential of video games as a promising media platform in the framework of the implementation of the Digital Game Based Learning strategy. They can act both as carriers of knowledge and as a virtual environment for the formation of competencies in the field of history, economics, literature and social management. Procedural and rhetorical tools allow a person to become a part of an interactive scenario, which greatly increases the likelihood of assimilating information and developing professional skills.

Keywords: video games, education, gamification, educational video games, screen culture, procedural rhetoric, Digital Game Based Learning

For Reference: Belyaev, D. A., & Belyaeva, U. P. (2021). Video games in the context of screen technoculture and media education: new rhetorical strategies and educational potential. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 54 (6), 23-36. doi: 10.32744/pse.2021.6.2

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Dmitriy A. Belyaev (Russia, Lipetsk) - Associate Professor, Doctor of Philosophy. Professor of the Department of Philosophy, Political Science and Theology. Lipetsk State Pedagogical University named after P.P. Semenov-Tyan-Shan. E-mail: dm.a.belyaev@gmail.com. ORCID ID: 0000-0002-8062-1039. Scopus Author ID: 57211658682. ResaecherID: F-8467-2018

Ulyana P. Belyaeva (Russia, Lipetsk) - PhD in Philosophy Sciences, Senior Lecturer of the Department of Philosophy, Political Science and Theology. Lipetsk State Pedagogical University named after P.P. Semenov-Tyan-Shan. E-mail: Ulyana-sin@yandex.ru. ORCID ID: 0000-0002-3057-537X. ResaecherID: M-1018-2015

Features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century

The problem of forming spiritual and moral values in the educational practice of Germany in the second half of the twentieth century is of theoretical interest and practical value for Russian teachers in terms of using the experience accumulated by foreign colleagues in the course of reforming the national school. The hypothesis of the study was that the various forms of work practiced by teachers of the two countries – the GDR and the FRG, – during this period contributed to the formation of spiritual and moral values among the youth of the two German states.

The following research methods were used: literature analysis, scientific and pedagogical interpretation of information contained in sources; comparative method; axiological method that allows to identify the positive content in the scientific subject.

Main results of the study. The fundamental difference in socio-political and ideological attitudes that took place in the GDR and the FRG in 1949-1989 determined to a decisive extent the choice of forms and content of educational work carried out in educational institutions in both countries. In the GDR, there was a single comprehensive public school, which was under the full ideological and administrative control of the ruling Socialist United Party of Germany. Special attention was paid to educating the younger generation in the spirit of devotion to the ideals of socialism, rejection of religion and the values of bourgeois society. The Union of Free German Youth and the children’s pioneer organization named after Ernst Telman were actively used in the process of socialist education of young people. At the same time, they actually copied the forms and methods of work of the corresponding organizations that operated in the USSR, – the Komsomol and the Lenin Pioneer organization. In Germany, on the contrary, there was a significant number of types of secondary educational institutions, many of which were non-governmental: private, Waldorf, Catholic and Evangelical, etc. Ideological education, aimed, among other things, at the assimilation of spiritual and moral values, was carried out mainly at school, in accordance with the guidelines adopted in this educational institution.

The study allowed us to characterize the features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century. The significance of the results obtained is that they to a certain extent factual enrich modern Russian historical and pedagogical science.

The main conclusion of the study is that in the GDR, the concept of the goal of education was inextricably linked with collective interests and orientation to the socialist ideology, while the liberal-democratic ideology in the FRG gave absolute priority to the individual over the collective. A scientifically formulated study of this approach provides a perspective for further research.

Keywords: pedagogy, education, the GDR, the FRG, the socialist unity party of Germany, the Telman Pioneer organization, Waldorf pedagogy

For Reference: Merkulova, I. A., & Pomelov, V. B. (2021). Features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 49 (1), 478-490. doi: 10.32744/pse.2021.1.33

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Irina A. Merkulova (Russia, Kirov) - Associate Professor, PhD in Pedagogical Sciences, Dean of the Faculty of International Education of the Institute of Social Sciences and Humanities. Vyatka State University. E-mail: irinamerkulova@rambler.ru. ORCID ID: 0000-0001-9530-2244. Scopus ID: 57194555359

Vladimir B. Pomelov (Russia, Kirov) - Professor, Doctor of Pedagogical Sciences, Professor of the Pedagogy Department of the Institute of Pedagogy and Psychology. Vyatka State University. E-mail: vladimirpomelov@mail.ru. ORCID ID: 0000-0002-3813-7745. Scopus ID: 57200437621. ReseacherID: AAS-2608-2020

Homo educandus through the prism of educational anthropology

An important area which has not received adequate attention within philosophy and educational theory is a close relationship of the human way of being and education.

In the light of this the purpose of the article is Janus-faced, looking both inward at reconstructing a mental image of a man that is central for scholars’ worldview and outward at designing a philosophical model that would be keeping with the current challenges of education.

Drawing attention at the widespread of electronic technologies in our life it is argued that the idea of a man as embodiment has significant educational consequences. The most important one is the possibility to reveal the meaning-making dimension of consciousness which the modern education urgently needs today. The claim that perception and cognition of the world does not take place from the standpoint of “pure” mind detached from the body, but rather on the basis of embodiment is considered to be a convincing one. In this regard, one of the primary missions of education is to reveal and activate the consciousness-body system as a source of man’s meaning-making activity. Furthermore the issue states that the pedagogical vision of the human being as someone who doesn’t have but search for meaning would succeed only if the human being is viewed as an integral whole rather than as separate parts.

In conclusion it is stated that both philosophy and theory of education need to develop a multidisciplinary study of education – anthropology of education. The research field related to inquiry on the subject of education in the integrity of his three dimensions – mind, body and language.

Keywords: human being, education, educational anthropology, embodiment, meaning, mind, body, language

For Reference: Volkov, A. V., & Volkova, S. V. (2020). Homo educandus through the prism of educational anthropology. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 48 (6), 22-30. doi: 10.32744/pse.2020.6.2

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Alexey V. Volkov (Russia, Petrozavodsk) - Associate Professor, Doctor of Philosophy, Head of the Department of Philosophy and Cultural Studies. Petrozavodsk State University. E-mail: alexvolkoff@bk.ru. ORCID ID: 0000-0002-3050-2525

Svetlana V. Volkova (Russia, Petrozavodsk) - Associate Professor, PhD in Pedagogical Sciences, Doctor of Philosophy, Professor of the Department of Philosophy and Cultural Studies. Petrozavodsk State University. E-mail: svetavolkov@ya.ru. ORCID ID: 0000-0001-8463-100X. Scopus ID: 57201127625

The main trends and development prospects of modern political science education in Russia

Introduction. The content of educational programs of higher education significantly affects the quality of training of future specialists. With the beginning of the transition to new educational standards in the group of specialities and areas of study «Political Science and Regional Studies», it is important to evaluate the modern one and try to predict the future stages of the institutionalization of political science in Russian higher education.

Materials and methods. As the main research method, a comparative analysis of the curricula of twelve leading Russian and twelve western universities, as well as methods of synthesis and analogy, with the help of which the components of the educational model are outlined, which are more consistent with modern requirements for professional political scientists, were selected.

The results of the study. Political science in the Russian higher school is unjustifiably positioned among the disciplines of the humanitarian cycle, which attracts applicants who do not want to study quantitative methods and receive a wide range of social and scientific knowledge to study the specialities. Domestic programs in this group of specialities lack numerous components that could increase the chances of graduates of political science specialities in the labor market.

Discussion and conclusion. The curriculum of political science specialities must include disciplines that can form competencies that meet the new requirements of information civilization to the level and content of the competencies of a modern political scientist, including “Big Data”, a deep understanding of the relationship of the Internet with the political and other social spheres.

Keywords: political sciences, higher education, big data, Big Data, information society

For Reference: Afonin, M. V., Krivova, A. L., & Otyutskiy, G. P. (2020). The main trends and development prospects of modern political science education in Russia. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 46 (4), 164-179. doi: 10.32744/pse.2020.4.11

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Mikhail V. Afonin (Russia, Moscow) - PhD in Law, Associate Professor of the Department of Political Science and International Relations of the Faculty for Humanities. Russian State Social University. E-mail: AfoninMV@rgsu.net. ORCID ID: 0000-0002-6291-3732

Anna L. Krivova (Russia, Moscow) - Lecturer at the Department of Political Science and International Relations. Russian State Social University. E-mail: KrivovaAL@rgsu.net

Gennady P. Otyutskiy (Russia, Moscow) - Doctor of Philosophy, Professor, Professor at the Department of Political Science and International Relations. Russian State Social University. E-mail: otiuzkyi@mail.ru. ORCID ID: 0000-0001-9680-1918. Scopus Autor ID: 57188817382

Assessment of the innovative potential of Moscow schools: limitations and development resources

The relevance of assessing the innovative potential of Russian schools is related to the new challenges facing school education today. Increasing trends in digitalization, the transition to distance learning, as well as the continuing need to identify and support talented young people have led to the need to study the limitations and resources of innovative development of school education.

Method of research. Moscow school teachers (N=325) and the parent community (N=790) took part in the questionnaire survey, which allowed us to present a comprehensive assessment of the innovative potential of the capital’s schools. In order to verify the data obtained, the results of the study are supported by materials from focus groups.

As a result of the research, it was found that the lack of scientific study of the implemented innovations (47.2%), which determined the need to create «scientific networks» (78.3%). For 57.2% of teachers, participation in the implementation of innovations is considered as a mechanism for their personal and professional development, which is accompanied by increased accountability (53.8%), a significant increase in workload (54.6%). 49.2% of teachers see a direct relationship between the development of market relations in the field of education and the development of innovative potential of Moscow schools, which is viewed by teachers in a positive way. In turn, parents of Moscow school children have an ambiguous assessment of the innovative potential of school education: 64.2% – Express a wary attitude to innovation, 41.1% – believe that the introduction of innovations increases the workload of students. According to 60.1% of parents, school innovations do not form the desire for creativity and knowledge. The solution to these dysfunctions, according to parents, can be the expansion of forms of public participation in determining strategic growth points within the innovative potential of educational institutions (52.7%), the use of a social partnership mechanism (46.6%).

Keywords: innovative potential, school, innovative development, education, the parent community

For Reference: Rogach, O. V., Ryabova, T. M., & Frolova, E. V. (2020). Assessment of the innovative potential of Moscow schools: limitations and development resources. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 46 (4), 126-137. doi: 10.32744/pse.2020.4.8

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Olga V. Rogach (Russia, Moscow) - Associate Professor, PhD in Sociological Sciences, Associate Professor of the Department of Management and Administrative Management. Russian State Social University. E-mail: rogach16@mail.ru. ORCID ID: 0000-0002-3031-4575

Tatiana M. Ryabova (Russia, Moscow) - Associate Professor, PhD in Sociological Sciences, Associate Professor of the Department of Management and Administrative Management. Russian State Social University. E-mail: tani-87@inbox.ru. ORCID ID: 0000-0001-8204-2412

Elena V. Frolova (Russia, Moscow) - Professor, Doctor of Sociological Sciences, Professor of the Department of Management and Administration. Russian State Social University. E-mail: efrolova06@mail.ru. ORCID: 0000-0002-8958-4561

Pedagogical aspect of humanities

The author focuses on the matter of reason of teaching humanities in higher education establishments. The goal of teaching the human sciences is often being esteemed simply to expand the students’ worldview. But in fact, it also plays an important role in the process of forming professional qualities. The research pursued based on dialectical and systemic approaches.

The main results of the study appear to the idea that humanitarian subjects in higher education establishments fulfill three extremely important functions: first, they provide the basis for a holistic perception of knowledge and their deep understanding; secondly, they develop the student’s creative abilities; thirdly, they develop his personal qualities.
The newness and significance of the results lies in the conclusion that, without creative and personal characteristics, not a single person, even despite preparedness in the professional field can be a full-featured specialist. They form the basis of the professional qualities of any specialist, and only in terms of them, a person becomes a professional. Otherwise, he becomes one-sided and one-dimensional, because of which his purely professional skills become flawed. Moreover, in this regard, the value of humanitarian subjects is more significant than even professional training. This shows their proximate practical usefulness.

Key words: humanities, humanization of education, education, inner world, understanding, creativity, personality, freedom, higher school, professionalism

For Reference: Melikov, I. M. (2020). Pedagogical aspect of humanities. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 44 (2), 30-46. doi: 10.32744/pse.2020.2.3

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Ibragim M. Melikov (Russia, Moscow) - Professor, Doctor of Philosophical Science, Professor of the Department of Philosophy. Russian State Social University. E-mail: immelikov@gmail.com. ORCID ID: 0000-0003-2092-5134

Universalism versus professionalism as results of education

«The mind (talent, ability, etc.) is a natural status of a person, a norm, not an exception» (E. V. Ilienkov) – namely this kind of reflection of Russian philosophers, but with a question mark only, can be represented as some background and/or hypothesis of the present study of the results of education in a modern post-industrial society. Is the model of education proposed in the modern Russian pedagogy based on the competence approach a relevant, sufficient and viable basis for a “normative” type of the personality necessary for the society? The analysis of the ratio of universal and professional knowledge, universalism and professionalism in education was carried out using the philosophical paradigms of universality and discreteness, the Renaissance ideal of a many-sided person, as well as the ideas of a universal and distracted person. To solve this problem, we used the descriptive method, methods of analysis and synthesis in the formation of judgments; a sociological range of the methodology of the activity approach and concepts of social types of the personality. As a result, the need to bring the inner world of a person, the system of his knowledge and competencies in line with the increased consistency and complexity of the modern world is shown. It is proved that such an opportunity is provided by the system of anthropological foundations, traditions of fundamental nature and universality of the national pedagogy, and allows organically mastering the best achievements of the Western competence model of education.

Key words: universalism, professionalism, education, philosophy, pedagogy, competence approach, personality

For Reference: Lavrukhina, I. M., & Glushko, I. V. (2019). Universalism versus professionalism as results of education. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 41 (5), 10-19. doi: 10.32744/pse.2019.5.1

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Irina M. Lavrukhina (Russia, Zernograd) - Doctor of Philosophy, Professor, Professor of the Department of Humanities and Foreign Languages. Azov-Black Sea Engineering Institute. Don State Agrarian University. E-mail: Lavruhina_i@inbox.ru. ORCID ID: 0000-0002-7631-7667

Irina V. Glushko (Russia, Zernograd) - Doctor of Philosophy, Associate Professor, Professor of the Department of Humanities and Foreign Languages. Azov-Black Sea Engineering Institute. Don State Agrarian University. E-mail: glu-ir@mail.ru. ORCID ID: 0000-0002-0107-025X

Study of the factors of choosing the university by parents of as an important element of strategic marketing in education

If we consider modern higher education as a service provided by the state, then it is important to know the requirements of a potential consumer. The young people are unable to pay for their education themselves, therefore, it is mostly covered be the parents. Thus, while working out the University advertising marketing campaign one should focus on the requirements of the parents, the expectations and values that determine their choice. The objective of the article is to research the factors that determine the parents choice of the University as a significant element of strategic marketing. It’s necessary to identify the groups of factors that have an effect on such a choice from the parents side as well as to give practical recommendations on making up the advertising and marketing University campaign.

While the research there were determined 3 groups of factors that have an effect on the choice of the University, the socio-psychological outline of the graduates’ parents has also been made up. There have been studied the ideas of the school graduates about different factors influencing the quality of higher education which determine the direction of activeness and information search concerning the educational establishment itself that have much effect on the final applicant’s choice.

Education as a sphere of service should be flexible to complex values criteria, that is determined be the triple nature of the contemporary society containing the traditional values, modernism and post-modernism. The research practical significance is contained in the opportunity of using the suggested recommendations while defining the educational establishment policy corresponding with the potential customers educational service requirements. The material suggested will increase the quality of the educational service under the objective of drawing the applicants to study in the University. The results of the research conducted may be useful both for the specialists of educational sphere, educational management and the wide audience as well.

Keywords: education, consumers of educational services, parents of school leavers, school leavers, University, higher education

For Reference: Shushara, T. V., Ustinova, Yu. D., & Alexandrov, A. P. (2019). Study of the factors of choosing the university by parents of as an important element of strategic marketing in education. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 38 (2), 453-464. doi: 10.32744/pse.2019.2.34

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Tatyana V. Shushara (Russia, Republic of Crimea, Yalta) - Doctor of pedagogic sciences, associate professor, professor of the department of pedagogy and educational establishments management. Humanities and Pedagogical Academy (branch) of “Crimean Federal University named after V. I. Vernadsky”. ORCID ID: 0000-0003-2300-3995. Scopus ID: 57195343887. E-mail: tanya.yalos@mail.ru

Yuliya D. Ustinova (Russia, Republic of Crimea, Simferopol) - Senior lecturer of Department of psychology and pedagogics. Crimean Republican Institute of postgraduate pedagogical education. E-mail: yuliya.ustinova@list.ru

Alexander P. Alexandrov (Russia, Republic of Crimea, Simferopol) - Postgraduate student. Humanities and Pedagogical Academy (branch) of “Crimean Federal University named after V. I. Vernadsky”. E-mail: vnil@inbox.ru

Normative and performative aspects of social predictions in the context of philosophy of education

The article is devoted to the rational reconstruction concept of social prediction. The field of education is a platform for the formation of social predictions and provides for this meeting of several generations as carriers of modern values and values of the future. To make social predictions worthy of trust every person should fulfill several conditions: to find for his/her prediction the normative form of social contract available to all participants of his/her social community, to take this social contract as his/her own commitment to himself/herself and to other participants, to give to this commitment an eloquent expression, to maintain the deliberative policy of the community in the mode of policy of eloquence. Study of social predictions demonstrates significant interdependence between normative and performative aspects. Hobbes’ crucial achievement was the understanding of not only legislative but the executive role of the social contract. Every democracy needs rationalism and affects based on values, but cynical rationalism and blind affects are the worst enemies for democracy and for every political regime. A masterly language usage looks like the best way for the performance in policy making: language helps to get a sophisticated adjustment of rational reasons and emotional demands. Deliberation is the way to liberty with the help of language. the crucial in deliberation is an opportunity for new common values creation as the initiation of a new version of the social contract. The social contract should be considered not as a rigid dogma, but as a living constitution that needs permanent re-adoption, and the field of education creates the necessary prerequisites for this – it forms the necessary competences and social practices.

Keywords: social predictions, education, social norms, social contract, liberty, deliberation, policy of eloquence, values

For Reference: Boychenko, M. I., Yakovleva, O. V., & Kushnir, O. Ya. (2019). Normative and performative aspects of social predictions in the context of philosophy of education. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 38 (2), 25-37. doi: 10.32744/pse.2019.2.2

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Mylhailo I. Boychenko (Ukraine, Kyiv) - Doctor of Philosophical Sciences, Professor, Department of Theoretic and Practical Philosophy. Taras Shevchenko National University of Kyiv. E-mail: boychenkomy@gmail.com. ORCID: 0000-0003-1404-180X

Olena V. Yakovleva (Ukraine, Kyiv) - Doctor of Philosophical Sciences, Associate Professor, Rector. Kiev Institute of Business and Technology. E-mail: rector@kibit.edu.ua. ORCID: 0000-0003-4056-2772

Olga Ya. Kushnir (Ukraine, Kyiv) - PhD in Philosophical Sciences, Pro-rector. Kiev Institute of Business and Technology. E-mail: olga.romanenko@kibit.edu.ua. ORCID: 0000-0002-3921-8774