The paper looks at the issue of the human right for decent life and its direct link with education that facilitates the observance of civil, political, economic and cultural rights and is regarded both as a condition and consequence of fulfilling the decent life idea. The chances of a non-educated and poorly educated people for the decent life are doubtful, not to speak of the civil and political rights that can’t be properly exploited. 

The authors give the retrospective analysis concerning the formation process of the human right for decent life; its theoretical and practical variations including the domestic ones being described along with the problem of its ethical content reflected in normative legal acts and indices of economic development. Education leads to demy- thologizing and rejecting the ideological aspect of the above human right idea, the latter being the necessary complex universal multifunctional instrument for social self- development, rather then a judicial phenomenon.

The authors made an attempt to reconcile the pathos of the human right adherents and the skeptics reducing the idea to the declarative unverifiable myth or ideology. The research output can be used both for goal-setting in educational sphere and normative legal acts development concerning education and human rights. 

The paper deals with the necessity for Russian universities to switch over from the conservative stream-group scheduling to progressive individual scheduling of educational process where each particular student becomes an object of planning and implementing the higher educational curricula. The new liberal student- centered form called the «credit system» or in Russian variant the «credit units system» brings forward the students interests and rights. Gradually, such system tends to prevail in the world environment of vocational education, though in Russian higher school it still exist as an experiment and is not fast adopted.

The prevailing stream-group model of educational process with steady group division throughout the whole academic period indicates our serious technological lagging behind the leaders of the world educational market. Rejection of traditional stream-group educational model and steady group formation brings about new opportunities for Russian universities providing real flexibility and individualization of educational curricula, giving students the option for individual term planning and scheduling, as well as the right for choosing teachers. Combining the modern approach to students’ assessment and person-oriented organization of academic process, the complete mass adoption of the model in question in bachelor and specialists training can guarantee a qualitative leap in developing Russian higher educational system. 

The paper reveals the complex research results concerning the essence, content, structural elements and models of modern regional educational environment. The theoretical methodological concepts of developing the innovative model of educational process are given with the reference to the regional educational environment of continuing vocational training.

The main emphasis is on methodological bases of the above model of interrelated regional educational establishments within the framework of modernization of vocational training system, including the ideas, concepts, principles and methodological approaches. In particular, the author justifies the necessity for developing and implementing the multilevel methodology effectively applied to developing the theoretical basis of vocational teacher training.

The proposed pedagogic technologies, which allow the Russian regional educational system to identify and develop modernization strategies and tactics, are considered to be the condition for the model realization according to the above multilevel methodology. 

 The paper is devoted to defining the place of professional pedagogy in the system of pedagogic sciences. It is justified by the goal-setting idea that implies the competent personality development in the process of vocational training and life long self-development. The need for vocational pedagogy was caused by the social demand for the unified successive system of vocational training. The pedagogic problems can be divided according to the goal setting into the two main categories: integration into the social and natural environment (socialization), and integration in professional environment (professionalism). Therefore, pedagogy incorporates two main spheres: the general and vocational pedagogy, in which the other types of pedagogic knowledge are specified.

 In compliance with the goal setting, the pedagogic issues of teacher training are also divided into two groups: 1) training teachers for socialization system– the goal of pedagogic training; 2) training teachers for professional system – the goal of vocational teacher training. Such division is rather formal as every educational establishment within the framework of the federal educational standards provides up-bringing, general education, personal and civil growth, etc. However, the author demonstrates the specificity of general and vocational education in accordance with the set goals. 

Training professional mobile specialists capable of responding flexibly to dynamic changes in society is considered to be the most important issue of the modern educational system. The paper justifies the idea that technical universities should take responsibility for solving this problem by means of humanization of technical education, which implies reconsidering its values and general notions. For overcoming the technocratic trends, the author recommends to cultivate the value of professionalism in the humanization context.

Professionalism is defined by using the «professional service» idea as a «purpose acknowledgment, supertask, even a mission». The main components of the above attitude lie in finding the harmony with the world and its basic values. Therefore, technical universities face the challenge of training people of intelligence with a high moral and business responsibility. The basic value of such a person is regarded as «dedication to the cause» - the constant desire to improve the world and leave behind them- selves something of value to society.

For training such specialists, the educational process should provide teachers dialogue and collaboration with students to facilitate the process of self-determination and self-development of the prospective specialists. 

 The paper suggests the game interpretation as the universal and phenomenal way of developing personal identity by a relaxed participation in game activity. Unlike the extended definitions of game as a culturalogical and pedagogical phenomenon, the authors suggest the game analysis in philosophical perspective revealing its existential status. Being the active form of personal existence, the game facilitates self-awareness by means of self-understanding and self-determination in the course of game activity developing the attitude of «I am another one», and giving a chance to experiment with personal identity, taking and playing various social and cultural roles.

The existential significance of games activating self-understanding and meaning of self-existence is growing nowadays, given pluralism and reassessment of values. 

The paper is devoted to the formation and development of pedagogic terminology. The author theoretically substantiates the potential of the historical pedagogic research concerning the conceptual and terminological structure of the Russian pedagogy. The research is based on the following ideas: correlation between the scientific terminology formation and scientific knowledge genesis; philosophic concept as a form and result of reality reflection; linguistic concept of the term as a functional unit of a scientific language; specifics of pedagogic knowledge reflection in conceptual form.

The main research findings include identifying methodological requirements for analyzing the conceptual scientific formation in historical context; substantiating the resource basis; revealing the investigation principles; describing the tools and their implementation peculiarities with regard to the specifics of pedagogical concepts and terms. The acquired results can be used while exploring the pedagogic history problems, pedagogic methodology and terminology. In conclusion, the actual research trends of pedagogic terminology formation are reviewed from the historical pedagogic perspective. 

The paper is devoted to substantiation and development of the model of the web 2.0-technologies implementation in organizing student’s self-dependent work in the course of studying the disciplines based on using the information communications technologies (ICT) in professional activities. 

The methods applied in the above model development include investigation and analysis of psycho-pedagogical and scientific method materials concerning the research subject; systematization and synthesis of the related data; model development of organizing student’s self-dependent work by using the web 2.0-technologies. The theoretical methodological bases combine the technologies and modeling methods of educational process (P. I. Pidkasistyi, V. A. Slastenin); the theory and methods of organizing student’s independent work (P. I. Pidkasistyi, S. I. Archangelskiy) ; aspects of using web 2.0-technologies in education (E. D. Patarakin, Tim O’Reilly).

The paper provides the description of the designed model along with the complex pedagogic conditions for its implementation. The recommendations given by the authors can facilitate development of organizational process of student’s self- dependent work in training for using ICT in professional activities. 

The paper deals with identifying the individual specifics of self- regulation style development by the top qualification biathletes – the members of the Russian Federation team. The research combines the theoretical analysis methods, idealization and modeling techniques, psychological diagnostics, medical and pedagogical testing, and pedagogic experiment.

The methodology basis includes the ideas of self-regulation developed by O. A. Konopkin and V. I. Morosanova. The author has devised and substantiated the method of developing the individual style of self-regulation by the top category biathletes. It has been proved that the above style can be achieved by sportsmen in the process of developing socially adequate motivation and socially valued personality traits by using verbal auto-training methods. It is indicated that there is no fixed correlation between a success in sport training and personality type. However, each type has its inherent steady characteristic complex of self-regulation. The research findings can be implemented both in training the top achievement sportsmen and sport reserves. 

The paper looks at the notion of «educational professional adaptation» and defines the relating difficulties facing foreign students in Russian higher school. The attitude of the given category of students to university is indicated along with the first priority tasks for the staff teaching Russian as the second language, the possible ways of fulfilling the above tasks being proposed. 

The organizational trends in educational professional adaptation of foreign students in Russian higher school are described aiming for their active communication in foreign (Russian) language and increasing motivation for academic and extra- curricular activity.

The research methods involve analysis of psycho-pedagogical data related to the research subject, surveying, monitoring and empirical data processing. 

The paper is devoted to the communicative competence approach in professional training of physicians on the undergraduate level. The main emphasis is on developing linguistic, sociolinguistic and pragmatic competences while teaching the Russian language and the culture of speech. The paper is aimed at analyzing the requirements of federal state educational standards of the 3rd generation concerning the competences in the humanities which should be developed by medical students in the course of the Russian language and the culture of speech; defining the contents of the «communicative competence» term based on consideration of general European competences in mastering the language and the analysis of lingua-didactic works of modern Russian scientists; identifying the component content of linguistic, sociolinguistic and pragmatic competences of the Russian language and the culture of speech course for medical schools.

The research results regarding the analysis and component content of linguistic, sociolinguistic and pragmatic competences of the Russian language and the culture of speech course have been applied while designing the Russian and the culture of speech curriculum, as well as electronic textbooks and manuals for medical students. 

On the grounds of theoretical synthesis, the paper reveals the phenomenon of human being in its creative dimension. The present research is aimed at exploring the prospective opportunities for academic processes. The basics of universal essence of man as a cultural historic being with unlimited potential of self- development are defined; the man being mirrored by the basic philosophic concepts: naturalistic, orthodox-oriented, bio-social or bio-socio-cultural. There are two opposing views on human nature: the anthropological essentialism holding that individuality is predetermined by essence; and the anthropological existentialism claiming the opposite – human existence precedes the essentiality, the latter being constituted by the acts of choice, self-development and self-responsibility for personal choice and projecting. In the first case, the subjective side of human existence is ignored, while in the second – the objective socially conditioned side is left behind. Both theories are antihistorical as it is the history that conditions the essence of man according to the ancestral determination, the latter being modified by way of human activity and communication in a particular historical period.

The components of human universal essence are defined as follows: possession of organic body, social heritage, free will, self-activity, creativity, social and rational human nature, absence of antagonistic programs of social behavior. According to the author, for the adequate realization of human universality, it is necessary to move from the profit oriented speculative market economy to the creative one oriented on social effectiveness, quality of life and reproduction of wholesome individuals.

The research output can be used for devising the methodology of philosophic and pedagogic anthropology, as well as pedagogic practices of teaching philosophy and pedagogic theory in higher school.