The paper looks at the essence and prospects of creative cultural anthropology in the context of education, economy, labor and social wealth. The anthropology in question can become the methodology principle for a new historical social model arrangement as it originates from the universal abilities of the human race, developed on the moral basis of joint existence; productive creative force of man’s integral subjectivity; and technological power reasonably combining the goals, means of production and creative forces of nature. The author outlines the prospective development ways for cultural anthropology guiding the educational system - the anthropological society basis - with the aim of developing a cultured, moral, socially and professionally competent personality; enforcing individual creative potentials; guaranteeing high status of teachers; and providing social communication forms giving place to self-activity of individuals and groups, and intellectual and cultural work.

The author confirms the need for higher education available for everyone; otherwise, education, limited by the empirical level and primary vocational training, results in the rising portion of common labor in the national economy. The consequences lead to growing intellectual heterogeneity in the structure of aggregate activity; functional discord between the common and complex levels of labor; suspension of innovative technology implementation in production and management; aggravation of socio-cultural differences to the level of hostile opposition; abating competitiveness of Russia.

The author makes the conclusion that, for the beneficial scenario of society development, the main emphasize should be on the socio-cultural expanded reproduction of man; the educational sphere should receive the A- group status, leaving the B-group status to material production. 

 The paper deals with one of the fast developing modern educational approaches – the pedagogy of dialog, based on the philosophical works and concepts of the well-known thinkers of the 20-th century: M. Buber, F. Ebner, O. Rosenshtok-Hussy, M. Bakhtin, etc. Two main directions of dialogic pedagogy are outlined – the instrumental and ontological. Within the framework of the first direction, the dialog is considered to be the main means or instrument of effective teaching used for communication skills development. According to the ontological version, the dialog is not only the instrument, but rather the dominating goal of education: it facilitates meaning- ful assimilation of skills and knowledge, including the learning ability; promotes cooperation and communal life skills; provides favorable conditions for versatile creative self-development. The supporters of this approach regard the real people, as well as the art works, nature, culture, alter ego etc, as the dialog subjects.

The paper observes the main characteristics or prerequisites of dialogic interaction: dialogic attitude (emotionally ethical precondition); antinomian thinking (intellectual precondition); open outlook and creativity (precondition of personal meaning creation in the course of dialog).

The comparative analysis of dialogism and non-dialogism of schoolchildren from Riga and Moscow are given regarding their behavior in conflicting situations; attitude to extremism; and reactions to bulling situations.

The author is convinced that studying students’ dialogism in different age groups should be continued to improve the educational process effectiveness. Shearing the positive experience in dialogic education by Latvian and Russian colleagues can be very useful. 

The paper analyzes the specificity of the prospective specialists’ professional and moral stability development in the context of educational system modernization; the essence, components, criteria and levels of the above characteristic being defined along with its development prospects in the course of vocational training.

The essence of professional moral stability is defined as the integrative quality and inherent characteristic of professionalism, guaranteeing personal self-realization of a prospective specialist in professional activity. According to the theoretical concepts of activity and personal development, the structure of professional moral stability is identified including the following components: cognitive, emotionally-moral, motivationally-stimulating, and functionally- practical.

The research outcome and the data interpretation allowed the author to single out the pedagogic conditions increasing the effectiveness of profession- ally-moral stability development. The functional development model of the quality in question was devised, based on the leading concepts of subjective- functional, person-oriented, acmeological and culturalogical approaches.

The research outcome includes developing the informational didactic materials: the vocational teachers’ course – «Introduction to Vocational Training», and the optional students’ course – «Moral Qualities Development of Vo- cational Training Students». 

The paper considers the problem of children’s development transformation from the standpoints of different authors. The changes in the age borders and childhood structure along with their causes are demonstrated. The childhood crisis is described, its place in the child’s development process identified. The author emphasizes the visible discord between the worlds of adults and children: being less involved in upbringing process nowadays, adults appear to be less exact in their attitude to children; their demands lack clearness and specificity. Both teachers and adults demonstrate helplessness and aloofness, which reflects in children’s consciousness and their attitude to adults, and results in the lost sense of responsibility, infantilism, egoism and moral emptiness of growing generation.

The author carried out the comparative analysis of age peculiarities of middle class schoolchildren from comprehensive school. Three development stages were singled out for 10 to 12 year-olds: local caprices, rights understanding, and affirmative functional stage. The personality formation trends concerning the modern day school children are outlined, the external and internal factors determining this formation enumerated. The following influencing phenomena are mentioned, in particular: the essential socio-economic changes, fast spreading of mass-media and computer technologies, low level of parental motivation, replacement of the value-normative system (social anomie) etc.

The necessity of creating socio-pedagogic conditions relating to the age peculiarities of modern school children is substantiated. 

 The research paper deals with the concept of creativity and is aimed at demonstrating the paradoxical nature of the creative action. Generally, in modern world, creativity is defined as the «newness creating». However, this is not the only viewpoint, as in different cultures there traditionally compete three generalized definitions of creativity: 1) newness is a recurrence of the old; 2) newness is a unique synthesis of old forms; 3) newness arises from nothing. It has been demonstrated that the above formulas of creativity originate from the three equally strong religious traditions – pantheism, panentheism and monotheism. According to the author, the pantheistic scheme, being applied to human creativity, explains the specificity of scientific theoretical activity. In scientific sphere, as it is well-known, the highest creative achievement is related to discovery (not invention) of fundamental laws of nature dissimilated in a variety of natural phenomena, and predeter- mining them. From the panentheistic model, on the other hand, the secular philosophy deduces the special theory of human creativity, viewed as a free construction and invention, rather then simple discovery of something that already exists. Evidently, the given model appeals to the engineering sphere providing the basis for a number of theories related to inventions and rationalizations. Therefore, the mechanism of inventions is quite simple, and the mass creativity training is possible. Whereas, according to monotheism, creativity is necessarily related to mystery, and therefore, this sort of training is impossible, and the pedagogic technology of creativity is regarded as non- sense. However, such opposing views are quite lawful being proved by the numerous facts of innovations in human history.

Using the method of philosophic dialectics, the author achieves a paradoxical synthesis of the above mentioned alternative positions. In author’s opinion, the paradox of creativity, stimulating discussions about man’s creative dimension, can not be eliminated, and should be taken into account in creativity studies. 

The paper is devoted to the research findings concerning the didactic characteristics and means of subject-oriented teaching. The research question includes the content of the general secondary education regarded as the design object. The process of selecting and structuring materials is reviewed from the theoretical standpoint, and the attempt is made to identify the ways of selecting materials for students’ learning from the social experience reflected in culture. 

The author introduces the concept of subject-orientation as a tool providing pedagogic adaptation of social experience in the process of teaching content development. Subject-oriented teaching is defined in the context of traditional knowledge, as well as the competence and student-oriented didac- tic approaches; the forms and means of its realization being indicated providing the new ways for introducing and understanding the educational subject.

The research results can be used by the specialists in didactic, curricula developers, authors of textbooks in various subjects. 

The Arab minority in Israel is in the process of socio-cultural transformation, its force rising and splitting the society. Modernization, the Arab society undergoes, is influenced by the constant contacts with the Jew- ish nation representing in its majority the western culture, the other influenc- ing factors being technologies and mass media. Some changes affect the soci- ety in a positive way, whereas the global uncontrollable ones can bring about the system crisis and the full split of society. In order to retain the integrity it is necessary to control this process on the level of basic elements of cultural awareness by nurturing both cultural and moral values within the framework of educational system.

One of the main functions of educational system is the man’s adapta- tion in society including its cultural aspect; and the upbringing process should be performed in the context of belonging to cultural and national val- ues. Well-balanced organic system of education combining cardinal, national and religious values can facilitate harmonious personal growth, and affect the society in a positive way.

However, the Arab educational system in Israel faces some challenges in the course of implementing the value nurturing programs. They include the lack of political initiative and control over the educational system devel- opment performed by the Arabs; and the absence of the definite and steady value system that can be given to the growing generation by means of school education. To overcome the problem the author recommends developing and implementing a special training program focused on the value component de- velopment, as the students might have difficulty getting by in the real world without it. 

The paper, written by V. I. Zagvyazinsky, academician and Chief Editor of «Education and Science» journal, is a comment on the previous issue’s publication of «Pedagogy in the Era of Non-Classical Science» by V. L. Benin. The author continues the discussion about the low quality pedagogic research of the recent years. Among the main reasons for insufficient research level, it is emphasized that young scientists are not quite ready for entering the socio-cultural reality because of their methodological illiteracy and non-compliance with the principles declared by the researchers themselves – i.e. systematism, competence, social and personal orientation, cultural conformity, activity approach, value-semantic orientation of education, foot-hold on the internal mechanisms, variability, dialogism, pedagogic cooperation, etc.

The author criticizes the latest trends of so called «breaking into contemporaneity» by pedagogical science - the poly-paradigmatic idea as a new methodological basis of pedagogy; and synergetics as a general pedagogical methodology. Free paradigm constructing by the authors brought about the unreasonable methodological pluralism; whereas the failure of synergetics as methodological basis of pedagogy is related to its incompatibility with the person-oriented individual approach to personality formation. To get rid of the existing shortcomings of pedagogic research the author recommends to organize methodological training courses, schools, seminars, workshops, internship in the scientifically advanced centers that already have postgraduate and doctorate courses along with the fundamental scientific schools. 

The paper is devoted to introduction and implementation of quality management system in the sphere of Russian higher education. The research demanded the prehistory observation of the above processes, their legal bases analysis, as well as setting the existing practices of the state control and supervision of education in compliance with the principles of TQM (Total Quality Management). Different normative acts and documents have been reviewed concerning accreditation of higher educational establishments, and determining the state policy of quality improvement of the higher school functioning. The author emphasizes that participation of different organizations - including educational ones – in certification procedures and competitions in the quality sphere is considered voluntary according to the Russian legislation. However, for getting the state accreditation educational establishments have no other way apart from setting the internal structures responsible for students training quality. The above structures in educational establishments look rather strange and alien duplicating in their best the state control and supervision system. They appear to be quite expansive for educational establishments and demanding extra time and effort from the staff.

In conclusion the author points out that the state policy forcing the quality management issues reflects the interests of certain social groups, namely those who directly participate in external supervision of higher educa- tional institutions.

The research findings can be applied while correcting the educational policy of the Russian Federation, and developing the concepts of regulatory legal acts in the higher educational sphere.

The quality of education – including the vocational one – depends primarily on its content; and the paper describes the material selection process for designing the curriculum of the «Russian Language and Culture of Speech» course for the medical higher school, based on the theory of level development of educational content by V. V. Klayevsky and I. Y. Lerner. The relevance of the subject for prospective medical specialists is substantiated as it is well-known that this sort of professional activity is lingua-active. Therefore, the high level of linguistic and communicative competence is a necessary prerequisite of the doctor’s professionalism. The main emphasis is on the requirements of the third generation of federal state educational standards for higher vocational training regarding the content of the humanities subjects. The general cultural competences necessary for the graduates specialized in medical treatment and qualified as physicians and pediatricians are enumerated. It is indicated that the objectives, goals and content of the «Russian Language and Culture of Speech» course comply with the above standards.

The essence of educational content concerning the curriculum, courseware, textbooks and training manuals is highlighted with the reference to the medical educational establishments. The author believes that the research results along with the printed and electronic educational resource, aimed at developing linguistic and communicative competence, can help prospective specialists in their future professional work. 

 The paper is devoted to lingua-pedagogy – one of the modern branches of pedagogy dealing with personal socialization in the process of foreign language learning. This interdisciplinary field of knowledge is related to linguistics, pedagogic psychology, development psychology and acmeology. Lingua-pedagogy undergoes the formation process; therefore, there still are a number of open questions concerning its place among the other sciences, and the final definitions of the main concepts and terms. The author recommends the systematic approach to developing the theoretical foundation of lingua- pedagogy. The paper outlines the subject and aims of the lingua-pedagogic research, its content and affecting means. The system in question is poly- functional, its main functions being the integral pedagogic effect in foreign language teaching, stimulating self-dependent learning, and arranging the in- tercultural integration. The linguistic faculties at universities can be taken as the key elements of the lingua-pedagogic system – the development centers, nurturing the value-oriented respectful attitude to the native and foreign cul- ture, providing intercultural competence acquisition, and training pedagogic staff capable of fulfilling the poly-cultural development tasks.

Identification of the conformities of intercultural socialization makes it possible to organize the system of pedagogic facilitation for students learning foreign languages; and develop the perspective methods and technologies of language competence acquisition and consolidation. 

The paper observes the issue of spreading the innovative experience of municipal preschool educational establishments (MPEE). The author outlines the ways of spreading the ideas of «Development Program of MPEE» and « Educational Program of MPEE» worked out according to the federal state requirements.

Theoretical methodological basis of the research combines the fundamental studies of the last century’s Russian teachers and psychologists: L. S. Vygodsky, A. N. Leontyev, L. I. Bozhovitch, A. V. Zaporozhets, V. V. Davydov, etc. Based on their studies, a series of teaching methodical manuals was developed in the Institute of Reflexive Psychology of Creativity and Humanizing the Education at the International Academy of Humanizing the Education, Sotchi–Magdeburg: «Russian Education 2020 – the Model of Preschool Education» and «Pedagogic Innovations in MPEE of Innovative Type».

In author’s opinion, the outcome of the research can promote the modernization efficiency in preschool education.

Interdisciplinary and meta-disciplinary integration in education reflects a comprehensive approach to education and training, and makes it possible to single out both the main elements of educational content and subject interrelations, re solving the problem of fragmentation and isolation of different subjects. The paper considers the way of improving students’ bilingual communicative competence by means of implementing interdisciplinary and meta-disciplinary integration in teaching process. By the above competence the authors understand the readiness and ability to perform effective interpersonal, inter-group and inter-cultural communication both in native and foreign languages.

The paper describes the meta-disciplinary principle that involves school training of general methods, techniques, schemes and mental work patterns used in working with any materials in any sphere of knowledge, and not lim- ited by specific subjects. The authors recommend the culture dialog as the condition, means and way of personal development in learning native and foreign languages. Bilingual informational, cultural and semantic interrelations, comparison of cultures and languages stimulate students’ cognitive process actualizing their personal experience, facilitating both socio-linguistic and socio-cultural discursive knowledge, providing the effective development of communication skills.

The example of meta-disciplinary integration is given demonstrating the students’ communicative competence development in the process of training for the creative part of the unified state examinations in the Russian and English languages.