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The study delves into the intricacies of implementing humanitarian expertise within the educational realm, particularly focusing on its technologization. By delineating the stages and methods of conducting such expertise, as well as elucidating its objectives and tasks, the article provides valuable insights into the complex process of evaluating socio-cultural aspects in educational settings. An author's indicative list of questions aimed at identifying the socialization potential of the specified categories within the initial stage of the second phase of conducting humanitarian expertise is presented. Moreover, the emphasis on the dialogical principle underscores the importance of fostering interactive engagement between experts and participants, thereby enriching the quality and depth of the analysis. Additionally, the utilization of a resource-based approach highlights the significance of recognizing the valuable insights provided by individuals intimately connected to the subject of expertise. Overall, the findings presented in this article offer a foundation for further research and exploration in the field of humanitarian expertise in education, contributing to the ongoing discourse on enhancing educational practices and promoting socio-cultural understanding within academic environments.

Образ будущего есть насущная потребность нашего общества, которое движется, не зная его. Образование есть то, что прежде всего производит будущее. Следовательно, начать надо с него. В образе образования будущего должны царствовать научные предпосылки, расчет, обоснованность. Такой подход дает фундаментальная онтология. Более того, игнорирование сущностных начал феномена образования ведет к безосновности его образа. В статье представлена концепция онтологического исследования феномена образования и построения его образа в культурно-исторической реальности прошлого, настоящего и будущего. Раскрыта сущность современной эпохи, показана сущностная нищета российского образования. Разработана категориальная схема онтологического структурирования социокультурного феномена, установлена взаимоотнесенность ее частей. Дана экспликация существенных компонент образования будущего – императивной сущности, содержания универсалий как первичных учебных конституент и парадигмальной структуры, базирующейся на теории не-куновских парадигм, разработанной автором.

Introduction The article is focused on theoretical and methodological analysis of a number of social dynamics models that appeared on the basis of non-classical science. They are "challenge — response", self-organization, a cycle of phase transitions "birth — life — death", and "zone model". The author reveals heuristic potential of each model, its strengths and weaknesses in the methodological aspect. The aim of the study is to consider the models of social dynamics that appeared on the basis of non-classical science in social cognition, identify their methodological foundations; compare these theoretical constructs with each other, and to improve these structures in theoretical and methodological aspects. Methods The following general scientific methods were used in the study: modeling, structural-functional, systemic and comparative analysis. The scientific novelty of the study. The author traces evolution of how the models under consideration have been forming in the framework of social cognition, and points out the epistemological foundations of their occurrence. In the "challenge-response" model, the author identifies its basic ideas and classifies the sources that generate historical "challenges" and the entities that form "answers" to them. The author specifies that the model of self-organization appeared long before the 20th century, but only thanks to the systematic approach and synergetics it acquires the necessary theoretical level. The author also points out positive aspects and limitations of the self-organization model in relation to social cognition. The author specifies the full structure of the "zone model" in social cognition, which includes the following elements: the center, the middle part, the intermediate space, and the periphery. Modifications of this model are shown in the framework of the world-system approach and other social theories. Results. The study demonstrates that in relation to each model, empirical material was first accumulated, and only then it was theoretically generalized on the basis of non-classical science. It is shown that the main merit of the world-system analysis is creating a "zone" model of social dynamics. The author recognizes that the zone model to the maximum extent includes other theoretical constructions: "challenge - answer", self-organization, the cycle of phase transitions "birth - life - death". It is assumed that in the future, theoretical approaches in the humanities are more likely to include new methodological tools. Conclusions. The author reveals continuity of intellectual instruments among various non-classical models of social dynamics, shows separate stages of the models evolution. It is stated that in the framework of the non-classical methodology of social cognition, there is a place for the approaches generated by classical science (for example, the assumption of linearity as a way of developing society).

The article considers British humorous text interpretation in terms of the cognitive linguistic paradigm, in particular, conceptual blending theory. British national humor is analyzed as a preserver and exponent of the historical heritage, national culture, and national collective memory. The paper aims to demonstrate the potential of conceptual blending theory for analyzing the British sense of humor. The object is British humor. The subject is English texts with a humorous implication analyzed using an interpretative analysis based on conceptual integration theory. The novelty consists of considering this theory as an interpretative tool for researching into the collective memory of the British. It is evaluated through the prism of polymodal conceptualization along with national culture, which is inextricably linked with the English sense of humor. The paper shows that the blending theory can be successfully applied to understanding humor, since it is based on describing how cognitive thinking models and operations are organized, structured, and used. The results show that British humor focuses not only on the British national traits, lifestyle, and worldview, but also on the collective rethinking of the national historical past, in particular, the hardships that befell the British at World War II.

The article attempts to identify and analyze some formal and substantive aspects of modern historiographical discourse on the problems of Russian philosophy. Using a wide range of sources, the article conventionally identifies such "languages" of representation of the problems of Russian philosophy as "artistic philosophizing", "publicistic philosophizing", "religious philosophizing", "media philosophizing" and others. On the basis of the meanings presented in the texts of the representatives of each of the selected directions, the substantive as-pects of the modern historiographical discourse of the problems of Russian philosophy are analyzed. The fol-lowing universal "themes" of historiographical discourse are outlined: what is the essence of Russian philoso-phy; what is the meaning of the "Russian idea"; what is the specificity of Russian philosophy in the space of the world philosophical discourse, etc. The features of the representation of the content of the indicated questions in "languages" are presented, different in formal characteristics of "philosophizing", taking into account the ref-erence to the texts of such "iconic" figures in the modern artistic, educational and academic philosophical space as A.A. Voznesensky, F.I. Girenok, A.A. Huseynov, S.D. Dovlatov, N.S. Mikhalkov, V.A. Sidur, A.D. Sukhov and others.

This article provides an excursus into the field of tendencies and substantive features of the development of historiography of Russian philosophy in 40–90s of XX century. Provisions on multidimensionality and com-plexity of its methodological guidelines are denoted. As the main methodological trend in the development of the historiography of Russian philosophy, the orientation towards Marxist methodology, which focused on the analysis of the history of the spread of philosophical ideas in the USSR, is highlighted. It is emphasized that political changes in the 1950s, which entailed a change in the methodological orientation of the Soviet philoso-phers, were reflected in their focus on the interpretation of the specifics of national thought in the multinational USSR. In subsequent years, in the historiographical space of Russian philosophy, there was a systematization of methodological variations in the interpretation of formal and substantive features of Russian philosophy. In the run-up to the "crucial" 1990s, and primarily in the context of European philosophical thought, there emerged a tendency to single out periods of the "foreign renaissance" and "Soviet Marxism" in the history of Russian philosophy. As a methodological variation of the historiography of Russian philosophy at the threshold of the XXI century the tendency to popularize philosophical science, which actualized the enlightenment emphasis in the development of domestic philosophical thought.