All over the world, education in nomadic conditions seems to be the most difficult and is a priority in the process of sustainable development of the Arctic. Previous experience shows that for many decades the growing generation of indigenous peoples of Russia, receiving basic general education (in boarding schools), was forced to break away from the “parental home”, the traditional way of life of their family and close relatives, from the “living” national traditions nomads preserved in natural conditions, which caused an irreparable damage to the unique form of life of indigenous small-numbered peoples; spiritual, moral and family values, traditions of ecological, labor and physical education transmitted by the methods of ethnopedagogy were deformed. At the turn of the 20th and 21st centuries, nomadic groups and schools were opened in order to implement the nomadic education of children in the places of their traditional residence. However, achieving the quality of education for children has always been problematic due to objective reasons. In the modern conditions, issues of education, health care, culture in the complex have received a new impetus in connection with the adoption of the Strategy for the Development of the Arctic Zzone of the Russian Federation and ensuring national security for the period until 2035. Proceeding from the set strategic tasks for the development of the territories inhabited by the indigenous peoples of the North, Siberia and the Far East of Russia, the problems of the nomadic education of children for this period are more urgent than ever. The measures taken to improve the quality of nomadic education require the development of new mechanisms: ensuring the continuity of education in the nomadic way of life, modern resource support; involvement in the educational process of all stakeholders, the introduction of innovative technologies in the educational process, etc. These issues were discussed at the interregional meetings (round tables, March-April 2021) on the online platform of the branch of the Federal Institute of Native Languages of the Peoples of the Russian Federation in the city of Yakutsk, the purpose and objectives of which were to actualize the problems of nomadic education: the existing experience, difficulties and prospects for the development of regions in organizing the education of children of indigenous peoples; in determining the expected outcomes of nomadic education. The article is of a mixed type - a review-report, compiled on the basis of a review of the speeches of the participants in these events using the methods of interviews, video recording, analysis, systematization, structuring, and generalization. Since the experience and problems of nomadic education, coming directly “from the mouth” of the organizers themselves, are rarely reflected in publications, the materials of the article-message can be interesting and have academic and practical value for researchers dealing with this problem, as well as for leaders of the educational system, public organizations indigenous small-numbered peoples of Russia.

A compulsory course of the history of foreign literature is a significant component of the university training in Philology. However, the current practice of the indirect familiarization of students with recommended literary texts often creates a kind of a communicative paradox. Students do not always realize that they read not foreign authors themselves, but a translator’s interpretation of their work. Such a confusion is unacceptable in the training of philologists. The aim of this work is to propose educational and didactic recommendations for academically and methodically correct elimination of this paradox. According to the author of the article, a reader of the a and literary course of foreign literature needs to lay special emphasis on translational aspects in the educational materials. The most significant theoretical categories necessary to solve this problem are the categories of both world and translated literature. Therefore, the author of the article gives a summary of modern scholarly ideas of these categories. The world literature is now understood as a historically developing systemic unity of interconnected and mutually correlated literary phenomena that reveal the main laws of the world literary process. This definition forms the idea of translated literature as a special literary phenomenon that correlates with the original and receiving literature and differs from them at the same time. Thanks to translated literature, translated texts go beyond the boundaries of their national context, thus expanding the scope of their socio-cultural existence. It is these translational positions that determine the fundamental novelty of the specific methodological recommendations set forth in the article.

The purpose of our study was to investigate the reasons for the global popularization of massive online education, its scale-up in the context of the organization of education through the forced transition of all universities to the distance format and to construct approximate forecasts of changes in higher education after the pandemic. It was interesting for us to analyze the process of complete replacement of the traditional format of education with distance learning, the active use of massive open online courses (MOOC) developed by other universities by teachers and students in university classes, how the MOOC influenced the change in the traditional system of university education, how the dynamics of the number of students as listeners on online platforms has changed. The leading research methods were a theoretical analysis, a review of scientific literature, information of Internet resources, a method for analyzing the educational activities of higher educational institutions, a comparative analysis and interpretation of the results of the work carried out. In the course of our research, we found that, in general, the majority of higher educational institutions were able to provide uninterrupted online learning, some of the teachers improved or mastered the competence in computer educational technologies for the first time. At the same time, problems were identified that, with all their broad functional capabilities, online learning was inferior to offline learning: conducting laboratory work in engineering and technical disciplines, organizing pedagogical practice for future teachers, research work, etc. A particular difficulty for teachers was, for example, the impossibility of monitoring students during the performance of tests, updating Soft Skills, incompatibility with online teaching of academic disciplines saturated with emotional, spiritual and moral views, feelings and beliefs. The practical significance of the article lies in the use of the obtained results and research materials in the organization and management of online and offline education in higher educational institutions. The novelty of the research lies in the fact that the situation of the complete transition of universities to distance learning was analyzed; the problems of its implementation and organization in different conditions of security, physical and emotional isolation of students and teachers, social inequality in access to high-quality Internet communication and the provision of modern computers were considered; the need to reformat the education system - the optimal combination of options for online and offline education formats - was identified.

The article discusses approaches to assessing the digital maturity of a university as the basis for its digital transformation. It gives a brief overview of the digital maturity assessment models implemented in higher education internationally and domestically. The article reveals basic principles and methods of a higher education institution’s digital maturity assessment based on North-Eastern Federal University and shows the staff’s internal self-assessment results in such blocks as digital culture, personnel, processes, digital products, models, data, infrastructure and tools. Based on the results, recommendations are formed for separate training, research and management units.

The article is aimed at identifying the problems of education of children leading a nomadic lifestyle with their parents, and ways to solve them, taking into account the current regulatory mechanisms of the Russian and international law. The leading research methods of this problem are the expert assessment and generalization of regional data, review of scientific literature and analysis of regulatory documents in the context of the regulatory impact of the state on the development of education of the nomadic peoples. The study reveals gaps in the conceptual and terminological apparatus of nomadic education, substantiates the regulatory and legal conditions for nomadic education based on the current legislation. The materials of the article can be of practical value for educators, the public of indigenous minorities and researchers of educational issues of nomadic peoples.

This text offers a brief but profound review of various experiences in the field of revitalization of languages in Mexico. Furthermore, it shows the existing theoretical and methodological debate in the definitions of the concepts considered for this task, such as revitalization itself, together with presenting the proactive and non extractive, democratic and decolonial premises on which the development of the Revitalization, Maintenance and Development Project developed in Mexico are based. The foregoing is compared with a series of reviews of other micro-, meso- and macro- revitalizing policy projects in Mexico from a comparative perspective that contributes to the advancement of the development of proposals for the defense of linguistic diversity, especially minoritized languages.

The relevance of memory development is increasing every year. This is all due to the fact that more and more new information is piled on the modern child. This issue is especially relevant for younger students. Our modern world is constantly changing rapidly. From birth, children are confronted with modern high-tech advances. Interactive toys, computer games are all the daily activities of modern children. How does all this technical progress affect the general development and psyche of the child? This is the most exciting question for today, which teachers and psychologists are seriously puzzled by. There are various specially designed sites for the development of cognitive processes and the acquisition of new skills and abilities. And of the minuses, it is worth noting that - excessive hobby can negatively affect the physical development and health of the child. One of the main conditions for the effectiveness of teaching children of primary school age is taking into account the age and individual characteristics of memory. Therefore, on the part of teachers, psychologists, during the period of initial training, memory should be given the utmost attention.

The article presents the results of a study of sports motivation in athletes with disabilities. The relevance of the study is due to the fact that currently there are opportunities, attempts and the right to study, play sports, work, take an active part in various social events for people with disabilities. The study was carried out using the following tests: R.A. Piloyan questionaire of 1984 modified by E.G. Babushkin; T. Ehlers methods to assess the motivation to success; motives for doing sports methods by A.V. Shaboltas; and methods of mathematical statistics. In the course of the study, it was found that the sports motivation of athletes with disabilities differs from the sports motivation of athletes without disabilities.

The main questions of classical philosophy and the five main questions of philosophy highlighted at its present stage are considered. They are analyzed in the historical and modern context. Of particular importance, in the opinion of many philosophers, is the issue of the opposition between reality and the text, which is relevant in almost all areas of knowledge. In the natural sciences and related to them mathematics, the description of reality has been developing for a long time independently of the corresponding empirical studies. In the social sciences and humanities, the interpretation of reality is also far from what actually takes place. This is clearly demonstrated by the comparison of texts and reality in sociology, political science, literature, painting, cinema, art, and culture. F. Engels left a significant mark in the study and interpretation of the main questions of philosophy, but only at the present time his works in Russia can be considered objectively. Many of Engels’s theses about the community of wives, the abolition of the fatherland, nationality are obvious mistakes. The notions of classes, the death of capitalism, the victory of communism in the world also turned out to be untenable. It is hardly possible to make any claims to Engels himself. He was a man of his time, who, as far as possible, wrote about how he understood philosophy and its popularization, the problems of the labor movement, and made a huge contribution to the formation of the latter. His work was used by totalitarian regimes to justify their political and socio-economic doctrines, among which, for example, was the Third Program of the CPSU adopted at the 22 Congress of the CPSU, which announced the construction of communism in the USSR by 1980.

The article is a complete version of the speech at a conference organized by the Department of p\\Philosophy of North-Eastern Federal University in Yakutsk, dedicated to the 200th anniversary of Friedrich Engels, Karl Marx’s associate in the development of dialectical-materialistic philosophy. It justifies the Friedrich Engels’s idea about the unity of worldview and methodology, which allows us to interpret philosophy as a worldview that develops into a methodology and methodology based on the worldview. In this regard, didactic material on the topic of ‘worldview’ was analyzed and, using the classical, textual works of Friedrich Engels, the specifics of the dialectical-materialistic worldview as the basis of dialectical-materialistic methodology are shown. It is argued that dialectic logic in the Engels interpretation means the transformation of philosophy into the science of thinking. The article highlights the praxeological aspect of the unity of worldview and methodology, where Engels’s reasoning actualizes, the need for worldview - the visual certainty of modern science as one of the patterns of the formation of the paradigm of synergistic thinking.

The article examines the general and the special in the modern culture and culture of the Enlightenment; conditions for the dialogue and understanding between the modern culture and the culture of the Enlightenment. The modern culture, which is a result of the development of ideas that arose during the Enlightenment, on the one hand, continues these ideas, on the other, it critically rethinks them. Proclaiming the ideas of progress, development of society and the person himself based on his reason, they could not take into account the contradictions of the development of civilization. The basis of the European culture is the pursuit of freedom as the highest value. All political, economic, social and cultural discussions revolve around the concept of freedom. The degree of development of the society itself is determined by the amount of freedom available to its members. In this case, the meaning of the concept of freedom is considered as political and economic freedom. The article presents an analysis of the educational concept of freedom, which establishes semantic links with the understanding of freedom, which has developed within the framework of modern discourse. The concepts central to the educational understanding of freedom are explored: individual autonomy, individual rights, private sphere, social contract, the state of nature and natural man as a subject of freedom.

In the Soviet times, Karl Marx and Friedrich Engels were believed to be the founders of dialectical materialism. Indeed, the name of Marx has always been emphasized and even the philosophical system itself was called Marxism. Meanwhile, F. Engels’s enormous work entitled “The Condition of the Working Class in England” remained, as it were, in the shadows. In the post-Soviet times, the idea is held that F. Engels is second among equals, to the extent that Engels is sometimes written as a shadow of Marx. In this work, the author asserts the thesis according to which Marxism is a joint creation of two equal thinkers. If we claim that F. Engels was a Marx’s disciple, then K. Marx was equally an Engels’ one. The intellectual symbiosis of the two thinkers was facilitated by the same vision of the prevailing philosophical and political situation of that time in Europe, which is justified by a kind of isomorphism between F. Engels’ “The Position of the Working Class in England” and K. Marx’s “Theses on Feuerbach”.

The article investigates the formation of the personality of Karl Marx as a scholar and fighter for justice in the broad sense of the word under the influence of communication with his father Heinrich Marx and his bride’s father von Westfalen; also, some review of the life of working people in Germany is given. The personal psychological portraits of Karl Marx and Friedrich Engels are analyzed. An answer is given to the question of why people with different characters and living conditions could be friends, jointly develop key theoretical problems of social, dialectical-materialistic philosophy, political economy. Some problems that remained outside the attention of Karl Marx are shown, since these white spots were associated with the level of development of modern capitalism to Marx, in contrast to capitalism of the mid 20th - early 21st centuries. The negative role of the individual and the party in the collapse of the USSR is emphasized.