The phenomenon of learning can be viewed from different perspectives. Besides its general everyday understanding, educational studies involves additional perspectives, such as behavioural, cognitivist, constructivist and possibly even humanistic approaches. Looking at learning from a pedagogical point of view rarely happens. This is all the more remarkable as learning is surely a pre-condition of any pedagogical effort. The so called “classical” learning theories are genuinely “foreign” as they are imports from other sciences, notably psychology. The learning aspect represented here results out of learning itself and focuses on the logical dimensions of this phenomenon. An attempt is made to track down the phenomena of pedagogic learning with the aim of extending the diversity of perspectives to enable learning to be scientifically regarded.

The processes of building a civil society and democratization in Russia actualized the need to create a new model of communication between different social groups and individuals, due to constant conflicts in all spheres of human life and at all levels of public life. Training of highly qualified personnel able to effectively act and make management decisions in a conflict-prone environment is becoming a priority task for higher education. Communicators should have a range of skills and abilities to organize events and campaigns aimed at conflict prevention and conflict management. The article deals with the application of innovative pedagogical technologies in the conflict management training of specialists in the sphere of public communications by higher educational institutions. The main problems and features of conflict management training of specialists in advertising and public relations are revealed. Special attention is paid to such pedagogical conditions as the use of simulation and non-simulation interactive teaching methods, information technologies and project learning technologies. The applied pedagogical innovative technologies form the professional conflict management competence, that is an ability of future specialists of the sphere of advertising and public relations to carry out job activities under a conflict-prone environment.

He progress of digitalization in all social activities is going on at an enormous speed, including all levels of education. The article reveals the features of the digital transformation of the University, work experience and the conditions for the successful implementation of the digitalization in the University’s continuing professional education system. We analyzed the current situation with the digitization of educational activities and management at NEFU to improve the efficiency of the University. The contradiction between the existing training model and the increased social and cultural needs of the emerging information society, especially the younger generation, actualizes the urgency to comply the University’s educational space with the requirements of the new-format students. In the context of this article, the concept of digital transformation is considered as a technical and cultural transformation, a change in thinking, orienting us to restructuring of the educational process. An attempt was made to address the topical issue: how to make digital transformation processes in continuing vocational education manageable and effective, as well as review the NEFU’s experience in the development of an electronic university, as well as individual issues that determine the success of digitalization of the learning process in continuing professional education (CPE ) in the conditions of the North.

It is believed that the reasons for the development and consolidation of aggressive behavior should first be sought in the way parents were bringing up their children in the first years of life, as well as in later periods, including the teenage age. An important condition for the development of aggression is not only social learning as such, but also frustration arising in the absence of parental love and with the constant application of punishment by either or both parents. Prevention and eradication of aggressive behavior can be carried out in two ways: either it is necessary to leave without reinforcements, without a reward, or they must be actively punished for them. If parents fail to pay attention to the aggressive behavior, leaving it without reinforcement, and if at the same time other (positive) behavioral acts are being carried out, which are reinforced, then the aggressive behavior that remains without reinforcement gradually fades. In the case of teenage aggression, the position of ignoring acts of aggressive behavior as a way of preventing and “removing” aggression is questionable and even alarming. Ordinary psychological and pedagogical experience, the practice of psychological counseling and some special studies show that ignoring the acts of teenage aggression is fraught with dangerous consequences and can lead to a further escalation of aggressive behavior, turning it into a habitual form of personal behavior.

The article deals with the socio-psychological nature of anxiety in primary school children in the 2nd grade. The substantiation on key reference points in development, education and training of children of primary school age is given. The purpose of the article is to consider the features of anxiety manifestation in the 2^nd grade children under the changed requirements at school, since they start getting first grades and marks for their progress in education. For a general presentation of the anxiety manifestation patterns in schoolchildren, we review some issues of common logic in development of children, the beginning of this stage may be delayed or be specific for every child; thus, at a certain period of time, one should meet not only the general, but also special educational needs of children. The subject of the research is analyzed in the context of the main milestones and laws of socio-psychological development of this age stage in the period of forming the organizational culture of a group team and learning the social norms of communication.

Family conflicts are very common in the modern society; for this reason, research on this topic is relevant. The family is the basis of the society, where everyone is somehow striving to preserve well-being. However, most often marital conflicts arise because of the inability to understand, to hear each other, because of the dissatisfaction of the needs of spouses. Most conflicts arise during crisis periods in a family’s development. It is important to be able to prevent the occurrence of conflicts, but it is equally important to learn how to resolve them effectively. According to the results of our research, married couples with completely prosperous relationships turned out to prevail, which gives us the opportunity to come to the conclusion that the majority of spouses manage to choose the right behavior strategy for a constructive resolution of the conflict.

The article is devoted to the issues of productive coping behavior that helps teenagers with disabilities to adapt. In addition to the traditional coping strategies like problem-oriented and emotionally-oriented forms, adolescents with a deficiency type of dysontogenesis often use non-adaptive strategies. They are more intolerant to negative social stressful effects, which is due to the immaturity and instability of their adaptation strategies. Attitudes to the disease in adolescents with disabilities form the personality and it is difficult, with a number of specific features. Among the mechanisms of the pathological formation of the personality in persons with physical disabilities, the individual’s reaction to the awareness of a defect and physical inadequacy plays a leading role. The features of the relationship between types of attitude to the disease and coping strategies are determined. The study involved 56 adolescents enrolled in special correctional schools. A diagnostics of the coping mechanisms was carried out using the E. Heim’s method. This is a screening technique that allows you to explore 26 situational-specific coping options, distributed in accordance with the three main areas of mental activity (cognitive, emotional and behavioral). To determine the coping strategies, the questionnaire “Methods of coping behavior” by R. Lazarus was used. The type of attitude towards the disease was studied using the TOBOL method. Adolescents with disabilities more often use the following strategies: avoidance, distancing and positive revaluation. Of the non-adaptive strategies, the use of adolescents such as confrontation and self-control was detected, which can lead to a decrease in tolerance to life difficulties. Among emotional coping strategies, adolescents with disabilities are given preference for the following strategies: optimism, protest, suppression of emotions. In relation to the disease prevails melancholic type. The relationship between coping strategies of a positive revaluation and the type of attitude towards the anxiety disease (rs = 0.25, p≤0.01), as well as the escape-avoidance coping strategy with the neurasthenic type of attitude towards the disease (rs = 0.39, p≤0.01). Thus, adolescents with pronounced anxious and neurasthenic types of attitude to the disease most often use strategies of positive revaluation and avoidance.

The basic concepts considered form the skeleton of the discipline “Philosophy of Science”. In addition, their relationship with ontological, epistemological and methodological concepts has been analyzed. A unit of epistemological analysis, an element, as the smallest unit of a set (system), general scientific concepts (categories), and general scientific methods are singled out as basic units and concepts of philosophy of science. All these concepts are considered from the point of view of ontology, epistemology and methodology as applied to different stages of the development of science. Ontological, epistemological and methodological concepts are considered depending on the classical, non-classical, post-non-classical stages of science. Ontological concepts are associated with the characteristics of matter, space, time, the degree of determinism and the boundaries of the Universe. Epistemological concepts deal with the degree of truth of knowledge, the structure of scientific knowledge, ways of certifying scientific truth. Methodological concepts are focused on methods of varying degrees of generality. Among the basic units of epistemological analysis, it is first necessary to single out empirical facts; scientific laws; scientific theories; scientific topics; research programs; paradigms; scientific problems; universal and necessary truths; scientific communications. These structures can be formed in the epistemological, methodological areas of research. Depending on the clarification of ontological concepts, a concrete reality is formed. Epistemological concepts provide a choice of a specific epistemological approach, and methodological concepts provide a method and method of research. Ontological structures and systems are models of reality, which are formed depending on the concepts and pictures of the world due to existing concepts and their interaction. In epistemological terms, the passing-through of a tune is the debunking of absolute truth and the transition to a wide range of representations describing the reality. In methodological terms, there was also a transformation from the search for a single universal method to the numerous methods and approaches of specific sciences. The modern scientific picture of the world is still in the formative stage and the set of concepts is constantly expanding here. Overall, the close connection of various notions, concepts and directions defining the field and sphere of the philosophy of science is shown.

Many centuries ago the step nomadic people disappeared. Together with them the sedentary, more civilized peoples also died out. The reason of it is not quite unknown. The survival of the northern Arctic peoples in Yakutia is a phenomenon - paradox. Their survival might be due to the nomadic life style and reindeer herding culture where migration is a specific feature of life. At present time the further survival is becoming more problematic. The Sakha people have always been sedentary. They might have been wiped out or assimilated on their birthplace land. How did they survive? They had managed to run away from the tribes who had aggressive militant leaders. After that in new severe conditions the Sakha people survived due to the their choice of alas way of life. The main factors of Sakha further existence and development are population increase, education, competitive strength and responsibility.

The article considers problems of a person in the modern system of values, with the focus on common values. The author studied topical moral issues in the age of digital technologies.