самоопределение

The article is devoted to the analysis of the problem of philosophical thinking for the modern worldview of man. The reasoning is based on the consideration of philosophy as a form of spiritual culture along with science, art and religion. The article deals with the problem of the relevance of philosophical knowledge for the present. The aim is to determine the role and place of philosophy in the system of interaction between the individual and society.

In the article results of empirical research of features of professional intentions of students-psychologists are discussed, the problem of the attitude of students to the professional work is considered. Motives of training of students are analyzed, dynamics of their professional intentions comes to light and studied. The questions, concerning specificities of representations of the future experts on the selected trade are considered. 

This article analyzes the Russian national idea in the context of contemporary realities, where new content join to the national idea. It is emphasized that the national idea is a process of self-realization of the nation as a subject in historical process through the formation of «we-identity». It argues that the national idea has heuristic sense, not only in the perspective of self-determination in Russia, but also a world-historical significance.

In this article discuss results of empirical research of interrelation values and characteristics of self-determination. It is shown similarity and distinction of valuable, interrelation of values and availability of students capital and provincial high school. Presents results of factorial (bifactorial decision) analysis of mind values system of high school students.

In article results of research of an image of the future of learning youth in aspect of their social self-determination are stated. Results of empirical research of a parity of an image of representations and social identity are submitted to of the person.

В статье представлены результаты исследования субкультурного состава образователь-
ной системы. Установлено, что в последнее время у ее субъектов изменяется отношение 
к окружающим их людям иного возраста, к имеющимся потенциальным возможностям 
образовательной  среды,  к  социокультурным  факторам,  оказывающим  влияние  на  их 
развитие. В связи с этим доказано, что к перечню функций субкультур образовательной 
системы необходимо причислить адаптивную, регулятивную,  интегративную и стабили-