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The life, scientific and pedagogical activities of Vasil Pavlovich Tepin, one of the organizer of the Belarusian State University, are considered in this article. As a dean of the faculty of pre-university education and later – associate professor at the pedagogical faculty – he published number of scientific and methodical works, made a significant contribution not only to the formation of university education, but also in the development of the Belarusian high school. V. P. Tepin was one of the victims of Stalin repressions of 1930s. After the beginning of the Great Patriotic War, he stayed in Minsk and worked in the School Department of local administration. During the German occupation, he wrote his last work, «History of the Belarusian State University», in which he outlined his assessment of the events that preceded the creation of the university, the history of the first years of the BSU activities, his attitude to a number of teachers and political leaders of Belarus during the interwar period. The memoirs of V. P. Tepin, taken in comparison with the memoirs of other BSU staff and students of those two decades, help to reconstruct in more details the little-studied pages of the history of the first Belarusian university.

This is a short summary of the history and main directions of research of the Department of History of the Moscow University for the Humanities. This text has been originally presented as a paper at "The military history of Russia" conference, which was held at Moscow University for the Humanities on April 25, 2016. ; Очерк истории и основных направлений научно-исследовательской деятельности кафедры истории Московского гуманитарного университета. Подготовлено на основе доклада автора на Всероссийской научной конференции «Военная история России», которая прошла в Московском гуманитарном университете 25 апреля 2016 г.

В данной статье авторами сделана попытка проследить историю и современное состояние «китайской модели» развития высшего образования в стране с точки зрения слияния университетов. Авторами определена основная линия истории развития высшего образования в Китае с 1952 г., зафиксирована «китайская модель» с национальной спецификой как ведущая логическая линия его изучения, на базе чего было проведено общее исследование; определены этапы в соответствии с логикой развития высшего образования в Китае: начальный этап, связанный с периодом поиска пути и самоопределения, этап адаптации и этап развития. В работе авторы рассматривают, анализируют и описывают исторические факты и процессы, имеющие отношение к реформе высшего образования в Китае на каждом этапе: формирование идей реформы, ее конкретное содержание, предыстория, внутренние и внешние факторы, влияющие на реформу, рост численности профессорско-преподавательского состава и усиление международного влияния. В исследовании представлены исторические факты и процессы, характерные для каждого этапа развития. В данной статье авторами обобщается историческое развитие системы высшего образования по «китайской модели»: анализируются предпосылки реформы в разные периоды с момента основания КНР, а также раскрывается ее конкретное содержание, эффективность и недостатки на разных этапах ее осуществления. Особое внимание уделяется тенденции слияния высших образовательных заведений в 1990-е гг. Обобщение указанных процессов, а также соответствующего опыта и извлеченных из него уроков создает почву для дальнейшего реформирования системы высшего образования в стране.
The authors of the article have made an attempt to retrace the history and the present state of the Chinese model of higher education development in the county from the perspective of university mergers. The Chinese model with Chinese characteristics adopted in 1952 was determined by the authors as the main line to study the development of higher education in China, which constituted the basis for general research; according to the logic of the development of higher education in China, the stages of development were identified, which include the exploration period, the adjustment period, and the development period. The authors examine, analyze, and describe historical facts and processes connected with the development of higher education reform in China at each stage, such as the formation of higher education reform ideas, the specific contents of the reform, the background of the reform, the internal and external factors affecting the reform, the growth of faculty strength, and the enhancement of international influence. The study presents historical facts and processes typical of each development stage. This paper compiles the historical development of university reform under the Chinese model: the authors analyze the background of the reform in different periods after the foundation of the PRC and introduce the specific contents, effectiveness, and shortcomings of the reform in different periods, focusing on the college merger trend in the 1990s. Summarizing the reform processes in different periods, the relevant experience, and the lessons learnt is helpful to provide reference experience for reforming the country's higher education in the future.

The Belarusian-Russia University was established on the basis of Mogilev State Technical University, in accordance with the Agreement signed between the government of the Republic of Belarus and the Russian Federation (Mogilev, January 19, 2001). New objectives of the library are set up due to new programs to be taught at the University. Today, the library supports 16 education programs as provided by the Belarus education standards, and 7 programs as provided by the Russian standard. The author discusses in particular: collection development funding; delivery of books published by Belarus and Russia publishers'; establishing the repository "Belarusian-Russian University E-library and digital catalog databases, and among them The Proceedings of the Belarusian-Russian University Researchers, «Authors' abstracts. Theses», «Digital Documents»; library's publishing activities, personal bibliographies of the prominent university scholars and researchers). The Library also acts as the coordination regional methodological center. The author concludes that the Library of Belarusian-Russian University plays a significant role in education and science promotion, opens access to the cultural heritage and intellectual resources for the students, professors and scientists, and offers relevant information products and services. ; Освещена история становления библиотеки Белорусско-Российского университета, который создан в соответствии с Соглашением между правительствами Республики Беларусь и Российской Федерации (подписано 19 янв. 2001 г. в Могилёве) на базе Могилёвского государственного технического университета. Представлены задачи библиотеки, обусловленные открытием в вузе обучения по новым специальностям. Отмечено, что библиотека обеспечивает потребности учебного процесса по 16 специальностям белорусских образовательных стандартов и по семи - российских образовательных стандартов. Раскрыты: финансирование комплектования фонда; доставка литературы из издательств Белоруссии и России; создание репозитария «Электронная библиотека Белорусско-Российского университета», баз данных электронного каталога, в числе которых «Труды сотрудников Белорусско-Российского университета», «Авторефераты. Диссертации», «Электронные документы»; издательская деятельность библиотеки (персональные библиографические указатели ведущих учёных университета). Подчёркнута деятельность библиотеки как руководящего центра регионального методического объединения библиотек. Сделан вывод: библиотека Белорусско-Российского университета играет важную роль в образовательном, научном и воспитательном процессах: приобщает студентов, преподавателей, учёных к культурному наследию и интеллектуальному потенциалу человечества, создаёт и предлагает современные информационные продукты и услуги.

Lomonosov Moscow State University Faculty of Economics was founded in 1941. Five years
later, in 1946, the university started to publish scientific journal «Mocow University Economics, Philosophy and Law Bulletin». Since 1966 economists have their own journal «Moscow University Economics Bulletin». This paper reviews the most cited publications and the main directions of research in the modern history of the journal, from 1991. During last 25 years, the journal was changing with the development of the faculty, the university and the Russian economic science. However it always remains o ne of the most influential scientific journals in the field of economics and management.

In 2021–2023 the Department of the History of Russian Literature at
the Faculty of Philology of the Lomonosov Moscow State University organized three
scholar conferences dedicated to the significant dates in the Russian literature of the
18th century. The first of them was devoted to the 310th anniversary of Mikhail
Lomonosov and the 255th anniversary of Nikolay Karamzin (2021), the second — to
the 250th anniversary of Nikolay Novikov's magazine The Painter (2022) and the last
of them — to the 320th anniversary of Vasiliy Trediakovsky and the 280th anniversary of Gavriil Derzhavin (2023). The conferences were attended by philologists,
historians, bibliologists, translators, including scholars from Moscow State University and other universities and scientific institutions from Moscow, St. Petersburg,
Samara, Ulyanovsk, etc., as well as from Italy, Kazakhstan and China. More than
65 reports were presented, they were devoted to both general and specific problems
of studying Russian literature of the 18th century. In this paper we provide a brief
review of these materials, that gives an idea of the complicated aspects of scholarly
interpretations of 18th-century Russian literature.

The article presents a philosophical analysis of the history of the Faculty of Philosophy, starting with Peter the Great's reforms and ending with its modern state. It is believed that the University of St. Petersburg was organized on the basis of a note by Leibniz to Peter the Great. In fact, there is no direct coincidence, since the university was built and developed in accordance with the capabilities and needs of the Russian Empire. Even at first, the first teachers were not Germans, but the so-called "Rusyns" (Leibniz also had Slavic roots). The example of the professors' biographies revealed little-known pages of the history of Russian philosophy. Particular attention is paid to the search for a model of philosophical education in the post-revolutionary time. In accordance with the doctrine of the three constituent parts of Marxism, the emphasis was first placed on ideology and dialectic. Then philosophy was used in the struggle for "proletarian science." In the 60s it gained relative independence, promoted the development of the theory of cognition, sociology and theory of values. The "golden age" of Russian philosophy began in the 90-s thanks to the talented workers of the Faculty of Philosophy, who published many original works that had a significant impact on the worldview of society. The accelerated development of scientific and educational activities has been made possible by adequate structural changes in the institutions of humanities education. The experience of its reforming is also useful in today's environment. ; В статье предлагается проблемный анализ истории философского факультета СПбГУ, начиная с петровских реформ и заканчивая его современным состоянием. Считается, что Санкт-Петербургский университет был организован на основе записки Лейбница Петру I. На деле прямого совпадения нет, поскольку университет строился и развивался в соответствии с возможностями и потребностями Российской империи. При этом первыми преподавателями были не немцы, а так называемые «русины» (Лейбниц тоже имел ...

Th e emergence of seminars at the Faculty of History and Philology at Moscow University was a response to discussions of higher education reform in the era of the Great Reforms, when the education of students at universities was found too passive. At this time, ideologues of higher education reform de-manded that monologue lectures be supplemented with written students' papers, which should develop their research skills and serve as a basis for communica-tion with their professors. Aft er 1862, when over a hundred young scholars were sent abroad for several years under the program of Minister of Public Instruction A.V. Golovnin, a new generation of researchers and teachers was introduced to practical studies at German universities. Th ose who had been abroad started to actively use the term seminar to refer to a new kind of practical training. By the mid-1860s, seminars appeared at Moscow University as teaching units for phi-lologists to train grammar school teachers of classical languages, and as a type of practical classes for historians, the purpose of which was to write research papers. Philologist P.M. Leontiev was one of the originators of philological seminars at Moscow University. He developed such forms of classes at the faculty as were practiced by S.P. Shevyrev in the 1850s, while V.I. Guerrier established the semi-nar as a new form of research activity for historians. It was important for him that students who chose to major in history should write papers on this discipline. While students received scholarships for their work in the philological seminars, participation in historical seminars was their personal initiative. Further develop-ment of the new form of classes was associated with attempts to divide the Faculty of History and Philology into two specializations. Offi cially, historians' seminars became part of the faculty's curriculum only aft er implementation of the charter of 1884.