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The article
is devoted to studying the perception of a literary text
(hereinafter referred to as LT), which is relevant for the current state of literature
research, as projected on the theoretical prerequisites of the domestic prehistory of
European receptive aesthetics. Russian philology has developed two approaches to
LT — the psychological ("Russian psychological school" by A.A. Potebnya and his
followers) and the purely formal ("Russian formal school" of the language — OPOYAZ) ones. Cognitive poetics as the mainstream modern fi eld of literature studies
combines these approaches in the light of the goals that it sets for itself: the study of
both the formal and semantic organization of the text and its understanding by the
reader. Th e focus of the study into a work of literature is its understanding, therefore,
the meaning of the text turns out to be a scientific priority, as well as the development
of algorithms for its reconstruction in the reader's perception. In this regard, the
terminological apparatus is of particular importance, assuming the differentiation
of the terms of the triad "apprehension-perception-reception". Studying reader's
perception particularly focuses on L.S. Vygotsky's concept of the influence of the
text's rhythm on reader.

Further development of civilization is determined by the amount of accumulated knowledge. Welfare of society, its role in world politics depends on this accumulated knowledge and not on material resources. The Higher Education sphere becomes an eco-nomic and political category. Casual invasion of Science in society requires more inten-sive promotion and propagation of scientific knowledge in mass-media, creating special-ized scientific and popular publications. Key words: science, knowledge, information, civilization, mass-media, culture, popular science literature, humanity and society. ; Подальший розвиток цивілізації визначається обсягом накопиченх знань. Саме від них, а не від матеріальних ресурсів, залежить добробут суспільства, його роль у світовій політиці. Сфера вищої освіти стає категорією економічною та полі-тичною. Повсякденне вторгнення науки в життя суспільства вимагає дедалі інтен-сивнішої популяризації і пропаганди наукових знань на сторінках ЗМІ, творення спеціалізованих науково-популярних видань. Ключові слова: наука, знання, інформація, цивілізація, мас-медіа, культу-ра, науково-популярна література, людство, суспільство.

The second part of the article is devoted to the phenomenon of surprise, which is significant for studying the reader's perception of a literary text (CT) and for understanding estrangement (ostranneniе) not only as a literary device, but also as a certain state of the reader's consciousness. In the ambiguous interpretation of this state of the human psyche, taken in the status of both basic emotion and intellectual assessment, by modern psychology, there is no contradiction, since an attempt to understand the world is accompanied by the experience of an intentional object, if it does not begin with it. However, the new, the unknown, being the objectcause of surprise as an intellectual-cognitive state of consciousness, induces opposite emotional reactions in different people - like (acceptance up to delight) and hostility (rejection up to irritation). It is these emotional epiphenomena of surprise that can serve as an argument for distinguishing within the considered intellectual state «surprise+», when the new causes emotional acceptance and intellectual interest, and «surprise-», when the new causes such emotional rejection that leaves no room for the cognitive aspirations of the mind. Speech examples of the emotional ambivalence of surprise are presented both in Russian and in other languages. Particular attention is paid to the connection between the concept of 'surprise' and the concept of 'estrangement' (ostranneniе), as well as their connection with the author's position. Th e formation of the text also has a cognitive-aesthetic reason, which consists in the author's understanding of life through surprise in its two forms - acceptance and rejection (as a rule, in their complex interweaving), and a formalaesthetic goal, confirmed by draft s. The study of the material made it possible to come to the conclusion that the surprise of the author (in any of the author's artistic incarnations) with his diametrically opposed epiphenomena is the reason for the estrangement as a verbal-compositional embodiment of this mode of consciousness in CT. At the same time, «surprise-» dominates and the method of estrangement adequate to it in the linguistic embodiment given within the framework of this type of surprise.

The second part of the article is devoted to the phenomenon of surprise,
which is significant for studying the reader's perception of a literary text (CT) and
for understanding estrangement (ostrannenie) not only as a literary device, but also
as a certain state of the reader's consciousness. In the ambiguous interpretation of
this state of the human psyche, taken in the status of both basic emotion and intellectual assessment, by modern psychology, there is no contradiction, since an attempt
to understand the world is accompanied by the experience of an intentional object,
if it does not begin with it. However, the new, the unknown, being the object-cause
of surprise as an intellectual-cognitive state of consciousness, induces opposite
emotional reactions in different people — like (acceptance up to delight) and hostility (rejection up to irritation). It is these emotional epiphenomena of surprise that
can serve as an argument for distinguishing within the considered intellectual state
«surprise+», when the new causes emotional acceptance and intellectual interest,
and «surprise–», when the new causes such emotional rejection that leaves no room
for the cognitive aspirations of the mind. Speech examples of the emotional ambivalence of surprise are presented both in Russian and in other languages. Particular attention is paid to the connection between the concept of 'surprise' and the
concept of 'estrangement' (ostrannenie), as well as their connection with the author's
position. The formation of the text also has a cognitive-aesthetic reason, which
consists in the author's understanding of life through surprise in its two forms —
acceptance and rejection (as a rule, in their complex interweaving), and a formal-aesthetic goal, confirmed by draft s. The study of the material made it possible to come
to the conclusion that the surprise of the author (in any of the author's artistic incarnations) with his diametrically opposed epiphenomena is the reason for the estrangement as a verbal-compositional embodiment of this mode of consciousness
in CT. At the same time, «surprise–» dominates and the method of estrangement
adequate to it in the linguistic embodiment given within the framework of this type
of surprise.

Despite the fact that historians almost always recognized that time is important for historiography or simply identified time with history (like Jules Michelet, who said that history is time, or Marc Bloch, who called history the science of people in time), only recently the necessary prerequisites were formed for historical time (its nature, structure, models of periodization and ways of experiencing) to become the direct subject of modern theory of history. This new state of affairs in the field of theory is today more and more often referred to as the temporal turn.

The review presents the results of the international round table On the
Semiotics of Forms in African Literature, which was held on July 19, 2023 as part of
the Festival of African Cultures at the Russian State Library for Foreign Literature
named after M.I. Rudomino. The discussion was organized by the International Center for Semiotics and Intercultural Dialogue of the State Academic University
for the Humanities (MTСS GAUGN) in cooperation with the Cultural Center
Francothèque of the Russian State Library for Foreign Literature. The discussion
was attended by Georice Berthin Madébé, Doctor of Linguistics and Semiotics,
Leading Researcher at the National Center for Scientific and Technological Research
of Gabon (Libreville), and Inna Merkoulova, Doctor of Linguistics and Semiotics,
Associate Professor, founder and director of the GAUGN International Center for
Semiotics and Intercultural Dialogue (Moscow). The participants discussed Professor
Madebe's book On the Semiotics of Forms. An Introduction to Semiotic Criticism of
African Literature (2022).

The article presents a theoretical analysis of modern theories of wisdom, considers the formation and essence of the concept of wisdom in psychology. At the end of the twentieth century, the interest of psychologists in the subject of wisdom began to grow. Wisdom as a concept is integral to any society, culture and time, it reveals those qualities of personality that help a person to be realized. The concept of wisdom requires theoretical justification and empirical research. In general, there are two main concepts of wisdom: one affirms the affective qualities more or less with the cognitive, inherent in man; the other focuses precisely on cognitive and reflexive abilities, ignoring emotional life. This typification has proved itself in several planes. In the history of philosophy, the understanding of wisdom had both an affective and a cognitive character, represented by East and West. Empirical studies of implicit concepts of wisdom conducted in recent years indicate the variability of perception of wisdom. In the East, the concept of wisdom is less analytical and more psychological than in the West, which requires an understanding not only of the intellectual, but also of the sensual (emotions, intuition, etc.). Cross-cultural empirical studies confirm the general difference in the perception of wisdom in different cultures. The influence of age on the manifestations of wisdom in humans should be noted separately. Research has shown that age negatively affects the intellectual component of wisdom, but is neutral to procedural knowledge. On the one hand, with age a person acquires experience that can interpret and extract new procedural knowledge from him. On the other hand, the fact that a person has life experience does not determine a person's qualitative interpretation of what happened to him. The age factor cannot be decisive in becoming wise.

World agricultural sector is on the high level of development, has the potential to achieve high productivity, crop yield sand provide a high standard of living. In Ukraine, the farmers in the village do not have sufficiet opportunities for quality work, knowledge, equipment, technologies, they require the support of government agencies and have to develop agricultural business by their own hands. This makes the work too difficult and expensive products, there is a question on the marketing of the crop.

В статті мовиться про освітні системи в країнах ЄвропейськогоСоюзу, активізацію там інвестицій в людські ресурси і професійну підготовку фахівців, використання в освіті телекомунікаційної інфраструктури, підвищення знань протягом життя. Зазначається, що освітні ініціативи ЄС виходять за його межі, зокрема надається допомога українським освітянам і науковцям. ; The article says about educational systems in the countries of the European Union, about the activation of investment into human resources and professional training of specialists, about the usage of telecommunication technologies in education and about the improvement of knowledge during the lifetime. It is indicated that educational initiatives of the European Union go beyond its borders, in particular, the support Ukrainian educationalists and scientists. In 2015 Ukraine entered the European research space having become an associated member of the EU framework program for Research and Innovation "Horizon 2020". It gives Ukrainian scientists an opportunity to join common European researches and to overcome isolation. The systems of higher education of the European countries are one of he best in the world. Top 5 includes the USA, Canada, Sweden, Finland and Denmark. In top 25 there are 16 countries, including Ukraine. ; W artykule rozpatrywano systemy oświaty w państwach należących do UniiEuropejskiej, aktywizację tam inwestycji w zasoby ludzkie i przygotowaniezawodowe fachowców, wykorzystanie infrastruktury telekomunikacyjnej w oświacie, udoskonalenie wiedzy w ciągu życia. A także zaznaczono, że inicjatywy oświatowe Unii Europejskiej wychodzą za jej zasięgi, w szczególności wspierają ukraińskich pracowników oświaty i naukowców.