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In the Decree of the President V. V. Putin of July 21, 2020 "On the national development goals of the Russian Federation for the period up to 2030", there are two national goals that are directly related to the book and library business: the education of a harmoniously developed and socially responsible personality and the implementation of digital transformation of key sectors of the economy and social spheres. The Russian Bibliologos (book mind) has been creatively and collectively created over millennia. Cognition of the essence of the Bibliologos is a priority task of book and library science and library and information education today. The article examines the biological and social prerequisites of book communication, the dynamics of the development of the classical Bibliologos and the scientific and pedagogical foundations of the formation of the non-classical Bibliologos of the XXI century.The Bibliologos is understood as a biologically and socially determined intelligent productive force mastered by people in the process of hominization (humanization). The following functional definition is proposed: Bibliologos is the collective mind of a historically stable community of people who own the book culture, write and read books and are directly involved in the production of the bibliosphere. The Classical Bibliosphere is defined as a supersystem of book-communication systems that ensures the reproduction, preservation and further development of the national book culture. The structure of the bibliosphere is formed by socio-cultural institutions (systems, or branches of the book business), namely: publishing, printing industry, book trade, librarianship, bibliography. Each institute includes practice, education, science, special communication, management bodies. The branch problems of the bibliosphere are studied by related, but relatively independent, scientific and practical studies (bibliography, library science, records management, book history, bibliopolistics, editsiology, etc.), and bibliology is engaged in general problems – a complex science (or a complex of sciences) about books and books, as well as general document theory, or documentology. In addition to branch institutes, the bodies of the bibliosphere are: bibliophile socio-cultural movement; non-profit and commercial founders and voluntary associations; government authorities and censorship.The participation of the Russian Bibliologos and the library school in the implementation of the human-creative project as a national target is envisaged. Particular attention is paid to the European experience of modeling a new type of person, the historical project "Memory for the Future", cyber-socialization of the society of the future, topical issues of non-classical library and information education and the synthesis of book culture and digital culture of the XXI century. It is concluded that national security and the well-being of future generations depend on the non-classical Bibliosphere, in particular on national libraries and school librarians. ; В Указе Президента В. В. Путина от 21 июля 2020 г. «О национальных целях развития Российской Федерации на период до 2030 года» названы две национальные цели, имеющие непосредственное отношение к книжно-библиотечному делу: воспитание гармонично развитой и социально ответственной личности и цифровая трансформация ключевых отраслей экономики и социальной сферы. Российский Библиологос (книжный разум) коллективно создавался в течение тысячелетий. Познание сущности Библиологоса — приоритетная задача книжно-библиотечной науки и библиотечно-информационного образования в наши дни. В статье рассмотрены биологические и социальные предпосылки книжной коммуникации, динамика развития классического Библиологоса и научно-педагогические основы формирования неклассического Библиологоса XXI в.Библиологос – биологически и социально обусловленная разумная производительная сила, освоенная людьми в процессе гоминизации (очеловечивания). Предложено её функциональное определение.Классическая Библиосфера – суперсистема книжно-коммуникационных систем, обеспечивающая воспроизводство, сохранение и дальнейшее развитие национальной книжной культуры. Её структуру образуют социально-культурные институты (системы или отрасли книжного дела): издательское дело, полиграфическая промышленность, книжная торговля, библиотечное дело, библиографическое дело. Каждый институт включает практику, образование, науку, специальную коммуникацию, органы управления. Отраслевые проблемы библиосферы изучаются родственными, но относительно самостоятельными научно-практическими учениями (библиографоведение, библиотековедение, документоведение, история книги, библиополистика, эдициология и др.), а общей проблематикой –комплексная наука о книге и книжном деле – книговедение, а также общая теория документа, или документология.

The article, consisting of three thematic blocks, presents an interpretation of the main trends in the evolution of modern scientific and philosophical discussions on general problems of education and educational policy that continue with unabated intensity for the past two decades in Western analytical literature. The priority is given to the analysis of modern theories of education and their interrelations with the ancient tradition, which still affects the modern concepts of democracy and citizenship. The author also explores the various, sometimes diametrically opposed approaches of scientists to the analysis of the phenomenon of globalization and the causes of the crisis of traditional democratic institutions and educational systems. The review also presents critical assessments of the value of diverse studies, in which scholars clearly strive to revive and reinterpret both the classical philosophy of education of the XVIII-XIX centuries and the heritage of the greatest education theorists of the twentieth century.

The article reveals the problem of Patriotic education of young people, shape and conditions of formation of patriotism, purpose of military-Patriotic education. At present, in Russia, the understanding of patriotism is limited to the experience of the past centuries. The manifestation of patriotism can be expressed in various forms: pride for one's country, for one's people, respect for the history of one's own country, respect for traditions and values. Motivational characteristics of the activity, ideological and ideological readiness, moral and ethical stability, appraisal and critical attitude towards oneself and the surrounding people express the level of patriotic education of the individual. The tasks of patriotic upbringing and their realization in modern conditions are considered. The authors come to the conclusion that with the proper organization of the work of the state, various organizations, it is possible to achieve manifestation of patriotism among the citizens of the Russian Federation.

The author - using empirical data - claims that a meritocratic approach to public governance in Poland does not seem deeply rooted. The research indicates that since mid-November 2015 until the beginning of November 2017 meritocratic rules have been totally ignored in governmental institutions including state-owned companies. Many legal regulations were enacted in order to introduce changes in managing bodies responsible for key public institutions as well as companies. The drive to improve their effectiveness were not of prime importance. The key criterion for promoting was based on the decision-maker's personal trust. There are many implications of the above-mentioned development, including a loss of trust to the state resulting in a moral degeneration from the perspective of political class as well society as a whole.

In the middle of the 18th century in Germany was the unique religious situation when within the limits of the state many different religions coexisted. It gave an impulse for German philosophers to concern the questions of religion politic and the conditions under which the harmonic coexistence of adherents of different religions within the limits of one state might be possible. The article considers two such projects - the project of Kant (presented above all in a later work "Religion within the Limits of Reason Alone" and in an earlier article "An Answer to the Question: What is Enlightenment?") and the project of Mendelssohn (in the work "Jerusalem or on Religious Power and Judaism"). The positions of both philosophers have very many common features, what allows us to assume a certain influence of Mendelssohn if not on the origin of the ethic-religious views of Kant then at least on the direction Kant's views developed and on the form they were expressed.

The following debate took place on September 24, 2019 at the Warsaw School of Economics. Its subject was the issues of upbringing / moral education in schools. On the other hand, the aim was to outline a diagnosis of the situation in this respect, i.e. how schools cope with the implementation of educational functions and moral formation of students. At the beginning, the educational functions of schools were distinguished from the didactic functions (transmission of knowledge from teachers to students), leaving the latter to be discussed on another occasion. The issue of ways of creating a better balance in schools between the two functions they perform: education and transfer of knowledge (didactics) was also discussed.

The report analyzes the relationship between educational and socio-economic indicators using international statistics. Based on the analysis of international databases and a review of literary sources, hypotheses about the relationship between the indicators of educational systems and the effects of education for society, the economy and the individual are formed, methods of analysis are selected, indicators for analysis were chosen.

Within the framework of this work, an attempt is made to scientifically comprehend the principles of student motivation, in particular its features in the framework of online education. The authors consider the educational process as a communication between a teacher and a student and argue that online education radically changes the process of communication between the subjects of the educational process and translates it into a mediated and asynchronous format. To identify factors that determine the degree of motivation of students studying in the online format, the scientific work of foreign researchers with experience in the use of online technologies and the skills of scientific understanding of how the online format affects the assimilation of new knowledge by students was considered. The paradigm basis of the study is the cognitive approach, and the consideration of the process of mastering knowledge is based on the theory of MOA (motivation, opportunity, ability) and the probability model of conscious information processing. It has been established that the main advantage of online education is the reliance on independent work of students, and the use of
project-based learning is the best way to overcome the obstacles facing online education and unleash its full potential. The external and internal factors influencing motivation are identified, the main problems of the Russian education system, which is attempting to enter the online format, are identified, and recommendations are given for optimizing this process aimed at increasing the motivation of Russian students.

Russia presents specific mosaic, consisted from many peoples. They are different in size and in strength of inner connections, in economic and social characteristics, level of political organization, language and culture, spiritual features and national character. In such context the problem of multi-cultural education becomes very actual and complicated in terms of polyethnical Russian society.

Сегодня невозможно представить нашу жизнь без внедрения цифровых технологий в различные сферы жизнедеятельности человека. Современное общество стремительно входит в эпоху киберсоциализации, где меняется не только потребностно-мотивационная сфера человека, но и структура самосознания личности. Данная статья посвящена изучению вопроса цифровой социализации с опорой на принцип системности и учета многомерности данного процесса. В ходе сбора информации по структуре цифровой социализации не было найдено общего определения данного явления, однако в статье предпринимается попытка выделить структуру цифровой социализации в современном обществе, которая необходима для дальнейшего изучения процесса цифровизации как современного гражданского общества в целом, так и образовательного процесса в частности. Особенности постиндустриального общественного строя предполагают трансформацию взглядов на структуру социализации современного человека, в чем и заключается злободневность выделения структуры цифровой социализации. В заключение проведенного анализа литературных источников, касающихся вопроса цифровизации, выделяются основные компоненты процесса цифровой социализации, которые будут пригодны в современном образовательном процессе. Таким образом, результаты научной статьи могут быть полезны в процессе дальнейшего исследования явлений цифровизации современного постиндустриального общества во всех сферах жизнедеятельности человека.
Today it is impossible to imagine our life without the introduction of digital technologies in various spheres of human activity. Modern society is rapidly entering the era of cybersocialization, where not only the need-motivational sphere of a person is changing, but also the structure of self-consciousness of the individual. This article is devoted to the study of the issue of digital socialization based on the principle of consistency and taking into account the multidimensionality of this process. In the process of collecting information on the structure of digital socialization, no definition of the structure of digital socialization was found, however, the article attempts to highlight the structure of digital socialization in modern society, which is necessary for further study of the digitalization process of both modern civil society in general and the educational process in particular. This paper pays attention to the analysis of scientific works devoted to the study of the digitalization process, in which researchers express their point of view on the phenomena of digital socialization in the modern information space. Thus, the results of the scientific article can be useful in the process of further research of the phenomena of digitalization of modern post-industrial society in all spheres of human activity.

This publication was created as part of the Human Capital "PIP: The Future of professional Education - local partnership to increase the adaptability of vocational teachers" program at the request of the Regional Labour Office in Bialystok, in the framework of Measure 8.1 Development of employees and enterprises in the region, sub-measure 8.1.3 Strengthening the partnership for local adaptation, co-financed by the European Union under the European Social Fund. The aim of the project is to develop the end of June 2015 collaboration solutions of local institutions and companies for the modernization of enterprises and vocational schools in the Podlaskie region in terms of forms of work organization, forms of performing work, work-life balance and adaptability of professional teachers threatened with unemployment.

"Soft power" has been an integral part of the foreign policy Arsenal of a number of States in recent decades. Including various tools, "soft power" as one of the most effective tools used to achieve the goals, includes education. Even during the cold war, the West and theSoviet Unionactively used education to train personnel in third countries who fully share the values of one or another party. In a multipolar world, the situation has changed somewhat-now all the major States, as well as their associations, seek to use education as a means of influence and influence on their counterparts. The article considers and analyzes the mechanisms used by this actors in the implementation of the policy of «soft power» through education, using the example of theUSA,Chinaand the European Union. As the analysis carried out in the article showed, both theUS,Chinaand the EU are actively using education to achieve their foreign policy goals. At the same time, their educational policy directed from outside has significant differences. As a result, we can talk about three different models of using education as a tool of «soft power». Each of them has its own distinctive features associated primarily with the specific mechanisms of use of education, as well as the content of educational policy and its meaning and ideological content. Nevertheless, despite the serious differences, we can confidently say that all three of the subjects of international relations considered in the article use education very successfully, often achieving a positive effect for themselves in the regions of their national interests. ; «Мягкая сила» в последние десятилетия является неотъемлемой частью внешнеполитического арсенала целого ряда государств. Включая в себя различный инструментарий, «мягкая сила» в качестве одного из наиболее эффективных инструментов, применяемых для достижения поставленных целей, включает в себя образование. Еще в период холодной войны Запад и Советский Союз активно использовали образование для подготовки в третьих странах кадров, полностью разделяющих ценности той или иной стороны. В условиях многополярного мира ситуация несколько изменилась: теперь все крупные государства, а также их объединения стремятся задействовать образование в качестве средства влияния и воздействия на своих контрагентов. В статье на примере США, Китая и Европейского союза рассматриваются и анализируются механизмы, используемые акторами при проведении политики «мягкой силы» через образование. Как показал проведенный в статье анализ, и США, и Китай, и ЕС на сегодняшний день активно используют образование для достижения своих внешнеполитических целей. При этом сама их образовательная политика, направленная вовне, имеет значительные различия. В результате мы можем говорить о трех разных моделях использования образования в качестве инструмента «мягкой силы». Каждая из них имеет свои отличительные черты, связанные, прежде всего, с конкретными механизмами использования образования, а также с содержанием образовательной политики и ее смыслоидеологическим наполнением. Тем не менее, несмотря на серьезные различия, можно уверенно говорить о том, что все три рассмотренные в статье субъекта международных отношений крайне успешно используют образование, часто добиваясь позитивного для себя эффекта в регионах своих национальных интересов.