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The article examines domestic violence as a legal phenomenon of social reality. The author reveals theoretical - conceptual approaches in understanding the category of "latent crime", identifies objective and subjective factors of the latency of domestic violence

In the article, from the point of view of the theory of values, the main categories of political philosophy are considered: politics, management, power. The tribal community was governed by rituals and taboos. In civil society, it is necessary to develop an order of relations between strangers, and for this it is necessary to adopt some rules of behavior that become laws and develop into legal codes, sets of legal norms. Two circumstances are of fundamental importance in the functioning of social roles: due to the fact that the social role is a secondary and transformed form of personality, it represents, replaces one, several or many personalities. The phenomenon of representation is dialectically accompanied by its reverse side – the personification of a social role. The performer of a particular social role, occupying a position, being nominated for a particular post, being endowed with a certain rank, rank or degree and title, not only freely, but also out of necessity identifies himself and his social position.

The paper is aimed at analyzing the process ofhumanism and humanitarian foundations of Russian educational paradigm. The article deals with education as a mechanism of values transmission, which reveals the relation between humanism and humanitarian fundamentals of educational system in Russia. The author points out that there is a process of general values ' disintegration in the modern global world; it influences educational system. Education is supposed to be understood as a mechanism of socio-cultural heritage of society. Global crises require reconsideration of the progress and enlightenment way, which humanity is moving through; it makes the problem of education humanization to be urgent and important one. The paper reveals the main approaches to the notion "humanism", represents its kinds and demonstrates relation between humanism and processes of humanization and dehumanization in society. Humanism was often understood as a utopia in modern Russian society and wasn't expressed in social ideals. The paper analyzes the main approaches to humanization of education and considers the main historic stages of establishing humanitarian fundamentals in education of Russia. The modern model of education in Russia was founded during the Renaissance and the Enlightenment according to the German one. It assumed a lot of liberal arts subjects aimed at forming human morality and engineering aimed at cognizing the world by means of the mind. The concept "humanism" assumed class-determined meaning which displaced human and civilized meaning. There was teaching staff trained in the field of humanities in post-revolution school. The teaching staff was not able to adapt to the governmental policy in education. Education still remains the major element of social humanistic practice, due to its universality, independence from the political, economic and market situations in spite of all attempts to scrapping. This social institution keeps elements ofhumanistic pedagogical technologies of the past and new ways of humanistic pedagogical paradigm are searched exactly in education. The article makes conclusion that contradiction between social and cultural needs of modern society and the educational system occurs in humanitarian fundamentals of the Russian educational paradigm. It is mentioned that educational system does not respond to the needs of modern society due to the loss of humanistic goals in society 's ideology, outdated methods and applying of old techniques and teaching methods. ; Целью статьи является анализ взаимосвязи процесса гуманизма и гуманитарных основ российской образовательной парадигмы. В статье рассматривается образование как механизм передачи ценностей, в котором выражена взаимосвязь гуманизма и гуманитарные основы российской образовательной парадигмы. В статье отмечается, что в современном глобальном мире идет процесс распада традиционных ценностей, что отражается на системе образования. Образование понимается как механизм социокультурного наследия общества. Глобальные кризисы требуют пересмотра пути прогресса и просвещения, по которому движется человечество, что делает актуальным проблему гуманизации образования. Раскрыты основные подходы к категории гуманизма, дана его типология, показана взаимосвязь гуманизма с процессами гуманизации и дегуманизации в обществе. Гуманизм в современном российском обществе понимался чаще всего как утопия, которая не нашла своего адекватного выражения в общественных идеалах. В работе проводится анализ основных подходов к гуманизации образования рассматриваются основные исторические этапы формирования гуманитарных основ российского образования. Современная модель образования в России была сформулирована еще в эпоху Возрождения и Просвещения по немецкому образцу. Она предполагала наличие в системе обучения большого цикла гуманитарных предметов для формирования нравственности в человеке, а также естественнотехнических дисциплин, позволяющих познать окружающий мир с помощью разума, в понятие «гуманизм» вкладывался классово детерминированный смысл, вытесняющий общечеловеческое и цивилизованное содержание. В послеоктябрьской школе особенно сохранился гуманитарно подготовленный педагогический коллектив, который так и не смог легко и бездумно присоединиться к проводимой государством политической линии в сфере образования. Образование пока остается основным элементом общественной гуманистической практики благодаря характеру всеобщности, независимости его содержания от политических и экономических колебаний и конъюнктуры, несмотря на все попытки ее слома. Этот социальный институт сохраняет элементы гуманистических педагогических технологий прошлого и именно в нем идут поиски новых путей в гуманистической педагогической парадигме. В статье делается вывод, что гуманитарные основы российской образовательной парадигмы имеют противоречие между социально-культурными потребностями современного общества и системой образования, которая не отвечает им из-за потери гуманистических целей в идеологии общества, устаревшей методологии и применения старых приемов и методов в обучении.

The relevance of the study of the formation of legal consciousness in the ancient period lies in the lack of study of this phenomenon from the point of view of multiculturalism in the process of the formation of ancient legal consciousness. The ancient world of antiquity developed in conditions of multiculturalism, yet researchers hardly pay any attention to this side of the development of society. Ancient legal consciousness had a difficult and long process of development, and the problem of its formation is still debatable. The subject of the study is the process of influence of multiculturalism on the formation of legal consciousness in the ancient period, which had passed a long and difficult period of formation, development and design. The article uses the category 'social representation', which is used in the analysis of social legal preferences from the point of view of moral values. Law, as a specific social and legal phenomenon closely connected with other forms of regulatory and cultural social systems of various ancient states, was a leading factor in the process of the formation of legal consciousness in the Ancient World. The peoples of the ancient world actively interacted with each other and replenished their legal culture by borrowing the best legal patterns in the process of mutual cultural exchange. Roman lawyers assimilated the best achievements of the law of other peoples, and they were among the first to actively apply the multicultural legal models of other peoples in their legal practice. The ideas of ancient society concerning law differed from our modern understanding. They were based on cosmic harmony, justice, duty and morality. These ancient legal patterns are entrenched in stereotypes of the mentality of society, cultural patterns of antiquity, and with their help the process of forming a legal consciousness through the acculturation of legal consciousness takes place. Philosophical ideas about the law of Ancient Greece go back to mythology, however, it was these mythological ideas about divine justice, duty, morality in the process of cultural exchange, multiculturalism that became the basis for Western legal consciousness, the origins of which lie in Ancient Greece and Rome. The study was carried out using the culturological method in the analysis of the concept of multiculturalism of the formation of ancient legal consciousness. The historical method, analysis and synthesis, abstraction, concretization and generalization were also used.