编号 1 (2025)

Background. In the Russian theory of the state, the topic of federalism naturally occupies a prominent place, bearing in mind the glorious history of the Soviet and Russian Federation. At the same time, the study of its initial stage is especially relevant against the background of attempts by Western authors to discredit the Russian federal model as "improper", "incorrect", unlike the American version of federal relations. Materials and methods. The analysis of the federalization process in our country was carried out on the basis of published state and legal sources in a comprehensive manner – using not so much historical and legal approaches as historical and state studies approaches. A wide range of published sources, articles and monographs was used. The comparative method as applied to the solution of national problems in different regions, as well as the methods of analysis and synthesis, proved to be extremely useful. Results. The author stated that the first documents of the Soviet power, adopted in 1918, did not contain the necessary specifics, which can be explained by the lack of the necessary practical experience. The difficulties of solving the national question in 1918–1919 are shown using the example of Turkestan and the Tatar-Bashkir Republic. The limited resources of the Bolsheviks in relation to the Baltics are demonstrated. An explanation is given for the increased conflict potential in Ukraine and the mistakes of the Bolshevik leadership in terms of excessive leniency towards Ukrainian nationalism are noted. At the same time, I.V. Stalin was more of a strategic realist than V.I. Lenin, who limited himself to solving only tactical problems. The Treaty of December 30, 1922 on the creation of the USSR was, to a certain extent, an agreement of intent. Its revision and specification were carried out throughout 1923. The party leadership had to counteract the hidden manoeuvres of Ukrainian nationalists and Muslim separatists, as demonstrated by the materials of the 13th Congress of the RCP(b) and the 5th Conference of the Central Committee of the RCP with responsible officials of the national republics. Thus, it was possible to defend the optimal design of the USSR in its initial outlines consisting of 4 union republics, the core of which was the RSFSR, dominant in area and population. Conclusions. The process of federalization of our country should not be understood narrowly, reducing everything to the Union Treaty of December 30, 1922, but broadly - in all its duration and complexity. In early 1922, the preliminary stage of consolidation of the Soviet republics ended, and the process of proto-federalization was finally completed at the end of 1922. The very establishment of the federal state during 1923 concentrated two simultaneously ongoing processes – constitutional consolidation and the formation of institutions. In this, the USSR differed from classical bourgeois federations (for example, the USA), where these processes developed sequentially, since the extraordinary conditions of the organization of our country required the concentration of all efforts.

Background. The article examines the process of the emergence and strengthening of Russian regional judicial bodies in the post-reform period on the example of the Ryazan province. The relevance of the disclosure of this problem is determined both by the need to study the existing positive historical experience of reforming management structures, and by modern needs for improving the activities of the judicial system. The objectives of the work include an attempt to identify and characterize the causes and circumstances that contributed to the reform of judicial authorities at the regional level. Of considerable interest is the analysis of the evaluation of the effectiveness of judicial activity in the context of the transition to an all-academic jurisprudence. New tasks required changes in approaches to recruitment and personnel management in judicial institutions. Materials and methods. Archival and documentary sources of the late 19th century, as well as the works of modern researchers, are used as the basic materials of the study. The methodological basis is the dialectical principles of scientific cognition and a systematic approach, which includes methodological tools at various levels. Results. The result of the study was the disclosure of the main activities of the Ryazan District Court in the first decades of its existence. Conclusions. The main conclusion is that the implementation of the judicial reform of the second half of the 19th century should be assessed as an integral part of an integral system of administrative and legal transformations in the context of the transition from the feudal to the bourgeois state and society. Of particular interest are the local regional features of the implementation of these processes.

Background. The relevance of the historical and legal appeal to the phenomenon of "conciliation procedures in law" is due to the consistent constitutionalization of public life, the search for alternative ways to traditional justice to resolve disputes and conflicts, primarily in the field of private law, the nature of which "a priori" implies mutual concessions and compromises, negotiations, mediation, and the preservation of business partnerships. In the context of such trends in the field of justice, the stated purpose of this article is to study the evolution of the institute of conciliation procedures both at the level of history and theory of law and the state, and within the framework of procedural and legal science, is scientifically and practically significant, allows us to identify prospects and problems that complicate the process of further introduction of conciliation procedures into the law enforcement practice of the modern Russian State. Materials and methods. Based on the method of historical and legal analysis, the article examines the process of formation and development of the institute of conciliation procedures, identifies their essence, common and distinctive features, and determines the prospects for use in modern conditions. The empirical material of the research conducted in the article consists of historical monuments of Russian law (from the Novgorod birch bark letters to the Charter of Civil Procedure dated November 20, 1864), Soviet and current Russian legislation regulating the implementation of conciliation procedures. Results. The trends in the development of judicial proceedings, expressed in the promotion of peaceful settlement of disputes in the administration of justice, are studied from a historical and legal point of view, the patterns of the formation of justice are determined not just as one of the forms of exercise of public power, but as areas of joint application of the efforts of the state in the person of judicial authorities and civil society, the advantages of using conciliation procedures in judicial activity, contributing to a more fair and effective resolution, first of all, of private law disputes. Conclusions. The idea is substantiated that the ability to resolve a legal conflict at the discretion of the disputing parties through conciliation procedures is one of the manifestations of the principles of self– government and freedom of civil society. And the evolution of the legal regulation of conciliation procedures in Russia confirms the revealed pattern, reflecting the expansion or narrowing of the limits of the dispositive principles of state legal policy.

Background. The relevance of the research topic is determined by its scientific, theoretical and practical significance. In scientific and theoretical terms, the study of this problem makes it possible to deepen our understanding of modern Russia as the legal successor of the USSR. In practical terms, the topic is significant from the point of view of further development of Russian legislation based on the constitutional provisions on the succession of the Russian Federation to the USSR. The purpose of the article is to attempt to consider the Russian Federation as the legal successor of the USSR in legal terms. Materials and methods. The article uses the necessary range of sources of law – normative legal acts of the Soviet period and modern Russia. The research methods used were logical, historical, comparative legal methods, the method of analysis and synthesis. Results. The article substantiates the idea of the Russian Federation as a successor state to the USSR. Conclusions. Based on the analysis carried out in matters of succession by the Russian Federation of the former USSR, a conclusion was drawn about partial succession, since the identity of the previous state was not lost and one part of the former state remained the Russian Federation, retaining the rights and obligations of the former state. Therefore, in this case it is necessary to talk about the continuity of the state, assuming the continuity of the existence of the state, including after its division. In this regard, the Russian Federation is not just the legal successor of the USSR, but the successor state of the USSR. This succession can be traced both in the role and place of Russia in international relations, as well as in issues of state security, in the foundations of the constitutional system, in state-building, and in traditional values inherited from previous eras.

Background. The problems of ensuring high quality of higher education in the context of its digitalization are caused by the need to form an optimal model of higher education in modern Russian society, allowing university graduates to achieve high social statuses. The purpose of the article is to investigate the factors influencing the formation of high quality higher education as an institutional function in the context of its digitalization, and to determine the possibilities of regulating the process of digitalization of higher education to improve its quality. Materials and methods. A questionnaire survey of teachers of Penza State University and a secondary analysis of the results of the assessment of the quality of higher education, based on the materials of Kazan (Volga Region) Federal University and Saratov State University. A SWOT analysis scheme was used to determine the possible effects of digitalization on ensuring the quality of higher education. Results. The quality indicators of higher education were studied based on the results of an independent assessment and survey of teachers and students in three different universities of the Volga region (in the cities of Penza, Kazan, Saratov). Three important groups of factors at different levels of quality assurance of higher education are characterized: material and technical support: computer and digital literacy, and motivation. It is determined that these groups of factors can create different levels of digital inequality, which will serve as the basis for further social stratification of society. Conclusions. Based on the SWOT analysis, the prospects and problems affecting the quality of higher education are identified. Practical activities have been identified to reduce social risk factors and apply factors to improve the quality of higher education in the context of digitalization, in order for graduates to achieve high social statuses. Some practical directions for improving the quality of higher education in the context of digitalization are named.

Background. In the context of globalization and cultural transformation, state symbols play a crucial role in strengthening national identity and uniting citizens. Modern challenges, including information wars and political instability, necessitate research into the attitudes of young people toward state symbols. The article aims to conduct a comparative analysis of the perception of state symbols by Russian and international students, identifying factors that determine national pride and the level of patriotic consciousness. Materials and methods. The study is based on data from a questionnaire survey conducted among Russian and international students. Quantitative and qualitative analysis methods were used, including statistical processing of results and interpretation of data within the framework of theoretical approaches to national identity. Results. The analysis revealed that state symbols evoke a sense of pride in the majority of respondents, but international students demonstrate a higher level of attachment to national symbols. For both groups, the key factor of national pride remains the country's history; however, international students more often associate pride with national symbols, while Russian students link it to historical victories. State institutions are not a significant source of pride in either group, indicating a critical attitude of youth toward political structures. Conclusions. National pride is shaped by universal factors (history, culture, nature), but the cultural and political context of a country influences the perception of state symbols. In the Russian context, patriotism is oriented toward historical achievements, while in foreign countries, it is focused on national symbols and territorial belonging. To enhance the significance of state symbols among youth, it is advisable to use interactive educational projects and modern media formats.

Background. The relevance of this study is related to the fact that many modern achievements of science are due to the speculative constructions that were formulated by representatives of classical ancient philosophy more than 2,400 years ago. It was Plato and Aristotle who laid the foundations of systematization and classification. Aristotle's work "Categories" represents the beginning of all scientific and theoretical knowledge, as it acts as a generalization of data. The principles he laid down have found their practical application in logic, theory of knowledge and epistemology, which makes their study especially important for the production of new scientific knowledge. Turning to the study of the main trends in the development of scientific knowledge in the 20th century, it is worth saying that the signs of the division of things proposed by Aristotle found their application in the works of both prerevolutionary and Soviet researchers. This confirms the relevance of the problem under study. The purpose of the work is to define Aristotle's interpretation of Plato's concept of "είδος" and to consider the main ways of classifying genera and species of this concept. Materials and methods. To achieve this goal, general scientific methods were used: analysis, synthesis, deduction, classification. The source base for the research was the texts of key works of Aristotle: Metaphysics, Physics, Categories. Results. The nature of the "concept" as a form of thought remains largely Aristotelian, as something formed from the essential features of an object with permanence. Conclusions. The authors, after analyzing the evolution of the concept of "είδος" in the works of Plato and Aristotle, come to the conclusion that the existence of each "είδος" in Plato's opinion is transformed into a separate thing, according to Aristotle, and becomes an individual substance, "something". Universals, however, acquire an accidental character within the framework of his ideas. Their existence allows us to see hierarchy in genera and species, which makes it possible to classify genera and species, which enables usto talk about the systematization of the studied objects. According to Aristotle, the universal can be attributed to several things and is not a substance, since the latter is only a subject demonstrating its own principle of existence.

Background. The purpose of the article is to determine the anthropological foundations and substantiate the paradigm of the "adult human" for modern education. Relevance is due to the confrontation between the humanistic and managerial paradigms and the competition of the main post-industrial scenarios, as well as the purpose of education to develop a person capable of understanding the problems and challenges of the world and responding to them. In this light, the problem of the "adult human" that has not been sufficiently understood until now is especially relevant: the mode of maturity – the state and way of being of a person, opposed to the immaturity manifested in adults. Materials and methods. The study is carried out based on the perception of the phenomenon of a person as their experience in the phenomenological approach, as a result of which the author's anthropological concept of the layering of experience, which has a complex nature, is developed. A special place in the study is occupied by the concept of subjectivity, developed in the vein of the philosophical voluntaristic tradition. The problems of the modern world and education are analyzed based on the works of foreign and domestic philosophers and scientists who have studied civilizational and mental processes in society and education. Results. The author's anthropological concept encompassed the layers of experience: "order" – common to all phenomena, "living", in which the unity of its experience with all life is revealed; "living being", which determines the experience of animals in general; and "human-in-particular" – phenomena specific to humans. The mode of "adult human" is defined as a complete identification of the essential characteristics of each of the layers of human experience, as well as the ability to act in relation to another/others corresponding to these layers as a result of development, realizing the deployment of human subjectivity. Conclusions. Based on the achieved anthropological understanding, the proposed solutions for education are defined, taking into account the interpretations known in history, as well as the ideas of everyday consciousness about it and the phenomenon of "essential education". The educational paradigm of the "adult person" is affirmed in a number of basic principles: orientation towards the anthropological mode of maturity; "turn to subjectivity"; otherness; humanistic and anthropo-subjectivity nature of the paradigm. The latter means that a person is taken not as the centre of the Universe in the picture of the world, education and culture, but in the perspective of subjectivity, manifesting in its existence the unity of oneself and the other/others, due to which the centre of attention of education becomes the responsibility of a person.