The article explores the constructive possibilities of developing theories and approaches in the field of higher school pedagogy based on the use of a system of concepts and methods of analytical philosophy. The methodological functions of analytical philosophy in relation to educational programs in higher education manifested themselves in the form of a fundamental focus on conceptual analysis, revealing substantial and variational aspects of the meaning of terms used for theoretical description and modeling of the educational process. The specifics of the methodology and the thematic profile of the analytical philosophy of education are revealed through the analysis of the concepts of R. Peters and P. Hirst, representative for this direction, which consist in certain continuity and reflect both positive heuristics and limitations of the analytical approaches used in educational theory. Russian higher education paradigms cover the stages of formation in general, which are indicated in the analytical philosophy of education. However, the epistemological similarity is accompanied by an ontological difference in the basis for the development of programs, which in Russian schools are more relevant to the specifics of the socioeconomic and cultural context.

Abstract-The following paper gives an account of the paradigmatic diversity of concepts and approaches applied in business ethics programs. Business ethics is introduced as a part of an interdisciplinary project of inquiry into the regulative foundations of business activity. Business ethics issues are classified with regard to interpersonal, organizational, and systemic contexts of business activity. Business ethics research programs are typically characterized by an a priori scale of moral reasoning, with the emphasis on criticism and complex approaches to moral problems that are independent of the problems of social responsibility. Due to the complexity of moral problems in business, there is a need for a special conceptual framework of ethical reflection and argumentation. The paper differentiates between the basic philosophical frameworks of moral reasoning that are typically applied in business, such as Utilitarianism, Deontology, and Virtue Ethics. These are evaluated in a comparative perspective. Different views on the ways of bringing ethics to business are introduced in terms of the distinction between two basic approaches -that of the moralists and of the institutionalists.

This paper offers a framework for the philosophical understanding of how modern mythmaking is facilitated by social networking, specifically it reveals the preconditions for the proliferation of social and personal myths through social media. The dispositions to mythmaking become manifest in many forms of social networking activities which involve self-presentation and computer-mediated communication and this trend is considered in correlation with the fact that social network services allow their being used as virtual platforms for constructing identities, simulating relationships and thus transcending realistic institutional contexts. The diverse forms of virtual interaction, communication and association in networked communities provide favorable conditions for the initialization of symbolic codes and cultural archetypes which tend to be expressed a quasi-mythological form. This paper considers cognitive trends and identifies factors which strengthen the dispositions to modern mythmaking and enhance susceptibility to the myths distributed through social media. Among the prominent changes in cognitive sphere are the cultivation of computational thinking which accords with technological externalization of the methods of information processing and the actual transformation of cognitive style associated with the emergence of 'mosaic', or 'clip-like thinking'. There is also a correlation between the activation of myth-generative structures of consciousness and the development of a specific language of on-line communication which is characterized by semantic aberrations reflecting the diffusion of the boundaries between the real and virtual worlds. The dispositional properties of social-network relations manifested in the processes of decentralization and self-organization seem to be relevant to the context of mythmaking insofar as mythological creativity can be displayed in building up multidimensional social cyberspace on the basis of bold combinations of realistic and utopian images of sociality.

This paper presents the results of the interdisciplinary study of the relationship between teleological determinants, cognitive constituents and individual features of the student's activities within the framework of general educational process. We assume that heuristic educational programs should be developed on the basis of taking into account the alternative cognitive dispositions of students, their attitudes, preferences and styles. The study of students' cognitive styles is designed to reveal the possibilities of improving actual educational practices. This would enable to develop the most efficient learning and teaching strategies and to identify the prominent ways of forming personal attitudes towards education in accordance with social requirements and professional standards. Specifically, this paper considers the issue of how academic corporate culture influences the students' cognitive styles manifested in educational activities. The main constituents of academic corporate culture such as educational standards, values and beliefs play a significant role in framing the vision of the opportunities of the student's personal enhancement as a future professional. The stylistic features of Russian students' educational activities are mainly formed under the influence of professional career guidance and actual demands of the labor market. But this determination does not exclude factors that possibly could lead to the deformation of personal development.

Scientific theories and methods developed within the framework of quantum and relativistic physics are the most representative paradigmatic instantiations of non-classical science. The profile of non-classical science is exposed through the analysis of a set of epistemic ideals and methodological principles. The adoption of the principle of operational relativity of phenomenal descriptions showed that a reference to the means of observation had become an intrinsic part of scientific description strategies. The transformation of the concept of objectivity can be seen in a specific combination of operationalism with interactional phenomenalism and constructivism. The introduction of the principle of complementarity marked the deviation from the standards of a monologic and linear description of the objects under study. This principle provides the operational basis for the integration of different parts of our knowledge with regard to non-trivial cognitive situations featured by the indeterminacy relations. Another prominent methodological trend is the reconsideration of the value of strict deterministic explanation strategies in favour of probabilistically oriented approaches. Scientists have encountered a new class of regularities that are typically analysed in terms of various types of statistical and non-causal determination. Nevertheless, it would be wrong to assume that any probabilistic account of natural phenomena implies indeterminism.