The modern world faces numerous challenges that ultimately have a worldview nature. Every person included in the global processes meets with many contradictions, the settlement of which determines the direction of different communities and the whole of mankind movement. Globalization which began and was initially conceived as a process of world economic, political, cultural integration, rapprochement of peoples, over time began to demonstrate its negative aspects: socio-cultural unification, standardization of human tastes and preferences, stereotyping of people's habits and behavior, weakening of traditional values and ties. At present globalization is opposed to a relatively new process of extending glocalization as the desire to avoid the extremes of globalization, to prevent the disappearance of regional differences, to preserve and strengthen economic independence and cultural identity. This inevitably puts a human being and the whole mankind not only in front of the need of extensive scientific, technical and technological, social and humanitarian knowledge, but also requires the development of the ability to comprehend the whole array of diverse knowledge obtained in order to efficiently, in activity-based way use them. Therefore, alongside with general ideas about the world, the important task is integration of diverse modern humanitarian knowledge into the overall humanitarian picture of the world. The article examines some key methodological issues of the formation of the humanitarian world picture, including the problems of the language worldview, and focuses on the teaching of the experimental course "Humanitarian picture of the world" in the framework of the model of practice-oriented training of Russian pedagogical staff.

Современная система образования и педагогическая наука достигли определенных высот благодаря огромной научной и практической деятельности многих просветителей прошлого, среди которых и Газиз Салихович Губайдуллин . Критическое переосмысление деятельности и научно-творческого наследия просветителя с современной точки зрения позволит раскрыть суть и значение его трудов для истории образования и педагогической мысли. Следует отметить, что в свое время педагогическая мысль просветителей прошлого способствовала движению вперед науки, практики обучения и воспитания. Г. Губайдуллин, будучи историком по образованию, еще в студенческие годы выдвигал критические мысли о методах обучения в учебных заведениях старого типа, которые актуальны, как ни странно, и в настоящее время. Г. Губайдуллин является не только теоретиком образования, но и хорошим организатором и участником процесса преподавания и воспитания. Привлечение мыслей первого в истории татарского профессора Г. Губайдуллина в учебно-воспитательный процесс способствует расширению кругозора студентов, учителей, педагогической общественности о развитии образования, вооружает бесценным материалом, необходимым в ежедневной рутинной преподавательской деятельности. Г. Губайдуллин был не единственным просветителем начала ХХ в. Это целый пласт ученых-практиков, деятельность и педагогическое творчество которых ждут своей очереди исследования в различных архивах страны.

The diverse contradictions of the modern world, social and international conflicts, the growing trends of both globalization and national isolation, the rapid development of communication technologies against the background of growing gap between poverty and wealth of the countries and within them are evidence of another crisis in the system of international relations, of the entire world order. The growth of entropy has once again raised the question of the lack of a holistic and systematic understanding of the processes of socio-historical development, and actualizes the need to analyze theories that consider the development of large socio-cultural communities. In this regard, it is important to study socio-philosophical and philosophical-historical theories and views, united in a civilizational approach. The dominance of the formational approach in Soviet historical science ended in the late 1980s. And in 1995 the Russian Academy of Sciences recognized that civilizational theory can serve as one of the conceptual principles for analyzing and describing the historical process in textbooks for schools and universities. The object of our article is the essence of the civilizational philosophical and historical concept. The subject is the discourse, in the space of which there is developed a methodology, and are analyzed the categories of the civilizational approach to history. We apply general theoretical research methods: analysis, synthesis, comparison, interpretation. It is shown that within the framework of the theory under consideration methodological differences are significant, so several theoretical varieties are identified and the key categories of the civilizational concept in them are interpreted differently.

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