Aim. The aim of this study is to structure the problem areas of pedagogical adaptation of the content of the concept of sustainable development into the practice of Russian higher education. Methods. Analysis, synthesis and generalization of some relevant works, including foreign ones, in this field were used as research methods, as well as the results of many years of professional pedagogical activity of the authors (pedagogical observation, peer review, pedagogical interpretation). Results. The findings of the research are the identification of the problem areas for overcoming the difficulties of pedagogical adaptation of the principles of education for sustainable development in the practice of the Russian higher school. Conclusions. The findings of the study include the problems of pedagogical adaptation of content and methods of effective education for sustainable development, such as: 1) the inconsistency of the content tendencies of higher education in relation to objective needs of the society and politics that contradict sustainable development as a whole; 2) the problem of insufficient methodological support to develop critical thinking in students in the process of environmental education, as well as the pedagogical problem of the formation of students' reflexive experience; 3) the problem of "locality" and "targeting" of the content and methods of education for sustainable development; 4) the problem of developing inter-disciplinary and trans-disciplinary approaches for the education for sustainable development; 5) the problem of pedagogical adaptation of the axiological foundations of education for sustainable development.

This paper discusses the use of Universal Dependency for annotations of a Native North American language Arapaho (Algonquian). While some relations of the universal dependency perfectly correspond with those in Arapaho, language specific annotations of verbal arguments elucidate problems of assuming certain syntactic categories across languages. By critiquing the influence of grammatical structures of major European and Asian languages in establishing the UD framework, this paper develops guidelines for annotating a polysynthetic agglutinating language and sets a path to developing a more comprehensive cross-linguistic approach to syntactic annotations of language data.

The social and digital reality determines the development of the children's social-cultural experience. It is essential for educational institutions to establish educational content that developing personal communication skills, effective nurture methods, interaction technologies between school and family. The article refers to the problem of the nurture of students on the literature lessons, emphasizes the need to introduce traditional values to students and to develop their moral sphere. The acquisition of the sociocultural experience depends on the teacher's readiness to talk with a child about the questions of his/her concern, to discuss literary works in the modern conditions and to strengthen the students' interest to literature. In the article, the level of schoolchildren's socio-cultural development and their ideas about significant values are shown and the conclusions about the development of new nurture methods are made. We emphasize the specifics of the development of children's socio-cultural experience as the goal and the result of studying religious cultures. This is conditioned by cultural characteristics and needs of families, the circle of a child's communication, the local socio-cultural environment and the opportunity of studying religious cultures at school. The article presents quantitative data on the characteristics of parental experience (raising one or two children) which is significant to the child's socio-cultural development, such as the attitudes towards the difficulties in the upbringing of children and towards digitalization of the child's life. We discuss the strategies for helping teachers to create trustful relations with the parents considering their parental experience.

No abstract

The article presents key results of the research project "Socialization of children in difficult life situations by means of art" under the State Assignment of the Ministry of Education of the Russian Federation to the Institute of Art Education and Cultural Studies of the Russian Academy of Education for the year 2020. As a result of the conducted study based on the analysis of theoretical aspects of philosophical, psychological, sociological, pedagogical, and culturological conceptions concerning personality development through art, promising approaches to the creation of psychological and pedagogical conditions for the productive socialization of children in difficult situations are identified. The Concept of pedagogical support for the productive socialization of children in difficult situations by means of art is developed and includes a theoretical model for the organization of children's socialization and their integration into the sociocultural space through active artistic and creative activity. The potential of art and artistic activity in the socialization of children in difficult life situations is substantiated in the general cultural, social, and pedagogical aspects. The relationships between emotional and value self-identification of a person and their involvement in independent or collective artistic and creative activity are revealed.