Introduction. In the context of a pandemic, significant transformations in education have occurred: the urgent shift to new forms of learning and digitalisation of the learning process have become a challenge to the traditional understanding of education as a public good, based on humanistic grounds. In the media and social networks, there was a public debate over the prospects of the education for several months. The disparity in opinions and not always accurate determination of the positions of the authors of numerous publications highlight the need for analysing the situation in modern education from the standpoint of axiology and cultural studies.Aim. The present publication is aimed to consider the current changes in education in the conditions of digitalisation and to identify the potential of humanistic pedagogy.Methodology and research methods. The study is based on an interdisciplinary methodology, which integrates the achievements of the humanities and social sciences. The method of cluster analysis, content analysis in the mass media and social media, supplemented by group identification analysis, were employed.Research results. According to the findings of the present study, it was concluded that the contemporary processes in Russian education can be described from the point of view of trauma theory. The author introduces the concept of “humanitarian resistance”, which is referred to the forms of symbolic protest, based on the values of humanism, national and cultural traditions, and non-violence. Furthermore, the author proposes a primary classification of the forms of humanitarian resistance in Russian education, including worldview, axiological, socio-psychological and pedagogical aspects. In the current article, the essence of each aspect is disclosed on specific examples.Scientific novelty of the conducted research lies in the theoretical justification of the analysis of current educational practices from a philosophical and cultural point of view. The introduction of new categories into scientific circulation allows for an adequate description of the current processes in education. The article is debatable, involving the discussion on the problems of education as a public good and the teacher as a bearer of the humanistic tradition in terms of digitalisation.Practical significance of the research consists in the possibility of using its results to determine the prospects of educational policy in the digital society, as well as to develop the strategies and to select teacher training routes in new conditions.

This article discusses new functions of museums and considers the role of a school museum as an information and communication space within an educational institution. The author presents a variety of genres of school museums and examines their communicative potential in the context of the culture of participation. It is important to note that a range of pedagogical challenges aimed at developing polycode texts in the museum space includes the students’ participation in the creation of a virtual museum. New forms of school museums (news Museum, mini-city Museum) and activities (art residence) are proposed. The activity of school Museum is viewed through the prism of informal education. Special attention is paid to using an interactive technology as an effective learning tool. The creation of a virtual school Museum acts as a new learning tool. Therefore, the author concludes that a school museum and its operation need examining from the perspective of informal education. Keywords: school museum; information and communication space; educational institution, polycode text; virtual museum; informal education

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The article deals with the problems of implementing the ideas of patriotic upbringing. The author analyzes the implementation of the tasks of patriotic upbringing in the conditions of “new normality” in 2020. It is emphasized that in the situation of accelerated transition to distance learning and the use of online platforms, upbringing issues were not among the priorities, which revealed a contradiction between the tasks that Russian education sets for itself and practice. The article identifies three types of educational tasks: the tasks of forming educational content; tasks of involving children and young people in active intellectual, creative, socially active patriotic activities; tasks of preparing parents and teachers to implement the ideas of patriotic upbringing. It is considered how these tasks are implemented in projects of patriotic orientation. As an example, the regional patriotic project implemented in the Sverdlovsk region is considered. The conclusion is made about the prospects of patriotic upbringing in modern conditions.

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