The importance of the topic of the article is due to the fact that nowadays there is a need to understand that the creation of artificial intelligence is associated with the understanding and study of natural intelligence. The problem of defining artificial intelligence is largely reduced to defining intelligence in general: is intelligence monolithic or does this concept define a set of different abilities? To what extent intelligence can be created? Is it possible to create computers with intelligence? These and other questions have not yet been answered by the contemporary science, but these questions have greatly contributed to the formation of tasks and methodologies that form the basis of the theory and practice of contemporary artificial intelligence in philosophy. The purpose of the article is the need to study and substantiate the indicators of overall success in the development of artificial intelligence systems; proving that human psychoreality is an open system of nonlinear type; proving the effectiveness of logo and psycho-machines in the development of artificial intelligence in philosophy. The article gives a theoretical justification for the concepts of “artificial intelligence” and “logo and psycho machines”; the conditions for the effectiveness of the development of artificial intelligence in our time are highlighted, as the scientific direction of artificial intelligence is young, and its structure and range of issues are not so clearly defined. It is now possible to implement formal systems of reasoning in the machine and test their sufficiency for the manifestation of reasonableness in practice.

The relevance of the chosen topic of the paper is determined by the need to study the development of music education in our time in virtual and augmented reality, focused on the study of new vectors of music education in Ukraine and its entry into the world educational and cultural space based on innovative technologies. The study aims to define and justify the development of music education in virtual and augmented reality, research of innovative technologies to expand the possibilities of the creative process in the art of music, and definition of methods of musical expansion reality. The paper analyzes the directions of development of music education in the works of researchers and scientists, as in the last few decades, scientists have become more interested in the virtualization of society and music education, in particular. Virtual reality is becoming the object of study in philosophy and the humanities and the natural sciences, art history. The article also collects theoretical developments on the topic, specifies the tasks in the music education system in our time in virtual and augmented reality, explores the role and place of innovative technologies to expand the creative process in music, methods of expanding musical reality determined.

This article shows the importance of education. Education forms a personality that is able to realize its potential in the process of development throughout life. The purpose of the article is to determine the features of the formation of a personality that strives for self-realization, which is possible only in the educational influence on the personality. The relevance of the article is due to the need for social development, which is the result of a combination of many components that form the basic needs of every person. The theoretical and methodological basis of the article is devoted to the justification of socio-economic policy in the coverage of the educational process, the discussion and systematic analysis form the essence of the thesis that the world is an effective component of the political development and socio-economic prosperity of society, which leads to the need to control the processes that occur in education. The research used an integration method of synthesis of the figurative structure of the educational process and analysis, characteristics of education as a political phenomenon and socio-economic development. The methods of synthesis, analysis and interpretation of educational technologies are used. The research findings confirm the thesis about education as a factor of political and socio-economic development. The results of the research do not exhaust all possible options, but they are the basis for proving the main goal.

The article analyses the modern assimilations of the definition ‘dialog’ and its rendering by the world academic community. Attention is drawn to the exceptional empirical significance of dialogics as a general scientific universal. The etymology of dialogue as a key category of philosophical, educational and pedagogical knowledge is identified. The evolution of the lead notionalists` ideas about the kernel and nature of dialogue that are relevant of the humanity itself, human mind and constant search of true knowledge is studied. A parallel is drawn between Socratic dialogue and dialogue in the postmodern educational and philosophic discourse. The problem of the antique thinkers` understanding of dialogue is studied discretely. The contemporary approaches to the fundamentals of dialogism, as outlined in the works of the lead theorists, are studied from the antiqueness to these days. It is highlighted how relevant and applicable for educational philosophy of the XXI century ‘G. Skovoroda`s dialogues’ are. It is ascertained that setting dialogue as autonomous subject of research of a particular school of thought reaches the works of L. Feuerbach with its thesis origins, but gets its final formulization in the works of M. Buber. The author dwells on the main theses of the approach of M. Bakhtin about the dialogic sources of the human beingness. The content and scope of the concepts ‘dialogical pedagogics’, ‘interactive dialogue’, ‘egalitarian dialogue’ are analysed. The advantages and disadvantages of the idea ‘knowledge building’ are studied. It is accentuated that the origins of many contemporary dialogue theories and methodologies date back to the ancient times and represent the attempts to integrate the ‘Socratic dialogue’ into the postmodern discourse. The state of adaptedness and conformance of the contemporary theories of dialogue to challenges of digitalisation and globalisation of the postmodern educational-philosophical space is studied.