The article is about social ideal of Freedom and its Utopian Side. Conservatism and liberalism are compared as two systems of views. In the article is given analysis of one-sided freedom interpretation and negative consequences of such interpretation as well as risks of transformation unrestricted freedom into its opposite.

The article about social ideal and social reality contradiction. One of the main characteristics of utopian theory is acknowledgement of existing social reality as social harmony distortion. On that base utopian project as nonexisting society model acknowledged to be legitimate in contrary to existing social reality. While liberal model in contrast to classical utopia acknowledges individualism as basic value, by itself this remains utopian contradiction of ideal and reality. It draws to conclusion that utopian ideal legitimation requires acknowledgement of existing social reality as social being distortion.

The goals and objectives of the study are to compare different ideas about historical knowledge in the aspect of legitimizing the social system, to compare the main characteristics of social projects and their approaches to understanding the beginning of Russian statehood. The study used the methods of comparative analysis when examining the object in all its interrelationships and contradictions. Also, the author used the ascent from the abstract to the concrete in the unity of the historical and logical approaches. The author refers to the description of the nature of social myth in the works of J. Frazer, A. F. Loseva, E. Fromm, who analyses the views of the social reality of domestic and foreign researchers. The work results continue and develop the discussion about the foundations of Russian statehood, presented in the works of various authors. The study allows for a comparative analysis of various social projects, the degree of their utopianism, and, consequently, their viability and feasibility.

The article examines the contradiction between the transformation of information technology into an integral part of contemporary educational activities and the threat of reducing the quality of the educational process and dehumanizing the individual, resulting from the implementation of digital educational technologies. The need for distance work and remote communication is particularly evident in the situation of the pandemic, which requires, on the one hand, restricting direct interpersonal contacts to prevent the spread of infection, and on the other hand – continuing labor activity to prevent an economic downturn. The disadvantages of the distance framework in the educational process concern a decrease in discipline among students, a deterioration in the quality of learning of educational material, economic inaccessibility for low-income families, insufficient coverage of territories with cellular communication, as well as housing conditions that do not allow organizing remote work and training. These shortcomings become a threat to increasing social stratification due to the impossibility of general access to even basic education. The essence of the protests against distance learning shows that the problems are seen not only in the lack of organization of the learning process but also in the very fact of abandoning the traditional learning model. One of the factors of such a threat is the absolutization of the role of information technology in the learning process, which leads to a deterioration in the level of education. To resolve this contradiction, the authors propose to consider the role of humanitarian knowledge as a meaningful aspect of the educational process.

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