The article investigates the problem of the ambiguous influence of modern information technologies on education. The authors analyse not only the positive effects of computerisation. They also identify the problems faced by the subjects of the educational process under the influence of digitalisa-tion. As outlined in the article, uncontrolled information flows prevent stu-dents from forming the holistic worldview. The dominance of information technologies in education also leads to the transformation of subject-object relations in the process of cognition. The teacher, whose role is changed sig-nificantly, acts more frequently as a coordinator. The usage of gadgets in the educational process provides an opportunity to receive an education at a dis-tance. However, the widespread use of distance learning technologies leads to a decline in the quality of educational services. This resulted from the need to develop new methods. In addition, the constant updating of infor-mation technologies does not allow the teacher to develop a sustainable methodology for teaching their subject. The authors prove that the active use of digital technologies in the information society implies the harmonious combination of traditional and modern information technologies. This fully applies to the modern Russian education system, which is in an intermediate state between traditional pedagogical methods and modern computer tech-nologies. As the authors point out, the problem is to find the optimal educa-tional option for the formation of a harmonious global-regional educational system. It should not only include all the advantages of the latest information technologies, but also preserve all the positive achievements of great practi-tioner-teachers and scientists.

The paper presents the results of a socio-philosophical analysis of virtual reality. The authors explore the concept of virtual reality in the context of human existence, everyday life. Having created a virtual environment in the image and likeness of a real society, a person turned it into a new sphere of socio-cultural activity. There have been changes in the structure of human consciousness related to the need to adapt to the conditions of virtuality. A person of the new information age is homo virtualis, a subject of virtual reality – a new socio-cultural environment, the cognition of which is carried out through virtual consciousness characterized by clip thinking. The study of the stated problem is carried out by methods of dialectical cognition, literature analysis, synthesis and modeling of socio-cultural phenomena. The presented review reflects the multidimensionality and ambiguity of the studied phenomenon. According to the authors, in the foreseeable future, virtual reality will become an independent cultural phenomenon (cyberculture), or it will completely absorb the human mind, building its world according to its own laws. One thing we can say for sure: virtuality is more indeterminate than objective reality, and its main properties will remain unpredictability and uncertainty. It is concluded that by creating a virtual environment in the image and likeness of a real society, a person has turned it into a new sphere of socio-cultural activity. There have been changes in the structure of human consciousness related to the need to adapt to the conditions of virtuality.

The objective of this research is to analyze the frameworks and views on the peasant question in Soviet Russia over the examined period. Using the historical, descriptive narrative, comparative, and typological methods, the authors look into the 1917 land reform, attempts to organize large-scale socialist agriculture in 1918–1920, the specific features of the temporary solutions to the peasant question in the period of the New Economic Policy, and the subsequent focus on industrialization and forced collectivization of agriculture. The authors conclude that the Bolshevik doctrine evolutionized and preserved full strategic continuity, having undergone several timely tactical adjustments. Each of these stages represented the Bolsheviks’ attempts to retain political control over the predominantly agrarian country, for which purpose the “leading” (in other words, the commanding, dictating, or domineering) role of the working class and the poorest layers of countrymen was persistently proclaimed in relation to peasants who produced surplus goods and had a different system of value (worldview) priorities.

No abstract

The objective of this research is to analyze the frameworks and views on the peasant question in Soviet Russia over the examined period. Using the historical, descriptive narrative, comparative, and typological methods, the authors look into the 1917 land reform, attempts to organize large-scale socialist agriculture in 1918–1920, the specific features of the temporary solutions to the peasant question in the period of the New Economic Policy, and the subsequent focus on industrialization and forced collectivization of agriculture. The authors conclude that the Bolshevik doctrine evolutionized and preserved full strategic continuity, having undergone several timely tactical adjustments. Each of these stages represented the Bolsheviks’ attempts to retain political control over the predominantly agrarian country, for which purpose the “leading” (in other words, the commanding, dictating, or domineering) role of the working class and the poorest layers of countrymen was persistently proclaimed in relation to peasants who produced surplus goods and had a different system of value (worldview) priorities.