In this study, we trace the origins and development of attitudes of trust and distrust toward Russian entrepreneurial ventures. Drawing on the results of an in-depth comparative case analysis, we examine the patterns of cognition-based and affect-based trust-building efforts in Russian entrepreneurial companies and reflect on the outcomes of these efforts at various stages of the firms' life cycle. We demonstrate that trust-enhancing attempts undertaken by Russian entrepreneurial ventures can lead to a sense of trust or distrust toward entrepreneurial projects, depending upon the firms' initial resource endowment. We also show that trust can substitute for the lack of entrepreneurial resources available to nascent businesses in a transitioning environment. In addition, we present a novel evolutionary framework for the affect-based trusting attitudes.Managerial Summary: Entrepreneurial firms need to develop trust toward their business projects, particularly among their customers and employees. This is especially important when entrepreneurial ventures strive to achieve their objectives in transitioning economies, which often exhibit hostility and disbelief toward entrepreneurial initiatives. We examine the development of trust and distrust in two Russian entrepreneurial companies working in the private educational sector. We show that entrepreneurial ventures create very different types of trusting and distrusting

The article discusses the influence of Metamodern culture and digitalization of education on the transformation of the pedagogical understanding of learning process. The author relies on the post-postmodern age interpretations presented in the works of S. Abramson, M. Epstein, R. Eschelman, A. Kirby, J. Mensch, P. Samuels, L. Turner, T. Vermeulen and R. Van den Acker; the transdisciplinary (B. Nicholescu) and connectivist (D. Cormier, G. Siemens) approaches and international documents about the education development in a complex society. In the Metamodern epoch under the influence of the universal digitalization there have been signs indicating that the theory and practice of learning has gone beyond the enduring some pedagogical meanings. This is being manifested at the level of the spontaneous transformation of the main components of learning process; changes in the pedagogical thesaurus, the emergence of “hybrid” didactic theories. The author defines this phenomenon as the post-pedagogical syndrome of the digital age which is capable to disrupt the historical continuity of educational culture. The article talks about the lack of resources in modern pedagogical science to explain the realities of lifelong education as a part of the Digimodernism culture and to develop the truly innovative ways of teaching. The author has suggested that the creation of effective methods of teaching and self-education in the digital age is possible only in the case of rethinking and reassessment of basic didactic categories and concepts on a transdisciplinary basis, taking into account the pedagogical experience of the analogical era and preserving the continuity of humanitarian values and meanings. The author’s arguments and conclusions are addressed to supporters of the study of education on an interdisciplinary and transdisciplinary basis.

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