Daria N. Syhovskaya

The relevance of our research lies in the need to conceptualize the creative environment of the city as a special place of emergence of new educational practices in the body of the city. The aim of the research was to philosophically conceptualize the creative urban space as a structural element of the educational environment of the city. The research is based on qualitative methods. Thesaurus approach and hermeneutic analysis were used as the main methods. The methodological bases of the work were: the tenets of the philosophical direction of invironmentalism and the environmental approach, the social paradigm of space and the paradigm of information and communication space, the provisions of social-topological theory. The article presents the results of socio-philosophical analysis of the creative space issue as an educational locus of the city through the concept of "rhizome" and the introduction of the term "rhizomatic educational space". The author considers rhizome as a radical alternative to static and closed systems of educational practices with rigid axial orientation existing in urban space. The article identifies and describes the main principles of rhizome manifestation in the educational practices of the city, recognized on the basis of the analysis of creative environment: the principle of heterogeneity and connectivity; the principle of multiplicity; the principle of rupture; the cartographic principle. The article considers the concepts of deterritorialization and reterritorialization, describing the capacity of rhizome for constant change from the position of educational environment description. The article presents the results of a comparative analysis of genealogical and rhizomatic approaches to the organization of the educational process, highlighting and describing the advantages of the latter. Scientific novelty of the work consists in the following: the term "rhizomatic educational space" is considered in detail from the point of view of socio-cultural phenomenon; the reasons for the emergence and components of rhizomatic educational space, on the basis of which the presented phenomenon functions, are identified; the regularities effect of cultural and educational potential of the city on the socialization and improvement of the cultural level of the individual are outlined.

The relevance of the problem of studying rhizomatic learning is associated with the increasing pace of modern technological changes that have challenged historical ideas about what is considered knowledge and systems for its construction. Rhizomatic learning describes an alternative to the traditional concept of knowledge, where a rhizomatic learning model is proposed instead of an expert-oriented cycle of pedagogical planning. The problematic issue of this article is: what is the essence of rhizomatic learning? The aim of the study is to review theoretical concepts in order to reveal the essence of rhizomatic learning from the standpoint of poststructuralism. The research method is a review of scientific literature. In the literature review, the current literature on the issues under study was considered. The literature review period includes philosophical and educational literature from 1968 to the present time. Rhizomatic learning is based on Giles Deleuze’s and Félix Guattari's rhizome term, which has no beginning or end, providing a dynamic, open, personalized learning network created by learners themselves that meets their perceived and real needs. Scientific analysis has shown that rhizomatic learning develops through the concepts of Deleuze, Guattari, especially through the concept of "becoming a student" and occurs throughout life. In the rhizomatic model, knowledge is discussed, and learning experience is both a social and personal knowledge-creation process with shifting goals and constantly debated premises. The metaphor of the rhizome, which represents a critical leap in overcoming the loss of a canon against which knowledge can be compared, judged, and assessed, may be particularly appropriate as a model for cutting-edge disciplines where the canon is fluid and knowledge is a moving target. Theoretical and practical significance. Based on the data obtained in the study, it is planned to formulate proposals for improving the educational practices used in the process of teaching students in higher education institutions. The research materials presented in the article may be useful to education researchers from various fields of social sciences, specializing in the creation of new educational systems.

The article is devoted to the psychological aspects of the «creative citizen» personality formation. The analysis is made from the point of view of the citizen personality diversification with the definition of such types as global and local citizen. The authors analyze the trends of the city creative environment influence on the individual from the viewpoint of value orientations formation.

The urgency of the problem under study is dictated by the trends in the formation of the global educational space, as well as the increasing role of information communication technologies and distance learning technologies in educational practice. Under the current conditions in the education system, it is necessary to create an organizational and educational structure specializing in design-network and scientific-service support for the innovative development of educational organizations called “educational co-working”. This article is devoted to the analysis of this structure. The aim of the research is to analyze functioning of the co-working research and educational space and its digital version as a network design platform for cooperation of young scientists, educators and innovators, Russian and foreign scientists and experts, operating on the basis of Pyatigorsk State University. The study was conducted using the method of comparative analysis of co-working spaces design in economic systems, sociological research, and business education. The authors use the method of conceptual modeling of educational polypositional space to co-organize subjects of the scientific and educational process at the university. The analysis resulted in the formulation of key characteristics of the co-working educational space model. The model of the co-working educational space allows us to ensure the satisfaction of the educational and adaptation needs of individual participants, real companies, the needs of modern society using the potential of the educational space of the Caucasian Mineral Waters region. The practical significance of the results is in the description of social technologies aimed at developing and improving the practice of teaching undergraduates, graduate and postgraduate students the fundamentals of project activities; description of distance learning technologies use in the electronic version of co-working space; description of academic student-expert communities establishment in universities.

The article considers the formation and development of creative spaces in German cities. The author analyzes the concept of creative space, types of art spaces and their architectonics. Particular attention is drawn to the types of art areas in Germany, their advantages, main tasks and objectives. In addition, the article gives many examples of coworking zones, lofts, museums of contemporary art.