Pavel D. Simashenkov

The relevance of the work is determined by the modern combination of trends towards innovation and preservation of the best national university traditions. In the author's opinion, the coordinates of modern “digital humanism” do not coincide in many respects with the guidelines of the educational system. The aim of the study is designated as the analysis of the influence of neuroservices on the professional attitudes of future lawyers; the object is the prospects of introducing the basics of digital humanism in jurisprudence; the subject was pedagogical models and methods implemented in law schools. The author preferred the axiological approach (as the most acceptable in pedagogy) and time-tested methods of evidence evaluation implemented in jurisprudence. The fundamental difference between the functioning of artificial intelligence and human thinking is that people operate not with information, but with impressions of it. To confirm this thesis, a stress test of ruGPT and NiceBot neural networks was conducted, which revealed that their capabilities in the legal field are rather modest, moreover, they could result in fatal errors in the legal evaluation of the obtained data. In this connection, the author suggests shifting the focus from the vulgar consumer-resource approach to meaning-oriented learning, which is understood as a centuries-proven way of intellectual development, unthinkable without basic erudition. The very formulation of the question in the spirit of digital determinism is inhuman. We need not to adapt people to the options of neural networks, but to ennoble with humanism the information society prone to mental and moral degeneration. The emphasis on research activity can not only reveal the secrets of the profession to students but also clarify what it means to live up to one's calling and to take the proper place in life. The scientific novelty of the study lies in the critical analysis of the "digital future" of jurisprudence. The theoretical significance of the work lies in the search for criteria for distinguishing between human thinking and its computer surrogate. The practical significance of the study lies in an attempt to find pedagogical techniques that can, if not resist, then at least compensate for the destructive impact of digitalization on the professional development of a lawyer.

The relevance of the problem is determined by the discussions around the learnability of the representatives of «Generation Z». The aim of the study is to assess the potential of the new pedagogical model; the subject of the study is the methodology of teaching humanities and social disciplines in higher education institutions. The ideological approach, which is based on the idea that higher education institutions are called upon to form intellectuals, has been chosen as the key one. The stumbling block in educating the Zoomers is their bourgeois mentality, aggravated by their unwillingness to learn (a side effect of the consumerism indoctrinated into them). As an option for restoring the authority of higher education and increasing its effectiveness, the author proposes the concept of trigger pedagogy, which in the long term can provide a synergy of digital forms and human content of the educational process. In the author's opinion, the issue of spiritual and moral support of studies at universities is of paramount importance today. It is humanities subjects that lay the foundation for the study of social subjects, moreover, they equip students with a scientific worldview that helps them to surpass natural and technical disciplines. In shaping the educational trajectory, students' critical thinking should be cultivated and coordinated. Methodology is critically dependent on the charisma and moral authority of the teacher, his or her love for the subject and ability to express the poetry of the science being taught. The priority of teaching general education disciplines in the junior courses is learning to learn, the next stage – introduction to the basics of research work, further – improving the skills of competent compilation and introduction to the culture of discussion. The basis of trigger pedagogy is the idea of creative attitude to learning. The author is convinced that aesthetically colored interdisciplinarity in teaching humanities subjects can harmonize the entertainment, educational and academic components of education without profanation and populism. As a result, students should realize themselves not only as colleagues, but also as contemporaries and, most importantly, as compatriots. The scientific novelty of the study lies in the approbation of the methods of trigger pedagogy on the basis of higher educational institutions. Theoretical significance of the work is in the substantiation of the principles of the new model of education, practical significance – in enriching the educational process with an aesthetic component.

The relevance of the topic is determined by the increasing interest in the trends of human-oriented «creative economy» and «value-based management». The aim of the research is to critically analyze and identify internal contradictions in the specified paradigms. Studying the characteristics of human capital, everyday attitudes of BANI-world inhabitants and specifics of their interactions, the author provides evidence of utopianism of the «Society 5.0» doctrine and palliative nature of digital innovation and commercial creativity. In the author's opinion, the creative economy has a significant potential for expansion, but not for development due to the limited tasks and extensive methods.

The article is devoted to the topic of "traces of the past” interpretation; its relevance is due to both the need to improve the training of history majors and the aggravation of the fight against falsifications of history (primarily domestic). The aim of the research is to analyze the correlation of humanitarian, social and technological components in the methodology of teaching historical disciplines. The comparative method was chosen as a key method. The work uses the method of hypotheses, content analysis of the source base, and experience in studying University teaching practice. Identifying the prerequisites for «incorrect" interpretation of historical events, the author compares legal, forensic and philosophical approaches. The theoretical significance of the article lies in the novelty of an interdisciplinary, integrated technosocial humanitarian outlook on historical research. According to the author, the best way to overcome bias is adherence to principles; a person must inspire and justify trust: this requirement is true for both a forensic expert and a scientist. The main thing is to avoid simplifications, geometric sketching of the past, reducing it to parallels and piles of additional constructions, politicized speculations. No less great is the temptation to fall into exegesis, and from the interpreter of texts to become the owner of stylization and meta-history. The task of the researcher is to establish the specifics of the typical. It is extremely difficult to find the “median nerve” of an era, but this is the only way to “qualify the subjective side of an act” from a historiosophical perspective. The sensation and awareness of belonging to humanity obliges the scientist to think in integral, complex, figurative, and not abstract categories. Intersubjectivity itself (even intrasubjectivity) characterizes history as a humanitarian science, and not as narrowly social one (akin to jurisprudence or sociology, especially in their positivistic interpretations). The practical significance of the study lies in the fact that the material of the article can be used in the pedagogical process, and a comparison of fundamental and applied disciplines will help history majors to sort out professional and worldview issues, and teach them to distinguish between the eternal and the vain-trendy, the ideological and the tendentious. History, the author believes, is about the eternally alive, and not about the outdated things.

The article analyzes the draft law providing for the administrative prejudice for hatred or enmity incitement (article 282 of the Russian criminal code). Based on the results of a comprehensive historical and legal study, the author formulates recommendations that can improve the effectiveness of fighting against extremism in Russia.