Keyword: «silver age»

The study of a literary text is the most important element in the process of mastering the Russian language by foreign-language students. However, understanding and interpreting poetic works often causes them serious difficulties associated with linguistic and cultural specifics. In this context, turning to the memoir prose of the poets of the Silver Age, which allows one to re-construct the literary context of the era and enrich the linguistic and cultural competence of stu-dents, is of particular value.The article discussesthe memoiristing as a source for studying literary texts, provides a methodology for using memoir prose.

The relevance of the study is due to the contradiction between the declared transition in Russian national projects to a resource-based model of health preservation for older adults and the persistent dominance of the deficit approach in actual practice, in which education is not considered as a system-forming factor of active longevity. The absence of a pedagogically grounded resource-based model based on non-formal education creates a gap between scientific knowledge and the real needs of the state, education, and the individual. The aim of the article is to pedagogically substantiate a resource-based model of health preservation for older adults, in which non-formal education acts as a system-forming factor of active longevity. The methodological framework includes systemic, resource-based, and andragogical approaches. Theoretical methods were used: literature analysis, comparative analysis of deficit and resource-based models, content analysis of federal and regional programmes (“Older Generation”, “Moscow Longevity”, “Silver Age”) according to five criteria. The empirical analysis showed that education is considered as a system-forming factor of health preservation in none of the analysed documents. Three types of models were identified: deficit (focused on compensating losses), mixed (combining medical approach and information), and resource-based (including education as an element). Theoretical analysis confirms that non-formal education (voluntary, practice-oriented, flexible, providing social support and psychological safety) has the potential to become a system-forming factor in the transition to a resource-based model. A conceptual scheme of the resource-based model is proposed, including four components (cognitive, activity-based, social, and meaning-oriented) and a cyclic mechanism for their implementation. The theoretical significance lies in the pedagogical substantiation of the resource-based model of health preservation, where non-formal education acts as a system-forming factor of active longevity. The practical significance is that the proposed scheme can serve as a basis for designing educational programmes and evaluating their effectiveness. Further research will be aimed at the substantive content of the components, the development of diagnostic tools, and empirical testing of the model.