Background. The socio-cultural crisis in the modern world is becoming global and requires a rethinking of the philosophical and economic approaches to the problems of human cooperation, giving a new impetus to the world economy, etc. In this connection, the problem of the development of such a scientific direction as the philosophy of the economy is sharply presented to complement and enrich the economic theory and philosophy in order to overcome the consequences of the socio-economic crisis in Ukraine. Analysis of recent research and publications. Ukrainian researchers point to the applied orientation of modern philosophy of the economy. It is based on ideals and norms, the basic principles of economic science, and the modern economic picture of the world is formed. Materials and methods. The theoretical basis of the study is a praxeological approach to solving most economic problems. Hermeneutics, phenomenology, synergetics and some other modern philosophical approaches are considered as a methodological basis. Results. In Ukraine, scholars use a wide range of philosophical approaches to create an effective socially oriented model of economic development of the state. Economic culture in Ukraine is gradually losing its monistic, non-alternative, uniformity, immorality, corruption, bribery and creates real conditions for self-realization and self-development of all its citizens. Conclusion. In Ukraine, such promising branch of science as the philosophy of the economy appears on the brink of philosophy and economic theory. It is an independent branch of knowledge that provides a philosophical understanding of the content of the main economic categories. Economic ontology, economic gnoseology and economic ethics are important components of the philosophy of economics

Background. It was discovered that with the onset of the modern era, traditional values and orders that are oriented toward the divine vertices of being are rapidly eroding. Everything that exceeds the human and individual level and is aimed at the highest sacred spiritual world "not from this world" is replaced by the authority of the human mind. The scope of morality is becoming autonomous from tradition and divine authority, and as a result the rationality of the formal moral law loses the value component. Analysis of recent researches and publications has shown that the important scientific and practical problem of the influence of nihilism remains unresolved both on theoretical searches in the academic university ethics, and on the cultural practices of modern youth. The aim of the article is to identify the negative effects of nihilism and outline the possible ways of compensating them. Materials and methods. Common scientific methods of analysis and synthesis, induction and deduction, analogies and modeling, comparative and historical-philosophical, as well as the dialectical law of double denial are used. The results of the study showed that philosophical nihilism is a logical necessity for the final stage of the development of Western philosophical thought (wider - the western history of culture). The problem of nihilism is posed by the outstanding thinkers F. Nietzsche and F. Dostoevsky, later reconsidered in the philosophical critical studies of M. Heidegger and Y. Evoly. Attempting to compensate for moral nihilism (as a consequence of a metaphysical rebellion) by orienting itself to a closed, autonomous from religion, the ethics of duty, on which the categorical imperative of I. Kant is based, contains a hidden totalitarian potential. Indeed, the Kantian imperative itself can be successfully applied in human-hatred regimes with an alternative value system of coordinates. Moreover, the formalism and rationalism of the Kantian ethics causes an even greater wave of nihilism. Acutely aware of the falsehood of the modern world, young people from the subculture environment are struggling to compensate for the lack of supreme meaning through appealing to archaic pre-modern pragmatic practices with the use of psychoactive substances. Conclusion. For the first time a moral dilemma facing modern mankind has been formulated. On the one hand, there is an intention to reduce all internal wealth of spiritual and moral culture exclusively to the legal culture, where the criterion of morality is the formal universality of the law. On the other hand, in search of application of creative irrational energy, youth rushes to the other extreme: a rebellion against the soulless alienated capitalist society through escapism – the departure from objective reality in the narcotic (psychedelic) reality. However, all this can be called surrogates of spiritual experience, counter-initiation, the result of which is not the renewal of spiritual life, but senseless spiritual and social degradation and, in the end, spiritual and physical death.

Background. Humanity is moving from a state of almost complete indivisibility with the world to transforming man into the ruling center of this world. In this perspective, history can be regarded as the process of human emancipation, within which human self-realization takes place by overcoming the world. As a result of this liberation project, the following pattern appears: the "smaller" the person becomes, the more "it" shades off the world, the more illusory becomes the experience of reality, the more ubiquitous authority body becomes. The aim of the article is to consider the essence of power as one of the ways of producing reality. Materials and methods. The article uses scientific publications of domestic and foreign authors on these problems. During the research, general analytical methods were used: analysis and synthesis, generalization of material, as well as special ones in revealing theoretical and methodological principles of understanding the role and place of power in the social existence of man. Results. At the beginning of the 20th century, when the fundamental insecurity of human existence arose not only as a theoretical but also as a practical problem, it turned out that the world was also no less problematic. Time of loss of the world is sometimes a loss of its own "I". The feeling of this loss in the early twentieth century is represented in the attempts of existentialism to comprehend the facts of "homelessness", "absurdity" and "neglect" of human existence. Earlier, it was not just understood, but literally realized in the fate of F. Nietzsche because of his loosing himself. Today, gradually comes the realization that the fate of man and the world are inextricably linked. Thus, the depletion of the real manifests itself inextricably linked to the lack of human. Conclusion. Power as a way of ensuring the rule of man in its limit manifestations turns into a loss of human in man. The essence of this process is self-sufficiency of power. Everything that exists is involved as a resource in the struggle for power. As M. Heidegger wrote, the whole struggle for power in advance is already under the control of the authorities. Instead of reality, a void is created, which a person tries to fill in with various simulacrama.

Background. The heuristic potential of the postmodern concept personality, compared with its analogue, developed on the basis of the classical philosophical and psychological tradition, has been explored to identify the effectiveness of the postmodernist methodology. Analysis of recent research and publications. The concept of personality has the greatest development in the classical psychological and philosophical theories. The postmodern interpretation of personality is presented in the writings of famous representatives of postmodernism (R. Bart, V. Welsch, J. Delos). The aim of the article is to explicate the basic postmodern concept of personality and to identify its heuristic and methodological possibilities compared with its invariant developed on the basis of classical philosophical and socio-psychological science. Materials and methods. The research is based on the principles of system and comparative analysis, general scientific principles of objectivity and historicism. Results. On the basis of the analysis of various sources, two alternative concepts of personality - postmodernist and the one that is formed on the basis of the classical philosophical and psychological paradigm are explored, their heuristic potential is compared. Conclusion. On the basis of the analysis, it has been concluded that the postmodern concept of personality is hermetically closed, and the concept of personality, which is developed on the basis of classical philosophical and socio-psychological science, is open to discussion and development.

Background. The metaphor is essentially and functionally connected with a symbol. It reflects the same type of connections as symbols do: the conceptual and structural relations between different levels of existence. If a sign is always smaller than the concept represented, a symbol contains more than its obvious meaning. The aim of the article is to outline the figurative and symbolic nature of the metaphor and its articulation, and to spread it at the level of social consciousness by means of education. Materials and methods. The main methods for this study are methods of extrapolation, transition from abstract to concrete, analysis and synthesis. Results. In the field of education, there is a stereotypical notion of a metaphor as a kind of linguistic decoration, an aesthetic, artistic and symbolic complement to the content of phenomena and processes. This representation is an incorrect simplification, so it needs to be corrected in the form of defining the real functional and instrumental capabilities of the metaphor. Conclusion. The holographic interpretation of metaphors compares them with the images living in the human mind and the whole human culture. The capability of presenting a problem as image facilitates greatly the search of the expected result. In general, the functioning of metaphors is based on the productive capacity of presentation as common genealogic basis of emotions and ratio. A promising direction is the research approach to the relationship between metaphor and symbols and archetypes as holographic phenomena of a larger scale.

Background. The processes of globalization accelerate the emergence of a new way of organizing social life and lead to the formation of a new world-view construct. As a result of the development of communication networks and information flows, the "compression" of the space of modern society and the formation of cyberspace is taking place. The aim of this work is the establishment of the role of cyberspace in the formation of a cosmopolitan ideological system. Materials and methods. System-structured, cybernetic, synergistic, structural-functional, comparative-historical, hermeneutical, transcendental, dialectical methods. Method analogy, structural-logical modeling, interpretation. System and polysystem approaches. Results. Modern humanity has entered the process of forming a single planetary civilization. Creating such an "open all-planetary society" is undeniable fact. The basis for the possibility of its existence is the global cyber space – an environment created by an organized set of information processes. With the rise of globalization and the formation of cyberspace, a new type of worldview – cosmopolitanism, which becomes the ideological and ideological platform for the development of society – is gaining momentum. The leading tendency is the formation of the ontological unity of the planetary community due to the change in the properties of the structure, which from the "status of the center" (created by the aggregate of individual national states) goes to the level of the world information society. In recent decades, the boundaries between states have been gradually eroded, the concept of "citizenship" and "state" are redefined. The connection of citizens to national states is becoming weaker, and the European community is slowly but surely turning into a cosmopolitan society with a common European citizenship. Modern information technologies make the borders a political convention, creating new modes of interconnectivity between spaces throughout the globe, transforming scalar relations between local, national and global, introducing unprecedented speeds of interaction and communication. Conclusion. The formation of cyberspace, which unfolds in the logic of awareness of globalization, creates the basis for the formation of new ideological horizons. Today it became apparent that the existing lifestyles have exhausted themselves and require substantial transformations at all levels of self-realization of the social system. Cosmopolitan worldview allows you to cover the shifts in socio-political rules, as well as the processes of integration of states.

Background. The concepts of justice may be developed under the influence of many factors and trends. In particular, of significant importance for the substantial determination of justice is specifics of communicative environment and interpretative tools. The aim of the article is to identify the resource and instrumental potential of discourse, dialogue and education to express ideas about the social phenomenon of justice. Materials and methods. The main methods of studying justice through the prism of discourse and dialogue are systematic and comparative approaches, as well as the principle of development, which reflects the logic and patterns of evolution of representations of this subject field. Results. According to Jürgen Habermas, discourse is a dialogue during which the disputed claims of significance are agreed upon in order to reach agreement. Discourse in the broadest sense is a complex communicative event. Discourse is a communicative event that occurs between a speaker and a listener (observer) in the process of communicative action in a certain time, spatial, and other context. Discourse in the narrow sense is text or conversation. The difference between discourse and text lies in the fact that discourse is an actual text and the text is an abstract grammatical structure of the pronounced. Conclusion. Nowadays the communicative tools of discourse and dialogue are becoming more and more important for shaping public opinion. It makes it urgent to analyze their principles of action as well as the specifics and regularity of their application. Education as a sphere of activity and a social institution becomes of key importance for the popularization at the level of mass consciousness of the contextual priorities of justice, understanding of justice as an essential regulator of social relations.

Background. The problem of responsibility is considered in the context of nonlinear processes of development of modern socio-cultural life and reformatting of identity under the influence of transformational changes of the present. The aim of the article is to characterize the formation of new manifestations of responsibility amid the changes in the value orientations of the individual in the conditions of the postmodern space and personal self-determination in this space. Materials and methods. The methodological basis of the research are the general scientific principles of the cognition of socio-cultural phenomena, which reflect the historical and philosophical, socio-psychological, cultural aspects of the interpretation of the problem and are subordinated to the system-structural, synergetic and contaminating methods of cognition. Results. The interrelation of responsibility with the identity of the personality, which determines its self-cognition, is substantiated. The features of responsibility in society of consumption are analyzed, which creates new meanings and a new system of values. Conclusion. It is proved that the change of value orientations, the formation of a dynamic morality, which is adapted to the requirements of time, puts the person before a constant choice of forms of behavior, ways of action and thinking. Therefore, an individual can change his identity several times in accordance with changes in the socio-cultural and economic space. In this context, a special role is assigned to individual social responsibility, which is able to withstand the negative effects of instability, uncertainty and loss of authority. At the same time, identity appears as a condition of having and preserving values and knowledge. It becomes a barrier to the total influence of the temptations of the consumer society and asserts the identity of the individual. Responsibility is the ability of an individual to maintain himself in an identity and integrity.

Background. In the conditions of the information society, which is characterized by the transience of social reality, the person needs a self-determination in his existance, because the self-identity of an individual becomes more unstable. In everyday life the mask is chosen by man as a means of play, which determines his special position in the "world of roles." In this context, the topical issue for the study of self-identity of a person in a modern society is to find out the meaning that has a mask in the process of identity self-identification. The aim of the article is the disclosure of the existential-anthropological significance of the mask for self-identity of a person in a modern society. Materials and methods. An interdisciplinary research method and an existential approach have helped to achieve the goal set in the article. The use of such general philosophical methods and principles as objectivity and historicity, analysis and synthesis contributed to the implementation of these methods and approaches. Results. The person of the information society is, first and foremost, an urbanized person. Its way of life leads to an over-saturation of the individual I with all possible We, that is, a system of self-identification within the framework of certain social communities. Increasingly, it is a question of open identity, in which the factor of its mobility is Another. Identity of the individual is perceived as an incomplete project. Its creative formation is a constant moment, substantive for I and identifies it. The self-identity of a person in a modern society is something like a game in which a proteistic personality freely chooses its identity and can imagine himself in different mask-images depending on life situation. Conclusion. The self-identity of the a proteistic personality is changeable. All individual masks, which he, while playing roles, shows, are not always a given identity. However, existentially, he was allowed to find himself among other forms of human existence and in these types of socialization. The proteistic personality selects a mask as an individual means of human existence in a social space. Such a personality is conditioned by those values that he possesses and relates to himself, thus building his image, revealing his identity in it.

Background. Nowadays, the terms innovation and interpretation are used very widely, replacing the usual notions of creativity and understanding. Conceptual and verbal tools can be considered as the basis for judging the nature of time. Analysis of recent research and publications. The analysis of concepts can not ignore the issues of genesis and etymology, therefore the works in which the words innovation and interpretation are first used are included in the source of the research. These are the works of P. Drucker and J. Schumpeter, who talk about innovation as a means of improving the efficiency of economic activity. The concept of interpretation acquires its development in connection with the questions of the methodology of the humanities (F. Schleiermacher, V. Dilthey, G.-G. Gadamer, P. Ricker), and in the classical heritage the content of the concept is adjusted with another verbal tools – interpretation, understanding. The aim of the paper is to analyze the concepts that may reveal the motivation of the broad use of the concepts of innovation and interpretation, and the consideration of the methods of interpretation in contemporary art. Materials and methods. The research was conducted using the methods of theoretical generalization, comparative analysis, analysis and synthesis, which made it possible to identify the significance of classical forms of thought for understanding the current situation in education. Results. The notion of creativity has its biblical origins in its boundary sense, which firmly hold the meaning of the connection between creativity and Nothing. Because of this, creativity is meant to be non-technological – it excludes repetition and replication, thus the act of creativity remains outside the social space and can not be guaranteed. Conclusion. The inner connection of creativity and memory is fixed by the metaphor of creativity as a gift of Mnemosina, which takes an act of creativity beyond the boundaries of the functioning of the visual system. The emphasis on innovation brings up the introduction of a new, which fully subordinates creativity to a beneficial effect.

Results. The concept of "competence" is the subject of research of various disciplines. For example, pedagogy aims to raise competencies to form an independent and responsible activity. The European Parliament and the Council (EC) formulated in their Recommendations eight core competences: communication in native and foreign languages, science and technology, learning for the sake of knowledge, social and civic skills, initiative and practicality, awareness and expression in the field of culture. Professional, methodological, activity and social competence can be considered necessary for the activity of higher educational establishments. Common is the division of competences into general (key) and functional (specific) that are related to a specific function in the enterprise or higher education institution and include knowledge, skills, values, skills and behavior that lead to the success of a particular position or group positions according to a certain direction of activity. Competency models have become widespread in business, higher education and other organizations and have become the key to recruiting, hiring, developing and securing workers, as well as an integral part of staffing. Specific characteristics of competency models are interpersonal skills, honesty, professionalism, initiative, adaptability and flexibility, reliability and realism, lifelong learning. The competent iceberg model is an important issue for research. The renowned American Society for the Management of Humanitarian Resources considers competence as a cluster of interrelated qualities, including knowledge, skills and abilities that contribute to more efficient work execution. The modern theory and practice of management also uses the architecture of competencies, in which 12-15 key elements are essential for the management of this organization. Based on the use of competent approaches and models in Bulgaria, an appropriate system has been created that includes the National Council for the Evaluation of Qualifications as a permanent body. Conclusion. Competence combines knowledge, skills, skills and relationships that are the preconditions for success, which can be studied and mastered, primarily due to the fulfillment of certain tasks and requirements. At the same time, the competent model as a certain set of characteristics advocates the method of management of humanitarian resources, which should be considered in the context of the activities of the entire organization and consistent with the goals of the higher educational institution or enterprise. Formation of the competent model includes management features, the use of methods of analysis of work, taking into account the requirements of future professionals, the definition of competencies as general and special, the use of organizational development methods, the use of competency model in the work with personnel. Such a model systematizes competence, makes it possible to use them for planning and reflection, carrying out certain comparisons, motivating employees, improving the efficiency of activities, etc. Competency models are used within the framework of human resources management and are constructed as mutually supplemented integrated systems. They represent competencies that describe the behavior that is needed to develop an individual and achieve better results in different areas of activity and learning.

Background.In the context of reforming Ukrainian education, bringing it closer to European standards, the introduction of a competency-based approach to the system of domestic education, as well as clarification of its essence and peculiarities, becomes of particular importance. The aim of the article is to reveal the essence of the competency-based approach in the modern educational system and to analyze the content of the concepts of competency and competence. Materials and methods.To study the essence of the competency-based approach, a number of general scientific and special methods of scientific knowledge were used: analysis and synthesis, problem-chronological, system-structural and comparative. Results. The introduction of a competency-based approach in the educational process is an important task of modern education. Competency-based approach involves the orientation of the educational process to the formation and development of key competences of the individual, necessary in professional and social life. The reasons for introducing a competency-based approach to education are the tendency of integration and globalization of the world economy, the need to harmonize the structure of higher education with the provisions of the Bologna process, the need to change the educational paradigm. The concepts of competency and competence, being close in content, contain essential differences. Competence should be considered as a set of qualities that a specialist should have for effective activity in a particular field, and competency as a personal quality, that has already been realized, that is, the possession of a certain competence. Conclusion.Competency-based approach is a new conceptual basis on which training of specialists in any sphere should be carried out. The essence of the competence approach is the ability to teach a person to think critically, be able to adapt to changing world conditions, and to independently solve problems that may arise both in professional and in everyday life, based on the knowledge gained and their own experience.

Background. The conceptual foundations and the substantive basis of the visual culture of cognition in modern epistemology, which, in the conditions of the development of the information society, generates new cognitive practices and forms new ways of understanding and thinking, are identified. Analysis of recent research and publications shows that the visual paradigm of development of the surrounding world reveals the priority of research in modern philosophy, education, culture science and science. The content of the visual paradigm sets the task of finding out its influence on the formation of a modern educational process. Thus, the aim of the paper is to substantiate the epistemological foundations of the culture of visual cognition and thinking and, based on them, to determine the basic principles of visual literacy. Materials and methods. Methodological reflections of phenomenology, philosophy of science, synergetics, education, and visual studies were involved in achieving this goal. The results of the study showed that intellectual activity is inseparable from physicality, which causes the possibility of perceptual perception of the world, primarily through sight and vision. In the modern education, standards of visual literacy are dynamically developed, that requires forming visual competences, which implies the ability to understand, interpret and asses visual information. In the modern education and philosophy science standards of visual literacy have been developed, they are visual competences, visual wisdom, and visual communication. In combination with verbal reasoning, visual literacy opens up the possibilities for the formation and development of new landmarks of life and valuable meanings. Conclusion. It is established that in the modern society of mass production and consumption of visual images, education and training in the situation of cognition of the dynamics of information and computer technologies form the visual literacy. In interaction with visual thinking, visual literacy forms a new system of cognitive capabilities of the individual, which are actively used in the processes of modern education, learning and creative activity.

Background. The conceptual foundations and the substantive basis of the visual culture of cognition in modern epistemology, which, in the conditions of the development of the information society, generates new cognitive practices and forms new ways of understanding and thinking, are identified. Analysis of recent research and publications shows that the visual paradigm of development of the surrounding world reveals the priority of research in modern philosophy, education, culture science and science. The content of the visual paradigm sets the task of finding out its influence on the formation of a modern educational process. Thus, the aim of the paper is to substantiate the epistemological foundations of the culture of visual cognition and thinking and, based on them, to determine the basic principles of visual literacy. Materials and methods. Methodological reflections of phenomenology, philosophy of science, synergetics, education, and visual studies were involved in achieving this goal. The results of the study showed that intellectual activity is inseparable from physicality, which causes the possibility of perceptual perception of the world, primarily through sight and vision. In the modern education, standards of visual literacy are dynamically developed, that requires forming visual competences, which implies the ability to understand, interpret and asses visual information. In the modern education and philosophy science standards of visual literacy have been developed, they are visual competences, visual wisdom, and visual communication. In combination with verbal reasoning, visual literacy opens up the possibilities for the formation and development of new landmarks of life and valuable meanings. Conclusion. It is established that in the modern society of mass production and consumption of visual images, education and training in the situation of cognition of the dynamics of information and computer technologies form the visual literacy. In interaction with visual thinking, visual literacy forms a new system of cognitive capabilities of the individual, which are actively used in the processes of modern education, learning and creative activity.