The article considers the contemporary discussion concerning innovations in society and power, actors of reforms, the role of social space in which this reforms take place, and concrete technologies of reform process. The possibilities of synergetic approaches for the research of innovation process are also analyzed.

The article is dedicated to the analysis of the Russian model of innovative development in comparison with the experience of other countries (USA - global leadership policy, European Union - policy of social hedonism, China - claim on new global leadership, India, Brazil and Malaysia - overcoming poverty and technological backwardness, South Korea - survival in competitive regional environment) and to the recommendations for stimulating the innovative modernization of Russia.

The article concerns Peter Savitsky and his philosophy of culture, which, according to the author, was an important part of Savitsky's eurasianism. His philosophy of culture is based on the theory of «prophetic facts» and a «periodic system of being», implying the unity of the universe.

This article traces the history of the struggle against the autocracy of the Russian intelligentsia, it discusses selected at different stages of the history of Russia the way the resistance of the supreme power, ways to influence the actions of its bureaucracy. This story of struggle, according to the author, suggests that the actions of the intelligentsia can improve the situation, but can not be the deciding factor of change.

Modern culture shows some signs of decay. This is the result of social processes of transition. Possibility of overcoming the negative state of public denial is found in the application of intellectual practices. Special role in this process belongs to a cultural personality.

The paper considers Russian philosophy in the broad context of philosophy of all-encomprising unity and history of Russian culture in general. The origins of the establishment and development of linguo-philosophical school of Russian culture is due to the cult of Word, Logos. The author reveals the peculiarity of understanding of nature and entity of the language by Russian thinkers which is fundamentally-different from the understanding established in West-European philosophy. Special emphasis is given to the key problem of the connection between the Language and Consciousness in Russian philosophic discourse.

The paper deals with logical education in the USSR and Russia. The attempt is made to conceive current problems within logical education in this country. Authors claim that logical education suffered sizable losses in early Soviet period but became rather popular since 1970’s. Its evident climax was reached in the era of so called perestroika, and the outset of 2000’s. At present moment sharp decline in logical education in Russia is noticeable which is caused to the transition to Western (two level) standards of higher education.

The paper deals with the problems and prospects of teaching of logic and related courses in Ukraine. The paper covers the following subjects: history and contemporary place of logic in Ukrainian universities; professional level of teachers; specialization in logic; argumentation theory and rhetoric in education; textbooks on logic and related courses.

The article considers the history of development and logic teaching in Belarus. According to the contents and a technique of teaching of logic some historical periods of its development are allocated: traditional Aristotelian logic, logic of New time, classical and neoclassical logicians. The author gives the characteristic of interaction of logic with logic and methodology of scientific knowledge.

Under conditions of contemporary «fast world» education cannot be successful without powerful instrumental core. This core must include, among other things, a couple of interconnected university disciplines: «Logic with elements of critical thinking» (on the Bachelor Degree level) and «Critical thinking on base of logic» (on the Master Degree level). It is pointed out that training in critical thinking in itself is insufficient and therefore must be completed by growing of creative thinking and rational communication skills.