Purpose. To focus efforts on the analysis of two structural-functional models (integration and reintegration ones) of educational landscape disjointed by conflict. The aim looks relevant taking into account the practical need of conceptualization of model for post-conflict reinstatement of education system in Donetsk, Luhansk regions and the Autonomous Republic of Crimea. Methodology. The theoretical-methodological frame of research involves postcolonial theory (postcolonial studies) as well as hybridity theory. The postcolonial studies at higher education sphere are still not widespread as distinct from the world discourse. The following methods were used: theoretical-methodological analysis, conceptualization, systematization, modeling, expert assessment. Findings. Two structural-functional models are suggested: model of integration; model of reintegration of Ukrainian educational landscape. The structural-functional model of reintegration consists of five elements: factors of security, economical, psychological and cultural ones, future human image. Suggested structural-functional model of reintegration of Ukrainian educational landscape includes four driving forces (education policy, economics of education, cultural identity, human capital development) which are developed at two levels (internal and external environment). The main theories of decision making in the educational management sphere were analyzed. At a result, the possibility of their usage for management of reintegration process is substantiated. Originality. Two structural-functional models of integration and reintegration of Ukrainian educational landscape are substantiated. The model of integration of Ukrainian educational landscape is represented by a four-component cyclic matrix (new education policy, knowledge economy, human capital management, at educational practice can initiate the processes of reintegration as well as revival of education system at conflict (post-conflict) situation in Donetsk, Luhansk regions and the Autonomous Republic of Crimea.

Purpose - to reveal the special features of managing joint international projects in the sphere of higher humanitarian education and research between universities, as well as non-governmental educational and scientific organizations of Ukraine and Poland. The authors focus on: the ways of solving the problem of harmonizing the management practices in higher education and science of Ukraine and Poland for successful implementation of joint educational and scientific projects; adaptation of joint educational programs to employersі needs; the linguistic aspect of implementing the joint Polish and Ukrainian educational programs in humanities (particularly, in such specialities as Philosophy, Cultural Science, Political Science); involvement of non-governmental educational and scientific organizations in implementation of joint Polish and Ukrainian educational and scientific projects. The authors have used the method of cultural and historical analysis, the comparative method, the structural and functional method, as well as the peer review method. It has been proposed to manage the international Polish and Ukrainian projects in the field of higher education and research through joint educational and scientific centres having relative managerial and financial independence, as well as through involvement of non-governmental educational and scientific organizations. The authors have singled out and analysed four key aspects in managing the international projects which demand particular attention currently: nonconformity of management practices (with sufficient coherence of legislative norms) between Ukraine and Poland in the field of high education and research in the implementation of joint educational programs and scientific research; the need to adapt joint educational programs to the employers' needs without losing the development priorities and advantages of classical university education; the use of a combination of English, Ukrainian and Polish language training courses instead of English only as a language of instruction, in the implementation of Polish and Ukrainian educational programs; involvement of non-governmental educational and scientific organizations as platforms for ensuring a continuous dialogue with employers (in the case of joint educational programs) and commercialization of scientific research results. There has been developed a strategy for managing the international educational and scientific projects in the humanities adapted to the modern conditions in Poland and Ukraine. The strategy enables to increase the efficiency and competitiveness of humanitarian education and science, as well as to use higher humanitarian education as an instrument for the development of social partnership. The use of the results obtained in the educational practice of universities in Poland and Ukraine will improve the quality of higher humanitarian education through its internationalization. This will also increase the competitiveness of joint Polish and Ukrainian educational programs and scientific projects in the humanities. The research results will reveal and facilitate the opportunities of universities and non-governmental educational and scientific organizations. These opportunities can be used as tools for the development of social partnership.

Сучасний європейський соціокультурний ландшафт перебуває під тиском безпекових викликів. При цьому Європа має стратегію подолання потенційних безпекових викликів. Проте існує потреба аналізу стратегії щодо її можливостей виступати ефективним інструментом протидії проявам агресії. Використано евристичну філософську методологію, яка здатна надати згадуваній стратегії цілісного змістовного характеру шляхом прояснення глибинної сутності феноменів війни та миру. У дослідженні здійснюється більш якісна концептуалізація стратегії безпеки, контури якої окреслені у попередніх публікаціях О. Базалука. Визначені "фатальні" помилки Європейської стратегії безпеки та сформульовано п'ять стратегічних напрямків для її оновлення. Сформульовано п'ять стратегічних напрямків перспективної Європейської стратегії безпеки. Перший напрямок має включати комплексні заходи ідентифікації, фіксації та організації превентивної роботи із ментальністю, спрямовані на виявлені патології у структурі та функціях нейронних ансамблів свідомості та підсвідомості, які проявляються активним чином (як природна сила) в агресивних проявах. Другий напрямок включає комплексні заходи забезпечення контролю напрямків фізико-хімічних, подразливих, передумовних та підтримуючих факторів у зовнішньому середовищі, які мають безпосередній вплив на прояв ментального простору в онтогенезі. Третій напрямок має включати комплексні заходи передбачення та вирішення міжнародних (міждержавних) конфліктів. Четвертий напрямок стратегії безпеки має бути спрямованим на усунення причин війн. П'ятий напрямок забезпечує комплексні заходи, які б включали мирне розширення комфортних умов для повної реалізації внутрішнього творчого потенціалу у ментальному просторі.

Purpose - to reveal the optimal model for the functioning of philosophical disciplines in the structure of educational programs for specialist training in "Public administration" specialty, as well as the specific features of managing the educational strategies for civil servants training. The authors focus on: the ways of administrative solution of the problem of oversaturation of educational programs in the field of public administration with a set of philosophical disciplines; the adaptation of educational programs for specialist training in the field of public administration to the needs of national and international employers; the peculiarities of the internationalization of educational programs in the field of public administration in the context of academic mobility and the adaptation of the public administration system of Ukraine to the European Union standards. The authors used the method of cultural-historical analysis, the comparative method, the structural-functional method, as well as the expert evaluation method. An organizational model of functioning of philosophical disciplines in the structure of educational programs for specialist training in the field of public administration is proposed; according to this model the historical and philosophical disciplines, the set of theoretical and practical philosophy taught in the Ukrainian language, are replaced with the English-language courses of logic, theory of argumentation, applied political science and applied culturology. The authors singled out and examined the peculiarities of the management of educational strategies for civil servants training in Ukraine, which are related to the place and functions of philosophical disciplines and nowadays require special attention: the oversaturation of educational programs with historical and philosophical disciplines, as well as the disciplines of theoretical and practical philosophy in the conditions of unsatisfied needs for the formation of general competencies; the need to adapt educational programs for specialist training in the field of public administration to the needs of national and international employers without losing the advantages of classical university education; the usage of English to teach disciplines of logical, political and cultural cycles aimed at the formation of general competencies. The practical model of functioning of philosophical disciplines and the socio-humanitarian disciplines in the structure of educational programs for specialist training in "Public Administration" specialty adapted to the modern national and international conditions has been developed, which allows increasing the efficiency and competitiveness of higher education in Ukraine in the field of public administration, integrate training of civil servants and managers in Ukraine in the international educational and scientific space, creating conditions for the adaptation of Ukraine's institutional and non-institutional management practices to the European Union standards. The usage of the results obtained in the educational practice of the Ukrainian universities, which train specialists in "Public Administration" specialty, allows improving the quality of higher education.

Мета роботи - розкрити антропологізацію буття Dasein психеї методами нейрофілософії. Антропологізація буття Dasein психеї методами нейрофілософії надає можливість розглядати ноогенез із точки зору філософських традицій, які є набагато багатшими, ніж історія наукового знання про психологію смислів. Буття Dasein психеї в значенні "душа філософа" вперше було згадано Платоном у "Федоні". Антропологізація буття Dasein психеї розкриває онтологічну спрямованість і межі буття Dasein психеї в бутті Dasein Єдиного, а також екзистенціали арете: розум, знання і техне. Теоретичний базис дослідження побудований на фундаментальній онтології М. Гайдеггера та методах нейрофілософії. Наукова новизна полягає в дослідженні Dasein психеї на засадах нейрофілософского підходу. У новому контексті Dasein психеї розкривається як частина цілого або образ, створений із Dasein Y-матерії як парадигми. Він формується факторами та причинами ускладнення, а також досвідом буття Dasein попередніх станів матерії. Зроблено висновок, що антропологізація буття Dasein психеї методами нейрофілософії надає можливість розглядати ноогенезе з точки зору філософських традицій. Сутність людини розкривається як екзістенціали арете, які вимагають подальшого переосмислення та уточнення.