Charikova I.N.
INTERACTION OF TECHNICAL AND HUMANITARIAN KNOWLEDGE IN ENGINEERING DESIGN ^{[№ 4 ' 2023]}
The priority direction in the system of higher professional education is currently determined to solve the problem of training engineering personnel capable of ensuring the innovative technological development of Russia. Such development should be based on the principles of safety, co-evolution, environmental friendliness, optimal use of resources and energy efficiency of the designed equipment and production technologies. The author determines the solution to this problem through the implementation in the educational process of the interaction of humanitarian and technical knowledge in the processes of examining the consequences of using technical developments and accepting the value meanings of engineering activities.
The purpose of the study is to formulate engineering design according to the principles of saturating educational content with the humanitarian meanings of engineering design through solving case situations in the field of construction production, borrowed from the real practice of the university student design bureau “Perspectiva-ST”.
The experience of conducting research practices in the field of construction production, the implementation of simulated case situations has shown the effectiveness of the educational process, built on the principles of interaction between humanitarian and technical knowledge in order to ensure that designed artifacts are safe for the biosphere and human life, the motive for future engineers to develop methodological regulations of technical forecasting and humanitarian examination of engineering projects.

Charikova I.N., Serikov V.V.
HYPOTHETICAL PREREQUISITES FOR THE FORMATION OF ENGINEERING DESIGN IN THE CONDITIONS OF THE UNIVERSITY ^{[№ 2 ' 2023]}
The starting point for constructing scientific research is the advancement of a system of hypothetical premises, which, in accordance with the principles of the logical construction of scientific knowledge, are confirmed or, conversely, will be refuted in the process of theoretical analysis or practical experiment.
The need for a well-deserved assessment of engineering activities, adjustment of methodological approaches and principles for building a system of vocational education is objectively associated with the real conditions of global changes in society. In order to strengthen the economy and social policy of Russia, in the face of external pressure and restrictions, there is an objective need for engineering personnel of a new formation with a high level of competence, a wide range of labor functions and a transverse project horizon of engineering initiative in the field of technological solutions.
Engineering design as a system-forming professional and personal quality of a specialist performs the functions of an indicative basis for engineering activities, a regulator of humanitarian forecasting and examination of design solutions in accordance with the system of value orientations of engineering thinking and life.
The article presents a system of hypothetical assumptions for the formation of engineering design in the conditions of university training of bachelors in the direction — Construction. The leading ideas for determining the hypotheses were the current trends and tasks of engineering education, due to the transformations taking place in Russia and around the world.

Charikova I.N.
STUDY OF THE PROBLEM OF PERSONALITY SELF-DEVELOPMENT ON THE PATH TO “LIVING” KNOWLEDGE ^{[№ 4 ' 2022]}
The defining positions of social transformations are currently innovations related to the intellectualization and informatization of public space. Today, there is a necessary need in society for people who have professional and significant qualities, intellectual abilities, and what is equally important is the readiness to carry out life in conditions of instability, dynamism, nonlinearity and uncertainty.
The actual task of the pedagogical community in this regard is not only to convey to the students the necessary minimum of ready (formal) knowledge, but also to form the ability to transform the initial (formalized) cognitive structure into a new, personally significant, “living” typology of knowledge.
“Living” knowledge in the study is defined as personal knowledge, extremely reliable, effective, design-life, professionally significant, cognitive-creative, capable of generating new information, new ideas, new knowledge. It has been established that the general scientific metaphor of “living” knowledge meets the tendency of the self-development of the individual and is due to the socio-cultural realities of the emerging “society of knowledge.” The phenomenon of “living” knowledge is inextricably linked with the cognitive structures of the personality, it is a characteristic feature of the cognitive, personal attitude to the activities of transforming the world and itself.

Charikova I.N.
CONCEPT OF DEVELOPMENT OF EDUCATIONAL DESIGN OF FUTURE CIVIL ENGINEERS ^{[№ 1 ' 2022]}
For a fundamental scientific search, an important stage is the stage of establishing connections and interdependencies that determine the relationship between the laws and the principles of the phenomenon under study. The purpose of the study is to substantiate and implement the principles of the concept of the development of educational design. The leading ideas for determining the content of principles were modern trends and tasks of engineering education, due to transformations taking place in Russia and around the world.
As a result, a set of principles (science, information saturation, synergy, dialogic, prognosticity and reflexivity) is distinguished, which determines the complexity of comprehension and the focus on the practical implementation of conceptual ideas of research.
The pedagogical experiment confirmed that the set of principles implemented in the educational process ensured the projection of theoretical ideas of the concept of research into the practical field of activity of future engineers and reflect the stable relationships and interdependencies of the stages of pedagogical design implemented in the conditions of professional education.

Charikova I.N.
CONCEPT OF DEVELOPMENT OF EDUCATIONAL DESIGN OF FUTURE CIVIL ENGINEERS ^{[№ 4 ' 2021]}
A promising feature of a modern engineer is the ability and ability to think creatively, unusually. Only a thinking engineer can quickly respond to emerging issues, make the right technical decisions, including using the latest scientific and technical achievements, and offer new inventive ways to improve technical systems based on the search and analysis of the necessary information. There is no doubt that significant changes in methodological approaches, methods and means of learning are needed to train such future engineers.
Educational design as a combination of professional and personal qualities, which determines the possibility of life self­realization, and as an attributive characteristic of the educational space of cognitive development of future engineers, allows you to pedagogically implement processes and means of updating the content and technological foundations of training engineering personnel in the field of construction.
The result of this research is the developed concept of the development of educational design, which ensures the harmonious and synchronous assimilation by future engineers of both the subject knowledge by the profession of builder and the experience of the creative transformation of the technosphere and itself.

Charikova I.N., Osiyаnova O.M.
EPISTEMIC STYLE OF COMMUNICATION INTERACTION OF SUBJECT PROJECT ACTIVITY ^{[№ 3 ' 2021]}
Modern project activities organization technologies are based on interactive communication and group interaction of specialists with various professional specializations. The implementation of innovative, inherently unique project activities cannot be carried out in a confined space outside the interaction of the subjects of its activity. The space of group targeted information exchange is conditioned instability of the situation of the individual’s entry into a multidimensional, dynamic space of widespread globalization and digitalization, which requires the individual’s ability to adequately respond to changes in professional activity, society, and the world.
Mainstreaming of process of integration and interpenetration of knowledge in productive dialogue of practice­oriented activities subjects of is the subject of discussion of many pedagogical studies on the concept of communicative educational interaction. In this regard, to determine the essential characteristics and role of the epistemic style in the communication interaction of the subjects of project activity is the current pedagogical task.
The article established that the epistemic style of communication interaction is based on a well­built dialogue that takes into account the professional­value and personal orientations of subjects. It was revealed that the epistemic style is inextricably connected with the cognitive structures of the personality and acts as a characteristic feature of cognitive, personal attitude to the activity of transforming the world and himself.

Charikova I.N.
PROCESS MODEL OF FUTURE ENGINEERS EDUCATIONAL-PROJECT DEVELOPMENT ^{[№ 3 ' 2020]}
The model for the development of educational-design of future engineers is conceptually based on the understanding of the individual as a “project of himself,” implemented in the conditions of university pedagogical support for the educational process. The model describes the process directed on enriching the practical-oriented experience of future engineers, on developing the subjective nature of knowledge and mastering how to use it in rapidly changing unpredictable design situations. The purpose of the paper is to describe the structure of the model, revealing the structure and properties of the investigated development process, the content of pedagogical and organizational conditions implementation stages, methods, technologies, algorithms for the development of educational design. The author’s model of the subject-conditional analogue-object , aimed at forming global thinking among students, at creating conditions for creative self-realization and prerequisites for further self-education and self-development is presented as a result.

Charikova I.N.
METHODOLOGICAL APPROACHES TO THE STUDY OF EPISTEMOLOGICAL GROUNDS FOR THE DEVELOPMENT OF EDUCATIONAL PROJECT ^{[№ 5 ' 2019]}
One of the aims of any research is to determine adequate methodological approaches to the object and subject of the research and to allow investigating the content of the problem under study thoroughly and correctly. The article is devoted to the theoretical foundations of methodological approaches to the study of the future engineers’ educational design development. Educational design in the University environment shows a cross-cutting project plot, within which the future engineer should develop the ability of constant self-studying. For its successful development, it is called upon with professional needs and life circumstances to be able to think independently, analyze, generalize, extract and apply knowledge creatively.
The research presents the capacity of using the potential of epistemological, axiological and activity approaches. The epistemological approach is a conceptual basis in the educational development of future engineers’ design system, activity approach stands for a procedural ground, and axiological approach presents the informative one. As a part of the studying the epistemological grounds for the development of future engineers’ educational design, the methodological approaches are epistemological, activity and axiological approaches, which are closely interrelated and interpenetrated.
The methodological potential of the selected approaches allows us to study the process of development future engineers’ educational design in the modern space of the University and define this process as complex, continuous, cognitive, changeable, and nonlinear.

Charikova I.N.
MODEL OF EDUCATIONAL-PROJECT DEVELOPMENT OF UNIVERSITY STUDENTS ^{[№ 4 ' 2019]}
The article is devoted to epistemological bases of educational-project development of higher education institution students. The purpose of the article is to form the structure of the conceptual model, which explains educational projection as a stylistic trait of modern man ‘s thinking, designed to promote personality to self-development, as a productive activity of the formation-making state in the personal imperative to “implement, perform yourself” as a project. The necessity of formation such model is the desire to reflect the changes taking place in higher education.
The structure, patterns, principles and components of educational design are described as evidence. The convergence of fundamental research and technological practice, problem orientation of scientific research, interdisciplinarity, international globality of knowledge production, etc. is justified as mechanisms for the development of educational projection. Application of the built model, as well as the relationship between theoretical and applied research, is shown by the example of the development of projects in the construction field of production.
Evidences of the possibility of using epistemological potential of activity and axiological approaches in the formation of project knowledge of students are provided in the paper. The results of the study are reproducible and will contribute to raising the theoretical level of educational disciplines teaching in the part, that provides formation of project knowledge, universal and professional competences of future specialists (bachelor, master).

Zhadanov V.I., Charikova I.N.
EPISTEMOLOGICAL ASPECTS OF INNOVATIVE DESIGN TECHNOLOGIES’ PEDAGOGICAL REALIZATION IN EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION ^{[№ 10 ' 2017]}
Today, an ever-increasing demand for innovative technologies is evidence of the public recognition of intellectual and industrial activities. In this connection, the most important aspect of modernization of modern higher education is the formation and development of project-organizational competence as a fundamental component in the professional activity of the university teacher. The constructive basis for the achievement of the target orientations of the designated competence issues is the application of innovative project-oriented pedagogical technologies for the personal development of students of modern higher education, associated with the humanitarian vectors of the generation of personal, “living” knowledge. The epistemological emphasis of the implementation of innovative design technologies in the educational process of the university is directly correlated with the knowledge of the resource-generating activity approach, which assumes the cognitive transformation of the pedagogical functional of the university teacher, the introduction of a project-based, communication.

Charikova I.N.
SCIENTIFIC AND PROJECT ACTIVITIES OF STUDENTS IN THE COMPETENCE EDUCATION ^{[№ 10 ' 2017]}
At present, progress in obtaining and accumulating scientific knowledge on the basis of the necessary-desired implementation of the idea of project-problem-research training in the university is a significant resource for the development of the quality of competence education. The phenomenon of “scientific and project activity” epistemologically accentuates the personal-developmental cognitions of the process of the pedagogical realization of the humanities in a meaningful and semantic synonymy with such traditionally distinguished educational concepts of a higher school as the “design-research” and “research” the potential of the competence approach in the information realities of the emerging knowledge society (economy). The analysis of thematic sources made it possible to identify certain areas (sections) for improving the scientific and project activity of students in competence education, which in the cognitive-semantic plane of terminological generalization can be represented by the following concepts: “context”, “collective competence”, “epistemological style of thinking.”

Kargapoltsev S.M., Charikova I.N.
EPISTEMOLOGICAL ANGLES OF UNIVERSITY STUDENT'S PROJECT ACTIVITY ^{[№ 9 ' 2016]}
An urgent task of modern higher education is socially demanded necessity of the formation and development of not only professional, but also a man of high intellectual and spiritual culture, who is able to make important professional and life decisions based on a high level of proficiency analytical and reflective, critical thinking, knowing the methodology and having the ability to apply the methods to build the best strategies and tactics of ethically oriented dialogue interaction with other people. One of the directions of productive solvation of the mentioned above problem is pedagogical realization of the possibility to strengthen the epistemological bases of contemporary project activity of students of the university related to project and epistemic vectors of generating and using of knowledge, project-oriented epistemic technologies of personal development of students of modern high school. Theoretical and methodological basis for this implementation is a factor of deep coherence between epistemological, project and pedagogical characteristics of modern education process in high school in a meaningful and semantic pairing categories of “problematic” and “reality”, which contributes to a popular contemporary human society, willing and able to live in situations of uncertainty where knowledge quickly becomes obsolete, i.e. a man who could think independently, analyze, summarize, make a choice, produce and creatively apply the knowledge in the creative intentions of the project to transform reality and himself.