According to the results of the author's sociological research by the method of questioning, conducted in 2021 among students of the humanitarian and technical faculties of the Kazakhstan Peoples' Friendship University named after A. Kuatbekov (KUDN), Shymkent, a low level of legal culture of Kazakhstani students was revealed. A rating of institutional factors in the formation of their legal literacy has been compiled, where the Internet is in the first place, the school and the university are in second place Other institutions (the media, the family are significantly lagging behind in their influence on the legal consciousness of the younger generation. The dual nature of the influence of the Internet has been specified. On the one hand, it increases the level of legal awareness of students, on the other hand, it often simplifies and inaccurately interprets legal norms, which reduces its practical usefulness for the formation of the legal culture of students At the university, the nature of the future specialty has a considerable impact: students in a technical specialty (more often young men) are more active in noticing offenses, more aware of the legal aspects of their future labor and professional mobility. Humanitarians (more often girls) are better aware of their rights in the everyday and private sphere. This is the influence of Kazakhstan's traditionalism.

The article substantiates such axiological criteria of a democratic regime as institutional (traditional) values. The incompatibility of the destruction of these values of statehood, moral and religious prohibitions, the classical (heterosexual and asymmetric-egalitarian) family with the principles of democracy is shown. The contradiction between the attitude of society and particular bodies of the state to traditional values and the evolution of the same ones is revealed. The role of "social justice warriors", feminazi, "snowflake generation", BLM, critical racial theory and globalists in replacing democracy with radical liberalism is analyzed.

The article proposes such axiological criteria of a democratic regime as social (modernist) values. Within the framework of the four types of social equality, such indicators as indicators of the speed and scale of social mobility and the size of income gaps are identified. The interpretations of individual freedom as law-abiding (in the West) and as will (in Russia) are considered. The basic role of the rights to life and personal freedom for other rights is substantiated. The role of the decile coefficient as a measure of the level of social equality and the degree of implementation of democracy is quantified

The article substantiates such axiological criteria of a democracy as value “Fraternité” including Social Justice and Internationalism. Between indicators of inner justice authors enter indexes of social expense’s proportion in selected countries. In the article other kinds of internal and external social justice, the ratio of justice and legality, including international law, are considered. Authors justify incompatibility of democracy and cancel-culture` dictatorship. The latter is interpreted as symbiosis cultures of shame, guilty and fear

The relevance of studying alternative forms of education has increased against the backdrop of criticism of the school education system, which has intensified during the pandemic. The article is based on empirical data that shows that homeschoolers often have problems when changing from a traditional education system to family education. The problems are related to misunderstanding and criticism from friends and relatives, as well as parents' doubts about their professionalism and the ability to successfully combine two social roles (parent and teacher) in the learning process. Particular attention was paid to the problems that were initiated by the school when changing the form of education to homeschooling. It is shown that representatives of educational organizations are concerned about the quality of the organization of the educational process in the family, related not only to the qualifications of parents, but also to the breadth and depth of knowledge presented to children, as well as certain aspects of the socialization of students in the family. The study shows that parents take responsibility for the education of the child, provide the necessary conditions for organizing a high-quality educational process and respond to each formulated argument with a counterargument expressed in effective behavioral practices for organizing education in the family.

The article considers approaches to social management of work behavior of a person. It is established that the reformation of public life, the introduction of a set of market reforms have led to changes in the life of the individual, which determine the appropriate management regulators of her work behavior and activities. It is determined that the activity of social management objects depends on their place and role in the structure of social, socio-economic relations, the dynamics of movement in the hierarchy, as well as on legal, motivational, status, cultural, managerial factors and regulators, as well as state support. It is proved that the purposeful and effective functioning of various social systems, distributive relations, modern forms and methods of motivation and stimulation is the direction of social management of labor behavior and activity of the individual, the formation of which is largely influenced by changes in the field of labor

This article discusses the conceptual innovations introduced into modern social and humanitarian science by the marginalist revolution that unfolded in the second half of the XIX century.
It is argued that the marginalist revolution opens up new fruitful ideological and methodological perspectives for understanding not only purely economic phenomena, but also all forms of interpersonal interactions.
The philosophy of the marginalist revolution is analysed in detail. It turns out that the basic type of exchange interactions in human society is the not a principle of equivalent, but non-equivalent exchange. The issue of the value for the goods intended for exchange is discussed. The article describes why there are differences in the interpretation of the value of one and the same object for different people or why this interpretation could change over time.
Both general theoretical and applied implications arising from the of acceptance marginalist research program as fundamental are analysed.