Analyzed are scientific researches, the authors of which substantiate the concept of intellectual potential and determine methodological foundations for the diagnosis and development of the intellectual potential of youth. The authors of the article considered the concept of “intellectual potential” from the standpoint of various methodological approaches, showing advantages of young people in formation of intellectual potential: speed of mastering new competencies, high creativity, low reproductive inhibition during the development of activities. Problems of development of intellectual potential of Russian young people are revealed. The components of intellectual potential are highlighted, among which a special place is for motivation for mastering knowledge, abilities, skills, willingness to take risks and uncertainty, information culture, etc. It is proposed to determine intellectual potential of young people, based on levels of development of its components. Requirements for educational environment for development of intellectual potential of modern youth are described as well. The conclusion is made, that intellectual potential of modern youth must be formed in a specific educational environment with specific conditions.
Analyzed is the concept of risk as an inevitable fact of our time. They researched conceptual approaches to risk of foreign and domestic scientists who substantiate risk as a way of mastering reality, a condition, and stimulus of activity. The article presents an understanding of risk as a new opportunity, which is provided by competent use of information, an ability to make high-quality decisions in society of risk. The article attempts to show some aspects of education not only through its involvement in the risk system, but also as product and risk generator. Attention is focused on the fact that the concept of “educational risk” has not finally formed in science; most scientists research it through factors that affect processes and outcomes of education. Educational risks exist in the sphere of interests and competences of the state, employers, and youth. The authors provide a classification of educational risk and substantiate the relationship of risk groups. The authors propose specific measures for educational risk management, which require systemic multi-level solutions involving participation in risk management of risk groups. It is concluded that students are able to manage educational risk due to a set of knowledge, awareness of the labor market, and understanding of state policies related to education.
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