HIGHER EDUCATION STRATEGIES: TOWARDS THE 21ST CENTURY INNOVATIVE SOCIETIES N.S. Kirabaev, M.V. Tlostanova Peoples’ Friendship University of Russia Miklukho-Maklaya str., 10/2, Moscow, Russia, 117198 issues: The radical changes taking place in the present world are related to a number of — An exponential growth of scientific knowledge has resulted in a widening gap between the developed and developing countries; — Important changes in the labor migration are taking place under the influence of delocalization of enterprises, which are usually moved to the areas with cheaper labor force. <...> It is also essential to keep in mind the world demographic asymmetries with the rapid population growth in the global South and the ageing population of the global North. — Globalization and internationalization bring forward the critical issue of protecting the national cultural and linguistic identity. <...> The main socio-economic, political, religious, and cultural factors intersect in the realm of education. <...> What they share is the anxiety on the destiny of human being as an object of manipulations in the technologically drastically changing reality, the new human as a half-stuff which may be manufactured or changed according to market needs. <...> But along with classical humanist stance there is also a growing tendency of critical philosophical post-humanism growing 178 Kirabaev N.S., Tlostanova M.V. Higher education strategies: towards the 21st century innovative societies out of predominant anti-humanism of the last quarter of the 20th century that we find in postmodernism, feminism, postcolonial theory, environmentalism. <...> It is a struggle for new concrete forms of universality, which are based on the respect for all that lives. <...> Within this model, education turns towards a critical thinking and self-reflexivity on the part of the subjects who occupy the former humanist center and also those who dwell in one of the many scattered new centers of power in our decentered world. <...> Ethical dimension and political needs of different countries, cultures and people should become a universal foundation for educational models in the 21st century. <...> A crucial aspect of this kind of education is a move beyond anthropocentrism and expanding the notion of life towards the non-human or zoe — not in G. Agamben’s negative sense [2] but reinterpreting zoe in a positive and constructive way following R. Braidotti [3], as a non-human vital force of Life, and erasing the previously stable <...>