The article is aimed to clarify the role played by some geographically-oriented concepts like space and border and its philosophical understanding, in other words the philosophy of geography in models of life and creativity, especially at the educational level. Educational model of the life creativity is understood as a vital and creative framework implemented not only at the level of personal behavior and thinking, but also ethnic and national identity. Education is primarily spiritual space, which, however, is implemented into the (...) socio-cultural reality, a network of human, professional, religious attitudes, norms and traditions. It is the cultural space we consider it appropriate to consider as a space for personal identity formation and its vital and creative potential. In this space, a person acts as a social and spiritual being, but this sociality and spirituality and gain contours are achieved through the relation to the Other, communication, cultural practices, and educational guidance. Models of the life creativity require verification that takes place, including through public / private nature of social and educational systems, respectively. Understanding the educational model of the life creativity happening on the network coordinates, rooted in certain social and cultural space. The philosophy of education is the best way to make sense of combination of the individual and the public interest orientation of these aspirations. We believe the original coordinate system for human living space and a set of geographic, social and cultural dimensions in the spatial existence of ethno-national community. From this point of view geography can be seen not just as a specific discipline or field of methodological understanding of the relationship with the environment, but also a means of philosophical reflection on the spatial existence. When ethnic cultures move to the level of conscious reflection and its fixation results in various forms of original, but a well-developed and diversified cultural life, the experience of understanding and describing the world gets philosophical modes in which the educational paradigm founded as a system of conscious installations for the transfer of experience. The experience has been transmitted not so much through a story, lyric and epic music reproduction of the historical memory but through education, training, verification of the gained experience and various channels jf receiving, assimilation and further dissemination. Thus, in nationally-oriented educational systems geographical dimensions and models continue to constitute the educational space as a center of cultural identity and one of the foundations of the civilization development. (shrink)