Memoriality is associated with a person’s readiness not only to remember himself, but also to show a certain activity to create an attractive image of himself, so that other people perceive and remember this person positively. The “memorial stage” assumes that the activity and activity of a person to create a favorable self-image occupies a significant place in his life, claiming the status of “leading activity”. This applies to the pre-retirement and retirement periods of life to the greatest extent, but also to situations of real risks to life (in war, in various extreme cases, in conditions of irrational impulses that are difficult to overcome, etc.). A special status is acquired by the “memorial stage” after a person’s life. The article attempts to reveal the essence of “memoriality” (as “memorial activity”) and the “memorial stage” associated with the life and biography of a person (both during the life of a person and after his death). A generalized model of “memoriality” is proposed, based on the correlation of a real integral person, the attitude to him on the part of this person himself (I-image), on the part of society (social image) and on the part of culture — in material and digital media reflecting the contribution of this person to culture (cultural image).

This article continues the consideration of the features of the “memorial stage” that began in the previous article — the “memorial stage” in the life and biography of a person. Part 1. The essence of the “memorial stage” and the generalized model of the “memorial activity”. The peculiarity of this article is that it focuses on social immortality, where the “memorial stage” is considered not only as the readiness of the individual to leave a good memory about himself, but also as the readiness of society (culture) to perpetuate the memory of this person. The article analyzes the development of the image of a person after his death. In this regard, the author considers the fundamental possibility of the relative independence of such an image, its productivity and even subjectivity. Arguments for and against such a possibility are given. We believe that the strongest arguments in favor are analogues from literature and cinema, where the images of the characters can get out of the control of their authors and, as it were, live their own lives, determining the further development of the plots of many works. The main argument against it is the dependence of the image on its biological and social embodiment, without which the image can disappear. All this does not yet allow us to talk about the full subjectivity of the image of a deceased person, even in the format of his social immortality. Although, in our opinion, it is still possible to talk about partial subjectivity, for example, through participation (or co-authorship) in some common affairs, in interaction with living people.

“Moral experimentation” is presented in the article as a gradual preparation of high school students and students for possible moral selections and actions through the modeling of complex ethical situations in activating methods. Such modeling, in contrast to real ethical difficulties, allows, on the one hand, to detachedly see a difficult situation and one’s behavior in it, and on the other hand, helps to better and deeper feel those internal and external “barriers” that often prevent a person from behaving more decently. Psychological and pedagogical conditions are considered, when game and discussion procedures are more suitable for modeling moral choices, and when these procedures should be abandoned.

The paper considers and analyzes various approaches to the model of digital competencies of teachers. The emphasis is on the latest research by Russian scientists devoted to the study of digital competencies, digital literacy, and digital skills. It is indicated that there is no single approach to considering the structure and content of the concept of “digital competencies”. The results of a study of digital competencies of Russian teachers, conducted in 2022, are shown.

The study of the genesis of arbitrary activity by Vygotsky’s followers led to the ideas of the activity approach, which took root in the Moscow methodological circle (Shchedrovitsky, Lefebvre, Davydov, etc.) by the end of the 1950s. In the early 90s, the primacy of the activity approach in domestic education was officially declared, in spite of fair criticism from the supporters of the information-needs concept of man developed by Simonov and Ershov (based on the ideas of Sechenov and Stanislavsky). Their concept took into account the focus of any needs on either preservation of what has already been achieved, or on all new development (with the inevitable negation of what has been previously achieved). The connection of this dichotomy with positive and negative emotions, revealed in a new way the role of game activity in transformations of actual human need dominants.

The article explores the concept of aesthetic culture, the issue of aesthetic consciousness and its role in teaching vocals. The formation and development of aesthetic consciousness in the process of musical activity is studied, as well as how it helps the musician to perceive the content of a musical work. The author emphasizes the equivalence of the parallel development of two directions in vocal education: technical and artistic. In the article, the author comes to the conclusion that the aesthetic consciousness of a musician reflects his artistic worldview, thinking, imagination, individual culture and musical taste.

The article presents the results of a study of cognitive styles “utility/field dependence” and “reflexivity/impulsivity” in older preschoolers. The interrelation of cognitive styles with nonverbal and verbal intelligence in the senior preschool age is described.

Questions have long been used by teachers and tutors as an instructional tool to assess students’ knowledge, improve understanding, and stimulate critical thinking. Well-thought questions lead to new ideas, spark discussion, and promote comprehensive learning about a subject. Poorly designed questions can lower performance, create confusion, intimidate students, and limit creative thinking. Teachers tend to ask lower-order convergent questions, which are based on students’ actual recall of prior knowledge, but do not ask higher-order divergent questions, which promote deep thinking and require students to analyze and evaluate concepts. The article summarizes the taxonomy (that is, the teaching of the principles and practice of classifying and systematizing complex, hierarchically related entities) of questions, suggests strategies for formulating effective questions, and explores practical considerations for increasing student engagement and developing critical thinking. Similar concepts can be applied in the classroom and in experiential learning environments. Relationship between development of critical thinking skills and targeted application of effective questioning methods in educational organizations is examined. Having carefully studied various forms of training and their obvious impact on students’ ability to think critically, we have summarized the experience of composing questions that play a significant role in the development of analytical and evaluative cognitive abilities. The study delves into the complex elements of question formulation, including factors such as complexity, relevance, and relevance to a particular situation.

The purpose of the study is to develop organizational and pedagogical conditions for professional development of teachers in the prevention of hidden social orphanhood of students. Research methods: surveys, self-observation, self-assessment, analysis of diary entries and social passports of families. The expediency of implementing the development of professional skills of a teacher through “learning in activity”, involving teachers in research, project, directly pedagogical, advisory, etc. work is substantiated. The conclusion is made about the effectiveness of parallel work to improve the teacher’s qualifications and solve the tasks of preventing social orphanhood.

In this article, the authors discuss the relevance of the views of the great scientist and teacher K. D. Ushinsky in our days, since the modern realities of the digitalization of society exacerbate the issue of the cultural essence and the formation of the personality of a young person. It is in the art classes in additional education, according to the authors, that the resources of folk pedagogy according to Ushinsky are applicable. Among the main directions are offered: education of youth in accordance with the national system of values and a personality-oriented approach to classes to achieve the creative development of students. As an example, the content of classes in the vocal studio of a typical institution of secondary vocational education is analyzed.

Currently, music education in universities in China is developing at an accelerated pace. But, unfortunately, the music education system focuses on the implementation of Western standards, sometimes neglecting the education and inheritance of Chinese traditional music. Because of this, there are problems that the government is trying to solve. The article briefly analyzes the current situation with music education at universities on the inheritance of traditional Chinese music, examines the importance of music education in terms of increasing cultural awareness, expanding the influence of traditional Chinese music. The authors reveal the educational aspect of traditional music in Chinese higher education.

The topic of the article is related to the actual problem of the development of musical and educational activities in modern China, the solution of which is hindered by several factors identified by the author of the article (pedagogical, parental and social). One of the ways to solve this problem is to increase the interest of children in the study of music by enriching the educational repertoire by teachers with piano works by famous composers for children and about children. S. S. Prokofiev is one of such famous composers around the world. Particularly noteworthy is the cycle of his piano pieces “Children’s Music”, written in 1935 in the USSR with the aim of replenishing the educational repertoire of children’s music schools. The plays included in this cycle have programmatic titles and are united by a common storyline that describes the events of one day in a child’s life. The author of the article reveals the educational and didactic potential of these pieces, suggests including them in the “listening to music” section of music lessons in secondary schools in China, as well as in the educational repertoire of children learning to play the piano in conditions of additional musical education. Study of Russian experience by Chinese music teachers will help with this.

The article is devoted to the description of the realization of the educational potential of the pedagogical block of practical tasks. The authors emphasize that it is the content of the pedagogical block of practice assignments that contributes to solving the tasks of education and the formation of significant personal qualities of a student.

The article addresses the issue of coping behavior and coping strategies of students at a pedagogical university. Models of coping with stress, coping tasks, coping strategies, and personal coping resources are defined. The main approaches to the study of coping behavior, classifications of coping behavior in the interpretation of domestic and foreign researchers are highlighted. The connection between the coping strategies of pedagogical university students and their value orientations, readiness for pedagogical activity, neuropsychological characteristics, self-attitude, and defensive mechanisms of the personality is traced. Empirically, the adaptive and maladaptive coping strategies inherent to students of a pedagogical university, their situational and personal anxiety, as well as the relationship between anxiety and the prevailing coping strategies of future special education teachers are revealed.

The article presents the results of an all-Russian study of civic-patriotic values in a modern school. The psychological and pedagogical conditions for the formation of patriotic and civic values have been analyzed. In order to find the factors that determine this situation, an analysis of the patriotic values of schoolchildren was carried out, including the following sections: objects of identification; image of the Motherland; life goals and patriotic values; life position and socially significant activity; preferences and plans.

The presented article is undoubtedly relevant and timely. This relevance is due to geopolitical global events and serious problems in domestic education associated with a low quality level of civic and patriotic education of Russian schoolchildren. The article analyzes the basic concepts of the problem field being studied, and also substantiates the main directions of ensuring civil and patriotic education of students of general education organizations.

The article presents the results of a study of the features of professional burnout of teachers involved in the educational and educational process of children and adolescents with disabilities undergoing rehabilitation. According to the results of the diagnosis of professional burnout among teachers working with children with disabilities of different ages, an increased risk of the formation of professional burnout was established and harbingers of inadequate selective emotional response and reduction of professional responsibilities were noted.

1st part. A brief overview of the development of applied problems of hermeneutics. Spreading of the tradition to “see with your own eyes”. The task of comprehending the text in theatrical pedagogy. The origins of applied drama hermeneutics and its methodological guidelines. Circumstances of origins and methodological guidelines of media hermeneutics. Comparison of clear similarities and their surprising differences. Education of “Soft skills” and “facilitating psychotechniques” of media hermeneutics. 2nd part. Practical problems of reflection — from self-analysis to self-observation and vice versa. About stops as a condition for introspection. System analysis combined. “Unpredictability of self-observation” and “introspection under the pipe”. The thought-activity project of the DEVELOPMENT of the great “Linen Road” of the Non-Chernozem Region and the results of the activities of the Department of Psychological Anthropology of the Moscow State Pedagogical University, including the work of the media hermeneutics club.

2nd part. Practical problems of reflection — from self-analysis to self-observation and vice versa. About stops as a condition for introspection. System analysis combined. Unpredictability of self-observation and introspection «under the pipe”. The thought-activity project of the DEVELOPMENT of the great “Linen Road” of the Non-Chernozem Region and the results of the activities of the Department of Psychological Anthropology of the Moscow State Pedagogical University, including the work of the media hermeneutics club. Education policy: about the future of two versions.

The article describes the results of studying the attitude of various target groups to inclusive education in preschool educational organizations. During the survey, the lack of formation of a number of professional competencies among teachers and the lack of a value understanding of inclusion in their personal sphere were revealed. The study showed the importance of purposeful work with teachers in the direction of developing their professional consciousness and professional positions in the inclusive education of children with disabilities of preschool age