The article analyzes the project cycle of the grant research project N19-29-14016 “Methodology of big data analysis in education and its integration into professional training programs for teachers and education managers”. The peculiarities of the project implementation in the conditions of the changed scientific and technological policy and its sovereignization are revealed. The features of converting research results into new knowledge systems are characterized. The features of patenting intellectual products created as a result of the project are analyzed. The features of the institutionalization of the research project into the organizational structure of data experts are revealed. Conclusions are formulated in the context of the concept of “Impact-Science”.

The process of reading is considered in the context of the problem of consciousness. The concept of modes of consciousness functioning is applied, similar to the concept of consciousness registers according to D. A. Leontiev. Four modes of functioning of consciousness, important for psychology, are isolated from literary sources: feeling, distancing, dialogue with the author, internal dialogue. They are supplemented by a meditation register. The concept of chronotope, introduced into science by M. M. Bakhtin, is analyzed according to the criteria of differential psychology. It is assumed that readers’ preferences are due to the similarity of the chronotopes of their life world and the author’s.

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 briefly analyzes the life path in science and the professional activities of the prominent educational psychologist N. V. Kuzmina. She is the founder of such an innovative field of human science as acmeology for the development of professionalism of adult specialists. She implemented this innovative discipline based on the study of the work of such main subjects of the education system as a kindergarten teacher, a school teacher, a master of industrial training, a teacher and a university dean. The article is the first to analyze, from the standpoint of subject-activity and institutional-personological approaches, the outstanding role of N. V. Kuzmina in studying the development of abilities, pedagogical talent and talent of teachers in the education system. The decisive creative contribution of N.V. Kuzmina and her scientific school to the creation of the foundations and development of acmeology technologies in modern human science is shown.

The article reviews the views of various authors on the relationship between anxiety and self-awareness in ontogeny. An interpretation of the influence of the features of the development of self-consciousness on the level of anxiety in children from the standpoint of culturalhistorical psychology is proposed.

В статье анализируются значимые вехи истории изучения в российской педагогической психологии образовательной среды развития учащихся, выделяются ее основные модели, а также показано их значение для оптимизации учебно-воспитательного процесса формирования мышления и личности в современном образовательном пространстве.

The article presents the main results of the long-term scientific activity of a known scholar and figure of pedagogical education N. A. Astashova on the study of the phenomenon of dialogic pedagogy. This issue is a part of a wider range of her research interests related to the problem of personality development of a future teacher and value orientations in the educational system. N. A. Astashova is credited with the scientific substantiation of the concept of pedagogical axiology, the development of a typology of values that can be used as an axiological modeling tool. The characteristic features of the axiosphere of a modern teacher, the analysis of cognitive, emotional and behavioral subsystems of personal value orientations of a teacher deserve attention. She also highlighted the conceptual ideas of the formation of the dialogic space of education, identified methodological tools for the study of dialogic pedagogy.

The article discusses the problems of unity of consciousness, the staged part of which was published earlier. Implicit and explicit scientific ideas about the unity of consciousness are considered. As an initial set of relevant knowledge on the problem of unity of consciousness, the works of B. G. Ananyev, L. S. Vygotsky, V. P. Zinchenko, S. L. Rubinstein and other Russian psychologists, as well as T. Bayne, C. Whitehead, K. Wilber, M. Graziano are analyzed and other foreign authors. Correlated aspects of neuroscience, cognitive science, social anthropology, linguistics, ethnology and other fields of scientific knowledge are touched upon. In a plan comparable to the works under discussion, domestic ideas are considered, which partially overcome the incompatibility of existing research positions in this field. The main difficulty on this path is the need to take into account the diverse identifications of consciousness and the corresponding theories. As a necessary condition for the unity of consciousness in the group and macro-group dimensions, the unity of manifestations of individual consciousness is postulated, which are associated with fixed characteristics of the internal organization of consciousness in combination with external factors of activation of consciousness, including the researcher and/or an outside observer, or a self-aware subject. The author’s spectrum of possible forms of unity of one or another set of phenomena of consciousness is proposed. Projects of complex, integrative, systemic and synergistic levels of unity of consciousness are presented. The unity (continuity) of consciousness is defined in the forms: a) a complex of interrelated manifestations (complex unity); b) a complex of interrelated and interdependent manifestations of consciousness (integrative unity); c) systemic unity characterized by hierarchical structure of consciousness; d) metasystemic unity characterized by reflexivity of systemic manifestations of consciousness; e) synergistic and metasynergic unity characterized by self-organization (internal plan) and self-regulation (self-reflected external plan) of the functioning of consciousness in the conditions of the reflexive possibility of bifurcation.

The author’s reference to Democritus’s teaching on knowledge development is explained by the need to highlight such ideas, the enduring significance of which for subsequent theories of learning is confirmed by time. It is revealed that Democritus was one of the first to identify two types of knowledge development (sensual and theoretical) and the corresponding types of knowledge. For subsequent theories of learning, the following ideas by Democritus are significant: 1) knowledge development goes in depth from sensory to theoretical knowledge; 2) knowledge developed through the senses cannot provide a stable basis for recognizing the truth; 3) knowledge developed through thought is reliable in estimating the truth and recognizing it. The most important aspects of Democritus’ thoughts are identified, which in the field of modern terminology can be called humanitarian: theoretical thinking (operating with concepts, etc.) educates a person as a thinking being; when raising a thinking student, it is necessary to take in consideration the types of knowledge development.

It was found how the self-perception of adolescents changes in the process of media activity, and other effects of the development of adolescents in this process were identified, namely the formation of an adolescent community as an imaginary, and on this basis a real community, organization of teamwork based on self-determination, control over specific functions and tasks of team members to create the final media product. By media activity, we mean a special kind of human activity, characterized by the use of specific media tools and the construction of a special media space, which any sphere of reality can become. Any activity addressed to an imaginary community (according to Anderson) can be considered as a mea-activity. For example, the creation of a literary and any other work of art, shooting a video, etc. The addressee is implicit, he is in the imagination, and the author must look at himself from the position of an imaginary addressee.

The possibilities of studying the mechanisms and features of the intellectual socialization of students in the conditions of academic communication are updated. Academic communication — communication with different subjects of the educational environment of higher education in the learning process. A theoretical model for combining the mechanisms and components of socialization with an emphasis on intellectual ones is proposed. The structure and content of students’ socialization in the process of studying at the university is analyzed. Its main intellectual mechanisms are described. Separate results of an empirical study of the correlation between the processes of intellectual socialization and the dynamics of students’ consciousness in the learning process are presented. Practical recommendations are given for supporting and accompanying intellectual socialization in the academic communication of students.

The article considers the concept of “reflection” as a philosophical method of cognition that has come to psychology. The question of the need to consider reflection at the level of the meta-process is raised. The results of the study of the attitude of psychologists-consultants from different cities to the need for training and the level of formation of a number of cognitive distortions in them are presented. Conclusions are formed about the most common cognitive errors and schematically sketched ways to correct them with access to constructive reflection.

The article deals with the psychological concept of “psychic trauma”, the author’s method of psychological assistance “Systemic formation of the life path of the individual”. Its consideration is proposed to be carried out on the basis of the “4D-existence of a person” model, which describes the relationship of a person with himself, the social world, the objective world and life activity. Psychic trauma is defined as a deformation of a person’s relationship with himself and the world. The types of deformation are considered: distortion, infringement, suppression, destruction, loss, initial absence. Diagnosis, verbal gathering of information about the client’s symptom is discussed.

The article reviews the views of various authors on the structural components, origins and mechanisms of self-consciousness development in ontogenesis. Interpretation of the process of development of self-consciousness in early age from the position of cultural-historical psychology is offered.

The use of games in education depends on the direction of training: 1) on mastering professional pedantry or 2) on mastering professional virtuosity. Stanislavsky’s method of “simple physical actions” helps to solve pedagogical problems of school lessons. Not only because it prevents students from refusing to perform the teacher’s tasks, but also because it becomes a methodological support for teachers in freeing the process of teaching children from the cult of awareness, imposed by thought-activity pedagogy and violating the natural links between the development of individual curiosity in schoolchildren and their natural disinterestedness.

The logic and methodology of the century-old development of one of the largest areas of general and pedagogical psychology, founded in the twentieth century by S. L. Rubinstein and led at the turn of the XX–XXI centuries by his student A. V. Brushlinsky are analyzed. From the standpoint of the institutional-personological approach to scientific creativity and by analyzing half-forgotten sources, the key stages of his life are differentiated for the first time, achievements in his development of problems of general and pedagogical psychology based on the subject-activity paradigm are characterized in interaction with participants of the schools of S. L. Rubinstein and A. V. Brushlinsky himself, as well as with a number of Russian philosophers, psychologists and teachers.

The article discusses the problematic situation of the development of education in the knowledge space of modern society in the context of global transformations taking place in it, knowledge as a social life phenomenon, as a construct of the process of forming a person as an active subject. The importance of taking into account the peculiarities of the connection between the knowledge potential and the development of education, in this case, the development of modern education, is highlighted.

The article discusses the issues of possible changes in the Russian education system, due to the current political and economic situation in the world. Perspective directions of the actual reformation of general and higher education are determined. As a methodological basis, the category of consciousness is considered, which allows amplifying the competence basis of modern Russian education.

The article deals with the problem of education as a condition for the social development of a person in two (conditionally) forms of its implementation — objectively set in practical activities, in the space of his life experience, acquired in the social environment, and subjectively purposefully formed on the basis of specially developed scientific programs.