В статье содержатся результаты эмпирического исследования взаимосвязи агрессивных установок подростков с тяжелыми нарушениями речи и их индивидуально-типологических особенностей. В исследовании приняли участие 35 обучающихся 8–10-х классов специальной (коррекционной) школы-интерната для детей с тяжелыми нарушениями речи. В соответствии с теорией В. И. Лубовского об общих и специфических закономерностях нарушенного развития предполагалось, что подростки с тяжелыми нарушениями речи характеризуются наличием агрессивных и враждебных реакций, однако под влиянием индивидуально-типологических особенностей они проявляются либо в агрессивно-демонстративном, либо в защитно-агрессивном поведении. Исследование осуществлялось с помощью комплекса психодиагностических методик, направленных на выявление индивидуально-типологических особенностей личности подростков и специфики их агрессивных проявлений. Исследованы агрессивные тенденции подростков, их агрессивные поведенческие проявления, агрессивные и враждебные реакции, степень выраженности агрессивности как черты их личности, а также индивидуально-психологические особенности, диагностируемые с помощью индивидуально-типологического детского опросника Л. Н. Собчик и личностного опросника Р. Кеттелла. В результате исследования выявлено, что подростки с тяжелыми нарушениями речи характеризуются ощущением неполноценности и чувством ущербности, повышенной возбудимостью 206 на слабые раздражители; для них характерны двигательная неугомонность, рассеянность, недостаточная концентрация внимания. Однако в группе подростков с высоким уровнем агрессивных установок такие особенности проявляются в повышенной возбудимости и агрессивности, подозрительности и враждебности, а в группе подростков со средним и низким уровнями агрессивных установок — тревожности, неуверенности в себе и защитном поведении.

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 considers the possibilities of using interactive learning platforms in the educational process (“Russian Electronic School”, Wordwall, Genially, “Yandex. Textbook”, “Mobile Electronic School”). The specificity of their use in teaching schoolchildren of different ages, different health conditions and academic performance is shown. The positive properties of interactive learning platforms in achieving learning objectives, advantages and disadvantages of online platforms are revealed.

At the moment, society needs qualified workers who can simultaneously operate with fundamental knowledge and have practical skills sufficient to find an effective solution in complex and unforeseen cases. Vocational education and institutions involved in personnel retraining have a goal to ensure a sufficient level of knowledge for students to adapt to the conditions of the modern labor market; to focus on the requirements of leading organizations and enterprises; to ensure the competitiveness of certified specialists in employment. Based on this, the objective is set to improve the educational structure and methods of training future specialists in secondary vocational education institutions; introduction of the latest developments in this field into the educational process, which is more necessary when training specialists employed in high-tech industries.

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 vital use of modern high-tech methods of treating brain tumors in children, such as surgery, radiation and chemotherapy, has led to a significant increase in the life of young patients. However, the localization of the tumor process, as well as the high toxicity of the treatment methods used, leads to a high percentage of various speech and cognitive disorders that can persist for a long period of time. The article considers the aspect of speech therapy in the conditions of the pediatric oncological treatment and rehabilitation scientific center. Correctional and developmental work is a necessary part of the third stage of medical rehabilitation in children with a neuro-oncological profile.

The current stage of digitalization of society and education is directly related to the introduction and widespread use of neural networks in the practice of educational organizations. The tasks solved by neural networks are quite diverse and can significantly increase the efficiency of both the educational process and the management of the educational organization as a whole. One of the possible comprehensive solutions for the digital transformation of a higher education institution could be the formation of an educational digital environment based on the widespread use of neural networks and artificial intelligence. The article presents the complex composition of this environment and its tasks, where individualization and differentiation of learning through the formation of individual educational learning trajectories is considered one of the main ones.

Individual unconscious is seen as an immanent element of the self-managment mechanism of an evolable hierarchy-network system of Humanity (hierarchic search optimization of the objective criteria of energy kind). It is stated that its formation in spatial hierarchy of occurent subsystems of Humanity happens in a mirrored manner (regarding the “identity” layer) to a connected trend of formation of the collective unconscious, social and infrastructural. The informatic-cybernetic model of metaevolution (emergence of hierarchic layers in the process of formation of a system) of individual and collective unconscious is presented. Quality and quantity model characteristics of stated processes in the Psycho-socio-production sphere of Humanity are given.

The article is devoted to the possibilities of implementing an individual approach to the artistic development of children. The authors distinguish between the concepts of “individuality” and “individual typological differences”. Individuality is the unique integrity of each child. Individual typological differences mark the child as one of the representatives of a certain human type. In the first case, the main task of the teacher is to support the creative initiative coming from the child himself. In the second, the teacher takes into account the typical characteristics of children that can help or hinder the success of their artistic development.

In the article, the authors consider the process of organizing the production (pedagogical) practice of future teachers within the framework of an activity-based approach. The authors emphasize that the content of industrial (pedagogical) practice should be built in line with activity immersion, taking into account the possibility of designing individual educational trajectories during the concentric organization of practice.

The article, from a pedagogical position, reveals the features of the content of individualization of foreign language teaching for cadets of military command universities, including the following areas of teacher activity: organization of classroom and independent work, creation of a pedagogical environment that takes into account the personal characteristics of cadets.

The article presents an essential analysis of the individual psychological characteristics of a person as a prerequisite and predictor for the formation of trans-professional traits in the process of pre-professional development related to upbringing, education, vocational guidance; the traits of trans-professionalism of the subject of professional activity are described. Constructive professional attitudes, anticipatory consistency, intellectual lability, leadership abilities, communicative and organizational inclinations of adolescents were considered as prerequisites for the formation of trans-professionalism in the applied research.

The concept of an educational cultural-semiotic and private environment for the life of a developing person is formulated, focused on new forms of education in the context of a change in the main pedagogical paradigm and changes, which the author calls “a quiet revolution in education”. The principles of the traditional and new paradigm of education are briefly characterized. The question is raised about the reality, which will make it possible to comprehend and interconnect the individual principles of the new paradigm. The author describes the image of culture that he developed in the course of many years of cultural research and helped him see a new reality. But he called this reality not culture, but environment. The characteristics of such an environment are indicated, two levels of its description are distinguished — abstract (as a reality) and more specific (ontological). The latter is illustrated on the material of the problems of teaching mathematics. In conclusion, criteria are discussed that allow for the demarcation of competencies for new types of education.

The article presents the problem of pedagogical support for a future teacher in educational activities, and notes the features of the process of pedagogical support in the field of popularization of science. The authors reveal the essence of the concepts of “pedagogical support”, “individual educational routes”, show a set of specific tasks that reflect the specifics of the content of pedagogical support, and consider the problems and risks of pedagogical support for a future teacher in the field of popularization of science.

The article substantiates the determination of creativity as a culture-creating activity by the intellectual and personal activity of its subject. The contradictory self-realization of talent is expressed in the dynamics of his experiences and reflexive self-attitude, which are mediated by a system of sociocultural interactions as a space for personal development and professional growth of the subject in concrete historical conditions. These patterns are investigated in the scientific plan by means of a meaningful and semantic analysis of creativity based on the material of the life of the psychophysiologist-encyclopedist N. Ya. Perna. He developed an original method of reflexive psychological study of the psychobiography of the life path and productivity of the activities of outstanding talents. This was summarized by him in the fundamental concept of the rhythmology of life creation, an innovative contribution to the

The article describes the work program developed by teachers of the Department of Foreign Languages of the Moscow Higher Educational Institution for the training of tacticallevel military officer-interpreters called up for military service during partial mobilization. The restoration of previously formed and acquisition of new foreign language communicative skills in practical classes was carried out through the implementation of a model of individualization of foreign language teaching.

The article considers the need to transform the modern education system due to excessive information availability and violation of the basic principles formulated in the Russian philosophy of education, which postulates an inextricable link which the central element of the productive transformation of modern education is the formation of the skill of critical thinking, which occurs when using a certain methodology of teaching philosophy, which assumes not “filling memory”, but the development of an algorithm of mental action in the joint work of the teacher and the student.

The article deals with two main topics: what is the attitude towards man and the world, and how it has changed in the history of culture. The author singles out three components in the category of relation - essence, correlation and distinction of members of the relation. The whole, in which changes in relations can be traced, is given by the concepts of “culture” and “personality”. Situations of changing attitudes towards man and the world in European culture are analyzed: the understanding of the soul by Plato and Aristotle; correlation of man and God in the work of St. Augustine and the letters of Heloise and Abelard; freedom and necessity as the poles of Kant’s new European attitude to man; the crisis of the new European attitude to man and the world (Nietzsche and Bibler); deconstruction of the new European attitude to man and the world in the works of Zygmunt Bauman. It is concluded that at present, characterized by a double transition (the crisis of modernity and the formation of “future culture”), the attitude towards the world and man becomes uncertain and deconstructed.

The article presents pedagogical support for the formation of a high school student’s readiness for professional self-determination in the context of the career guidance minimum introduced from September 1, 2023 for educational organizations of the Russian Federation that implement educational programs of basic general and secondary general education. Three components of professional self-determination (motivation-target, content-activity, evaluative-reflexive) and pedagogical strategies for their development are identified: updating the value-semantic orientations of a high school student (motives, values, goals) in choosing a professional field, enriching the content and means of professional self-determination of a high school student, activation of the subject position of a high school student.

The study is devoted to the analysis of twins’ ideas about the factors, influencing on twins’ individuality in the process of school education. The study was carried out within the framework of a differential psychological approach. Object of analysis: phenomenological interviews with adult twins. The results show that teachers do not always take into account the specifics of the twin situation, do not set the task of differentiating twins from each other and do not take into account the preferences of the twins themselves.