Supporting children’s independence is one of the important tasks of family education. The modern family is often described as different from the families of previous generations, and this difference is associated not only with social and historical changes, but also with the personal history of interaction with parents. In this regard, it is important to study parents’ ideas about how their parents supported independence, and how this influenced the parenting practices they themselves used. There are four types of such representations. In three of them, parents contrast their practices with the practices of their parents (detached, overprotective or demanding), in one they continue parental practices (combining trust and freedom).

The diversity and versatility of the creativity of the classic Russian psychologist V. P. Zinchenko also implicitly includes a number of works that can be attributed to the genre of historical-psychological research. The peculiarity of these studies in the works of V. P. Zinchenko is their compliance with the fundamental demands of life and problems of modern for V. P. Zinchenko psychology, also remaining relevant today. In his series of personological works entitled “To My Teachers and Honored Interlocutors,” the author singles out A.A. Ukhtomsky as the very first and his scientific heritage, which is highly valued by the author for its significance for modern domestic and, more broadly, world psychological science. An important feature of the personological approach in relevant studies by V.P. Zinchenko is, in our opinion, the resonance of the creative manifestations, character and actions of the person chosen for analysis — the author’s own intentions of the personality.

The article discusses the question of whether in European history it was possible to instill a love for the family tree, and the author understands both of these phenomena in a general way, stipulating the problematic nature of such an approach. Analyzing the formation of love in archaic culture, the concept of platonic love, the medieval concept of courtly love and the new European concepts of romantic love, the author comes to the conclusion that love could not be organically united with the family. He discusses the reasons for this, which have much to do with the discrepancy between the European individual and the family as a social institution. Accordingly, arguments from both psychology and sociology are used. In conclusion, the author’s “concept of creative love” is outlined.

The article presents material that can be used as a didactic and methodological aid for courses in teaching sociology and other social sciences. The relationship between sociology and social sciences is discussed: the former consider sociality in an anthropological key, as relationships between people; in social sciences, the conditions that determine these relationships are analyzed. Six main characteristics of sociality are presented: the study of mass behavior of people and social order, the characterization of the correctness of sociality, the assessment of sociality and the assignment of the type of social action, the cultural and historical understanding of sociality, the popular nature of sociality, the singular plan for the evolution of European sociality. Three types of sociality are distinguished and introduced (1.0, 2.0, 3.0). At the end of the article, the author joins the opinion of Z. Bauman, who calls on sociologists not only to more carefully formulate the laws of sociality, recognizing humanitarian nature of sociological research, but also to recognize the limitations of their cognitive capabilities in relation to sociality.

This article is devoted to issues related to the formation and current state of pedagogy in Egypt. The paper solves a number of tasks, including: identifying the origins of pedagogy in the Arab state; presenting a brief outline of the historiography of Egyptian pedagogy; describing the periodization of the development of pedagogical ideas; highlighting the content of the main pedagogical works of the Egyptians. As a result of the study, the evolution of the pedagogical thought of Egypt is determined, the main vectors of the educational process, under the influence of which the pedagogical system of today’s Arab state has acquired its uniqueness and originality.

This article analyzes fiction about the Great Patriotic War as a means of educating patriotic qualities in future officers. The features of the image in the literature of the events of the Great Patriotic War in different years of the Soviet period and in post-Soviet Russia are shown, the specifics of the use of fiction about the Great Patriotic War in the patriotic education of cadets of military universities in various historical periods are revealed. Approaches to depicting the events of the war years changed significantly, as did the methods of patriotic education of cadets. The changes that took place during the collapse of the USSR were especially tangible in this regard, however, to this day, the cultural heritage left by writers whose work touched on the theme of the Great Patriotic War is preserved and remains important in educational terms.

The article reveals the contribution of Professor N. A. Astashova to the research of various aspects of the history of national public and professional music education, its theory and practice, to the work of major musicians-teachers and regional particularity. The role of the scientist in the work of the Scientific Council on the problems of the history of musical education is emphasized.

In the article, the authors reveal the features of multimedia perception, the specifics of the use of digital technologies by school teachers who are ready to implement the educational practice of subject education using reliance on the multimodal perception of multimedia content, the implementation possibilities of which are presented on the example of the resources of the multimedia historical park “Russia — My History”.

The attitude of young people to family history is considered as an element of their worldview. The dynamics of interest in studying the history of one’s family, identified using the original “Family History” method, shows that at different stages of growing up (16–18 and 19–22 years) a “Positive image of the family” is formed. The factor illustrates the process of separation of young people from the parental family and can act as one of the indicators of the internal position of an adult. The motive for studying family history reflects the process of self-identification of a maturing individual. Differences between boys and girls aged 19–22 in showing interest in family history are seen as a result of the influence of traditional gender expectations from society, which require women to have their own family. These expectations actualize girls’ readiness to evaluate their personal contribution to family history, as well as the desire to grow up faster compared to boys.

The purpose of the study: to analyze the scientific activity of outstanding psychologists P. Ya. Galperin and N. F. Talyzina. The methodology is determined by the interaction of such methods as: social and cultural, biographical, conceptual and methodological analysis. The work of P. Ya. Galperin is characterized generically and for the first time the periodization of the development of N. F. Talyzina as a scientist and her contribution to psychology and pedagogy, to the creation of conditions at Moscow State University with P. Ya. Galperin for experimental study and the formation of reflexive and creative thinking are presented. The connection of the formative and developing approaches in ensuring the modernization of education is shown.

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.