The article examines the main features of education as a complex and differentiated process based on the influence of the environment, activity, communication and related to learning, socialization, identification and self-identification of a person by the example of an appeal to the peculiarities of the education system in mythopoetic societies. This article, being a continuation (Part 2) of an earlier study of the main features of the education system of mythopoetic societies, focuses readers’ attention on the folding of the process of identification and self-identification in the educational reality of age groups. It is shown that upbringing, which is largely synonymous with the concept of nurturing, is characteristic of a number of mythopoetic societies and has methodological significance in modern conditions, since it allows us to identify several significant moments for modern concepts of upbringing and education.

The use of social stereotypes is a necessity of social interactions and one of the features of interpersonal relationships. As a result, they free a person from making individual decisions in typical situations. The aim of the study was to study the phenomenon of social stereotypy, which grows out of collective ideas and is based on them, to identify the features of social stereotypes of adults, and to detect factors that determine the degree of stereotyping of their thinking. In the format of a pilot study, a written survey and experimental work were conducted, in which 34 people took part. The average age of the respondents was 36,7 years. It is established that collective judgments about other people produce a social stereotype of a projective type; the features of social stereotypes tend to traditionalism and conventionalism; in the study of social stereotypes, the cognitive and value-emotional level of collective representations is important.

The problem of the presented in this article research is the search for methods of personal living of collective trauma. The study was conducted in the format of general personology, based on the definition of the specificity and comparison of collective and individual trauma, the living of collective trauma by society and personality. Personal living of collective trauma is studied with an emphasis on autobiographical memory, which has found representation in reflexive texts, or Self-narratives. The results of the study are the construction of theoretical, hermeneutic and reflexive models of living collective trauma, the personological interpretation of forty-six Self-narratives and the identification of five ways of personal living of collective trauma: “strengthening of I”, “renewal of I”, “liberation of I”, “regression of I”, “I-as-others”.

The article analyzes the main measures of information protection, their importance in building a system of information protection of a state institution, as well as possible vulnerabilities of these measures. Based on the analysis and practical experience, moral and ethical norms are identified as the most vulnerable and least studied from a pedagogical point of view. Taking into account the specifics of the activity of a civil servant, proposals are formulated to form a sense of responsibility for the safety of information of limited distribution in a civil servant, based, among other things, on the personal example of the head of a structural subdivision of a state institution.

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 reveals the essence and content of the leading pedagogical ideas of the outstanding Russian classic of Soviet pedagogy A. S. Makarenko and identifies the main directions of their use in the process of professional training of future officers. The fundamental differences between teaching and upbringing, the specifics of “team pedagogy”, the critical position of A. S. Makarenko to the opponents of official pedagogy are revealed. The accentuation of methodological provisions based on the fundamental foundations of the pedagogical concept of A. S. is reflected. Makarenko and his practice-oriented achievements are presented, which are really and potentially aimed at solving the state task of educating a new person in the system of collective formation, as a means of building the future of the country and humanity.

The article is devoted to the topical topic of the formation of subjectivity in the implementation of a developed collective-conjugate (having a common goal, but different means for different participants) activity in a child-adult community. The specific features of reflexive types of activity — research, project activities, construction, organizational management, as well as strategizing as a mechanism for the formation of transcendental reflection on these types of reflexive activity — are analyzed and determined. The structure of the developed collectiveconjugate human activity as a synthesis of different types of reflexive activity is revealed. The need for a person to master these types of activities and ways of combining them at different stages of movement towards the goal for the formation of the highest level of his subjectivity — the subject of his own activity is substantiated.

The article analyzes the significance of the heritage potential of scientists who defined pedagogical thinking in the XX century, as well as their views on the development of priority areas of pedagogy, in general, and the problems caused by issues and various aspects of child rearing, in particular; compares systems, forms and methods of child rearing, classifications of age periods, as well as physiological and psychological changes occurring in children at various stages of their growing up; based on the conducted historical and pedagogical research, conclusions are drawn about the relevance and feasibility of the scientific potential of pedagogical heritage in modern conditions of the development of pedagogical science and society as a whole.

The relevance of this article lies in the fact that a modern university is a unique educational environment of interaction between the participants of the educational process. The development of social activity, leadership qualities, emotional intelligence, creative skills is used to form social responsibility of students. In many respects this process depends on successful social adaptation of first-year students. This paper reflects the criteria and levels of social adaptation of freshmen in extracurricular activities.

A study in 37 educational organizations in 9 regions of the Russian Federation revealed five main groups of learning targets in order of frequency of their occurrence. There are higher educational achievements, relevance to the goals of the new FSES, personal development, raising the level of culture, development of project and research skills.