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 provides an analytical review of the impact of human capital (i.e. creative ideas and scientific achievements) of the school of the leader of Soviet psychology of the mid-twentieth century S. L. Rubinstein on the formation and development of the Institute of Psychology of the Russian Academy of Sciences. The initiative significance of the idea of the Deputy director of the Institute of Philosophy of the USSR Academy of Sciences S. L. Rubinstein about the need to create an Institute of Psychology in the academic system and the institutional promotion of the project developed by him is shown. The personology of students and their role in its organizational implementation in the IP RAS is characterized. For the first time, the constructive contribution to the development of the IP RAS of both participants of this school and scientists of other institutions in cooperation with psychologists of the classical and modern periods of Russian human studies has been systematically summarized.

The article shows the influence of clip culture on the change of cognitive schemes of modern youth. According to the results of the content analysis of students’ written works, educational conditions affecting the state of the flow in students’ educational activities are determined. This was the purpose of the work. The modern educational environment has signs of hypertext. In these conditions, it is important for young people to be the “author” of the text themselves, to manage the process of their professional formation. Among other needs, the following are highlighted: the need for individualization, for the emotional component of the educational process, for changing its tempo. The marker “linking knowledge to practice” acts as a filter in conditions of a large amount of information coming through different channels. The research is of interest to a wide range of specialists: psychologists, sociologists, cultural scientists, teachers.

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 article provides a meaningful analysis of one of the last monographic works of Doctor of Psychology, Professor R. M. Nagdyan (Republic of Armenia). The monograph consistently substantiates the possibility of applying a metaphysical approach to the study of minerals from the positions of psychology, philosophy, and additional sciences; propensity for errors of scientists to metaphysics. The study presents productive metaphysical possibilities for solving the problem of the adequacy of mental reflection in studies of various philosophical and psychological ideas about the relationship between the external world and the “image of the world”. From the standpoint of the metaphysical approach, the author shows the general scientific significance of the principle of symmetry as a universal tool for cognition; the applied possibilities of the metaphysically substantiated principle of symmetry in the construction of the author’s concept of education are also given. Analysis of the content of the monograph by R. M. Nagdyan is accompanied by relevant comparisons with modern studies of the problem of consciousness in psychology.

The article discusses promising areas of the university’s participation in the functioning of the regional segment of the unified federal system of scientific and methodological support of teaching staff and management personnel. The authors have developed and described projects that allow the university to participate in the new ways of development of the functioning of the regional segment of the unified federal system of scientific and methodological support of teaching staff and management personnel.

The article provides an overview of modern research on the subject of the correlation between the categories of social and professional identity of the individual — a topical problem in domestic and foreign psychology. Key areas of research into the phenomenon of social identity are defined. The analysis identifies the category of professional identity as one of the basic elements of the social identity of the individual. Prospective directions for further study of the phenomenon are reflected.

The article raises the problem of finding models of school education that are adequate for the organizational culture of the algocognitive type that has developed in the society. Key characteristics of the algocognitive culture which determine the main directions of the transformation of education are considered. It is proved that the competence-contextual concept of teaching and upbringing in a comprehensive school is adequate for the peculiarities of the algocognitive culture and can be considered the basis for the transformation of education.

The article elaborates on the research concept of forming cadets’ personal responsibility worldview position of the service and combat missions performance at the Russian National Guard Troops personnel training Centers based on a personalized approach. The rationale for the identified problem is provided, its relevance is formulated, and the extent of its study in scientific literature is analyzed. The subject, object, aim, tasks, and hypothesis of the research are defined, and the theoretical and practical significance are described. The structure of the research work is presented. The personalized approach as a methodological basis of the problem study is revealed. The possibility of forming a worldview position of personal responsibility for the performance of service and combat tasks among cadets of the Rosgvardiya personnel training centers on the basis of a personalized approach is predicted.