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.

Questions have long been used by teachers and tutors as an instructional tool to assess students’ knowledge, improve understanding, and stimulate critical thinking. Well-thought questions lead to new ideas, spark discussion, and promote comprehensive learning about a subject. Poorly designed questions can lower performance, create confusion, intimidate students, and limit creative thinking. Teachers tend to ask lower-order convergent questions, which are based on students’ actual recall of prior knowledge, but do not ask higher-order divergent questions, which promote deep thinking and require students to analyze and evaluate concepts. The article summarizes the taxonomy (that is, the teaching of the principles and practice of classifying and systematizing complex, hierarchically related entities) of questions, suggests strategies for formulating effective questions, and explores practical considerations for increasing student engagement and developing critical thinking. Similar concepts can be applied in the classroom and in experiential learning environments. Relationship between development of critical thinking skills and targeted application of effective questioning methods in educational organizations is examined. Having carefully studied various forms of training and their obvious impact on students’ ability to think critically, we have summarized the experience of composing questions that play a significant role in the development of analytical and evaluative cognitive abilities. The study delves into the complex elements of question formulation, including factors such as complexity, relevance, and relevance to a particular situation.

The article showed the essential side of V. P. Zinchenko’s scientific activity — the creation and support of new directions in science. The role of V. P. Zinchenko in the creation of domestic ergonomics as an independent science and the invitation of E. G. Yudin to participate in its creation, the importance of V. P. Zinchenko’s leadership of F. E. Vasilyuk’s dissertation research for the creation of understanding psychotherapy by him, support for B. G. Meshcheryakov’s work on the logical and semantic analysis of L. S. Vygotsky’s cultural and historical theory are considered. The importance of V. P. Zinchenko’s initiative for the creation of a manual on ergonomics of the Comecon countries and its significant role in the scientific career of the author of the article is shown.

The article discusses the possibility of using the developments of the Moscow Methodological Circle (MMC) to improve education. The authors highlight such an aspect of the traditions of methodological communication that have developed in MMC as a specific practice of posing, clarifying and using questions. The first part of the article presents the results of an analysis of the practice of working with questions both at MMC seminars and at organizational activity games (OAGs). The authors discuss the role of questions in maintaining the integrity of methodological reasoning, highlight the types of questions in seminars, and describe a number of established techniques for working with questions. The authors consider the practice of working with questions at OAGs as a further development and technologization of the practice of working with questions at seminars. The role of positions (positional schemes) and the orthogonal organization of the discussion space in the formulation and use of questions is discussed. The second part of the article presents a number of interactive questioning techniques based on the developments of the MMC and the results of their use. Based on this experience, the authors conclude that the practices of working with questions that have developed in the Moscow Methodological Circle have great educational potential; Based on this experience, it is possible to develop methodological techniques, techniques and forms of educational situations that can be used in mass education both at university and at school.

A new interpretation of the famous work of Mikhail Prishvin “The chain of Kashchey” is proposed. The main ideas of the author’s concept of ontogenesis are outlined: the distinction between childhood and the formation of personality, the idea of cultures of life. Then, relying on the work “The chain of Kashchey” as an empirical material, the childhood of Kurymushka-Alpatov is analyzed: the situation of “prama”, the understanding of the adult world with the help of schemes, fairy tales and metaphors, the expansion of the child’s independence within the framework of prama, the attitude towards the hero’s mother and governess Masha. The next section of the study is outlined — a characteristic of the formation of the personality of KurymushkiAlpatov. Here are considered: the disintegration of prama, a deep crisis of development, switching of relations to the children’s community, the formation of thinking, the first independent actions, fluctuations in terms of self-determination of the individual.

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 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.

The article analyzes the scientific and organizational activity of one of the leading specialists in this field, Honorary Academician of the Russian Academy of Sciences, Chairman of the Moscow Branch of the Russian Psychological Society (RPO) D. B. Bogoyavlenskaya against the background of the evolution of the study of thinking, abilities, giftedness, creativity in Russian human studies. The relevance of the article is determined by the need to study the history of the Russian psychology of creativity and determine the contribution to its development of D. B. Bogoyavlenskaya with the participants of the scientific school of diagnostics of abilities and development of giftedness and creativity created by her. The novelty of the article lies in the fact that for the first time in the institutional and personological plan, the periodization of D. B. Bogoyavlenskaya’s life creation was constructed and a system—holistic analysis of the logic of the development of her cognitive research and scientific and social activities was carried out according to the 30-year leadership of the Moscow Branch of the RPO, the Laboratory of Psychodiagnostics of Creative Abilities of the Psychological Institute of RAO and Inter.

The author of the article considers the problem of gaining the meaning of life through the development of sanogenic reflection, presents research data on the relationship of indicators of protective reflection with indicators of life meaningfulness, the level of depression, indicators of self-esteem, self-esteem, subjective happiness of students of the Art and Graphic Faculty of Moscow State University. The analysis of the obtained results is given.

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 article raises the problem of the historical and philosophical formation of skills and attitudes, which today are the essential components of critical thinking. Through the selection of the semantic core of critical thinking (discipline and impartiality of thinking, the culture of working with sources, the ability to use the methods of rational knowledge in solving problems), the authors attempt to trace their genesis and compliance with the Western European rational attitude. The authors come to the conclusion that the individual components of critical thinking find their foundations in different periods of history: antiquity, modern times, the Age of Enlightenment and modernity (modern society).

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.

Algorithmic thinking is primarily assessed through standardized tests and professional tasks, limiting the ability to identify the specifics of algorithmization in individuals with varying programming experience. To refine the hypothesis regarding such specificity, we proposed an alternative assessment method that requires algorithmization but not specialized programming knowledge. Using the solution protocols of the task we developed, we identified quality parameters of algorithmization that allow for reliable encoding. The results demonstrated that the proposed method provides the required variability in solutions and enables the creation of new task variants based on the identified parameters. Additionally, the hypothesis about the specificity of algorithmization in individuals with different programming experience was further clarified, although its validation requires specific research.

Solving a problem is usually considered a sequential process, when one thought causes another one. Yet, many mental processes are concurrent. On the basis of modern ideas which suggest thinking may occur in a network consisting of similar but not identical elements functioning concurrently, we assumed concurrent processes also occur in problem solving. To test this theory, a special questionnaire and problem-solving tasks were used. Positive correlations between the results on the questionnaire and performance on the tasks may mean there is concurrent processing of information in problem-solving. Eight significant correlation coefficients were obtained out of ten possible. For the first time, it is shown that concurrent processes occur in problem-solving.

The article poses the problem of the development of critical thinking in the modern education system. Some reasons for the insufficient development of critical thinking and possible consequences of such deficit are considered.

The article reveals the relevance of developing critical thinking skills among students of the “Technosphere safety” training direction, presents the job responsibilities of relevant professions, discusses legal documents which provide training in this area as part of the educational activity of a higher education institution, elaborates the role of the “Foreign Language” discipline in forming necessary competencies, proves the reasonableness of using fiction as means of developing critical thinking skills.

The article is devoted to the technology of developing productive thinking as an alternative to clip thinking in the process of group viewing of paintings by the method of facilitated discussion, which includes a special sequence of presenting open questions to the participants of the discussion and the technique of paraphrase. The stages and mechanisms of development of such type of productive thinking as visual thinking within the framework of the author’s technology “From Image to Thought” are emphasized.

The analysis of A. S. Makarenko’s views on the essence and nature of pedagogical logic in the organization of the educational process is carried out in the article. Pedagogical logic is considered as the implementation of the dialectical logic requirements in intellectual and organizational activities. The characteristic features of A. S. Makarenko’s pedagogical logic are revealed: dialectic, systematic approach, practicability, activity of the foster-child in the pedagogical process. The possibility of applying the pedagogical logic of A. S. Makarenko in the modern practice of education in the Russian National Guard Troops is shown. It is noted that it is unacceptable to simplify the ideas of A. S. Makarenko in problems of pedagogical logic.

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 examines the psychological features of the development of creative thinking among primary school teachers in the process of studying psychology based on modern integrated methods, as well as mastering effective psychological mechanisms for the development of creative thinking among future primary school teachers through the implementation of scientific and experimental projects.