The authors of the article note that in recent years there have been major changes in the education system in the republic. One of the current directions of state policy in this area is the development of inclusive education. The state policy in the field of education involves the legal support of the system, personnel, educational and methodological, material and technical and information.

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.

Without the support and development of real-life communication between the participants of the educational process, without the use of the spoken word in teaching and educating new generations, without relying on the traditional, rooted in the depth of millennia, institution of mentoring, it is very difficult to effectively solve the daunting tasks of education that face the society, the state, the individual in the rapidly changing post-industrial information society of knowledge of the coronavirus pandemic era.

The article analyzes the situation that requires the development and implementation of a new civilizational education project. It is stated that the traditional paradigm and the project of education have exhausted themselves. New trends and requirements for education are considered: a variety of educational practices, school competition with other institutions providing educational services, a new understanding of a person, features of modern sociality, new educational needs. The author argues that the civilizational project of education should be developed within the framework of social and permanent design, the characteristics of which he discusses at the end of the article.

In the Middle Ages, the ever-increasing educational needs in the actively developing Western European civilization caused the rejection of individual method of teaching and pushed the society to search for new didactic solutions which could support the massive involvement of school education. As a result, having a range of alternative ways of the developing educational process, the medieval society made its choice in favour of frontal learning which is still dominating in the world educational system nowadays. The article presents the main factors that influenced this historical choice.

The personality development of adolescents with increased cognitive needs in university boarding schools has its own specifics. The formation of gymnasium identity occurs through the appropriation of social roles, norms, the formation of relationships, which determines the appearance of the integrity of goals, motives, life meanings and self-awareness of the individual. The condition for the formation of identity is what communities, activities, cultural practices a teenager is included in. The event environment is a tool for the formation of personal and social identity in the educational child-adult community.

The relevance of this article is due to the fact that modern society requires a personality open to communication, capable of quickly mastering skills and abilities of communicative behavior. Accordingly, one of the leading tasks of pedagogical activity is the development of social competence on all levels of the educational process. The topic for the subject of social science and the methods of its teaching is relevant, since the study of this subject should correspond to modern trends in digitalization and changes in the field of education of a different nature. At the same time, it can be noted that at the moment there is a problem of a lack of extracurricular activities programs in social studies aimed at developing the social competence of students that meet modern technologies, in which the integration of online and offline forms of extracurricular activities would be implemented and at the same time students were actively involved in the development of socially significant projects. In such circumstances, it is important to organize such training and select a tool for assessing the quality of this educational area. This article presents the results of a pedagogical experiment aimed at improving the social competence of students in extracurricular activities in social science. The results obtained can be used in the practice of teachers and for further research on this topic.

Nowadays socially important professions are in high demand on the labor market. One of these specialties is pharmacy, which requires responsible training, as the employee performs the duties of interacting with people and providing them with medical care. Therefore, universities face the urgent problem of creating psychological and pedagogical conditions and introducing them into educational practice. It is also worth considering that classical approaches are aimed only at the formation of a system of competencies, and they must be mastered with high quality. Based on this, we analyzed the specifics of practiceoriented approach, the goals of which are to obtain and apply practical skills in production.

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 article deals with the problem of non-random self-organization and the result of the technological organization of work with textually expressed information in the conditions of an escalating global civilizational crisis.

The article examines the ideas promoted in the XIX century by the Russian thinkers K. D. Ushinsky and N. Y. Danilevsky in parallel. The features and similarities in the concepts of scientists are highlighted. It is emphasized that K. D. Ushinsky’s pedagogical ideas are connected with the development of an education system. This system is aimed at the all- round development of the individual based on the basic values of Russian civilization. The idea suggested by both authors about the multivariability of the historical development of societies is confirmed. Moreover, the differences between European and Russian civilizations, reflected in the system of pedagogical education, are distinguished. The idea expressed by the thinkers of the XIX century about the necessity to preserve the traditional values of the Russian world is underlined.

The article discusses the methods of organizing methodological work with specialists of the social service system, new formats of methodological work. The forms of support for the personal and professional growth of teachers, including the informational and methodological aspect, are described.