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 article deals with the psychological concept of “psychic trauma”, the author’s method of psychological assistance “Systemic formation of the life path of the individual”. Its consideration is proposed to be carried out on the basis of the “4D-existence of a person” model, which describes the relationship of a person with himself, the social world, the objective world and life activity. Psychic trauma is defined as a deformation of a person’s relationship with himself and the world. The types of deformation are considered: distortion, infringement, suppression, destruction, loss, initial absence. Diagnosis, verbal gathering of information about the client’s symptom is discussed.

The article deals with the problem of forming the experience of paradoxical thinking in future teachers as a factor of their readiness for innovative pedagogical activity. The study proves the importance of the formation of the designated thinking among students of pedagogical universities, the basic scientific concepts of the subject field are considered and analyzed. The paper describes the elements of the process of forming the experience of paradoxical thinking in future specialists, offers a theoretical model of this process, and also shows the results of verification of the developed model in the real professional training of future teachers.

The relevance of the study is due to the fact that a practical lesson is a method of reproductive education that provides a connection between theory and practice, contributing to the development of students’ skills and abilities to apply the knowledge gained in lectures and in the course of independent work. The article discusses the importance of practical training in the development of the course, the analysis of literary sources and educational programs of academic lyceums and specialized schools. In general, the work is devoted to assessing the role and significance of practical training in the course of physics.

The article publishes the results of an experimental study aimed at improving the efficiency of the process of upbringing of social activism of students of modern universities, using the example of FSBEI HE “Kaluga State University named after K. E. Tsiolkovski” (KSU), Kaluga Branch of the Russian State Agrarian University — Moscow Agricultural Academy K. A. Timiryazev, Kaluga branch of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation.

The article discusses the need to reflect the challenge of uncertainty in the context of the role of art in human life. The importance of art for understanding and accepting a person himself, as well as the fateful stages of his life, is considered. A comparative analysis of the dramaturgy of A. Chekhov and B. Brecht is carried out, which reveals two opposite positions in the assessment of turning historical events (reflexive understanding and categorical condemnation) and emphasizes the importance of a reflexive assessment of what is happening and a value definition of oneself in it.

Pedagogical activity of Stanislav Teofilovich Shatsky objectively belongs not only to history, but also to the present and future of the Russian education system. His fundamental ideas for the consistent implementation of the centuries-old dream of humanity —formation of a comprehensively and harmoniously developed personality — have all the prerequisites to be realized in our country, which has gone through a historical path rich in significant events and which has a truly great culture.

The article examines the role of the subject in the development of culture, the principles and mechanisms of his cultural activity, analyzes the problem of the content of the cultural potential of a student as a subject of culture, substantiates that the basis of intercultural differences is the difference in the methods of meaning formation, construction of semantic configurations. The cultural potential of the subject includes the results of his semantic activity, fixed in a certain sign system, which serve as a condition for the further reproduction and development of culture. Cultural potential is a resource that allows a subject to carry out cultural activities, to ensure the survival and development of both himself and society as a whole.

The ideas of Kuzbass students about the cultural region in the conditions of the development of the Siberian Cluster of Arts (N = 303) with the use of a free associative experiment are investigated. The study of the semantic space of the concept of “cultural region” made it possible to identify its components such as: cultural infrastructure (institutions, events); cultural environment, atmosphere, people; general concepts that define a common vector; public order, cleanliness; community, historicity, ethnicity; education; personal development, freedom of creativity; cultural events accessibility; modernity, fame.

The problems of the education system in Russia are discussed. The negative consequences of the introduction of the unified state exam in schools and the Bologna system in higher education are highlighted, as well as possible consequences of the ill considered introduction of “digital technologies” and distant forms of education. The necessary conditions for solving such problems are outlined.

The article presents contribution to historical and pedagogical science of one of the Russian historians of education, a bright scientist, professor, Dr. Sci. (Pedagogics) A. A. Romanov, who researches problems of experimental pedagogy in Russia of the first third of XX century; the use of topic and personality approach in historical and pedagogical works, conceptual comprehension of traditions and innovations in history of pedagogy. A. A. Romanov played a distinct role in creation and development of the “Psychologic-pedagogic search” journal, being its editor-in-chief in 2004–2019. The materials of the journal have always attracted interest and the journal itself is the most important factor of unification of modern Russian historic and pedagogical society. Understanding the unique nature of personal creative work, possibility of discovering the prospects of usage of the system of ideas of scientists of different times and nationalities for the development of education and pedagogy has lead A. A. Romanov to creation of a gallery of pedagogical portraits; use of materials of Russian and foreign history of pedagogy, which can present not only the past and the present, but also the future.

The relevance of the topic is motivated by the need to find ways to educate a person capable of committing a moral act by internal motivation, and not by means of outside compulsion. It is indicated that one of the possible ways of educating such a person is the formation of moral awareness in conjunction with the experience of moral behavior. It is substantiated that the methodological basis for revealing the relationship between moral awareness and the experience of moral behavior is axiology as a doctrine of values, as a philosophical theory of values, as a branch of ethics. It is shown that the category of value determines the content of the value “tier” of moral awareness and the value world of a teacher, a schoolchild, which connects them with moral practice, covering moral behavior and moral awareness. It is revealed that values are at the basis of the relationship between moral awareness and the experience of moral behavior. It is shown that one of the most significant is the value of the golden rule of morality.