The article briefly analyzes the life path in science and the professional activities of the prominent educational psychologist N. V. Kuzmina. She is the founder of such an innovative field of human science as acmeology for the development of professionalism of adult specialists. She implemented this innovative discipline based on the study of the work of such main subjects of the education system as a kindergarten teacher, a school teacher, a master of industrial training, a teacher and a university dean. The article is the first to analyze, from the standpoint of subject-activity and institutional-personological approaches, the outstanding role of N. V. Kuzmina in studying the development of abilities, pedagogical talent and talent of teachers in the education system. The decisive creative contribution of N.V. Kuzmina and her scientific school to the creation of the foundations and development of acmeology technologies in modern human science is shown.

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.

Currently, music education in universities in China is developing at an accelerated pace. But, unfortunately, the music education system focuses on the implementation of Western standards, sometimes neglecting the education and inheritance of Chinese traditional music. Because of this, there are problems that the government is trying to solve. The article briefly analyzes the current situation with music education at universities on the inheritance of traditional Chinese music, examines the importance of music education in terms of increasing cultural awareness, expanding the influence of traditional Chinese music. The authors reveal the educational aspect of traditional music in Chinese higher education.

The article presents the main results of the long-term scientific activity of a known scholar and figure of pedagogical education N. A. Astashova on the study of the phenomenon of dialogic pedagogy. This issue is a part of a wider range of her research interests related to the problem of personality development of a future teacher and value orientations in the educational system. N. A. Astashova is credited with the scientific substantiation of the concept of pedagogical axiology, the development of a typology of values that can be used as an axiological modeling tool. The characteristic features of the axiosphere of a modern teacher, the analysis of cognitive, emotional and behavioral subsystems of personal value orientations of a teacher deserve attention. She also highlighted the conceptual ideas of the formation of the dialogic space of education, identified methodological tools for the study of dialogic pedagogy.

1st part. A brief overview of the development of applied problems of hermeneutics. Spreading of the tradition to “see with your own eyes”. The task of comprehending the text in theatrical pedagogy. The origins of applied drama hermeneutics and its methodological guidelines. Circumstances of origins and methodological guidelines of media hermeneutics. Comparison of clear similarities and their surprising differences. Education of “Soft skills” and “facilitating psychotechniques” of media hermeneutics. 2nd part. Practical problems of reflection — from self-analysis to self-observation and vice versa. About stops as a condition for introspection. System analysis combined. “Unpredictability of self-observation” and “introspection under the pipe”. The thought-activity project of the DEVELOPMENT of the great “Linen Road” of the Non-Chernozem Region and the results of the activities of the Department of Psychological Anthropology of the Moscow State Pedagogical University, including the work of the media hermeneutics club.

2nd part. Practical problems of reflection — from self-analysis to self-observation and vice versa. About stops as a condition for introspection. System analysis combined. Unpredictability of self-observation and introspection «under the pipe”. The thought-activity project of the DEVELOPMENT of the great “Linen Road” of the Non-Chernozem Region and the results of the activities of the Department of Psychological Anthropology of the Moscow State Pedagogical University, including the work of the media hermeneutics club. Education policy: about the future of two versions.

Russian pedagogic thought occupies a significant place in the world pedagogic system. It is characterized by constant search for spiritual and moral foundations which should be the basis of the educational process. A certain extent in the development of humanistic pedagogy is also typical for European-American civilization. It is evidenced by the fact that the Russian pedagogy ideas match with the advanced ideas of European and American pedagogical thought. The aim of the article is to analyze the experience of implementing humanistic ideas in the practice of organizing the educational process associated with the traditions of the “Athenian school” and names of such famous educators as J. A. Comenius, G. Kerschensteiner, M. Montessori, J. Dewey.

There are relatively few studies on the human motivation to get involved in watching fictional horror on the screen and how a horror movie affects people’s behavioral, cognitive and emotional reactions. Why do young people enjoy horror films, how individual differences affect the reaction and preference for horror films, whether horror films affect behavior, why we are afraid of certain “classes” of stimuli, and also how sympathy for horror develops... The author of the article analyzes the psychological aspect of this phenomenon, and also considers how it affects the psyche of modern students in the process of studying the discipline “Psychology of Cinema”.

This article is devoted to issues related to the formation and current state of pedagogy in Egypt. The paper solves a number of tasks, including: identifying the origins of pedagogy in the Arab state; presenting a brief outline of the historiography of Egyptian pedagogy; describing the periodization of the development of pedagogical ideas; highlighting the content of the main pedagogical works of the Egyptians. As a result of the study, the evolution of the pedagogical thought of Egypt is determined, the main vectors of the educational process, under the influence of which the pedagogical system of today’s Arab state has acquired its uniqueness and originality.

The article discusses and identifies the main content characteristics of the components that form the definition of the concept — “ethnoecological upbringing”. The author’s interpretation of this definition is proposed. The role of the ethnoecological aspect of upbringing in the formation of the ecological culture of the individual in the modern educational environment is determined.

The article discusses the problems of the Russian educational system. Main causes of these problems are revealed, in particular, lack of personnel policy in the education system, worship of foreign experience alien to us in this matter, thoughtless, constant reform of this system, lack of creative discussion on the problem of improving all levels of education in our country, etc.

The reform of education has been shaking Russian society for more than a decade: the social, economic, political prerequisites for innovations are changing, the research ranks are replenished with new faces in the field of theory and practice of pedagogical thought. The lack of awareness of innovative risks for students and teachers, taking into account the experience of generations, is an urgent topic for scientific discussions and discussions today.Nowadays, when we are consciously entering the complex band of cognitive, cultural and communicative maturity, time to research works of K. D. Ushinsky is coming.

The need to modernize engineering education and the quality of training of technical specialists, including in military universities, is due to the leading positions of the country, which it has always occupied in the development of new technologies and innovation. The article proposes a consideration of the STEM approach based on the concept of learning in a new economic reality, when most, including industrial processes, go through digital automation. The necessity of training narrow-profile military specialists through the prism of digital transformation, the development of STEM laboratories in military universities, the training of military teachers for training in rare specialties, as well as raising the level of engineering education in accordance with modern world standards in the technological field are considered.

The article analyzes theoretical and methodological problems, characterizes historical and scientific prerequisites and summarizes the experience of psychological and pedagogical study of the development of human capital relevant to modern society in the innovative practice of continuous personality-oriented professional education. The novelty of the article is that the constructive solution of these problems is achieved on the basis of such innovative approaches as reflexive-subjective — for cognition of intellectual and creative resources of human capital and institutionalpersonological — for its psychological and pedagogical development in a multi-stage system of continuing professional education.

The article analyzes the state and prospects for the development of digitalization of modern education, and also attempts to assess the changes occurring in the system of upbringing and training of the younger generation under the influence of phenomena accompanying the digital transformation of the educational process. At the same time, the analysis of scientific articles shows the presence of conflicting views on the issues of digitalization itself and the results of its dissemination in the system of education and upbringing of a growing person. In this regard, the editors invite all researchers to take part in the discussion of key issues of informatization and digitalization in pedagogical science.

The article is devoted to the possibilities of implementing an individual approach to the artistic development of children. The authors distinguish between the concepts of “individuality” and “individual typological differences”. Individuality is the unique integrity of each child. Individual typological differences mark the child as one of the representatives of a certain human type. In the first case, the main task of the teacher is to support the creative initiative coming from the child himself. In the second, the teacher takes into account the typical characteristics of children that can help or hinder the success of their artistic development.

The article examines the fundamental issues of pedagogical science and reveals ambiguous interpretations of its main categories and concepts. In particular, different points of view on issues of the object and subject of pedagogy. It seems that the ambiguity in understanding the fundamental issues of science is already leading today, and in the future will lead to an even greater blurring of the range of issues considered by pedagogy. At the same time, an analysis of modern textbooks and teaching aids on pedagogy shows conflicting views on the training and education of a growing person. In this regard, the editors invite all researchers to take part in the discussion of key issues of pedagogical science.

The article considers the substantiation of the principle of scientific character in the pedagogical heritage of K. D. Ushinsky in the late XIX — early XX century. The author traces one of the aspects of the formation of the construction of a new education system, in which a special place is occupied by the problem of scientific learning in educational institutions of the Russian Empire, the formation of a scientific worldview of students, purposeful teaching methods of scientific cognition, stimulating students’ needs for independent acquisition of scientific knowledge. The priority of the tasks of scientific higher education in the late XIX — early XX century is noted. The article presents the prerequisites for the emergence of national scientific pedagogy in the country and the factors contributing to the consideration of this topic in K. D. Ushinsky’s scientific and pedagogical research. The contribution of K. D. Ushinsky and his contemporaries to the development of the theory of didactic principles, to the development of domestic didactics is noted, their joint search for effective forms and methods of teaching for mastering the content of education in accordance with the requirements of scientific knowledge is presented. Progressive ideas and pedagogical recommendations of K. D. Ushinsky on the issue of professional pedagogical skills and scientific activity of a teacher are considered. The conclusion is made about the possibility of creative use of the accumulated experience in modern conditions.

The article is devoted to the problem of the development of pedagogical culture of an officer of the Russian Army. It shows the role of culture and pedagogical culture in the formation of the spiritual and moral image of the individual in the past and in the current conditions. The essence, content, structure of the officer’s pedagogical culture and the directions of its improvement are considered.

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.