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.

The problem of formation of professional readiness of students remains relevant for the higher education system. The cognitive component, as one of the components of professional readiness, is characterized by the amount of knowledge (breadth, depth, consistency), the style of thinking, the formation of skills and abilities necessary for a future specialist. The article is devoted to the use of concept maps as an effective method of forming professional knowledge in higher education. The article examines the sequence of introduction of concept maps into the learning process, formulates requirements for the development of concept maps, describes the results of systematic use of concept maps in the formation of the cognitive component of professional readiness of students, the features of using the method in group work, the evaluation system of concept maps developed by students.

The paper deals with the problems of a person’s generic identity, which in the system of modern education are transformed into insufficient understanding and lack of education. The close connection of these problems with the scale of understanding is shown, which is revealed with the help of the concepts of depth and width of the scale. A typology of cultures is proposed as a context for the educational process, which contributes to the growth of the scale of understanding, covering both the past (group, local, mass, global cultures) and the future (total and subjective cultures).

The article reveals the features of professional deformation of the personality of cadets in the process of their training at a military university. The main factors that have a significant impact on the professional deformation of cadets are: the characteristics of their self-actualization in their future profession, as well as the levels of professional burnout and satisfaction with military professional activities. It has been established that the professional deformation of cadets directly depends on their creativity, spontaneity, autosympathy, contact and flexibility in communication. The article proposes a program for the prevention of professional deformation of cadets.

The key stages of the life creation of the outstanding psychologist and teacher A. A. Bodalev are studied, the main directions of his scientific, teaching and organizational activities are differentiated. The appeal to the analysis of his life path, creative heritage and experience in the management of science and education is determined by the need to study the history of human knowledge on the unique example of interaction between the Leningrad and Moscow scientific schools. For he was the only head of the psychology department and dean at Leningrad and Moscow Universities. He used this experience to manage pedagogical psychology as vice-president of the USSR Academy of Sciences, as well as reflecting on it when developing the acmeology of professionalism and creativity of outstanding scientists, which contributes to the pedagogy of educating the personality of young people.

The article clarifies the meaning of concept of “mentoring”, which in literature intersects with the concepts of teacher, educator, mentor, tutor, leader, etc. The author sees in mentoring not a fashion, but an important trend, consisting in the reorientation of education to the individuality of the student, his independence and self-education, individual educational programs, collaborative activities with a teacher. To these characteristics, he adds an approach that involves solving a dual educational task — creating conditions (environment) for the formation of intelligence and the formation of a new image of a person (both sides of this task are concretized based on the analysis of educational cases). The stages of formation, development and completion of childhood and the associated features of mentoring are outlined.

The article discusses the possibility of using students’ own questions to enhance their cognitive activity and increase their intellectual independence. Based on modern logic and methodology, the authors argue that the ability to independently raise and improve questions is a necessary condition for both thinking and learning activities. At the same time, the modern school not only does not teach to raise questions, but also excludes situations where students could do this. The article gives an overview of the modern world experience of integrating students’ own questions into the educational process. The authors describe the methods they developed for organizing students’ questions, aimed at understanding and writing texts on the content of academic subjects.

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 problem of pedagogical attitude is considered in relation to developing teenagers’ comprehension of lyric poetry. Teacher’s readiness for creative interaction is presented as a leading condition for effectively organizing the process of studying lyric poetry, contributing to the personal and cognitive development of students, the disclosure of their creative potential. More specific attitudes of the literature teacher are singled out, which can either contibute to the process of subject-semantic communication during poetry lessons or, on the contrary, block it.

The article discusses the method of studying symbolically mediated social understanding in individuals with social maladaptation, within the framework of the cultural historical approach. It has been developed a qualitative-quantitative experimental method of assessing social understanding in adult individuals, taking into account the use of various symbolic forms. The method comprises of 5 tasks. The pilot empirical study involved 70 adult subjects aged between 20 and 40 years old who had committed an offence. The study demonstrated significant difficulties in symbolising and understanding another person’s subjective reality compared to the control group. The study also revealed that individuals with social maladaptation tend to have a distorted understanding of the mental states of others and insufficient “sensitivity” to their symbolic manifestations. Furthermore, the study has revealed significant positive correlations between the results of fulfilling all tasks of the experimental technique.