In article of review type the problem of vocational development and adaptation of children with autism spectrum disorders is highlighted. A model for the formation of vocational direction — Bicycles is presented as a complex approach to the formation of skills and superior mental functions. This model can be used for comprehensive formation of students with special educational needs. Our solution considers a child’s cognitive, behavioral difficulties, and complications with social adaptation and interaction. The Bicycle formation model can be presented as a formation structure enabling to expand the informational and cognitive scope of a child. It provides an opportunity to foster not only skills, but also highest mental functions in children with disabilities; it provides determination and enhancement of their vocational skills.

“Moral experimentation” is presented in the article as a gradual preparation of high school students and students for possible moral selections and actions through the modeling of complex ethical situations in activating methods. Such modeling, in contrast to real ethical difficulties, allows, on the one hand, to detachedly see a difficult situation and one’s behavior in it, and on the other hand, helps to better and deeper feel those internal and external “barriers” that often prevent a person from behaving more decently. Psychological and pedagogical conditions are considered, when game and discussion procedures are more suitable for modeling moral choices, and when these procedures should be abandoned.

The article is a continuation of the presentation of the first experience (precedent) of instrumental provision of objective (standardized) assessment of personal education results established by federal state educational standards of general education — based on the use of automated technology developed under the guidance of the author of the article, designed to monitor performance of schools in aspect of these results as socially oriented soft skills (universal competencies). The following are presented: a system of criteria for evaluating personal results of education (on the example of basic general education), which determines the content of assessment using this technology; characteristics of objective assessment methods and specific assessment methods that implement them, which are part of the technology.

The article presents the first experience (precedent) of instrumental provision of standardized assessment of personal education results established by federal state educational standards of general education, based on the use of automated technology developed under the guidance of the author of the article, designed to monitor the performance of schools in the aspect of these results as socially-oriented soft skills (universal competencies). The scientific substantiation of this technology is given — systematic means of objective and comprehensive assessment of personal education results as the most methodically difficult type of educational results to evaluate; a structured list of basic quality requirements for assessment tools that this technology corresponds to, as well as the basic principles and know-how implemented in it, collectively providing a reliable non-personalized assessment the specified results, saving time and resources for the assessment.

The article presents a number of propositions and hypotheses of V. P. Zinchenko concerning development in ontogenesis. His commitment to L. S. Vygotsky’s cultural and historical concept and the changes and additions he makes to it are shown. His views on the child’s mastery of the word and the development of actions and images interrelated with it are given. The ideas about the self-development of personality in culture and the danger of rigid purposeful personality formation are reflected. The general scheme of the genome of cultural and historical personality development is described.

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.

The article presents the results of a study of cognitive styles “utility/field dependence” and “reflexivity/impulsivity” in older preschoolers. The interrelation of cognitive styles with nonverbal and verbal intelligence in the senior preschool age is described.

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.

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 discusses the possibilities of the university in determining and developing the cultural potential of a person in a modern historically changed society.

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.

Today and always, the meaning of education is orientation to the child’s personality as the highest value and meaning of pedagogical activity, recognition and respect for his ability of self-determination and self-development. The article reveals the following approaches to the process of education: humanistic (creating conditions for the development and self-development of a child’s personality), activity-based (education requires not just activity, but joint activity of children with adults, where participants can show their subjective qualities), co-existential (education in a coexistential child-adult community) hermeneutical (transition from “knowledge” attitude of the teacher to “understanding” one, when the teacher seeks to understand the meaning of a particular action of a child, to comprehend the inner meaning), systemic (logic of research in education).

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.

This article presents for the first time the experience of the survey of the social and communicative sphere of 21 wards of the palliative department of the institution of inpatient social services aged from 2 years 10 months to 23 years with severe motor and intellectual disabilities complicated by sensory deficiencies and chronic somatic diseases. For the diagnosis, the author’s methodology for assessing the social and communicative sphere of children with severe multiple developmental disorders was used.

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 possibilities of studying the mechanisms and features of the intellectual socialization of students in the conditions of academic communication are updated. Academic communication — communication with different subjects of the educational environment of higher education in the learning process. A theoretical model for combining the mechanisms and components of socialization with an emphasis on intellectual ones is proposed. The structure and content of students’ socialization in the process of studying at the university is analyzed. Its main intellectual mechanisms are described. Separate results of an empirical study of the correlation between the processes of intellectual socialization and the dynamics of students’ consciousness in the learning process are presented. Practical recommendations are given for supporting and accompanying intellectual socialization in the academic communication of students.

The article presents the results of a study on the relationship between the psychological climate in the team and motivation for success among the employees of the career center and the HR department of the company “DOM.RF”. The study revealed differences between the indicators of interns and permanent employees and demonstrated a direct relationship between the favorability of the psychological climate and a high level of staff motivation.

The article considers the principles of sustainable development, which are associated with the list of initiatives for the socioal and economic development of the Russian Federation until 2030. There are examples of solving cases from the Atlas of new professions 3.0 are given, which are rated according to the 100-point scale developed by the author. The article lists the activities that should contribute to the formation of green skills of students.

The use of case technology in conducting a comprehensive intermodule examination in the master’s program allows, on the one hand, to check systematically the achievement of educational results in several disciplines of the master’s program through the performance of practical tasks, and on the other hand, to increase the motivation of students for group interaction and independent research work during the examination task. Such effects can be achieved by using a step-by-step algorithm for preparing and conducting a comprehensive exam using practice-oriented cases, which was proved during the study. 54 first-year students of the master’s program of the Moscow City Pedagogical University “Development of personal potential in education: personalization and digitalization” participated in the experiment. A small questionnaire containing closed and open-ended questions was used as a feedback tool. To analyze the results, graphical visualization methods were used and a qualitative analysis of the detailed responses of students was carried out. In the course of the experimental study, the effectiveness of the use of management cases for creating a personality-developing educational environment, taken from the real practice of implementing the program of the Charitable Foundation “Contribution to the Future” for the development of personal potential, was revealed. The results obtained can be widely used not only in the implementation of a specific master’s program, but also in general can enrich the educational practice of pedagogical universities.