The study of the genesis of arbitrary activity by Vygotsky’s followers led to the ideas of the activity approach, which took root in the Moscow methodological circle (Shchedrovitsky, Lefebvre, Davydov, etc.) by the end of the 1950s. In the early 90s, the primacy of the activity approach in domestic education was officially declared, in spite of fair criticism from the supporters of the information-needs concept of man developed by Simonov and Ershov (based on the ideas of Sechenov and Stanislavsky). Their concept took into account the focus of any needs on either preservation of what has already been achieved, or on all new development (with the inevitable negation of what has been previously achieved). The connection of this dichotomy with positive and negative emotions, revealed in a new way the role of game activity in transformations of actual human need dominants.

The article showed the essential side of V. P. Zinchenko’s scientific activity — the creation and support of new directions in science. The role of V. P. Zinchenko in the creation of domestic ergonomics as an independent science and the invitation of E. G. Yudin to participate in its creation, the importance of V. P. Zinchenko’s leadership of F. E. Vasilyuk’s dissertation research for the creation of understanding psychotherapy by him, support for B. G. Meshcheryakov’s work on the logical and semantic analysis of L. S. Vygotsky’s cultural and historical theory are considered. The importance of V. P. Zinchenko’s initiative for the creation of a manual on ergonomics of the Comecon countries and its significant role in the scientific career of the author of the article is shown.

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.

The author of the article considers the problem of gaining the meaning of life through the development of sanogenic reflection, presents research data on the relationship of indicators of protective reflection with indicators of life meaningfulness, the level of depression, indicators of self-esteem, self-esteem, subjective happiness of students of the Art and Graphic Faculty of Moscow State University. The analysis of the obtained results is given.

The article considers the concept of “reflection” as a philosophical method of cognition that has come to psychology. The question of the need to consider reflection at the level of the meta-process is raised. The results of the study of the attitude of psychologists-consultants from different cities to the need for training and the level of formation of a number of cognitive distortions in them are presented. Conclusions are formed about the most common cognitive errors and schematically sketched ways to correct them with access to constructive reflection.

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 problem of the presented in this article research is the search for methods of personal living of collective trauma. The study was conducted in the format of general personology, based on the definition of the specificity and comparison of collective and individual trauma, the living of collective trauma by society and personality. Personal living of collective trauma is studied with an emphasis on autobiographical memory, which has found representation in reflexive texts, or Self-narratives. The results of the study are the construction of theoretical, hermeneutic and reflexive models of living collective trauma, the personological interpretation of forty-six Self-narratives and the identification of five ways of personal living of collective trauma: “strengthening of I”, “renewal of I”, “liberation of I”, “regression of I”, “I-as-others”.

The use of games in education depends on the direction of training: 1) on mastering professional pedantry or 2) on mastering professional virtuosity. Stanislavsky’s method of “simple physical actions” helps to solve pedagogical problems of school lessons. Not only because it prevents students from refusing to perform the teacher’s tasks, but also because it becomes a methodological support for teachers in freeing the process of teaching children from the cult of awareness, imposed by thought-activity pedagogy and violating the natural links between the development of individual curiosity in schoolchildren and their natural disinterestedness.

The logic and methodology of the century-old development of one of the largest areas of general and pedagogical psychology, founded in the twentieth century by S. L. Rubinstein and led at the turn of the XX–XXI centuries by his student A. V. Brushlinsky are analyzed. From the standpoint of the institutional-personological approach to scientific creativity and by analyzing half-forgotten sources, the key stages of his life are differentiated for the first time, achievements in his development of problems of general and pedagogical psychology based on the subject-activity paradigm are characterized in interaction with participants of the schools of S. L. Rubinstein and A. V. Brushlinsky himself, as well as with a number of Russian philosophers, psychologists and teachers.

The article discusses the formation of professional and legal culture of cadets of educational organizations of the Ministry of Internal Affairs of Russia in conjunction with its structural components. Among the structural components of the formation of professional and legal culture of cadets, the following stand out: motivational, cognitive, activity and reflexive.

In connection with the current trends in the development of Russian society, there are also relevant requirements for the modernization of higher pedagogical education, focused on the formation of active and creatively thinking teachers-researchers. The substantiation of conditions ensuring the development of readiness for reflexive activity among students of the pedagogical magistracy in the process of research activity remains out of the field of view of researchers. The purpose of this article is to reveal the pedagogical potential of research work in the development of readiness for reflexive activity among students of the pedagogical magistracy. The result of the study was the position that the potential of the pedagogical magistracy can be considered as an important educational resource that creates opportunities for students to move into the position of self-governing subjects.

The article presents the results of the empirical research on the prevention of burnouts syndrome among employees of the information technology industry (IT). Paper examines the connection between the personality traits like a type of reflection, empathy, and burnout in IT worker. The study was conducted based on a company specializing in the development, testing and implementation of high-load systems and software products. The relevance of the problem and justification of the preventive measures to correct the level of emotional burnout is supplemented by the results of primary diagnosis using the methods of diagnosis of the level of emotional burnout centuries V. V. Boyko. According to the theoretical analysis and primary diagnostics, the psychological training was developed and tested to correct the level of emotional burnout of employees in the information technology industry. The results of the effectiveness of the developed program are presented.

The article deals with the problems of the formation of abilities, a constructive approach to their understanding and consideration of the structural content is proposed. As the initial elementary unit of the psychological content of cognitive capabilities, it is proposed to consider intellectual operations, and cognitive strategies as operational mechanisms. The author’s classification of cognitive acts is given. Specific ways of developing cognitive strategies within the framework of the author’s educational technology “Purposeful development of cognitive strategies” are considered. This approach is a matching of the cognitive and activity concepts of considering psychological phenomena.

The problems of educating young people and ensuring their health and safety, including the fight against drug addiction, are discussed. By means of reflexive-activity psychology of personal development and moral education, the age-psychological characteristics of drug addicts are studied: their need-semantic sphere, experiences, motivation of behavior, goal-setting, relationships with family and social environment. With this in mind, the types of reflexive psycho-therapeutic programs for psychocorrection of personal development are designed. The educational experience of prevention and rehabilitation aimed at reflexive and pedagogical provision of psychological safety and spiritual and moral health of young people is summarized.

The publication discusses the possibilities of using reflective technologies designed for the process of forming intercultural competence among students studying in the pedagogical areas of higher education. Analyzing the logic, structure and algorithm for the implementation of intercultural competence in the educational process, the authors rely on historically formed and their own experience in developing didactic tools to ensure the consistent application of “immersion” technologies, informationcomputer learning, adaptation and creative design activities in the practice of transforming students’ personal results into practice of formation of reflective thinking.

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.

The article presents the educational environment of a modern pedagogical university as a resource for students to realize the need to master certain competencies that make up the readiness of a future teacher for professional activities in an inclusive environment. A brief analysis of individual scientific positions in the field of studying the educational environment and the parameters of the teacher’s readiness to work in this environment is presented.

The purpose of the study: to analyze the scientific activity of outstanding psychologists P. Ya. Galperin and N. F. Talyzina. The methodology is determined by the interaction of such methods as: social and cultural, biographical, conceptual and methodological analysis. The work of P. Ya. Galperin is characterized generically and for the first time the periodization of the development of N. F. Talyzina as a scientist and her contribution to psychology and pedagogy, to the creation of conditions at Moscow State University with P. Ya. Galperin for experimental study and the formation of reflexive and creative thinking are presented. The connection of the formative and developing approaches in ensuring the modernization of education is shown.

The article analyzes the influence of reflection and self-knowledge on the formation of a mature male personality during fatherhood, emphasizing the qualitative interaction between the conscious reflection of his actions and the paternal role. The article is devoted to a comprehensive study of the transformation of a man’s personality and the possibilities opened in the process of living his vulnerability and difficult emotions. While the process of reflection is important, the author proposes and justifies the need to maintain a balance between self-reflection and action. This view will be of interest to academic experts and practitioners in psychology, sociology and philosophy.