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.

A new interpretation of the famous work of Mikhail Prishvin “The chain of Kashchey” is proposed. The main ideas of the author’s concept of ontogenesis are outlined: the distinction between childhood and the formation of personality, the idea of cultures of life. Then, relying on the work “The chain of Kashchey” as an empirical material, the childhood of Kurymushka-Alpatov is analyzed: the situation of “prama”, the understanding of the adult world with the help of schemes, fairy tales and metaphors, the expansion of the child’s independence within the framework of prama, the attitude towards the hero’s mother and governess Masha. The next section of the study is outlined — a characteristic of the formation of the personality of KurymushkiAlpatov. Here are considered: the disintegration of prama, a deep crisis of development, switching of relations to the children’s community, the formation of thinking, the first independent actions, fluctuations in terms of self-determination of the individual.

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 teaching profession does not forgive mistakes and miscalculations in building interactions with models of real objects. The meta-model of language is considered a technique whichallows you to build models of relationships with the interlocutor based on the word and what is behind it. Using this technique, a specialist acquires a tool not only to show his experience in a dialogue, but also to receive from the interlocutor, with the help of clarifying questions, an internal display (discovery) of what he will not be able to explain in words. It is assumed that this makes it possible to make changes in the communication process, forms the gift of persuasion in the discovery of unsaid, hidden information necessary for understanding. The authors present an analysis of linguistic features that influence the opinions and judgments of others.

The article examines the mechanism of transformation of general abilities into special, in this case, artistic ones in the structure of giftedness presented in the teleological paradigm. The author’s definition of giftedness is given in the article. The main factors that transform general abilities into artistic ones are: aesthetic attitude to reality — the primary basis of artistic giftedness; aesthetic reaction, studied by L. S. Vygotsky; emotional and energetic resonance (Lubart T.); physiology of movements, the mechanism of which is presented in the works of N. A. Bernstein. Knowledge of the actions of the mechanism of transformation of general abilities into artistic ones, according to the author of the article, allows creating favorable conditions for the formation and development of artistic giftedness.

The article reveals the importance of motivational component in preparing competitive teachers in an ever-changing world and focuses on the future teacher’s motivation to develop multipotential abilities at different stages of his/her higher education. The in-depth interviews conducted among 1st–4th year students of the Institute of Psychology and Education of Kazan Federal University revealed the most important groups of students’ motives for the development of multipotential abilities, as well as the differences between the motives of first and last year students. This fact indicates that student teachers’ motivation changes throughout the period of their study at the university. This paper contributes to the research on the development of multipotential abilities of future teachers in the system of higher education by providing new data on the motives that motivate students to participate in various activities during their study to acquire new skills and competencies.

The article deals with the problem of social-perceptual abilities of pedagogical workers with different professional experience. It was found that with the increase in the length of service of teachers, the level of communicative activity increases.

The article substantiates the provisions on the leading role of pedagogical abilities in the admission and training of students of specialized psychological and pedagogical classes. It is noted that special pedagogical abilities are a symptom complex of personal properties, on which successes in pedagogical activity depend. It has been shown that the topic of pedagogical abilities — identification, formation, disclosure and correction is theoretical and practical interest for pedagogical psychology, psychology of abilities and creativity, teaching methods and in the training of pedagogical personnel.

The article reveals the pedagogical potential of poster art in the education of military personnel. The relevance of posters at the present time is substantiated. It has been determined that the priority area for the use of posters is educational work with military personnel in a military team. It was revealed that the use of posters is aimed at the implementation of the tasks of manifestation and consolidation of a worldview position, the education of patriotism, the formation and development of personal and collective responsibility, the development of professional, personal and moral qualities that are important for a soldier, the development of creative abilities, the aesthetic perception of the surrounding reality, the establishment of a close harmonic ratio between the knowledge, skills and orientation of the personality of servicemen. It is concluded that the pedagogical potential of poster art in the education of military personnel has a dual focus: on the part of the officers on the personnel (designing and creating posters as part of educational work) and on the part of the personnel on themselves (in the process of performing their own artistic and creative activities).

The purpose of the article is to substantiate the important role of folk musical instruments in Chinese preschool musical education, as well as the need to prepare students — future kindergarten teachers in China, to use Chinese folk musical instruments in introducing preschoolers to Chinese folk music. Based on the analysis and generalization of theoretical and scientific-methodical sources, as well as Russian experience, the article reveals the potential of early education of children in elementary music playing on simple Chinese folk musical instruments in the development of their musicality.

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 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 discusses the role of group cohesion in educational activities of a student team, where in a cohesive student group there is a higher level of self-esteem of students, a lower level of their anxiety, more friendly relations in the team are observed, which ultimately contributes to effective learning activities.

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.