Memoriality is associated with a person’s readiness not only to remember himself, but also to show a certain activity to create an attractive image of himself, so that other people perceive and remember this person positively. The “memorial stage” assumes that the activity and activity of a person to create a favorable self-image occupies a significant place in his life, claiming the status of “leading activity”. This applies to the pre-retirement and retirement periods of life to the greatest extent, but also to situations of real risks to life (in war, in various extreme cases, in conditions of irrational impulses that are difficult to overcome, etc.). A special status is acquired by the “memorial stage” after a person’s life. The article attempts to reveal the essence of “memoriality” (as “memorial activity”) and the “memorial stage” associated with the life and biography of a person (both during the life of a person and after his death). A generalized model of “memoriality” is proposed, based on the correlation of a real integral person, the attitude to him on the part of this person himself (I-image), on the part of society (social image) and on the part of culture — in material and digital media reflecting the contribution of this person to culture (cultural image).

This article continues the consideration of the features of the “memorial stage” that began in the previous article — the “memorial stage” in the life and biography of a person. Part 1. The essence of the “memorial stage” and the generalized model of the “memorial activity”. The peculiarity of this article is that it focuses on social immortality, where the “memorial stage” is considered not only as the readiness of the individual to leave a good memory about himself, but also as the readiness of society (culture) to perpetuate the memory of this person. The article analyzes the development of the image of a person after his death. In this regard, the author considers the fundamental possibility of the relative independence of such an image, its productivity and even subjectivity. Arguments for and against such a possibility are given. We believe that the strongest arguments in favor are analogues from literature and cinema, where the images of the characters can get out of the control of their authors and, as it were, live their own lives, determining the further development of the plots of many works. The main argument against it is the dependence of the image on its biological and social embodiment, without which the image can disappear. All this does not yet allow us to talk about the full subjectivity of the image of a deceased person, even in the format of his social immortality. Although, in our opinion, it is still possible to talk about partial subjectivity, for example, through participation (or co-authorship) in some common affairs, in interaction with living people.

Various approaches to the study of loneliness in psychology are discussed, among which the cultural-historical approach is highlighted. The concepts of loneliness and solitude are correlated. The forms of representation of the problem of loneliness in the works of F. M. Dostoevsky, T. Mann, A. P. Chekhov, M. Vrubel, I. Levitan are analyzed.

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 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 article proposes a model of the “subject of one’s own activity” as the highest level of development of students’ subjectivity; the totality of subjectivity in cognition, action, communication, as well as reflexivity. Psychological mechanisms of realization of the activity content of education by means of research and project activities of students are considered. The functions of reflexive types of activity are defined — research, project work, construction, organizational management and strategizing in the formation of psychological neoplasms of students at different age stages. Five stages of the formation of students’ subjectivity in the practice of scientific and practical education have been established, the leading mechanisms of the development of subjectivity through inclusion in a motivating educational environment have been identified.

There are the mean values of component’s structure agency of a modern teacher in this article. The main sample included 409 school teachers, of which 83,6 % — women, 16,4 % — men, the average age was 37,0 years (SD = 12,7). The components of one’s own uniqueness and ability to self-development are dominated in the structure of agency. The component of understanding and acceptance of another person is the least expressed. The mean values of the components depends on the age, work experience and qualification category of the teacher and does not depend on gender. The teacher’s agency is considered as the professional and personal resource for positive transformations of modern education.