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.

Научно-исследовательская работа выполнена при финансовой поддержке ЦИПБ РАН в рамках государственного задания 2023 года № FFZ-2021-0005 В статье дана характеристика вербальной и физической агрессии, представлены результаты эмпирического исследования проблемы вербальной и физической агрессии в различных регионах РФ. Обоснованы социальнопедагогические условия эффективной профилактической работы образовательной организации. Разработано содержание профилактической работы педагогов с обучающимися, родителями или законными представителями обучающихся.

understood in this study exclusively sociologically: as a social construct, through which the idea of the typically masculine and typically feminine in the social order is created, confirmed and relayed. As a result, gender identity is understood as the internal attitude of a person to this representation. The following models of subjective well-being in relation to gender identity are described: congruence, androgyny, masculinity, difference model. The article presents a criticism of these models based on the inconsistency of research results, the low validity of the available diagnostic tools of gender identity in quantitative methodology, as well as the interpretation of gender strictly as biological sex when planning the design and sampling of the study.

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 provides an analytical review of the impact of human capital (i.e. creative ideas and scientific achievements) of the school of the leader of Soviet psychology of the mid-twentieth century S. L. Rubinstein on the formation and development of the Institute of Psychology of the Russian Academy of Sciences. The initiative significance of the idea of the Deputy director of the Institute of Philosophy of the USSR Academy of Sciences S. L. Rubinstein about the need to create an Institute of Psychology in the academic system and the institutional promotion of the project developed by him is shown. The personology of students and their role in its organizational implementation in the IP RAS is characterized. For the first time, the constructive contribution to the development of the IP RAS of both participants of this school and scientists of other institutions in cooperation with psychologists of the classical and modern periods of Russian human studies has been systematically summarized.

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 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.

In social and humanitarian studies socialisation is studied as a complex and holistic phenomenon conditioned by social, philosophical, as well as psychological and pedagogical problem components. In modern Russian society, socialization as a process is a social problem, which is caused by a number of dynamically changing social conditions and circumstances that contribute to the emergence of transformational processes of society as a whole. Expanding the subject field of social and humanitarian knowledge, the materials presented in the article can serve as a stimulus to further scientific understanding of the problems of human socialization, as well as be used in professional training and professional socialization of future specialists of the social sphere.

The article presents the essential characteristics of the phenomenon of education, reveals the transformational aspects of the interdependence of education, upbringing, development. The dominant and comprehensive role of education in various spheres of the education system is shown. The cultural and anthropological context of modern education is characterized in a special way, which is updated, including retrospectively, by the thoughts, ideas and statements of outstanding thinkers of mankind.

Based on the metasystem, resource and subject-elitological approaches, a historical and psychological analysis of the system of mechanisms for managing the organizational culture of the Russian internal affairs bodies was carried out. The data obtained indicate the presence of a two-level metasystem of mechanisms for managing organizational culture, which is completely controlled by the group subject of organizational power at various levels of the intra-elite group hierarchy: at the level of strategic management, as a rule, unstructured — by the ruling supranational/national elite, and at the level of operational management, as a rule, structurally — by the managerial elite.

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.

The article discusses approaches which formed the basis for constructing a model for the formation of reflexive-prognostic skills, provides a brief description of each chosen approach and its impact on the construction of the model, describes the necessary theoretical and methodological provisions and the legal framework underlying the model. The given model is given a description of its structure, elements, blocks and a brief description of each block is given, indicating its functionality in the operation of the model itself. The article presents those researchers whose works were used in drawing up a model for our study. An attempt is made to present the developed structure of the digital educational environment in which the formation of reflective and predictive skills will take place.

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.

Patriotism was considered comprehensively in this article in order to develop scientific knowledge about theoretical and methodological foundations. The set of patriotism parts is offered: such as the subject and the object, subjective and objective sides. The System Model of the Patriotism’s subject is presented. It includes personal and social components with some elements, as well as the links between them.

The relevance of the presented article is determined by the fact that teachers are a professional and social group that is in direct interaction with the new generation, which will build our common future; the effectiveness of the educational process, the values and value orientations of students, their lifestyle depends on the professionally motivated teachers. The purpose of the article is to identify objective and subjective factors of teachers’ motivation for intellectual and creative, professional and personal self-development and career growth, and the tasks are to identify the circumstances that impede their comprehensive self-improvement, and consider ways to overcome them.

The article deals with the pedagogical interaction between the subjects of the educational process, which is a special form of relationship between the participants in the educational process and provides for the mutual enrichment of their intellectual and emotional activity. An important task of optimizing pedagogical interaction is to resolve emerging contradictions and difficulties in the process of its implementation.

The problem of career and migration attitudes of studying youth and psychological wellbeing is posed as their possible factor. Using a sample of 390 Omsk students with different social and demographic characteristics, based on the diagnosis of subjective and psychological wellbeing of the individual, as well as cluster analysis, three groups of students with different levels of well-being were identified. Their comparative analysis made it possible to identify significant differences through the severity and combination of career and migration attitudes of students. A direct connection has been established between the level of well-being of students and career orientations, and an inverse connection with their migration intentions. This trend has practical significance, making it possible to provide social and psychological support to students at risk in order to prevent migration and career risks.

The article examines the psychological features of work in a preschool educational institution, emphasizes the importance of research on the level of subjective control among employees of a preschool educational institution. The results of an empirical study of the level of subjective control of teachers of a preschool educational institution are presented. The results of the study showed that the external locus of control prevails among employees of a preschool educational organization. Achievements, family and interpersonal relationships are the most internalized among the other scales. The scale of industrial relations is the most external. The level of subjective control has no statistically significant differences depending on the age of the subjects. The prospects for further research are outlined.