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 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 article analyzes theoretical and methodological problems, characterizes historical and scientific prerequisites and summarizes the experience of psychological and pedagogical study of the development of human capital relevant to modern society in the innovative practice of continuous personality-oriented professional education. The novelty of the article is that the constructive solution of these problems is achieved on the basis of such innovative approaches as reflexive-subjective — for cognition of intellectual and creative resources of human capital and institutionalpersonological — for its psychological and pedagogical development in a multi-stage system of continuing professional education.

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 is devoted to the possibilities of implementing an individual approach to the artistic development of children. The authors distinguish between the concepts of “individuality” and “individual typological differences”. Individuality is the unique integrity of each child. Individual typological differences mark the child as one of the representatives of a certain human type. In the first case, the main task of the teacher is to support the creative initiative coming from the child himself. In the second, the teacher takes into account the typical characteristics of children that can help or hinder the success of their artistic development.

The article deals with the psychological and pedagogical problems of the formation of leadership qualities of cadets in the conditions of modern military education. It is assumed that the origins of this problem are due to the technocratic approach to education in general. It is argued that the realization of the leadership potential of cadets is due to the type of pedagogical process that is implemented in a military university and directly by the teacher. The ways of practical use of both traditional approaches and innovative pedagogical ways, methods and means in the pedagogical practice of military education are proposed.

At the turn of the XX–XXI centuries, G. M. Andreeva, an outstanding worldclass Russian scientist, made a fundamental contribution to the development of theoretical and applied sections of social and psychological and philosophicalsociological knowledge. In connection with her centenary, it is relevant to study the life experience of G. M. Andreeva as one of the founders of post-war Soviet sociology and as the creator of social psychology as an innovative scientific and educational discipline. The novelty of the article lies in the scientific analysis of G. M. Andreeva’s interdisciplinary searches — from social philosophy through empirical sociology and social psychology to higher education pedagogy. By means of institutional-personological and subjective-activity approaches, both the main achievements of G. M. Andreeva’s 65-year scientific and pedagogical activity at Moscow State University and a number of universities, as well as the psychodidactic means of teaching social psychology in higher education developed by her, are characterized.

The article presents a study of self-reflection of the creative activity of older people in relation to cognitive and hedonistic well-being. As a result, positive correlations were found between creative activity and hedonistic well-being (r = 0,51; p < 0,001), creative activity and cognitive well-being (r = 0,29; p < 0,001) in old age. There were no differences in the creative activity of older respondents according to their gender. The results can be used by social and psychological services to work with the elderly in order to improve their psycho-emotional state and correct the level of well-being.

The increasing expansion of non-traditional Western values on modern society, especial in the education system, has led to a change in the vector of development of national education towards state priorities and national security. Creative toil as a spiritual and moral value of a person presupposes acquisition of knowledge and learning throughout life, creation of a creative atmosphere in the pedagogical process. Ignoring creative toil as a spiritual and moral value can provoke one-sided orientation towards the principles of economic growth, efficiency and competitiveness to detriment of other important educational goals, such as the development of reflexive and communicative abilities and formation of traditional spiritual and moral values.

The article analyzes the origin and evolution of such an innovative trend in Russian human studies as a reflexive semantic approach to the study of the properties and mechanisms of the development of thinking and personality in education. The historical and scientific prerequisites for the formation of life-meaning psychology are revealed, and the logic of its development in the Silver Age of Russian Culture and in modern human studies in interaction with philosophy, acmeology, and pedagogy is explicated. Against this background, the role of the outstanding humanitarian M. M. Rubinstein in the development of meaningful pedagogical psychology in the first third of the twentieth century is shown, the levels of his cognitive activity are characterized for the first time, and the importance of creative heritage for modern science and education is summarized.