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.

The reason for referring to the topic of the article is the search for new approaches to the educational process development in the Rosgvardiya military institutes in dynamically changing conditions. Russian pedagogical practice has accumulated a large number of innovations which could be used in the process of improving the cadets’ training and education. Among the innovative achievements, the pedagogical system of A. S. Makarenko occupies a special place. Naturally, it is recognized as one of the best in the world in the 20th century. The use of the educational power of the team creates favorable opportunities for the formation and development of the best sides of the cadet’s personality.

In the article, the editor-in-chief draws the attention of researchers and readers to the importance of observing the principle of continuity and consistency in the process of developing and implementing innovations in pedagogical theory and practice. The fact is that pedagogy itself as a science, or more precisely the art of education, does not imply sharp changes in polarities and vectors of orientation in training and education of a person. As you know, the basis of training and education is formed by established pedagogical theories, concepts, and provisions. It is important that innovations in pedagogy are not contradictory in nature and do not imply a sharp change in their focus. Such changes usually lead to chaos in a person’s consciousness and negatively affect both the results of learning and, especially, education. In order to preserve progressive development in pedagogical science and practice, the author proposes a consideration of classical and innovative teaching theories in general pedagogy and higher education pedagogy, reveals the main trends and patterns of formation and development of basic didactic theories and concepts in domestic pedagogy. Features of implementation of classical theories in modern universities are shown: the associative-reflexive theory of learning and the theory of gradual formation of mental actions, as well as the innovative theory of problem-based and digital learning. Along with this, an effective integration of specific didactic concepts: pedocentric, Bell Lancaster, Mannheim, brigade-laboratory, Dalton plan, Winnetka plan into modern programmed education is substantiated.

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 article is devoted to clarifying the concept of “relatedness” and determining the boundaries of the phenomenon. For this purpose, two studies were conducted: a focus group and a field survey. The focus group results the largest percentage of responses describe relatedness as the group affiliation. Moreover, three more representations of were identified: involvement — alienation, sense of wholeness — emptiness. The field research shows, confirmed previous results, and revealed two more representations. The subsequent theoretical analysis was aimed to describe the relationship between relatedness and related phenomena: social identity, ego-identity, attachment, dependence and social exclusion.

Postpartum depression is one of the most frequent mental disorders of the postnatal period. The aim of the study was to evaluate the effectiveness of personalized psychological support for women with signs of postpartum depression based on the study of their experience of participation. Based on the results of participation in the personalized psychological support program, a qualitative study was conducted using the method of a single semi-structured interview. The “Grounded Theory” approach was used to analyze the data. The result of the study was a theoretical model of the perception of the experience of participation in the program. We can talk about the effectiveness of the program, since the result of participation was the consequence of “feeling like a mother”, and also the phenomenon of “self-love” was obtained, which should be taken into account when creating programs and diagnostic algorithms for the prevention of postpartum depression.

The relevance of the article lies in the study of understanding of mentoring, from the point of theory and practice of application by managers and menti-teachers in the education system of the Russian Federation. In our previous studies, we considered the coefficients of development of the personality of a teacher, such as: intellectual development, emotional development, spirituality — affecting the formation of managerial and performing qualities of a personality. We also gave examples of domestic and Western approaches to the development of scientific foundations of mentoring, studied the spatial environment: the period of development during thePandemic, means of digital learning and interaction with the teaching staff, as well as the transition from digital environment to familiar, academic format. To date, the topic of applying mentoring in practice, understanding it in theory, as well as studying aspects suitable for domestic education has turned out to be relevant. The purpose of this study is to analyze the respondents’ answers on the use of mentoring in the practice of a preschool educational organization.

The present paper gives a brief overview of the cognitive load theory and presents the results of the empirical research with experimental design: the control group received instruction in a “traditional” sequence, the experimental group received problem-solving first instruction. The results of the study confirm the hypothesis that introducing worked examples is beneficial for the efficiency of instruction and provide guidelines of worked examples implementation in teaching different domains.

The article discusses the method of studying symbolically mediated social understanding in individuals with social maladaptation, within the framework of the cultural historical approach. It has been developed a qualitative-quantitative experimental method of assessing social understanding in adult individuals, taking into account the use of various symbolic forms. The method comprises of 5 tasks. The pilot empirical study involved 70 adult subjects aged between 20 and 40 years old who had committed an offence. The study demonstrated significant difficulties in symbolising and understanding another person’s subjective reality compared to the control group. The study also revealed that individuals with social maladaptation tend to have a distorted understanding of the mental states of others and insufficient “sensitivity” to their symbolic manifestations. Furthermore, the study has revealed significant positive correlations between the results of fulfilling all tasks of the experimental technique.

The article presents the results of an empirical test of the three-factor model of the need for belonging. The work is aimed at clarifying the boundaries of the phenomenon of the need for belonging in the theory of self-determination by E. Desi and R. Ryan. The three factors identified through the focus group and oral survey have no empirical justification. The model was tested on the basis of three groups of people who have differently frustrated need for belonging: the homeless (12 men (age: 28–55 years), 12 women (age: 32–63), people with drug addiction (2 men (age: 30 and 55 years old), 6 women (age 20–40 years old) and bullying victims (7 women (age 31–48 years old) and one man (31 years old). Their answers were compared with the conditional norm. Total study participants — 57 people: 34 women (age 2063 years), 23 men (age 2655 years). Three independent factors were identified, which, in the first approximation, confirmed the theoretical model.