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 examines the main factors of the inclusion of excursions in the educational process of educational institutions of the Russian Empire at the end of the XIX century. The formation of excursions as a form of organization of cognitive activity of students is traced. A connection is being made between the development of the excursion business and the scientific and technical revolution in the country. The idea of borrowing Western pedagogical experience of using the didactic potential of student excursions is substantiated. The contribution of scientific societies, circles, and clubs to the popularization of student excursions is emphasized. All types of excursions with students have been identified. Considerable attention is paid to the successful implementation of excursions in higher education. The author comes to the conclusion that in the second half of the XIX century. in most educational institutions of the country, excursions were fully reflected in the curricula, had a solid methodological base, contributed to the expansion of the scientific horizons of students, carried important educational and educational significance.

The relevance of the topic is motivated by the need to embody a common basis in the interaction of subjects of one’s own and other cultures for solving moral problems. The author addresses the problem of students’ involvement in virtue. The paper provides evidence that education makes a person involved in the virtues of truth, justice, etc. It is revealed that one of the first to talk about the person’s involvement in the virtues of justice, truth, shame was Protagoras. Plato speaks of the involvement of the just into justice. Aristotle shifted the focus of the problem: the most important question was not about the All as uniting all types of human virtues, but about the general as uniting people around virtues. It is shown that this general is traditional virtues. The essence of the teacher’s and students’ involvement in virtue is revealed.