The article presents a number of propositions and hypotheses of V. P. Zinchenko concerning development in ontogenesis. His commitment to L. S. Vygotsky’s cultural and historical concept and the changes and additions he makes to it are shown. His views on the child’s mastery of the word and the development of actions and images interrelated with it are given. The ideas about the self-development of personality in culture and the danger of rigid purposeful personality formation are reflected. The general scheme of the genome of cultural and historical personality development is described.

Modern civilization is experiencing an era of uncertainty, which covers all spheres of life of the society of any state. Currently, one of the topical areas of research has become the study of the impact of global risks on the vital activity of mankind. This paper investigates the relationship of value orientations and temporal focus of modern youth in the conditions of global risks. The theoretical part of the paper analyzes the available research on the topic of the paper. The second part of the paper presents the results of the empirical study of the relationship between value orientations and temporal focus of university students, which confirm the theoretical conclusions. The obtained data of the empirical study will allow us to further study the dynamics of the relationship between value orientations and psychological time of the individual, under the influence of external factors.

The article reveals the importance of the personality of an employee of the penitentiary system (penal system) in reforming the Russian penitentiary system in terms of humanizing relations both between employees and convicts, and between employees themselves. The role of the departmental higher education institution of the Federal Penitentiary Service of Russia in the education of the future employee of the penal system as a person and professional is substantiated. The value content of the moral education of cadets of a departmental university is determined, in which a special place belongs to ethical responsibility, as a value that finds an imperative continuation in the requirements imposed on the employee of the penal system by professional ethics. The scientific ideas of scientists about the professional ethics of an employee of the penal system, which reflects the norms and requirements for an employee, are analyzed. It is substantiated that the professional ethics of an employee of the penal system provides value content for the implementation of the moral education of cadets.

The article presents the main results of the long-term scientific activity of a known scholar and figure of pedagogical education N. A. Astashova on the study of the phenomenon of dialogic pedagogy. This issue is a part of a wider range of her research interests related to the problem of personality development of a future teacher and value orientations in the educational system. N. A. Astashova is credited with the scientific substantiation of the concept of pedagogical axiology, the development of a typology of values that can be used as an axiological modeling tool. The characteristic features of the axiosphere of a modern teacher, the analysis of cognitive, emotional and behavioral subsystems of personal value orientations of a teacher deserve attention. She also highlighted the conceptual ideas of the formation of the dialogic space of education, identified methodological tools for the study of dialogic pedagogy.

The relevance of the topic is motivated by the importance of using historical and pedagogical knowledge in solving the problem of educating students, which will ensure the protection and preservation of traditional values and virtues in society. The author refers to the doctrine of the sophists on virtue. Protagoras, putting forward the concept of a person as the measure of all things, establishes the “throne of relativity” in the world: a measure, a criterion for everything is a person, his/ her opinion, or arbitrary behaviour. The recognition by the sophists that everything in the world is relative leads them to recognize good and evil as relative as well. At the same time, the existence of an absolute manifestation of goodness — the virtue of a person — is pointed out. It is revealed that virtue, understood as the utmost skill in activity, in morals, in relations between people, is recognized as a means of living together. This purpose of virtue, its social nature predetermines the importance of cultivating virtue, which, being common for all members of society, cements relations between people, makes people better.

The feeling of hope is presented as a resource for coping with the challenge of uncertainty, as an experience that represents the opportunity to act, to seek support in oneself and others. It is argued that hope is especially necessary for a person when he encounters difficult life circumstances that seem insurmountable to him. The psychotherapeutic meaning of hope is considered as a feeling of a possible transformation of reality and gaining confidence in the future. The resource possibilities of a sense of hope are considered in the context of the analysis of the films “A Long Happy Life” and “Moderato Cantabile (7 Days, 7 Nights)”.

The article substantiates the need to identify the moral foundations of the professional activities of an employee of the penitentiary system (penal system) in the context of the problem of spiritual renewal of society. The importance of non-institutional regulators of relations between people, which are morality and morality, is argued in the implementation of a valuable attitude towards a person by an employee of the penitentiary system. It is substantiated that moral values as personal meanings, as meanings, as relationships form the moral foundations of the activity of a penitentiary officer. The role of moral values as the moral foundations of the activities of a penitentiary officer in expanding the content of professional training of cadets of a departmental higher education institution of the Federal Penitentiary Service of Russia in terms of shaping the personality of a cadet who is able and ready to realize a value attitude towards another person both in professional activities and in life as a whole is revealed.

This work is devoted to the study of the phenomenon of money, through such a psychological category as the freedom of choice. At the current moment the possibility of an unhindered and multivariate exchange of money for material goods has not been proposed as a special object of empirical research in psychology. Previously, we empirically tested the hypothesis that money contains a “surplus value,” which attributes mainly to the value of freedom of choice. This paper further explores this phenomenon, namely, how the value of money and the freedom of choice inherent in money is influenced by situational determinants. Various choice situations are introduced in which respondents must choose between money and attractive goods that can be purchased with that money. This confirms that in different situations money has different value of the freedom of choice.

The article reveals the theoretical issues related to the identification of the valuesemantic foundations of the education of modern youth, a comparative analysis of normative legal documents regulating educational activities in institutions of general and higher education is carried out. The authors focus on the specifics of the work of teaching staff aimed at the formation of value orientations of the younger generation.

The relevance of the topic is motivated by the need to find ways to educate a person capable of committing a moral act by internal motivation, and not by means of outside compulsion. It is indicated that one of the possible ways of educating such a person is the formation of moral awareness in conjunction with the experience of moral behavior. It is substantiated that the methodological basis for revealing the relationship between moral awareness and the experience of moral behavior is axiology as a doctrine of values, as a philosophical theory of values, as a branch of ethics. It is shown that the category of value determines the content of the value “tier” of moral awareness and the value world of a teacher, a schoolchild, which connects them with moral practice, covering moral behavior and moral awareness. It is revealed that values are at the basis of the relationship between moral awareness and the experience of moral behavior. It is shown that one of the most significant is the value of the golden rule of morality.