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.

The study of the genesis of arbitrary activity by Vygotsky’s followers led to the ideas of the activity approach, which took root in the Moscow methodological circle (Shchedrovitsky, Lefebvre, Davydov, etc.) by the end of the 1950s. In the early 90s, the primacy of the activity approach in domestic education was officially declared, in spite of fair criticism from the supporters of the information-needs concept of man developed by Simonov and Ershov (based on the ideas of Sechenov and Stanislavsky). Their concept took into account the focus of any needs on either preservation of what has already been achieved, or on all new development (with the inevitable negation of what has been previously achieved). The connection of this dichotomy with positive and negative emotions, revealed in a new way the role of game activity in transformations of actual human need dominants.

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 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.

The presented work examines the basic concepts of virtual reality, which is especially relevant at the present time, and also presents the results of an instrumental study of the influence of virtual reality on the psycho-emotional state of a person. No work has been carried out in the declared aspect, therefore this work can be considered exclusive.

On the basis of the informatics-cybernetic approach proposed by the author, the main historical stages of systemic global evolution are presented, including the formation of increasingly complex social-economic formations (SEF) from the primitive communal system to modern digital ones, and marked by basic information technologies. It is noted that from the standpoint of this approach, the main problem in the development of educational structures is the need to modify all previously historically emerged such structures in order to harmonize them with each other and ensure compliance with the newly emerging requirements of the new SEF.

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.

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.

The use of games in education depends on the direction of training: 1) on mastering professional pedantry or 2) on mastering professional virtuosity. Stanislavsky’s method of “simple physical actions” helps to solve pedagogical problems of school lessons. Not only because it prevents students from refusing to perform the teacher’s tasks, but also because it becomes a methodological support for teachers in freeing the process of teaching children from the cult of awareness, imposed by thought-activity pedagogy and violating the natural links between the development of individual curiosity in schoolchildren and their natural disinterestedness.

On the basis of the informatics-cybernetic approach proposed by the author, the main historical stages of the “matrix” global evolution of a multidimensional system-educated person mastering a new basic information technology are presented. System education is understood as a sufficient level of education of the individuals composing it (to ensure the production, social, cultural and other processes of selfcontrolling of an element of the corresponding tier of the hierarchical-network system of the Humankind). It is indicated that all such elements form a triangular matrix of dimensions from 2×2 to 6×6 and beyond.

The article deals with the problem of education as a condition for the social development of a person in two (conditionally) forms of its implementation — objectively set in practical activities, in the space of his life experience, acquired in the social environment, and subjectively purposefully formed on the basis of specially developed scientific programs.

The paper considers the attitude to culture as an operationalization of the culture of relations and taking into account the holographic correlation of personal and general culture. Particular attention is paid to subject relations and their features. Some crisis phenomena in the development of modern culture and society and their internal contradictions are noted. The situation of a change in the general attitude to culture that has occurred over the past century, which has given rise to mass culture and a “one-dimensional person” consuming it, is stated, which is proposed to be designated as a cultural transition. Cultural transition can be seen as a concretization of the theory of cultural lag in modern conditions. The possible consequences of the cultural transition for the development of society in a situation of civilizational breakdown are discussed.

The national historical specificity of the Russian mentality is revealed in the article by studying in the texts of A. P. Chekhov such a significant constructs of being as happiness and sadness. Based on sixteen different texts it was found that for the russian mentality which was reflected in the works of Chekhov it’s typical to demonstrate sadness openly and to minimize the joyous state. However, this difference isn’t statistically important which means it corresponds to the equilibrium state of a normal culture. It was revealed that the characters in Chekhov’s works are rather sensual, are likely to be glad and sad without any particular reason for that. But their attitude to sadness is more stereotyped whereas the feeling of joy, happiness often make them irritable. According to the perception of Chekhov’s characters of “happy” and “unhappy” things, the mentality has the dual nature, these are attractive and repulsive.

The article describes the perception of the world in a cultural-historical context as a certain image of the world obtained by recoding perceived signals and secondary (semiotic) data. On these grounds, a study of the image of the world of the mono-ethnic group of Russian respondents was carried out. It has been established that the characteristics of the image of the world reflect the main ways of world perception and typical features of the Russian mentality, and the choice of the basic values for it is associated with the adoption by the mono-ethnic group of the native (Russian) culture.

The article reveals the essence and content of the leading pedagogical ideas of the outstanding Russian classic of Soviet pedagogy A. S. Makarenko and identifies the main directions of their use in the process of professional training of future officers. The fundamental differences between teaching and upbringing, the specifics of “team pedagogy”, the critical position of A. S. Makarenko to the opponents of official pedagogy are revealed. The accentuation of methodological provisions based on the fundamental foundations of the pedagogical concept of A. S. is reflected. Makarenko and his practice-oriented achievements are presented, which are really and potentially aimed at solving the state task of educating a new person in the system of collective formation, as a means of building the future of the country and humanity.

The problem of the results of upbringing and the influence of its unresolved influence on the development of the issue of the psychological mechanisms of human upbringing is considered. It is argued that in modern pedagogy, the results and mechanisms of education are mainly indicated at the declared level and the level of organization of the teacher’s educational activities. The necessity of integrating pedagogical knowledge with psychological knowledge is actualized, first of all, in the form of embedding the declared results of education in the structure of the subject of psychology — the inner world of a person.

В статье анализируется процесс развития представлений о себе, своем творчестве и своей судьбе трех художников, принадлежавших различным историческим эпохам (А. Дюрера, В. Ван Гога и А. Зверева), на примере трех автопортретов каждого из них. При этом временная динамика образа «Я» в автопортретах рассматривается как путь самопознания творческой личности.

The article analyzes the interaction of the concepts of “aesthetic values” and “ethnocultural identity”. The primacy in human life of an “aesthetic attitude” to nature, to oneself is shown on the example of the development of preferences and musical tastes of student youth - representatives of different ethnic groups. The use of a set of evaluation author’s scales of musical perception made it possible to establish that the aesthetic preferences and evaluation of musical works by students, representatives of various ethnic groups do not always depend on the ethnic coloring of music. At the same time, the presence of a system of aesthetic values is a stimulus for the formation of a person’s ethnocultural identity.