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 article examines the main features of education as a complex and differentiated process based on the influence of the environment, activity, communication and related to learning, socialization, identification and self-identification of a person by the example of an appeal to the peculiarities of the education system in mythopoetic societies. This article, being a continuation (Part 2) of an earlier study of the main features of the education system of mythopoetic societies, focuses readers’ attention on the folding of the process of identification and self-identification in the educational reality of age groups. It is shown that upbringing, which is largely synonymous with the concept of nurturing, is characteristic of a number of mythopoetic societies and has methodological significance in modern conditions, since it allows us to identify several significant moments for modern concepts of upbringing and education.

Today and always, the meaning of education is orientation to the child’s personality as the highest value and meaning of pedagogical activity, recognition and respect for his ability of self-determination and self-development. The article reveals the following approaches to the process of education: humanistic (creating conditions for the development and self-development of a child’s personality), activity-based (education requires not just activity, but joint activity of children with adults, where participants can show their subjective qualities), co-existential (education in a coexistential child-adult community) hermeneutical (transition from “knowledge” attitude of the teacher to “understanding” one, when the teacher seeks to understand the meaning of a particular action of a child, to comprehend the inner meaning), systemic (logic of research in education).

The author’s reference to Democritus’s teaching on knowledge development is explained by the need to highlight such ideas, the enduring significance of which for subsequent theories of learning is confirmed by time. It is revealed that Democritus was one of the first to identify two types of knowledge development (sensual and theoretical) and the corresponding types of knowledge. For subsequent theories of learning, the following ideas by Democritus are significant: 1) knowledge development goes in depth from sensory to theoretical knowledge; 2) knowledge developed through the senses cannot provide a stable basis for recognizing the truth; 3) knowledge developed through thought is reliable in estimating the truth and recognizing it. The most important aspects of Democritus’ thoughts are identified, which in the field of modern terminology can be called humanitarian: theoretical thinking (operating with concepts, etc.) educates a person as a thinking being; when raising a thinking student, it is necessary to take in consideration the types of knowledge development.

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 article presents material that can be used as a didactic and methodological aid for courses in teaching sociology and other social sciences. The relationship between sociology and social sciences is discussed: the former consider sociality in an anthropological key, as relationships between people; in social sciences, the conditions that determine these relationships are analyzed. Six main characteristics of sociality are presented: the study of mass behavior of people and social order, the characterization of the correctness of sociality, the assessment of sociality and the assignment of the type of social action, the cultural and historical understanding of sociality, the popular nature of sociality, the singular plan for the evolution of European sociality. Three types of sociality are distinguished and introduced (1.0, 2.0, 3.0). At the end of the article, the author joins the opinion of Z. Bauman, who calls on sociologists not only to more carefully formulate the laws of sociality, recognizing humanitarian nature of sociological research, but also to recognize the limitations of their cognitive capabilities in relation to sociality.

The authors of the article note that in recent years there have been major changes in the education system in the republic. One of the current directions of state policy in this area is the development of inclusive education. The state policy in the field of education involves the legal support of the system, personnel, educational and methodological, material and technical and information.

The article deals with the problems of the development of state policy in the field of education and its strategic support, the change of paradigms of education and the transformation of the educational function in the education system, topical issues of changing the legal regulation of education in educational legislation. The main trends characterizing the achievements in the field of education, as well as the inertial factors that hinder its development, are determined. Methodological approaches, principles, mechanisms for the development of a purposeful educational process within the framework of extracurricular extracurricular and extracurricular work, ensuring the priority status and parity of the educational function in the system of interaction “education — upbringing — training” are substantiated. Measures to strengthen the educational potential of the education system and society as a whole are proposed.

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.

It is noted that from the cybernetic point of view, the historical conditionality of education is a consequence and manifestation of the systemic integrity of the Humankind, determined by its deep structure — cybernetic mechanisms of autonomy (hierarchical adaptive search optimization of target criteria of an energetic nature). Using the informatics-cybernetic approach proposed by the author, the main stages of the formation in the history of the cognitive areas of education are listed, which coincide with the stages of the emergence of new information and production technologies, as well as the expansion of the range of spatial characteristics of the macro- and microworld mastered by the subjects. It is pointed out that the “operatively long-range” information technology of telecommunications, which has arisen recently and takes leading position today, radically changes the entire structure and content of education on the planet — in something positive, and in something negative.

This article is devoted to issues related to the formation and current state of pedagogy in Egypt. The paper solves a number of tasks, including: identifying the origins of pedagogy in the Arab state; presenting a brief outline of the historiography of Egyptian pedagogy; describing the periodization of the development of pedagogical ideas; highlighting the content of the main pedagogical works of the Egyptians. As a result of the study, the evolution of the pedagogical thought of Egypt is determined, the main vectors of the educational process, under the influence of which the pedagogical system of today’s Arab state has acquired its uniqueness and originality.

The article provides an analytical review of the impact of human capital (i.e. creative ideas and scientific achievements) of the school of the leader of Soviet psychology of the mid-twentieth century S. L. Rubinstein on the formation and development of the Institute of Psychology of the Russian Academy of Sciences. The initiative significance of the idea of the Deputy director of the Institute of Philosophy of the USSR Academy of Sciences S. L. Rubinstein about the need to create an Institute of Psychology in the academic system and the institutional promotion of the project developed by him is shown. The personology of students and their role in its organizational implementation in the IP RAS is characterized. For the first time, the constructive contribution to the development of the IP RAS of both participants of this school and scientists of other institutions in cooperation with psychologists of the classical and modern periods of Russian human studies has been systematically summarized.

At the moment, society needs qualified workers who can simultaneously operate with fundamental knowledge and have practical skills sufficient to find an effective solution in complex and unforeseen cases. Vocational education and institutions involved in personnel retraining have a goal to ensure a sufficient level of knowledge for students to adapt to the conditions of the modern labor market; to focus on the requirements of leading organizations and enterprises; to ensure the competitiveness of certified specialists in employment. Based on this, the objective is set to improve the educational structure and methods of training future specialists in secondary vocational education institutions; introduction of the latest developments in this field into the educational process, which is more necessary when training specialists employed in high-tech industries.

В апреле 2022 г. Эди Викторовна Сайко, член-корреспондент Российской академии образования, доктор исторических наук, профессор психологии, многолетний главный редактор журнала «Мир психологии», отмечает свой 90-летний юбилей. Э. В. Сайко — автор более 350 опубликованных работ, среди которых 11 монографий. Кроме того, она организатор (идея,

The article highlights analysis of the educational results of the training of middlelevel specialists in secondary vocational education in comparison with modern qualification requirements for specialists of this qualification level. The results of pedagogical research aimed at methods for the development of students’ self-control skills in educational activities are analyzed. The prospects of the author’s research aimed at creating a methodology for the formation of professional self-control competence are presented.

It is demonstrated that culture is among other things an environment and an instrument of forming relations among people as well as forming people’s relations to various aspects of the world around us. With pandemic restrictions and widening the use of distant education cultural influence is comparable to the influence of education proper as part of culture. The situation is aggravated by the contradictions which the author tentatively calls those of content and those of technology. Strengthening the humanitarian component of education content at all levels is an important alleviating factor.

The culture of communication is a complex system, described by the categories of physiology, pedagogy, psychology, it is analyzed in a historical and interdisciplinary, as well as business context.

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.