The relevance of the research presented in the article is due to the need to preserve and develop the cultural code in family traditions. The problem is that without a cultural code, family values begin to degrade. The complexity of this problem is due to the fact that in the subjects of Russia with state national-Russian bilingualism, two cultural codes are found, the markers of which may or may not be related to each other. The purpose of the study is to determine the pedagogical conditions for their interaction in the content of multicultural education. As a result of the study, two key works for the cultural code were identified — The Tale of Igor’s Campaign and The Tale of Yusuf. It is concluded that these works should form the basic basis of teacher education in order to preserve and develop family values in conditions of state bilingualism.

The paper deals with the problems of a person’s generic identity, which in the system of modern education are transformed into insufficient understanding and lack of education. The close connection of these problems with the scale of understanding is shown, which is revealed with the help of the concepts of depth and width of the scale. A typology of cultures is proposed as a context for the educational process, which contributes to the growth of the scale of understanding, covering both the past (group, local, mass, global cultures) and the future (total and subjective cultures).

The most interesting scientific works and textbooks of Armenian scientists of the XVIII–XX centuries are presented in this study. The implementation of the main concepts of bilingual and in-depth Russian language learning in the Armenian school, combining modern innovative educational technologies and the experience of Armenian scientists, accumulated by the theory and practice of teaching the Russian language, as well as their contribution in the theory and practice of teaching Russian are presented.

The article is devoted to the actual problem of pedagogical interaction with students from China. The article reveals the characteristics of external and internal conditions that determine the specifics of adaptation of graduate students from China to study at a Russian university. The author of the article describes the methodological and psychological features of the interaction of teachers and graduate students in the classroom of pedagogical psychology in the context of intercultural communication and the use of blended learning. The necessity of training teachers for the necessary adaptation of educational activities to the personal characteristics of students from China is shown.

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 presents the sociocultural language environment of the Republic of Sakha (Yakutia), also it provides legal acts on the language policy of the Russian Federation and the Republic of Sakha (Yakutia). The polylingual education of preschool children in the Republic of Sakha are built on by two models: The model “Tyl uyata — The language nest” provides for the organization of a monolingual educational environment throughout the preschool age. In this case is necessity to involve to a second language from the middle group of the kindergarten with specially organized activity, which contributes to a clear separation of languages. The model “Biir kihi — biir tyl — One person — one language” is characterized by the principle of parallel teaching of two languages to children from early preschool age. The model “Tyl uyatyttan tyllanyy — Teaching a second language based on the native language” — the complete acquisition of one (native) language by a child is used as the foundation for learning a second and third language for the development of successful bilingual education. A monolingual educational environment is organized until the full development of the child’s speech.

A model of an optimally functioning person (OHF) is proposed based on an interdisciplinary approach and the principles of integrity, harmony and order. Five main integral internally differentiated personal characteristics (actualization, improvement, compromise, consistency, anti-entropy) are established, built on 18 necessary and sufficient factors. The anti-entropy factor is fundamental to ensure optimal performance. An analytical expression for the balance of the entropy of a biological system is given. The model is available for self-education of an optimal lifestyle.

Formative assessment is a pedagogical technology based on feedback from an expert and teacher self-assessment so that the certified teacher himself determines further steps to improve his own results. It is called formative, because it involves not only self-assessment of the professional achievements of the certified teacher, but also their deep self-analysis in order to identify professional deficits and determine the individual trajectory of professional self-development. Formative assessment needs to be learned, which is why the article describes a structural and functional model for implementing the technology of formative assessment in the process of certification of teachers, consisting of three components: target, activity and result.

Without the support and development of real-life communication between the participants of the educational process, without the use of the spoken word in teaching and educating new generations, without relying on the traditional, rooted in the depth of millennia, institution of mentoring, it is very difficult to effectively solve the daunting tasks of education that face the society, the state, the individual in the rapidly changing post-industrial information society of knowledge of the coronavirus pandemic era.

The logic and methodology of the century-old development of one of the largest areas of general and pedagogical psychology, founded in the twentieth century by S. L. Rubinstein and led at the turn of the XX–XXI centuries by his student A. V. Brushlinsky are analyzed. From the standpoint of the institutional-personological approach to scientific creativity and by analyzing half-forgotten sources, the key stages of his life are differentiated for the first time, achievements in his development of problems of general and pedagogical psychology based on the subject-activity paradigm are characterized in interaction with participants of the schools of S. L. Rubinstein and A. V. Brushlinsky himself, as well as with a number of Russian philosophers, psychologists and teachers.

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.

Based on a qualitative survey, the paper draws a picture of graduates’ selfperception in conditions of high-speed information exchange. The study raises the issue of how to improve today’s educational efficiency viewed as a mechanism for the reproduction of a new subject of historical action. Such a formulation of research problem allows us to draw attention to the consolidated Nonwestern potential for improving the quality of modern educational process. The potential under consideration is largely based on the hitherto neglected scope of intangible capital linked to untapped digital possibilities of multiculturalism. This implies not a direct, mindless copying of Western educational standards, but a synthesis of the best in the world education systems related to our own rich pedagogical traditions of higher education. The obtained results and conclusions can be helpful in fine tuning the interaction between teachers and trainees in national higher education.

Solving a problem is usually considered a sequential process, when one thought causes another one. Yet, many mental processes are concurrent. On the basis of modern ideas which suggest thinking may occur in a network consisting of similar but not identical elements functioning concurrently, we assumed concurrent processes also occur in problem solving. To test this theory, a special questionnaire and problem-solving tasks were used. Positive correlations between the results on the questionnaire and performance on the tasks may mean there is concurrent processing of information in problem-solving. Eight significant correlation coefficients were obtained out of ten possible. For the first time, it is shown that concurrent processes occur in problem-solving.

The article poses the problem of the development of critical thinking in the modern education system. Some reasons for the insufficient development of critical thinking and possible consequences of such deficit are considered.

Based on the data obtained by the authors of the article in the framework of a analysis, held in the All-Russian Public Organization “Russian Professorial Assembly”, they define the problem of ensuring the quality of organizations’ activities, conducting professional and public accreditation in the higher education system. The authors describe typical mistakes in the activities of such organizations, as well as substantiate proposals for solving the problem of professional competence of such organizations.

The article gives an idea of the genesis of the formation of the ideology and scientific foundations of the state family policy as an independent scientific branch in the 1990s. The author analyzes the stages of the formation of its current paradigm, the inertial factors that hindered its implementation. The author’s concept of family policy, methodological approaches to the development of its strategy, subject, principles, implementation mechanisms, and legal foundations are presented.

Individual unconscious is seen as an immanent element of the self-managment mechanism of an evolable hierarchy-network system of Humanity (hierarchic search optimization of the objective criteria of energy kind). It is stated that its formation in spatial hierarchy of occurent subsystems of Humanity happens in a mirrored manner (regarding the “identity” layer) to a connected trend of formation of the collective unconscious, social and infrastructural. The informatic-cybernetic model of metaevolution (emergence of hierarchic layers in the process of formation of a system) of individual and collective unconscious is presented. Quality and quantity model characteristics of stated processes in the Psycho-socio-production sphere of Humanity are given.

The author’s appeal to the moral teachings of Democritus is explained by the need to extract lessons on raising a virtuous young man that are significant for modern theory and practice of education. The pedagogical significance of Democritus’ “educational” morality, according to the author, lies primarily in the fact that it presupposes the ability of a person to “draw goodness from him/herself”, following the natural desire to be happy. One of the first to say that a person needs virtues to achieve the goal of life (a good mood), Democritus formulated a number of simple, i. e. clear for any person to understand, and therefore pedagogically effective moral instructions: “Don’t say anything bad about another and don’t do anything bad to him/her”; “Do not hide your shameful actions behind virtuous speeches”; “Accustom yourself to virtuous deeds and actions,” etc. The acceptance and implementation by young people of the “simple” rules of Democritus will allow them to rise to the understanding that virtues leading to a happy life make people humane; a happy life is a good life, to cherish it means to be on the side of good, which sanctifies life together in the modern world, i. e. ultimately, it will contribute to the formation of their moral awareness.

Based on the informatics-cybernetic approach proposed by the author, the main historical stages in the formation of typical areas of communication, coinciding with the stages in the emergence of new information technologies, are presented. It is indicated that the information technology of telecommunications that emerged historically “yesterday” and is leading today “operationally long-range” information technology of telecommunications radically changes the entire structure and content of communication on the planet — in some ways positive, and in some ways negative for a person.

The article discusses the problematic situation of the development of education in the knowledge space of modern society in the context of global transformations taking place in it, knowledge as a social life phenomenon, as a construct of the process of forming a person as an active subject. The importance of taking into account the peculiarities of the connection between the knowledge potential and the development of education, in this case, the development of modern education, is highlighted.