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.

The key stages of the life creation of the outstanding psychologist and teacher A. A. Bodalev are studied, the main directions of his scientific, teaching and organizational activities are differentiated. The appeal to the analysis of his life path, creative heritage and experience in the management of science and education is determined by the need to study the history of human knowledge on the unique example of interaction between the Leningrad and Moscow scientific schools. For he was the only head of the psychology department and dean at Leningrad and Moscow Universities. He used this experience to manage pedagogical psychology as vice-president of the USSR Academy of Sciences, as well as reflecting on it when developing the acmeology of professionalism and creativity of outstanding scientists, which contributes to the pedagogy of educating the personality of young people.

The problems of educating young people and ensuring their health and safety, including the fight against drug addiction, are discussed. By means of reflexive-activity psychology of personal development and moral education, the age-psychological characteristics of drug addicts are studied: their need-semantic sphere, experiences, motivation of behavior, goal-setting, relationships with family and social environment. With this in mind, the types of reflexive psycho-therapeutic programs for psychocorrection of personal development are designed. The educational experience of prevention and rehabilitation aimed at reflexive and pedagogical provision of psychological safety and spiritual and moral health of young people is summarized.

The publication discusses the possibilities of using reflective technologies designed for the process of forming intercultural competence among students studying in the pedagogical areas of higher education. Analyzing the logic, structure and algorithm for the implementation of intercultural competence in the educational process, the authors rely on historically formed and their own experience in developing didactic tools to ensure the consistent application of “immersion” technologies, informationcomputer learning, adaptation and creative design activities in the practice of transforming students’ personal results into practice of formation of reflective thinking.

At the turn of the XX–XXI centuries, G. M. Andreeva, an outstanding worldclass Russian scientist, made a fundamental contribution to the development of theoretical and applied sections of social and psychological and philosophicalsociological knowledge. In connection with her centenary, it is relevant to study the life experience of G. M. Andreeva as one of the founders of post-war Soviet sociology and as the creator of social psychology as an innovative scientific and educational discipline. The novelty of the article lies in the scientific analysis of G. M. Andreeva’s interdisciplinary searches — from social philosophy through empirical sociology and social psychology to higher education pedagogy. By means of institutional-personological and subjective-activity approaches, both the main achievements of G. M. Andreeva’s 65-year scientific and pedagogical activity at Moscow State University and a number of universities, as well as the psychodidactic means of teaching social psychology in higher education developed by her, are characterized.

The purpose of the study: to analyze the scientific activity of outstanding psychologists P. Ya. Galperin and N. F. Talyzina. The methodology is determined by the interaction of such methods as: social and cultural, biographical, conceptual and methodological analysis. The work of P. Ya. Galperin is characterized generically and for the first time the periodization of the development of N. F. Talyzina as a scientist and her contribution to psychology and pedagogy, to the creation of conditions at Moscow State University with P. Ya. Galperin for experimental study and the formation of reflexive and creative thinking are presented. The connection of the formative and developing approaches in ensuring the modernization of education is shown.

The article examines the problems of educating high school students in the system of specialized education with a focus on regional labor markets and identifies the significant role of the family in the process of training a modern specialist at the pre-university stage. The requirements for the formation of organizational and pedagogical conditions for specialized training of high school students are substantiated, considering the professional interests of the family.

The article considers the need to transform the modern education system due to excessive information availability and violation of the basic principles formulated in the Russian philosophy of education, which postulates an inextricable link which the central element of the productive transformation of modern education is the formation of the skill of critical thinking, which occurs when using a certain methodology of teaching philosophy, which assumes not “filling memory”, but the development of an algorithm of mental action in the joint work of the teacher and the student.

The article deals with the problem of non-random self-organization and the result of the technological organization of work with textually expressed information in the conditions of an escalating global civilizational crisis.

The article deals with the concept of self-development. Its mechanism is approved. Penetration into the world also implies the development of an internal, mental plan of activity, and content as relationships with significant people at an appropriate level of responsibility, which determines the actual content of self-development. The concepts of freedom and self-realization are connected.

The article is devoted to a theoretical description of the system for preparing future teachers of vocational training for the implementation of educational activities developed within the framework of the dissertation research. The model of training future teachers of vocational training for the implementation of educational activities developed in the course of the study includes normative-targeted, motivationalvalue, organizational-technological, and control-evaluative components. The implementation of each of the components of the training system is aimed at the formation of stable and flexible personality traits of future teachers, which form the content of the components (motivational-value, conative-activity and emotional) of their readiness for educational activities.

The article clarifies the meaning of concept of “mentoring”, which in literature intersects with the concepts of teacher, educator, mentor, tutor, leader, etc. The author sees in mentoring not a fashion, but an important trend, consisting in the reorientation of education to the individuality of the student, his independence and self-education, individual educational programs, collaborative activities with a teacher. To these characteristics, he adds an approach that involves solving a dual educational task — creating conditions (environment) for the formation of intelligence and the formation of a new image of a person (both sides of this task are concretized based on the analysis of educational cases). The stages of formation, development and completion of childhood and the associated features of mentoring are outlined.

The article discusses the main approaches to career and its planning. The emphasis is placed on the social and psychological aspects of a career, the factors contributing to successful career development are described. In this context, career is considered as a purposeful process of active self-realization of a person in professional activity based on subjective awareness of career success. The highlighted theoretical aspects formed the basis for the development and implementation of an educational module in the educational process, as well as an additional professional educational program for advanced training.

Emergence of cyberspace and mass distribution of autonomous communication networks during the last decade have altered the perception of the real and the virtual among the new generation. Educational concepts in the East are considered by the author as a viable alternative capable to fill in the gaps of Western established pragmatic principles of education, which have turned out to be insufficient for the proper training and effective reproduction of adequate human capital in the new conditions of rapidly changing behavioral structures and screen images of the modern worldview.

The paper analyzes the results of sociological study of opinions, preferences and attitudes of students, applicants, their parents and teachers based on the results of focus group interviews on the role of universities in Moscow and the Moscow region as an educational platform for discovering the abilities and fostering personal potential of young people aged 14–35. Regional and territorial differences were recorded during the survey that also helped to identify and reveal future professional expectations of students, their personal preferences and their image of an interesting student’s life.

The article is devoted to the problem of determining the prospects of pedagogical activity in modern conditions. The article presents traditional and new options for the work of a modern teacher. The author examines original practices of a teacher navigator in the world of information, a game teacher, a teachermoderator of educational activities, a teacher tutor, coach, teacher-leader, which are implemented by Teachers of the XXI century.

The article examines the role of the subject in the development of culture, the principles and mechanisms of his cultural activity, analyzes the problem of the content of the cultural potential of a student as a subject of culture, substantiates that the basis of intercultural differences is the difference in the methods of meaning formation, construction of semantic configurations. The cultural potential of the subject includes the results of his semantic activity, fixed in a certain sign system, which serve as a condition for the further reproduction and development of culture. Cultural potential is a resource that allows a subject to carry out cultural activities, to ensure the survival and development of both himself and society as a whole.

The article defines the main route of social and personal upbringing of preschoolers. Substantial basis to social and personal upbringing of children of the preschool age is given. It is specified that mutual affort of teachers, parents and administration of the preschool education organization should aim at forming socially approved personal qualities of a preschooler.

The ideas of Kuzbass students about the cultural region in the conditions of the development of the Siberian Cluster of Arts (N = 303) with the use of a free associative experiment are investigated. The study of the semantic space of the concept of “cultural region” made it possible to identify its components such as: cultural infrastructure (institutions, events); cultural environment, atmosphere, people; general concepts that define a common vector; public order, cleanliness; community, historicity, ethnicity; education; personal development, freedom of creativity; cultural events accessibility; modernity, fame.

Plato (427–347 BC), referring to ideas of his teacher Socrates (469–399 BC) and developing them, has overcome his thesis about impossibility of teaching moral virtue (Meno and partly Protagoras), and agreed with the “wisest of the Greek” on the part that giving a man true knowledge which lies at the heart of the virtue itself, during the process of traditional teaching is impossible. However in Theaetetus he showed that according to his point of view teaching virtue is addressing a human soul and helping to develop inner activism of a student, aimed at making the soul “remember” and actualize the true knowledge which has already been inside of it. In other words, teaching virtue according to Plato is maintaining independent moving of a student to it through actualizing already existing experience of a human.