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Background. Modern society is developing in a world of information overload and digitalization, which has led to a need for artificial intelligence (AI) to help analyze and process information more efficiently. Most AI models use natural language processing, and while they can imitate human speech, they generate texts based on templates set by humans. This creates an online language space that is unique to AI, with its own characteristics due to its isolation from human interaction. Purpose – analysis of lexical and grammatical features of artificial intelligence language and comparison with human language. Materials and methods. To solve the tasks set in the research, we used various methods of analysis: observation, description, and the comparative method. The article is based on an analysis of texts generated by neural networks such as ChatGPT, Rytr, Smodin, and ChatSonic, which were created at the request of the authors. Results. The functioning of artificial intelligence (AI) is based on simulating the thought processes that are inherent in the human mind. This imitation is made possible by the development of language modules by AI specialists for use by neural networks in natural language processing (NLP). The language space of AI, limited by the input data from these modules, can generate texts that are practically indistinguishable from natural language, although they have features that are determined by the conditions under which they are created. These features include attachment to keywords in the task, potential loss of the main idea, inconsistency with required style, repetition of similar ideas, lack of specific facts or personal experiences, and limitations in vocabulary, linguistic patterns, and grammatical structures. The current inability of artificial intelligence (AI) to go beyond its current linguistic capabilities is due to a lack of a concept such as consciousness in neural networks. This allows for the accumulation of experience and the ability to think with insights, which are essential for AI to progress beyond its current limitations.

Hannah Arendt’s intellectual legacy includes a collection of poems that have not received much attention from scholars. Arendt began writing these poems in her youth and continued into adulthood. Her American period of poetry reflects on the experience of emigration and the loss of loved ones. The collection begins with a poem dedicated to the death of her friend, the philosopher Walter Benjamin. The lyrical necrology, entitled with the initials “W.B.” and dated 1942, is both a tribute to the dead thinker and a reaction to the first reports of German death camps. This article reconstructs the origins of the poem and provides a detailed analysis of it. The interpretation is based on clarifying the philosophical subtext of this work, which deals with themes important to Arendt and Benjamin. For this purpose, the article uses such Arendt’s writings as the essay “We Refugees” (1943), the lecture “Walter Benjamin” (1968), and the book “The Life of the Mind” (1978). The example of the poem demonstrates the continuity and consonance of Arendt’s ideas with Benjaminian concepts of aura (“The Work of Art in the Age of Mechanical Reproduction”), Jetztzeit (“On the Concept of History”), and remembrance (“Berlin Childhood Around 1900”).

This article continues a series of author's publications on the evolution of the theology of the Hellenic religion. The subject of the article is the theology of the period of formation of the culture of the late classics (first floor. IV century BC). It is shown that at this time the theater (drama, tragedy) ceased to be “objectified theology”, and the comprehension of the Hellenic religion became the task of philosophical consciousness, the subject of rational conceptual thinking. It was in the era of the late classics that the purposeful construction of an abstract-conceptual model of the sacred world began. The possibility of such a construction is generated by the fact that it is currently that the process of thinking as a system of interaction of operands (sensory images, their fragments and combinations, abstractions, idealizations, etc.) and operations on them from two-level becomes multilevel. It becomes possible to replace a real object with its abstract model, to study the regularities of the object through the identification of stable relationships between the properties of such a model. Theology is also transformed in such conditions. There is a growing need to replace the mythological (visual-figurative) model of the sacred world with an abstract-conceptual model of it. It was in the era of the late classics that the purposeful construction of an abstract-conceptual model of the sacred world began. This profound religious transformation will culminate in the birth of the world's monotheistic de-ethnized religions - Christianity, Islam, as well as the Hellenization of Judaism. Socrates and Plato are at the origins of such a cognitive transition from visual-figurative to abstract-conceptual modeling of the sacred world, who creates a new form of theology based on the doctrine of ideas - “transcendental mythology”. It is aimed at creative search and logical substantiation of new basic principles (monotheism, transcendence, creative activity, inner perfection, etc.) and semantic images of the abstract model of the sacred world. In a few centuries they will become the ideological framework of the theologies of Christianity and Islam.

The method of association experiment makes it possible to study human cognition and consciousness. The article reviews the particularities of the association experiment and its significance for cognitive sciences. It analyses the methods and principles of association experiment as a method of studying the bonds between psychical processes, cognitive functions, and speech. The author combined standard research methods with those of psycholinguistics to describe various types of association experiments. Association experiments yield important empirical results for the analysis and interpretation of human cognitive structures, thus boosting the development of cognitive sciences. Being interdisciplinary in nature, they provide data about the psychological, cultural, and linguistic personality, i.e., speech and mental operations. Association experiments can be of four types: free, chain, directed, and with continuous reaction. Each type has its own advantages and disadvantages. As auditory or visual, they can be written-to-written, oral-to-oral, written-to-oral, and oral-to-written. The stimulus can be verbal, nonverbal, or heterosemiotic.

The article describes such systemic anthropological characteristics of thinking as multidimensionality, projectivity, inclusion in life relationships, transtemporality, and nonlinearity. On the one hand, these characteristics are inconvenient phenomenological "anomalies" for the classical psychology of thinking. On the other hand, in the context of progressive anthropologization of psychological cognition and interdisciplinary discourse, they make it possible to study thinking in a more holistic and human context, as well as to establish new conceptual links between the psychology of thinking and the psychology of human existence. Thinking is a multidimensional and nonlinear act that simultaneously unfolds in several registers of one’s mentality, capturing a variety of temporal, active, and noetic aspects of one’s being. The projective function of thinking consists in overcoming event uncertainty, building a semantic markup of living space, and producing semantic orientations in the activity and existential dimensions of the living environment. The fact that thinking is part of one’s life relationships ensures the integrity and transtemporal continuity of one’s life world. According to the polyphonic principle of mental dynamics, the dialectic unity of its spatial-temporal and modal correlations unfolds at each moment of thinking.

To study the whole range of problems that should be resolved in the process of innovation management in education it is necessary to realize that teaching is flexible, supple and requires continuous research. The goal of the article is to corroborate rightness of theoretical vectors by permanently changing practice. Theoretical and methodological foundation of the step-by-step research presented in the article is formed by principles of economic and comparative analysis, methods of induction and deduction and finally the method of archive search. The authors proposed an innovation approach to achievements in the field of education and showed the efficiency of Russian experience of well-known economists and experts in economics, psychology and sociology.

Background. Development of a creative personality is considered among the priority tasks for the modern education system of the Russian Federation. The article presents a critique of the education system imposed on Russia, which can be represented in the image of “up the stairs leading down”. The author emphasizes the relevance of providing the rationale for the essential factors in the educational process in order to ensure the development of students' creative abilities, which should not be reduced only to the development of their intelligence. Objective. Identification and justification of the dominant factors in the educational process aimed at developing the students’ creative abilities. Study Participants. Children (from older preschoolers to school graduates), university students, and specialists of various occupations took part in the long-term research. The studies were carried out in Moscow and the Moscow region, as well as in other regions of the Russian Federation and abroad. Method. The author's method “Creative Field” was implemented in a number of relevant techniques taking into account the age characteristics of the subjects. The techniques are based on different materials, which made it possible to conduct cross-sectional experimental studies on a large sample of subjects of different ages and professions, as well as a number of longitudinal studies lasting from 10 to 54 years. Results. The analysis of experimental studies shows that creativity as the ability to develop activity on one’s own initiative is possible only if there is a unity of the level of intelligence development corresponding to the task and the dominance of cognitive motivation in the personality structure. The integration of these factors determines the mechanism of creativity. The author has substantiated the dominant factors of the educational process aimed at developing the students’ creative abilities. Conclusions. The development of intelligence increases the possibility of mastering complex activities, and the dominance of cognitive needs gives rise to the ability to be creative. The decisive role in the development of a student as a creative personality is the teacher’s position as of researcher and the value of knowledge.

This article is devoted to the study of the technology of developing critical thinking in Russian language lessons in elementary grades, considering the features of this technology and the effectiveness of its techniques. The main purpose of our research is to identify the effectiveness of using critical thinking techniques in Russian language lessons in elementary grades as a means of increasing mental abilities and developing the interest of younger students in the subject. In this article, we conducted a pedagogical study, where we studied the process of changing the quality of knowledge and the level of interest of children in Russian lessons when introducing critical thinking development technology into the educational process. In the course of our analysis of literary sources related to the technology of developing critical thinking, we identified and systematized existing knowledge about the technology of developing critical thinking, and also considered methods and techniques of technology for developing critical thinking from the point of view of elementary school, i.e. at the level of younger schoolchildren. The effectiveness of critical thinking methods was assessed through observation of changes in the educational process, namely in indicators of knowledge quality. [ABSTRACT FROM AUTHOR]

The purpose of our article is to analyze the Phenomenological Scientific Approach to the characteristics of general intelligence of a personality; to consider Intelligence structure as a basic general category, to describe the problem of its origin and essence as one concept of the “eternal”, “planetary” problems; to show Measuring (or Testological) Scientific Approach to characterize the general intelligence of a person; to propose the characteristics of Associated-systems theory; to study the problem of general and social intelligence, to analyze correlation of these definitions according to the thoughts of teachers of preschool educational establishments. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, like statement study. The results of the research. We proved that in the paradigm of Cognitive Psychology the study of social cognitions and social intelligence has greatly enriched in the Psychology by the essence and the content of social intelligence, which previously had been developed in the psychometric tradition. Thanks to Cognitive Psychology, the actualization of the concepts of social representation was intensified. However, the analysis of existing models of representations of social knowledge suggests that the greatest attention in the history of Cognitive Psychology was given to abstract representations, and existing mental models (which relate to both verbal and figurative presentation formats of information) were not systematically checked. In addition, the functioning of these models, as a rule, plays a leading role in such a field of social cognition, as actualization of processes of social categorization and stereotyped thinking, in the field of perception of psychological features, the formation of the first impression, understanding of subjects of interpersonal interaction, etc. This situation, we deal with, sets the prospect of further empirical research on the development of social intelligence. Conclusions. So, Intellect (from the Latin Intellectus – feeling, perception, understanding, concept, mind) is a quality of the psyche of a personality, which is based on the ability to adapt to new situations, the ability to learn on the basis of acquired personally significant experience, understanding and application of both specific and abstract concepts to use their knowledge in order to influence and manage the environment. Intelligence is defined as the general ability of an individual to know and solve problems and tasks, which unite all cognitive processes and present human cognition: feelings, perception, memory, representation, imagination and thinking.

Introduction. The article is devoted to consideration of the state of modern ontological thought. It is no coincidence that after Heidegger there is virtually no systematic consideration of the concept of being in philosophy. Does this mean that the problem of being has lost its relevance? Or does this indicate that the concept of being continues (albeit in a negative way) to determine the face of modern philosophy? The author proposes to consider the history of ontology through the sequential passage of three stages: ”ontology of being” – ”ontology of the due” – ”ontology of declaration”. Theoretical analysis. At the first stage, the example of the four limitations of being according to Heidegger's point of view is considered: ”becoming”, ”appearance”, ”thinking” and ”due”. At the same time, the fundamental difference between what should be and the other three restrictions is pointed out. The origin of the ”due” from the normative-legal mindset is analyzed. Then a brief description of the fundamental differences of the “ontology of declaration” versus the “ontology of being” and the “ontology of the due” is given. It is indicated that the source of the emergence of the “ontology of declaration” should be seen in the works of Gilles Deleuze and Felix Guattari, and its consistent development in the projects of object-oriented ontology. Conclusion. As a result, it is pointed out that a “declaration ontology” is not a “declaration of an ontology”. A preliminary forecast for the further development of the “ontology of declaration” is given.

In this article, the authors have made a theoretical review of such a psychological phenomenon as the style of thinking, or rather, the integral-creative style of thinking of students. Thinking style is how a person assimilates, processes and organizes information, as well as forms ideas and attitudes, solves problems, makes decisions and articulates self-expression. Everyone has their own way of thinking when teaching, problem solving, or even product development. The main purpose of the article was to analyze the very concept of "integral creative style of thinking", a brief summary of the history of the emergence and development of this phenomenon, the presentation of the concepts and views of famous psychologists who studied it. After analyzing the available research, various definitions of creativity, integrality in this area were considered, and the factors influencing the development of creativity were described. After exploring various types of thinking skills focused on discerning complex issues and phenomena, this article argues for the need to use a new modality of thinking, defined as integral thinking. Based on the holonic theory and the properties of holons and their interrelations of part and whole, the article proposes and characterizes integral thinking, a type of thinking that is holistic, but also has a scope and depth that goes beyond the traditional Aristotelian epistemological ways. Integral thinking combines in a single model the assets of premodern, modern and postmodern thought systems; and helps to go beyond the modern syncretism of many points of view. Integral thinking is a type of thinking that corresponds to the modern need to think integrally in science, culture, profession, and art or about the evolution of personal consciousness. It is also useful to apply it in various professional fields, especially when complex approaches are needed. Integral thinking can be used in holistic education and pedagogy. Relevance can help characterize the practice and agenda of integral education. [ABSTRACT FROM AUTHOR]

Aim. To establish associations between the depression level as an independent cardiovascular risk factor and cognitive impairment (patterns of memory, attention and thinking) in people aged 25-44 years.Material and methods. In 2013-2016, a random representative sample of people aged 25-44 years was studied in one of the Novosibirsk districts. A total of 463 men (mean age 35,94±5,96 years) and 546 women (mean age 36,17±5,99 years) were examined. Standardized tests were used to assess cognitive function. Depression level was assessed according to the MOPSY (MONICA-psychosocial) World Health Organization program criteria.Results. In the surveyed random representative sample of people aged 25-44 years, the prevalence of higher education was the highest (60,5%). The depression prevalence in women was higher than in men: high depression level — 15,84 and 8,64%; the mean depression level was 25,71 and 21,3%, respectively. Univariate analysis showed that the attention stability according to the dot cancellation test at a moderate and high depression level was reduced only in men with higher education, compared with those without depression (p=0,018). In persons of both sexes with secondary professional education in a random representative sample of persons aged 25-44 years, associations between depression and memory pattern disturbances were identified. In the resulting multivariate model, men in a random representative sample of persons aged 25-44 years without depression did not have any cognitive impairment in patterns of memory, attention and thinking.Conclusion. An association has been established between the depression and cognitive impairment (patterns of memory, attention and thinking) in people aged 25-44 years.

The essence of the forensic activities is the research performed by a knowledgeable person. The basis for such research is his process of thinking. The article addresses the main forms of thinking which are involved in the professional training of an expert and his subsequent practice: analytical, synthesizing, logical, theoretical, empirical, intuitive irrational, rational and comprehension. The application of various forms of thinking is analyzed using examples from the work of forensic construction experts.The author demonstrates that a forensic expert should have a clear idea of how to consciously organize his ideas related to professional activity applying some self-control. This is necessary to ensure a clear structure and a strict, logically verified sequence of mental operations performed during research and within the framework of forensic activities. Higher level thinking paves a shorter and more reliable path to understanding the cognitive problems an expert is facing.

H. Arendt developed largely her hermeneutical interpretation of understanding in line with the rethinking of I. Kant’s philosophical heritage. Although she was able to offer a rather original interpretation of the theoretical views of the great German philosopher, her hermeneutic strategy was also influenced by the approaches to their understanding that were proposed by her teachers M. Heidegger and K. Jaspers. Arendt’s hermeneutical teaching proceeds from the need to realize the close unity of practical action and spiritual activity of the human subject - Vita Activa and Vita Contemplativa. Accepting the initial position of Heidegger’s metaphysics of finiteness about the “abandonment” of man in the flow of time, Arendt simultaneously follows Jaspers’ call for the need for an existential-hermeneutic interpretation of practical action and the abilities of the spirit by their understanding on the basis of Kant’s legacy. Singling out thinking, will and judgement among the main vectors of self-realization of the spirit, she demonstrates their close relationship with the main types of practical human activity - work, work and action. Analyzing the abilities of the spirit, Arendt emphasizes the major role of thinking, which brings together the processes of knowledge acquisition and meaning creation. It highlights the primacy of the meaning-producing function of the reason in relation to the ability of the intellect to generate true knowledge on the basis of generalization of the data of contemplation. Describing thinking after Kant as a “thing in itself”, Arendt speaks of its involvement in eternity and time in the moment of the present, the ability to generalize the past and design the future. Thinking forms the core of practical reason, which Kant identified with the will, and opens a new horizon of meaning generation in its aspiration to the future. The ability to judge also turns out to be a product of thinking, referring to the past while relying on common sense and imagination. Arendt rightly argues that the “paralysis” of the faculty of judgement, indicating the significance of Kant’s categorical imperative, threatens not only to produce a distorted vision of history, but also the triumph of the “banality of evil” in the sphere of politics.

Muhammad Fuzuli belonged to a rare group of figures of medieval Muslim culture who not only spoke, but also created examples of philosophical, mystical, prose and poetic creativity in the three main languages of Islamic civilization (Arabic, Persian and Turkic). In this work, Fuzuli sometimes reached the limits of the linguistic revolution, which destroyed the old and erected new canons of language. This revolutionary innovation in the field of the Turkic language is not only recognized by all researchers of the work of the great poet and thinker of the XVI century, but also interpreted as a turning point in the formation of the languages of this group and their independent development to the state of literary languages based on a specific national mentality developed by the specifics of the historical dynamics of each Turkic people. The article is staged, problematic in nature, it puts forward a number of hypotheses that will have to be analyzed by modern and future specialists in the work of M. Fuzuli, created on the basis of trilingualism. [ABSTRACT FROM AUTHOR]

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This article is devoted to substantiating the cognitive-evolutionary theory of language within the framework of cognitive linguistics. The main principle of cognitive linguistics, “explanation,” serves as the foundation for this theory. It is argued that the need for this theory arises from negative trends in modern cognitive linguistics, such as an excessive focus on studying concepts without a common understanding of the term "concept" and the substitution of the object of cognitive linguistic research with the study of thinking facilitated by language, rather than thinking itself. The article proposes a new theory for cognitive linguistics that aims to explain the mechanism by which the quality of thinking influences the quality of language. Furthermore, it seeks to determine what factors contribute to the quality of thinking and identify the reasons for differences in the development of languages, thinking, and cultures associated with languages. To support this theory, an interdisciplinarity is suggested, which involves incorporating anthropological data from various fields such as philosophy, logic, cognitive psychology, ontopsychology, ethnopsychology, psycholinguistics, neurophysiology, neurolinguistics, ontolinguistics, ethnolinguistics, and primatology. The author argues in favor of the overwhelmingly positive impact of biological and cognitive evolution. While the commonly accepted notion of thinking influencing language lacks complete proof, the article identifies perception as the cognitive structure that ensures the quality of thinking. In line with the idea that the quality of perception affects thinking, which in turn affects language, three degrees of perception are identified: syncretic, superficial, and alternative. Each degree of perception is described alongside linguistic and mental characteristics observed in great apes, children, modern primitive and ancient civilized people, as well as modern civilized people. The article concludes that differences between languages (and cultures) stem from the quality of perception regarding their developmental possibilities. As a result, the cognitive-evolutionary algorithm “perception: syncretic, superficial, or alternative → corresponding logic of thinking → corresponding logic of language (corresponding logic of culture)” is proposed.

The article is devoted to engineering and pedagogical thinking as a kind of professional thinking that exists due to specific reasons and necessary and sufficient conditions. The “assembly” of these causes and conditions takes place in a certain time-and-place (chronotope), the conceptual reconstruction of which opens the way to overcoming the traditions of haphazard enumerative descriptions of various properties that have developed in the literature and to reaching the construction of the theory of engineering and pedagogical thinking, which, in turn, will help to reasonably update the content and organization of training engineers-teachers, on whom a lot depends in the near technological future of Russia. A review of the characteristics of engineering-pedagogical and related engineering and pedagogical thinking presented in scientific publications is proposed. It shows the need for greater certainty in understanding the nature, foundations, essence and features of heterogeneous engineering and pedagogical thinking. Heterogeneity requires actualization of the potential not only of pedagogy and technical sciences, but also of philosophy, cultural studies, sociology, and psychology. Such actualization shows the heuristic of the communicative interpretation of the nature and essence of thinking. In its light, engineering-pedagogical thinking appears simultaneously as an articulated and unarticulated, discrete and continuous communication of engineers-teachers with students, within which the competencies required by the profession and the impulse developing engineering and technical flair and ingenuity are transmitted, “infecting” (V. Shklovsky2) and charging them, thanks to which communication overcomes the boundaries of the chronotope, gaining continuum features, demonstrating its pulsating situational-suprasituative (corpuscular-wave) dualism. The scientific novelty lies in the justification, by the example of advancing to the theory of engineering and pedagogical thinking, of supplementing the competence approach with consideration of no less significant cultural and subcultural factors, including latent ones, which sometimes manifest themselves in very weak signals about the features of the chronotope of training engineers and technicians by engineers–teachers, not so much by virtue of official regulations as by virtue of singular acts of everyday life communication.

The psychology of thinking needs to expand its subject area in order to match the psychology of human existence. The processual and complicated life world of a person is an integral ontological space of thinking, in the context of which problematization and mental search unfold. The author believes that life relations and existential mood should be regarded as operational, dynamic, subject-thematic, and stylistic aspects of thinking. Acts and events of thought of a holistically understood personality cannot be separated from their active thinking relationship with the Self and the world. The great dynamics of thinking includes transtemporal and chronotopic aspects of the ongoing mental experience and the topology of cognitive identity. New promising directions for further theoretical and experimental research in the psychology of thinking can be implemented in line with systemic anthropological psychology.

For the first time, the thinking potential is interpreted as an intellectual ability of the subject to use any impulse in a constructive way. The relevance of the research lies in the given answer to the question of how this ability contributes to the awareness and involvement of all possible external and internal resources to complete the task in the context of the subject’s socialization and professionalization. The purpose of the research is to study the features of the thinking potential of professionals of the socionomic type. The study hypothesizes that there are different peculiarities in the formation and manifestation of thinking potential of teachers and medical workers. The study was carried out on a sample of pedagogical (n = 110) and medical workers (n = 106) (Yaroslavl). The sample of teachers: the average work experience in the profession is 10.1 years, and the total work experience is 15.3 years. The sample of medical workers: the average work experience in the profession is 13.3 years, and the total work experience is 17.3 years. The authors used such a research method as diagnosing the potential of professional thinking (for the professions of a socionomic type) (by I. V. Serafimovich, E. A. Medvedeva, N. V. Surina) in order to fix the components of thinking potential. To diagnose personal characteristics, the following methodologies were used: Five Facet Mindfulness Questionnaire (by Ruth A. Bear, T.G. Smith, J. Hopkins, J. Krietemeyer, L. Toney) (adaptation by N. M. Yumartova, N. V. Grishina); the methodology for diagnosing subjective well-being of the individual (by R. M. Shamionov, T. V. Beskova); the methodology for diagnosing the level of emotional burnout (by V. V. Boyko). The study proves that all the components of the professional thinking potential and its general level are characterized by an average indicator of development. The results of the study show how teachers and doctors, having certain personal and cognitive characteristics, provide an effective solution to the urgent tasks in their professional activity through awareness, involvement and eff ective use of external and internal resources. According to the study results, definition of the thinking potential proposed by the authors can be equally applied to the thinking potential of both teachers and doctors.

Viktor D. Kudryavtsev-Platonov is one of the most prominent representatives of Russian religious-academic philosophy of the second half of the nineteenth century whose theory of cognition bears an imprint of the Kantian theoretical philosophy. Kudryavtsev was not only thoroughly familiar with the Königsberg thinker’s work, but offered a critically reinterpreted version of Kant’s teaching on space, time and categories of understanding. But was the Russian philosopher original in his reading and critique of Kant? In his later works Kudryavtsev often cites the works of Friedrich Adolf Trendelenburg whose works turn out to be very close to the Russian philosopher. Could it be that Kudryavtsev read Kant through Trendelenburg’s optics? To answer this question consistently I give outlines of Trendelenburg’s and Kudryavtsev’s theories of cognition and compare their views on the basis of the sources. I then draw on archive materials to characterise Kudryavtsev’s acquaintance with the works of Kant and Trendelenburg. It turns out that Kudryavtsev was well-versed in Kant’s philosophical ideas already in the early years of his teaching activities — but not from primary sources, but largely through German historical-philosophical renderings. I establish similarities between the teachings of Trendelenburg and Kudryavtsev on space, time and the categories of understanding and their critique of the relevant Kantian teaching. Finally, Kudryavtsev’s early manuscripts attest to his acquaintance with Trendelenburg’s ideas. I conclude that Trendelenburg influenced Kudryavtsev’s own theory of cognition, a fact that should be borne in mind when reading the Russian philosopher’s epistemological works.

The author in the article considers the uniqueness of the Chechen poetic picture of the world and the role of metaphor as a figurative means and mechanism of thinking in the translation of ethnocultural meanings. Based on the analysis of the poetic works of Chechen authors, dominant metaphor concepts in Chechen poetry are distinguished, an attempt is made to establish the system, internal structure and connections of metaphorical models, reveal their mental intentions and determine the role of metaphor in creating imagery in the artistic structure of a lyrical text. A practical analysis of the representation of basic ethno-cultural metaphors in a poetic work is carried out on the material of the lyrics of the classics of Chechen literature by M. Isaeva, Sh. Aishanova, A. Dudaeva, M. Mamakaeva, etc. It is revealed how metaphor participates in the creation of artistic reality, how the idea of metaphor, which has developed in cognitive linguistics, correlates with the realization of the symbolic load of the image in the lyrical text. The author defines the dominant ethno-cultural metaphors of the Chechen ethnos “mountain, tower, river, burka, papakha, dzhigit (monk), wolf, eagle” and a number of others and correlates them with the national axiological scale, namely its categories such as “freedom, fearlessness, inflexibility, love for the native land, protection of the motherland, honor, dignity” and others. Attention is drawn to the fact that the author’s picture of the world is under the unconscious influence of his ethnic worldview. The analysis allows us to conclude that the Chechen poetic text implements a single metaphorical complex in which the basic ethno-cultural concepts of the Chechen linguistic worldview interact, complementing and enriching each other.

Stemming from philosophical standpoints, which locate ‘passion’ in the realm of thought (Marcus Eremita, René Descartes, Hannah Arendt), this article endeavours to prove that passionate thinking was the basis of Stefan Żeromski’s creation of his own textual space of intimacy, namely journals. Because he made the phenomenon of passion the subject of this thinking (he learned the characteristics of this passion mostly from his own intimate experiences with women, and he verbalised it), the article exposes the understanding of this phenomenon by the writer, through an analysis of stylistic tropes in his journal entries. It becomes apparent that a verbal visualisation of passion brought with it an evolution of tropes he particularly favoured in creating an image of passion: similes and metaphors. These have been semantically deepened by the construction of certain enclaves of stylistic devices, which not only brought together their differing types, but most importantly accumulated them. The end result of this mechanism are suggestive images, through which Żeromski managed to verbally illustrate passion.

Psychological readiness for secondary school requires new development tools. The article focuses on conceptual thinking as a factor in the psychological readiness of younger schoolchildren for secondary school. The research objective was to identify the effect of conceptual thinking on psychological readiness for secondary education. Conceptual thinking is a key factor for the development of academic knowledge, as well as for the formation of meta-subject competencies. In fact, it is regarded as a criterion for psychological readiness for academic activities in general. The article focuses on psychological readiness from different angles, e.g., as adaptation to the peculiarities of the academic process. It describes the difficulties that students face in the learning process, as well as analyzes the necessary competencies and neoplasms necessary for secondary school. The authors developed recommendations for effective psychological readiness. The results obtained can be used for pedagogical and psychological support.

The article is a review of the monograph of the professors of the Department of Ontology and Theory of Cognition of the RUDN University V.M. Naidysh and O.V. Naidysh Civilization and Rationality. Essays on the Philosophy of Mythology (Moscow: Rusains, 2020. 286 p.) which explores social-philosophical and epistemological aspects of the civilizational approach. The issues of rationality and civilization are connected by the theory of consciousness presented as a form of reflection of reality by the active subject included in the networks of (direct and indirect) communication systems, as an integrator of cognitive activity, sensory-emotional experience of the world and volitional intentionality of the subject. The review focuses on two civilizational paradigms - civilization as an ethnosociocultural community and civilization as an institutionalized society that developed during the ‘Neolithic revolution’. The monograph analyzes a wide range of issues: theoretical-methodological prerequisites of models of the historical process, origins of the civilizational model of history, concepts of civilization in the 19th - early 21st century, the structure of the foundations of civilization, the role of rationalism and myth-making in the life of civilization, processes of rationalization and derationalization of culture, the genesis of thinking, the nature of the archetypes of culture, the formation of rationalism in the cultures of the Ancient East, concepts of barbarism and neo-barbarism, etc. The monograph also examines the debatable issue of possible prospects of civilization: among the models of post-civilization, transhumanism seems to be the most popular (the program of the artificial transformation of the natural-biological foundations of man). The authors call for a balanced and critical perception of transhumanism, because its most radical, extreme versions are a contemporary form of ‘social alchemy’.

Background. The article describes the author’s way from researching the phenomenon of insight to revealing the psychological mechanism of creativity. Its first stage (1965) was a postgraduate continuation of the studies initiated in the term papers and dissertations under the guidance of S.L. Rubinshtein. At the second stage (1969) the author introduced a new experimental-diagnostic method “Creative field” into psychology. Objective. To reveal the author's approach to the consideration of the thought process and the nature of creativity; to describe the study of the mechanism of creativity as an ability to develop activities on one’s own initiative. Results. At the first stage of research work it was justified that the mechanism of insight opened by Y.A. Ponomarev is not the only one. The studies demonstrated the role of the nature of the thinking languages and the dynamics of changing their types: from the visual image to the sign, and then — from the sign to the structure. The visibility of the structure explains instant emergence of the hypothesis. The author’s conclusions were confirmed in the theories of N.I. Zhinkin, L.M. Wecker, M. Hunt. The second stage of research allowed the author to realize the Rubinstein's principle of creative activity and develop a typology of cognitive activity, which correlates with the cognition levels identified by G. Hegel: stimulus-productive level supposes implementation of the proposed task within the framework of initial requirements (according to Hegel — the level of the singular); heuristic level, carried out beyond the requirements of the original task, allows to discover new patterns (according to Hegel — the level of the special); creative level (according to Hegel — the level of the universal) is characteristic of the few. An open regularity does not act as a solution method, but as a starting point for constructing a theory. Conclusion. The article substantiates that the mechanism of creativity as the ability to develop one’s activity on his own initiative, can take place only with the dominance of cognitive motivation in the structure of personality. This has been confirmed in the sample of more than 10,000 subjects in a series of long-term studies in which one experiment is in process since 1970, when the subjects were 10th graders. The research data of these studies constitute a theoretical and empirical proof of the post-nonclassical methodological principle of the unity of truth and morality.

The purpose of our research is: to determine psychological characteristics of using video-phonograms in teaching pupils foreign languages at secondary schools; to build a model of educational process with using video-phonograms; to show the characteristics and tasks of each sub-cycle of a video-phonogram; to describe this model in the stage of its experimental verification. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental methods are observation and analysis. The participants of our research were 45 pupils of the 7th-B form of school №15 of Rivne (Ukraine). The experiment lasted during 2020-2021 years. The results of the research. Based on the theory of a dialogue in a paradigm of Secondary Predication (Mykhalchuk & Ivashkevych, 2019), we define the following main characteristics of the concept of “a dialogic text” which is the basis of video-phonograms in teaching teenagers the foreign languages at secondary schools: 1) an attempt to include the listener into a joint search with the author of the truth, focus on the reflection and thinking; 2) the author’s desire to make direct contact with a listener, which is expressed in the variability of the material for analysis and understanding, the possibility of providing a creative approach to understanding the content, because only personal involvement of the listener makes the text a work of art. Conclusions. It is emphasized that any video-phonogram has a triple meaning: 1) a primary or common meaning; 2) a secondary one – which arises due to the syntagmatic reorganization of the text and the opposition of the primary units; 3) tertiary meaning, which is based on non-textual associations of different levels – from the most general to purely personal, authorial ones (they are fixed at the level of authorial paradigms or the author’s dictionary). Therefore, we define the text of a video-phonogram as an extremely complex phenomenon, which emphasizes the impossibility of comprehensive delineation of textual parameters, all components of its content. This, in turn, somewhat prevents the listener from fully understanding the richness and diversity of the meaning of a video-phonogram. It was proved that the semantic structure of the text changed from a reader to reader. And nothing is able, even the development of science, to stop the movement of the text, to master all its semantic richness, because the text is infinitely open to infinity, and the constants of individual style create the openness of the video-phonogram, the possibility of a listener entering the process of dialogical quasi-communication with the text.

The article examines modern naturalism in terms of the unification of knowledge in the field of natural and social sciences and humanities as a new look at the knowledge and solution of human problems. The need to revise approaches to human cognition is determined by the great achievements in the field of biological sciences, and neurobiology, neuropsychology, etc. One of the decisive factors in the turn of philosophical thought to a modern understanding of naturalism was a deep understanding of population and genetic mechanisms in the formation of complex structures of social behavior and life. Modern naturalism can be the solution to the many problems faced by the human beings now. Evolutionary thinking, which became widespread at the beginning of the 21st century because of great achievements in the field of evolutionary epistemology, psychology, economics, ethics, aesthetics, and other evolutionary areas, is today the basis of modern naturalism. It is impossible to investigate the problems of human cognition, as well as the need for solutions to humanities problems without considering human culture, art, and morality. From this point of view, the accumulated theoretical resource of the concepts of selforganization and global evolutionism is quite enough to consider these problems from this perspective. The need for a new naturalism is due to the latest advances in sciences that study the brain, mind, genes, and evolution. Naturalism allows you to stay within the scientific approach, so all research carried out within this approach has rigor and consistency of thought. Using evolutionary thinking as a basis, modern naturalism manifests itself in such directions as evolutionary psychology, evolutionary ethics, and the evolutionary origin of language, culture, and art. As one of the most promising naturalistic programs, evolutionary epistemology argues that human cognition is possible only in an evolutionary biological context.

The following article off ers a theoretical interpretation of Nabokov’s aphorism on Joyce’s inner monologues. Nabokov supposed that thinking is extraverbal and cannot be fully embodied in a word. He assumed that James Joyce was wrong to materialize the stream of inner life in a rigid verbal form. For Nabokov, thinking as an uninterrupted continuum of psychological states, should be opposed to the ‘stream of consciousness’ technique and should be moved towards the lyrical synthetism. In order to embody the narrative mode, the author puts forward the method of synthetic technique, which dissolves the word material in the pervasive fl ow of meaning. The unifi ed meaning of the word undergoes deformation and gains a fl exible, fl uid-like form, pours/merges completely with other words, forming a versatile palette of meanings. Nabokov’s fundamental principles were structurally related to the intuitive philosophy of A. Bergson, who considered the ‘stream of consciousness’ as an indivisible melody, but an improperly considered artistic montage of mental states (in Joyce’s prose). Theorists of the ‘stream of consciousness’ (L. S. Vygotsky, A. Bergson) assumed that the ‘stream’ cannot be divided into moments, objects and forms, it is a syncretic formation, which cannot be subjected to the reverse decomposition into words. Applied to literature, this statement means literature cannot be retold. Then the author comes to the conclusion that Nabokov’s late prose is substantially synthetic, it implements the principle of duration at the deepest level of speech, which allows us to say that the Russian-speaking writer completely actualized the principles of Bergsonism when in the Gift, through the flowing speech, he portrayed consciousness as elusive and indefinable. Thus, the facts of Godunov-Cherdyntsev’s spiritual life cannot be grasped by intellectual means, they can only be contemplated intuitively.

The present article addresses the initial phase of the testing of the Vygotsky–Sakharov method for concept learning. This study involved 150 persons of the group of healthy subjects (no diagnosis registered) at the age of 18 to 45 years old (M=35.2, SD=8.65), 51 males and 99 females. The study used Vygotsky-Sakharov method. It tested two hypotheses: not all healthy participants would be able to solve the tasks of the Vygotsky-Sakharov method, healthy participants who coped with the tasks would not develop other preconceptual forms except the preconcept (which was one of the preconceptual forms), while in the group of those who did not not cope with the tasks, all the preconceptual forms should be registered. The present study showed that almost a quarter of the subjects of the control group could not solve the tasks (74% of the respondents solved them successfully, 26% failed). Along with the development of preconcepts, the generation of syncretic forms as well as complexes of the collection and diffuse types was characteristic of the both groups of the respondents who had solved the tasks successfully and unsuccessfully. 24% of the subjects gave responses of a syncretic type. As to the responses of a complex type, 18% of the respondents gave responses of a collection type, and 12% gave responses of a diffuse type. Answers and hypotheses with the complexes of nuclear and chain types were registered in no subject. Thus, group standards were identified according to the amount of time, correctional steps in solving the task and indices of the efficiency of conceptual thinking, and three gradations of the task performance were determined among the subjects who coped with it.

The article presents a study devoted to the study of cognitive dysfunctions in patients with schizophrenia and endogenous depression in their relationship with the functioning of the magnocellular and parvocellular systems. Mismatch in the work of neural systems leads to violations of the integrity of visual perception and to a violation of the selectivity of thinking in endogenous patients, which makes it difficult to assess and select meaningful, essential information in the formation of judgments. 60 patients with schizophrenia (43 (75%) male and 17 (25%) female; mean age ― 34.0±12.0 years) and 25 patients with endogenous depression (11 (44%) male and 14 (56%) female, mean age ― 38.0±13.6 years) with the use of psychophysiological (the method of visocontrastometry with an assessment of the contrast sensitivity of the visual system, the method of assessing the noise immunity of the visual system) and experimental psychological methods (Trial-Making test by Reitan, Memorizing 10 words, Poppelreiter's figures, Incomplete images, Excluding the 4th superfluous). The established features of cognitive dysfunctions in endogenous depression and schizophrenia are associated with the features of the functional state of the magnocellular and parvocellular neuronal systems and the nature of the interaction of these systems. The specificity of impairments in cognitive functions in patients with endogenous depression is due to changes in the dynamic component of cognitive activity, while the specificity of impairments in cognitive functions in patients with schizophrenia is associated with changes in the selectivity of information and early sensory defects. The data obtained make it possible to develop an idea of the profiles of sensory-cognitive impairments in endogenous depression and schizophrenia, which is of particular importance for differential diagnosis.

In this paper, the authors substantiate the specificity of a new method and methodological and technological procedures for a complex qualitative-and-quantitative description of the results of non-traditional interdisciplinary lingual-and-energetic studies of stochastic self-developing cognitive processes of human speaking-and-thinking activities. Methodological possibilities and rules of a comprehensive assessment of qualitative and quantitative aspects of these processes’ self-development are described in the paper. Using a theoretical principle of preserving the utterance’s emotional-and-pragmatic potential as well as the dimensionless K-criterion for defining the level of the utterance emotional-and-pragmatic potential, the authors work out the analysis method based on a psycho-energygram that presents the self-development of cognitive processes of speaking-and-thinking activities in the individual’s spiritual sphere. The trajectories of the analyzed processes’ self-development are considered from the standpoint of synergetic knowledge and thus are interpreted in the form of corresponding attractor structures with bifurcation points that acquire the cognitive status of concepts. The methodology described in the paper opens up new possibilities for a scientific quantitative description of the dynamics of self-developing processes of the individual’s speaking-and-thinking activities. These activities are viewed by the authors in their direct correlation with the reasons that actualize qualitative and meaningful acts generated by psychic and physiological bases of a person’s communicative behavior.

The article discusses the question of who counts as an educated person. The general concept of an educated person seems to be too broad, abstract, and meaningless. This concept is inadequate for sociological, anthropological, and cultural analysis, because it specifies no clear measure or criterion of an educated person. If the general definition is turned into a more concrete and historically based one, it will be more productive and efficient in terms of research. When education becomes a subject of “historical philosophizing”, it evolves from “gaining systematized knowledge and skills” to “upbringing an educatee’s personality”, which is a socio-philosophical matter. The article discusses various meanings of the latter definition. Starting from G.W.F. Hegel’s ideas about education, the exact meaning of the concept of an educated person and the features distinguishing them from an uneducated person are analyzed. The conclusion is drawn about the place of philosophy in the process of education (obviously, its role is decisive).

Background. In modern society, the growth of the overweight and obese population increase every year. This confirms the status assigned to the problem under consideration as a non-infectious epidemic of the 21st century. At the same time, the amount of scientific information about the influence of excess weight on various aspects of human life is actively increasing. This undoubtedly requires a systematic generalization of the available data.Aims. The presented literature review is devoted to the analysis of modern scientific research on the specificity of cognitive impairment in overweight and obese people.Materials and methods. Information search was carried out using Internet resources (PubMed, Web of Science, eLibrary.ru, frontiersin.org, sciencedirect. com, ncbi.nlm.nih.gov), literature sources were analyzed for the period from 2001 to 2020 for the following keywords: obesity, overweight, cognitive functions, cognitions, cognitive impairments.Results. As a result of the literature review, the main directions of research on the relationship between cognitive impairment and overweight, as well as the relationship between cognitive dysfunction and obesity, were identified. The specificity of diametrically opposed opinions within the framework of each consecrated trend is presented. According to the results of the analysis of the identified areas, in the scientific community the most common point of view is the presence of a connection between obesity and cognitive impairment. In this connection, the authors identified the main cognitive impairments associated with excess weight and their mediating mechanisms. And also the age specificity of the problem under study is indicated.Conclusions. Despite the fact that the problem of the relationship between obesity, overweight and cognitive functions is comprehensively studied, there is a shortage of data on the state of thinking, attention, praxis, gnosis, and speech in overweight people.

The anthropocentric focus of modern science makes cognitive studies extremely relevant. Associative processes still remain an understudied and controversial issue. The research objective was to study the mechanisms of cognitive and linguistic activity that take place in the process of forming a conceptual worldview. The study involved a free associative experiment aimed at identifying semantic connections between responses. The experiment revealed the content of the concept in the mind of the subjects, which were split into two age groups: 10–12 and 18–21 years old. The obtained associative reactions were divided into certain categories by the commonality of values, by which one can judge the latent cognitive processes involved in creating a conceptual worldview. The study also proved that association is not just a representation, but a complex cognitive process, as it involves higher cognitive functions. A conceptual picture based on the obtained associations revealed semantic points of intersection of concepts that create an associative network.

In the article the target segments for the provision of services for the development of memory, concentration and thinking of a person are analyzed. For the analysis and modeling of the target audience, such segmentation features are taken: age, occupation, education, attitude towards a product (service) (age psychology), and belonging to a generation (generation theory). It has been established that during the transition from the industrial era to the information era or the digital age, the digitalization of all social processes of human life support is extremely necessary. And this is the reality that already exists. Processing information 24/7 in such conditions has a significant impact on a human brain, which does not evolve as fast as the world. And for a person capable of intellectual work, thinking, expressing feelings, there is a need to protect their natural abilities. Investing in development of memory, concentration and thinking will lead to success tomorrow and in the future. It has been proven that in the era of digitalization, humanity should constantly carry out neurotraining of its own capabilities and abilities to develop memory, concentration, etc. To satisfy these services, a new profession of brain trainer has appeared on the labor market, which teaches the brain to work with information, develops memory, concentration and so on. Various target audiences have been analyzed from the point of view of developmental psychology and the theory of generations. We propose to divide the target audiences into primary (those who will receive services) and secondary (those who will pay for the services provided). The assumption that for Generation Z, as the primary target audience, it will be interesting to pass all kinds of exams that they will have to take during this period of their life, the opportunity to prepare for them in a short time is expressed. During analyzing generations X and Y, as a secondary target audience, it was found that this target audience may be interested in the issue of enhancing their own abilities, revealing the potential of the individual, “singling out” among others. To build a business model for the provision of services for the development of memory, concentration and thinking of a person, a target audience format was proposed, which was developed using the “5W method”. The works of Western and Ukrainian scientists, which contain a modern view on the problem of the intellectual potential of students and the psychology of perception and processing of information, the theory of generations and an attempt to interconnect the theory of generations with consulting the staff of the organization are used in the article. We see prospects for further research in the detailed development of programs for the provision of services for the development of memory, concentration and thinking of a person and, on this basis, building business models within the framework of the Ukrainian sociocultural space

Without any allusion to the times when philosophy was an intellectual dominant of university education, there is no way to consider the present stage of philosophy in universities satisfying. It is supplanted to a distant periphery at a modern university and ends up in a deep shadow of science. As it is demonstrated in the article, such a situation results from misunder standing of the essence and perspective of philosophical knowledge, as well as from the dominant position of science in modern culture. Philosophy is a reflection and a “philosophizing”; as it was determined by M. Heidegger, it is an individual’s and cultural identity. As such, it appears as the main form of subject’s identification and adaptation to the changes taking place in the scientific knowledge and in the world in general.

The article analyzes ontological possibilities of the meaning of information setting. For this, a modern approach of information technologies is considered in relation to setting the meaning of textual information. At the same time, the problem of setting the meaning of number and the meaning of word (text) is formulated, which is discussed from the perspective of an ontological approach based on the solution of the problem of being, where the ontology of semantics is the result of such a solution. As the ontology itself, a relational ontology is chosen, the initial position of which is the thesis: “to be” means “to be distinctive”. Based on this, information is defined as the result of ontological distinction, which allows mathematical formalization through the operation of subtraction, which expresses the essence of ontological distinction. This in turn allows to build constantly a numerical order of the meanings of any information, including textual, while the meaning of the information is its place in such a numerical range. Such a method, called Relational method, leads to an exact numerical specification of the meaning of any information, and by dignity of this numerical form, the meanings of any information can be easily input into a computer with subsequent processing and operation of these senses.

The article is devoted to the problem of development and learning in the context of social interactions. This question is investigated on the basis of the analysis of the theoretical views of L.S. Vygotsky and J. Piaget. Both J. Piaget and L.S. Vygotsky substantiated the impact of social interactions and socialization on the development of the child’s thinking, and emphasized the close connection between the development of the child and the forms of interaction between the child and adults, as well as with other children. Two different approaches to understanding the child’s developmental paths are considered in the paper: one — from the individual to the social (J. Piaget) and the other — from the social to the individual (L.S. Vygotsky). Two different developmental mechanisms, based on the interactions and relationships of the participants of the social situation, are discussed: “socio-cognitive conflict” (J. Piaget) and “emotional-semantic” (“affective-semantic”) conflict (L.V. Vygotsky). Two possible models of designing educational environments, effective for the development of children in the learning process, are described in the paper: a model based on role exchanges and children’s cooperation (“School of J. Piaget”), and a model, based on developing forms of child-adult communities and activities (“School of L.S. Vygotsky”).

In this study, we wanted to show that plunging into the depths of modern (including altered and generic) consciousness (according to the phenomenological recipe of Edmund Husserl, Martin Heidegger, Alen Badiou and others and Albert Einstein’s cosmological recipe) allows us to discover a new fundamental measurement of consciousness associated with compaction of time. More precisely, we seek to identify the possibility of compaction of time in the consciousness under certain (high-energy) conditions, by analogy with how time is fundamentally transformed in space (in the black hole zone). We are trying to understand how, through modern existential and phenomenological as well as natural science methods, primarily on the way of interpreting Heidegger’s destruction, one can rethink the essence of the fundamental dimension of consciousness related to institutionalization of time. In other words, the analysis results offer an opportunity to state that the new dimension reveals another fundamental property of consciousness. In this dimension, not only time is split (into the past, present and future; retention, now-point and protention, in Husserlian terminology), which had an objective effect on the classic understanding of the world view. The intention of time is also split, which manifests itself in transretention (destruction, in Heidegger’s existential coordinates), transcendention and transprotention (in our understanding).

In the article proverbs and sayings reflecting the scope of human knowledge about the surrounding world are characterized as the material that allows to investigate cogitative processes of the native speaker. The structural and substantial features of paremias are considered, which makes it possible to use proverbs and sayings as a diagnostic tool in studying the thesaurus, peculiarities of person’s psyche; in identification and investigation of disorders in operational side of thinking in psychology, pathopsychology and pedagogy. Russian paremias recorded in the National corpus of the Russian language, which were used in psychological tests to study the level of thinking, were analyzed. The results of the questionnaire survey of students of technical and humanitarian specialization, which reflect the thesaurus, the level of judgment, the development of logical thinking and intelligence, cultural values, individual knowledge and preferences of native speakers of modern Russian language are described. It is concluded that, on the basis of recipients’ comprehension of generalized meaning of Russian paremias, which reflects the ability to perceive and highlight generalized conclusions about the typical life situation, it is possible to investigate the specificity of thinking of native speakers, caused by mental peculiarities, selectivity of memory mechanisms, the level of logical thinking and intelligence, and also the degree of formation of linguistic, cultural and professional competence of a modern Russian language native speaker.

There is an urgent need to determine the composition and relationship of attributes that determine the content of management science. Scientific literature and empirical research carried out by the authors in recent years have allowed us to consider the structure and interaction of management processes and objects in social and economic environments. The article presents author’s definition of the methodology, which links the doctrine of thinking and activity management based on interacting attributes. It has been shown that the methodology accumulates and offers a set of tools for solving problems and problems in any field of knowledge, including in the field of management. Five groups of methodological tools have been characterized: guiding, creating, transforming, meaningful and evaluative, which have their purpose and content in the context of specific conditions for the study, construction and evaluation of the activities of various areas of functioning and development of economic systems of the “organization” type. The ontology of management science has been shown, which presents the main attributes of all sections of management science: theory, methodology, technology, and management practices. Understanding the content of management methodology attributes will allow you to actively influence the quality and efficiency of management processes and objects in social and economic environments. The study of generalization of experience in solving practical problems allowed us to propose an approach to the formation of sections of management science, the content of these sections, as well as the justification of their place in management for the activities of various types of systems in the social and economic space. The research has theoretical and practical value for managers and teachers, including in the field of management consulting, for effective management of processes and objects in the social and economic environment of our country.

The article considers the philosophical and educational solution to the problem of mind and reason in the work of V.V. Davydov. The authors’ attention is focused on the dialectic of the correlation of the categories of ‘reason’ and ‘mind’. It is argued that reason and mind appear not just as levels, but also as ways of thinking, ways of human world-relation. The basis for distinguishing between mind and reason is the presence in human activity of two levels: adaptive-using and creative-transformative. Reason works in opposition to the subject-object, while the mind has an attitude towards reality as a ‘subject’. External reason applies its scheme to the object, while mind transforms the form of its movement so that it corresponds to the essence of the matter. Reason is a formal culture of thinking, mind is entirely substantial. Reason as a way of thinking is generated by a practice that does not need to master its substantial (primarily social-historical, human) content — the practice of adaptation and use. It flourishes most magnificently in the conditions of reification of social relations, when they are separated from individuals and confront them as an external, alien, formal reality. V.V. Davydov’s achievment is the allocation of two types of generalization in educational activity: rational-empirical and reasonablе-theoretical, and the justification of the possibility and necessity of such a transformation of all didactics so that the teaching would contribute to the development of theoretical thinking. Only in this case can one seriously talk about developmental education.

The paper attempts to take a look at the works of V.V. Davydov from the perspective of classical historical ideas of objective forms of thinking, through the prism of dialectics as logics – in other words, through the notions that Davydov himself considered as basic foundations of his pedagogical transformations. Appreciation or rejection of Davydov’s achievements depends entirely on the position of ‘experts’: looking at his accomplishments with the eyes of Hegel or Marx, or analyzing them from the point of view of real educational practice are two principally different things. The extent to which historical classics of philosophy and pedagogy revealed itself in Davydov’s activity and how it was or was not implemented – these are the issues that await their exploration. The paper outlines some topics for such research.

The space of modern education is voluminous. It is so capacious that it can accommodate any number of different educational systems. On the one hand, these are systems of pre-school, General, and vocational education, which in turn include subsystems of the basic level (primary, secondary, and higher professional education, etc.). On the other hand, and this point is discussed in the article, the concept of “educational space” covers not only the system parameters of the largest integrated education system in the scale of society (city, region, country, world), but also other characteristics that make it possible, based on the analysis of their state, structure and dynamics, to speak convincingly about the directions and quality of development of socio-cultural relations in General.

The purpose of the review is to compare the methodological approaches of Russian psychological school and Western psychology to the study of higher mental functions, and to compare the methods used for evaluating them.The comparison of methods used in Western and Russian psychodiagnostics demonstrates, that differences begin at the stage of interpreting the results. Thus, the neuropsychological analysis identifies not the loss of the mental function in general, but the impairment of it’s parts. This makes neuropsychological analysis more of a qualitative method based on the analysis of individual clinical cases.In Western psychology it is more common to talk about mental functions in general. The use of standardized tests makes it possible to use mathematical tools for data processing, makes the results comparable in different groups of subjects, and allows to extend the conclusions to the general population in accordance with modern requirements for the reliability of scientific results.

Education, implementing the program of digitalization, takes a major role in preparing a huge number of workers, students and schoolchildren for life and work in the digital economy. In this сonnection, ambiguous understanding of the goals of digitalization, the mismatch of the electronic and traditional approaches to learning, incompleteness of a single terminology platform, a significant difference of the main theories used in developing practical tools of e-learning, the lack of leading psycho-pedagogical concept of online learning, which could be used by both developers of training programs and users-teachers, insufficient base of empirical research, - they lead to confusion of all subjects of the educational process, to the lack of a clear understanding of what and how to teach and what might happen as a result. The “pain points” of e-learning have been considered in the article, the problem of the lack of research on online education strategies, social context, pedagogical technologies and design, and giving full right to speak about the opportunities, advantages and prospects of e-education, has been raised.

Purpose. The article aimed at comprehending the phenomenon of education in its anthropological content, by comparing two versions for the analytics of the crisis state in education, given by Hannah Arendt and Evald Ilyenkov. Theoretical basis. For implementing this task, the method of in-depth reflexive reading of texts is used, when traditional academic concepts are considered in a new context determined by the analytics of real social problems. In this case, we are talking about the development of thinking not only as a cognitive ability but as an ethical and ontological feature of a human being. In that event, thinking arises through its invisible belonging of one person to many others that both Arendt and Ilyenkov ascertain. Originality. Originality of the article is to identify the anthropological dimension of education and to establish the negative influence of such ways in organizing the educational process while it is under the dictation of current circumstances. The justification for this thesis is presented by identifying the consonance of the educational concepts from Hannah Arendt and Evald Ilyenkov. Conclusions. The opposition between action and thinking, revealed by Hannah Arendt, cannot be understood as a divorcement of thinking from reality, since another man appears to be the original reality for a person, namely, in thinking a person enters the space of a meeting with another man, put himself into another person’s mind and with this firstly attains his place in the world, becoming himself, acquiring the image of a man. So perceived education does not become manipulative training, but it is a real birth of a subject as creating himself. Undermining of the authority in the modern world is accompanied by the searching new forms in structuring the common space of human endeavor, which is possible when the educational status is determined by its attitude to the world rather than by the social environment. The authority of a teacher is effective when he relies on his responsibility for the world into which he introduces the child and which opens to him. Responsibility for peace and the resulting authority is associated with love for the world. Only with sufficient love for the world, a person is capable of taking responsibility for it.

From the point of view of perception and generalization processes there are complex, logic and conceptual forms of thinking. Its conceptual form is the highest result of interaction between thinking and speech. While realizing it, human uses the concept, which are logically formed thoughts, that are the meaning of representation in thinking of unity of meaningful features, relations of subjects or phenomena of objective reality. Special concepts, that are used in the science and technique are called terms. They perform a function of corresponding, special, precise marking of subjects and phenomena, their features and interactions. Scientific knowledge are in that way an objective representation of material duality in our consciousness. Certain complex of terms forms a terminological system, that lies in the basis of corresponding sphere of scientific knowledge and conditions a corresponding form and way of thinking. Clinical thinking is a conceptual form, that manifests and represents by the specialized internal speech with gnostic motivation lying in its basis. Its structural elements are corresponding definitions, terms and concepts. Cardinal features of clinical systems are consistency, criticality, justification and substantiation. Principles of perception and main concepts are represented in the article along with short descriptions of physical and chemical phenomena, that have conceptual meaning for the formation of systematic clinical thinking and formalization of systemic structural-functional organization of the human’s organism

The term “digitalization” for a long time settled in the agenda of significant events dedicated to education. The education system, fulfilling the adopted program, should prepare a huge number of schoolchildren, students and workers for life with the indispensable use of information and communication technologies. However, often the actual digitalization is reduced either to the digitization of educational materials and documents in educational structures, or to unhindered access to the Internet. If the request for digitalization is addressed to education, then, being in the pedagogical space, it would be reasonable to first determine what and how to teach. The problem of the lack of a reasonable psychological and pedagogical concept of digital learning, which could be used by the subjects of the educational process as a basic one, is raised in the article.