The article examines the content of the philosophy of the act presented by a prominent Russian philosopher, literary critic, and cultural theorist Mikhail Bakhtin. The author provides the reader with a particularly detailed introduction to the Russian philosopher’s main concept. According to the author, Mikhail Bakhtin’s legacy can be seen as a continuation of the theory of another German thinker, Immanuel Kant. Bakhtin begins where Kant ends — with the self-realisation of the moral personality in the world and society, making the ‘philosophy of the act’ the subject of reflection. The world of action is a personal world, not a random one, filled with responsible choices. And at the centre of these choices is a unique personality that occupies a unique place in the fabric of existence and is therefore responsible for it. The author compares M. Bakhtin’s idea with the concept of the German-French philosopher Albert Schweitzer, concluding that both thinkers are essentially talking about the same thing, namely the original human non-alibi-in-being and primacy, the vital principle as the basis of human actions. Responsibility is inseparable from human existence. The text reveals Bakhtin’s idea of dialogism: not only and not so much an exchange of judgements, but rather a participation in the creation of existence, an endless process of meaning-making and responsibility for one’s own unique contribution to this ‘blockchain’ of meanings created over a long period of time. The author emphasises the interdisciplinary significance of Bakhtin’s ideas, which go far beyond the humanities. Bakhtin’s ideas, such as the fundamental nature of responsibility in relation to freedom and consciousness, and self-awareness as a result of ‘solidifying’ dialogical interaction and many others are now confirmed by research findings in social semiotics, developmental psychology, and brain neurophysiology. These ideas are particularly relevant today in the context of the intensive transformation of socio-cultural practices in digital formats.

Protecting the rights and interests of individuals with mental disorders is crucial to their well-being and quality of life. However, their personal agency and self-determination remain under-researched. Exploring the phenomenon of «agency development» within the context of legal capacity restoration can significantly contribute to the existing body of knowledge. To this end, we conducted research analyzing interviews with individuals with mental disabilities who had participated in social-psychological training to prepare for legal capacity restoration and subsequently underwent court proceedings. This study included 15 participants, aged 24 to 69, diagnosed with schizophrenia spectrum disorders and intellectual disabilities. These individuals resided in various settings, including psychoneurological residential facilities, assisted living programs, and homes with relatives. All participants completed a social-psychological training program in 2023, and their subsequent legal proceedings have concluded. In-depth interviews were conducted to qualitatively assess the training’s effectiveness. The resulting data enabled us to identify and describe the dynamics of the participants’ personal agency development. Prior to the training and legal proceedings, participants exhibited a spectrum of personal agency, ranging from active self-direction to complete reliance on others’ decisions. The support provided by mentors proved instrumental in unlocking their potential. Frustrating experiences served as a catalyst, strengthening their determination to regain legal capacity and actively engage in the training. The outcomes of the court proceedings significantly impacted their sense of agency; favorable decisions fostered a sense of self-efficacy and the ability to act as agents of their own lives, while unfavorable decisions spurred participants to defend their rights. Participants who successfully restored their legal capacity displayed heightened reflection, self-regulation, self-awareness, self-confidence, and a desire for continued growth. Several participants attributed these positive changes to the support they received and their participation in the training program. In contrast, participants who experienced court refusals exhibited a distorted sense of reflection. Ultimately, self-determination and the capacity to effect positive change in their lives were most evident following the restoration of legal capacity.

The article is devoted to the study of personhood effectiveness and its empirical operationalization within the human-centered paradigm, which serves as a conceptual reflection of the transition from adaptive compliance with external requirements to the individual’s ability to function holistically with a conscious subjective position and semantic determination of activity. In the context of the lack of research identifying the structural and factorial composition of personhood effectiveness as a systemic formation that overcomes the limitations of classical concepts of personhood effectiveness, namely self-efficacy, personal effectiveness, and personal potential, the aim of this study was to empirically identify and verify its factor structure. Personhood effectiveness is understood as realized subjectivity — an external manifestation and result of the implementation of a subjective position in activity while maintaining integrity and well-being. Based on a sample of 107 respondents, contrasting models of personhood effectiveness organization were identified using cluster and factor analysis. The results of the study confirm that personhood effectiveness has an integrative nature, manifested in the dynamic interrelation of three key components: conscious activity, ensuring proactive self-regulation; Reflexive stability, which creates value-semantic stability; and emotional-cognitive plasticity, which allows for flexible adaptation to change. In contrast, the structure of personal inefficiency demonstrates systemic limitations expressed in emotional-social rigidity, imitative proactivity, and paradoxical autonomy. The obtained results indicate that personhood efficacy as an indicator of the fullness of subjectivity goes beyond external achievements and includes deep processes of self-determination, reflection, and internal flexibility, which opens up prospects for the development of systemic development programs based on the principles of a holistic approach to personality.

The task is to reveal the potential of a personality at the stage of transition from adolescence to adulthood. It is postulated that the realization of this task is largely related to the diagnosis of a person’s perception of his qualities in the present and future. It is stated that an incomplete understanding of oneself and the potential of one’s personal development is a barrier to self-knowledge.
The aim of the study is to identify the ideas of self in the present and future among second-year students of the Moscow University of Psychology. It is emphasized that research within a particular university makes it possible to determine the vector of specific psychological and pedagogical influences in the learning process in order to form the competencies necessary for the profession.
A study is described in which students used 15 adjectives to describe themselves in the present and in the future – in 10 years. The results are presented, according to which the vast majority of students idealize themselves during self-description, about three times.

The article explores the significance of A. V. Zaporozhets’s creativity for understanding the trends of growing up in a changing world. Contemporary society poses new challenges for both psychological science and young people. These challenges include the transitivity, variability, and uncertainty of the world, as well as the multiplicity of contexts for growing up in the digital environment. It is argued that one of A. V. Zaporozhets’s most important findings was the concept of orienting action. The materials of his research on orientation remain relevant for both cognitive and personal development and socialization in the modern world. The most significant materials which were worked out by Zaporozhets and his colleagues are revealed. The aspects of orientation and the stages of its development in children which, in modified form, remain relevant today are highlighted. The article describes the characteristics of orientation in children interacting with gadgets, as well as the changing image of objects that facilitate their differentiation and manipulation. The role of orientation in the information flow, which is one of the leading factors of socialization in the modern world, is revealed. In the article it analyzes how gadgets and AI contribute to the development of adequate orientation in a complex world, including the internet. It demonstrates the influence of orientation actions in the development of creativity in adolescence and young adulthood. It explores the characteristics of emotional attitude to the AI and gadgets in communication with them, as well as changes in social media interactions and the transmission and dissemination of behavioral standards, particularly self-assessment and attitudes toward risky behavior. It concludes that the works of A. V. Zaporozhets and his colleagues in studying living action and orientation in its formation remain relevant in the new context of cognitive and personal development of the younger generation.

This article discusses the relevance of A.V. Zaporozhets’s principle of amplifying child development. It demonstrates that the idea of ​ enriching a child’s repertoire of activity forms, creating conditions for the successful and comprehensive development of children and adolescents, has been far from fully realized. The article presents the results of an empirical study of modern adolescents’ perceptions of the content of work activity and their attitudes toward work. A survey of 884 adolescents revealed that work activity is extremely limited in their lives, preventing a full and adequate understanding of its content and significance. At the same time, a relatively positive attitude toward work was recorded among adolescents, creating the opportunity for their fuller involvement in work. The need to expand children’s repertoire of activity forms through work activity may become a prerequisite for their successful personal development.

In response to the challenges posed by digitalization and changes in the labor market, state educational policy emphasizes the development of universal competencies in graduates; however, employers note their insufficient level among young specialists. This article argues that a key factor for successful professional integration is the development of students’ project culture. Based on an analysis of scholarly works on project culture that utilize axiological and cultural approaches, the qualities pertaining to the concept of project culture are formulated. The authors view project culture not merely as a set of skills, but as a complex, integrative personal quality that synthesizes professional competencies and value-based, semantic orientations. The article proposes an original four-level model for forming project culture, comprising cognitive-motivational, creative-activity, conative-reflective, and cultural levels. Each level is characterized by three key aspects: value orientations, intellectual potential, and direction of activity. The model is based on a cultural approach that interprets education as a process of entering a cultural space where the individual assimilates and transmits norms and values. The proposed levels should not be understood as strictly linear and sequential; their structure is rather systemic and cyclical, reflecting the principle of integrating cognitive, motivational, activity-based, and cultural aspects of the personality in the process of developing project culture. Project culture does not emerge spontaneously but is formed through the individual’s own active actions and the support of others, especially teachers and colleagues. The proposed model allows for a systematic approach to developing qualities in students such as systemic and critical thinking, responsibility, leadership, and adaptability, which ultimately ensures their readiness for effective activity in a rapidly changing socio-technological environment.

The article raises the question of the readiness of students applying to school for active reflection and self-assessment of the beginning of their career path. The authors’ hypothesis is that guided reflection on the beginning of a career path is possible and appropriate. In particular, within the framework of integrated university disciplines.
The methodological basis of the research consisted of: the theory of congruence of the Self-concept by Carl Rogers; the concept of «pedagogy of experiences by Vasilyuk F.E., principles of self-development as a cross-cutting competence of the teacher Kazakova E.I. The results of a structured survey of 5th-year students of the IGN MSPU who started their teaching duties simultaneously with continuing their studies at the university are analyzed in an interdisciplinary context. The sample consists of 8 people.
The hypothesis was confirmed by the revealed costs of the reflexive component of the student’s career trajectory, combining study and work at school: inattention to the environmental factor; spontaneity of the reflexive «checklist»; insufficient willingness to take an observer’s position in relation to oneself.

The article addresses the pressing problem of the deficit in social experience among students in small or geographically remote urban schools in Russia. The research focuses on identifying effective management mechanisms for forming school communities as a tool to compensate for limitations arising from small student populations, geographical isolation, shortages of teaching staff (especially psychologists and social educators), and a narrowing scope of social interactions. The empirical base consisted of in-depth semi-structured interviews with leaders and coordinators from 20 schools belonging to the Association of School Communities, located in various regions of the Russian Federation (Moscow Oblast, Vladimir Oblast, Volgograd Oblast, Republic of Tatarstan, Kaliningrad Oblast, etc.). Data analysis using thematic coding revealed key management practices that ensure the viability of communities under challenging conditions. These include creating flexible informal structures based on children’s interests (science clubs, project labs), values-based selection of teachers who share the school’s philosophy, active engagement of external partners (enterprises, museums, NGOs) to overcome isolation, and transforming the role of parents from passive observers to active participants through the «Parent-Expert» model. The results demonstrate that such mechanisms contribute to expanding students’ social roles through participation in co-governance and socially significant projects, foster an inclusive environment reducing the risks of psycho-emotional problems, and indirectly enhance academic motivation. The practical significance of the work lies in describing management mechanisms that ensure the viability of the school community environment for geographically remote or small schools. These mechanisms combine elements of student self-governance, extracurricular activities, volunteer initiatives, and networking with other educational organizations. The research results can be used in developing school improvement programs and preparing teachers to work under resource constraints. The study confirms that managerial flexibility, a focus on local resources, and the integration of external connections enable overcoming limitations. A cohesive school community not only improves academic performance but also plays a crucial role in preparing children for life in modern society.