Scholars actively debate what artificial intelligence is for humans — a cultural tool, a means of digital externalization, a digital significant Other, or a future alternative, replacement for the human. Far less frequently discussed is who the human is for technologies and their designers. The paper shows that AI technologies — understood not as a single engineering solution but as a system of heterogeneous approaches — not only rest on fundamentally different conceptions of the human, but also transmit these images through their architectures, thereby facilitating corresponding practices and shaping culture, new worlds and a new forms of being. The architectures of most types of AI both, implemented in practice and only discussed in the literature (generative, human-centered, trustworthy, explainable, interpretable, embodied, situated, enactive, social, as well as designs developed within sociotechnical and actor-network frameworks) rely on reduced, incomplete images of the human being. Among the principal risks associated with broad deployment of such systems is the risk of dehumanization — the elimination from human practices of those features that make them genuinely human: contextual understanding, meaning-making, moral and ethical responsibility, deep interpersonal bonds, coaction, variability, autonomy and self-determination. In these architectures the human too often appears only as a performer of a social role (user, client, worker, patient, student, etc.). Overcoming the reduction of the human in AI architectures is possible through redesign of those architectures. Corresponding technologies must move beyond simplified anthropologies and be built on complex images of the human being. Such technologies can not only facilitate human development and the realization of human potential, but also contribute to the formation of a truly human-centered culture, a culture of dignity (A.G. Asmolov). Practical tenets intended to underlie the design of non-reductionist architectures are formulated.

The article presents the result of theoretical and methodological work on the operationalization and substantiation of the construct «personhood effectiveness» in the context of the development of human-centered values in various spheres. Based on fundamental theories of personality (existential, subjectactivity), the author’s definition of the phenomenon of personal effectiveness as a stable manifestation of integral characteristics of personality in activity is proposed, as well as its structural model, including three dimensions: intrapersonal, interpersonal and meta-personal, revealed through five components: emotional intelligence, self-transcendence, personal maturity, responsible autonomy, well-being in activity. The scientific novelty of the approach is substantiated and the prospects for applying the model in various life contexts are outlined.

In recent years, the attention of researchers, practitioners, and education managers has been significantly focused on the problem of personal educational outcomes. The author of this article, limiting the scope of their research to the level of professional education (including secondary and higher education), substantiates the syncretic nature of the concept of «professionally significant personal qualities» and decomposes it, highlighting, among other things, the professionally significant qualities that reflect the «pre-personal» level of professional education outcomes and the value foundations of professional activity. Taken together, they form the personal component of the results of professional education, which differs from the instrumental component (knowledge, skills, and competencies) in a number of significant ways.

The author proposes a new approach to building a predictive typology of the results of professional education, which is based on various ways of working with them. The main types of educational results are as follows: 1) competencies that are effectively formed through the educational process; 2) professionally important qualities, which are a specific set of a person’s hereditary abilities and require professional selection procedures; 3) the value foundations of professional activity, which are worked with by accompanying the process of professional self-determination at the stages of initial professional choice and its subsequent refinement. For the last two types of professional and educational outcomes, the possibilities of the professional education process in their formation are limited; much is decided at the stage of choosing a profession (specialty) and specifying a specialization.

The practical conclusion is that work on achieving the planned results of vocational education can and should be carried out not only at the exit, but also at the entrance to the vocational educational process. This means that educational standards (vocational and higher education) should also include requirements for professional orientation procedures in the environment of professional self-determination, which is formed at the stage of general education.

This article explores solutions to the problem of the technological over methodological bias in the design of general development programs at universities. In modern higher education, various instructional design technologies (ADDIE, ASSURE, SAM, 4C/ID, etc.) are widely and effectively used in the design of educational programs. Many experts view instructional design as a leading methodology for designing teaching content and methods. However, when designing general development programs for universities aimed at developing students’ personal and managerial skills, higher education educators face challenges related to the complexity of defining the value-based, semantic, and goal-oriented content of the programs they design and assessing student achievement in mastering these programs. A contradiction arises in which the availability of instructional design technologies does not resolve the problem of imbuing the designed general development programs with meaning and content. Drawing on the holistic concept of a «scientific and pedagogical approach», the authors of this article see a solution to this problem in substantiating the relationship between the methodological and technological perspectives of designing general educational programs at universities aimed at developing students’ personal and managerial skills. This approach, in the authors’ view, ensures not only the continuity of methodological knowledge but also the unity of goals, methods, and technologies, and helps to build a logic for designing general educational programs from the level of specific scientific methodology to the level of methods, techniques for its practical implementation, and corresponding technologies. Based on an analysis of scientific and pedagogical approaches to designing general educational programs aimed at developing students’ personal and managerial skills, the authors propose a design flow for such general educational programs.

The article examines the problem of uncertainty and vagueness of goal-setting formulations in the professional activities of heads of general education organizations, which is especially acute in the context of the uniqueness of each school’s context. The author presents a model for unifying the goals of the director, fixed in the current professional standard, and suggests an alternative approach based on factor analysis and simulation modeling. The research is based on a developed model that includes 15 key factors of the internal and external environment, each of which contains three state variables, which together form unique contextual combinations. The central thesis of the article is the assertion that the effective goal of a principal cannot be universal, but must be the product of an informed choice based on the diagnosis of a specific combination of factors and the strategic positioning of the school. Using this model as a semantic framework for conducting strategic sessions allows the head and the teaching staff to move from reactive functioning to proactive goal setting. In conclusion, algorithmic examples of the formation of unique goals for typical contexts (megacity, medium—sized city, rural locality) are presented, which make it possible to link the unique operating conditions of an organization with its key mission - ensuring the quality of education.

The paper shows the mechanism of transformation of personality self-identification under the influence of social changes and personality ontogenesis. Based on N.I. Zhinkin’s approach to the study of speech generation, the significance of the code and stages of the formation of internal speech from the origin of thought, its implementation, as well as self-identification in speech is shown. The purpose of the work is based on the theory of speech codes and self-identification of N.I. Zhinkin, as well as an approach to the study of self-disclosure of abilities through self-description texts, analyze the features of the linguistic content of self-descriptions (Self-concepts) in two groups, one of which is teenagers, the other is adults. To show the differences in the characteristics of the content of self-identification. Theoretical approaches were used to study the generation of speech, the connection of thinking, language and speech self-identification of a person with speech codes; an expert method for analyzing texts of self-descriptions with the allocation of identified categories of abilities; frequency analysis using the MAXQDA program, R. Fischer’s criterion. Specific qualitative and quantitative characteristics of comparing texts of self-descriptions as speech self-identification of persons with different life experiences have been obtained. The number of persons with fixed self-disclosure of abilities in groups of adolescents and adults has been determined. With the help of identification codes, the peculiarities of speech self-identification of a person in different age periods were discovered. The number of people with recorded selfdisclosure of abilities in adults and adolescents does not significantly differ. The most common categories of self-identification in adolescents are age, appearance, name, future, and fears. In the group of adults, epithets, social statuses, and family roles turned out to be the predominant categories.