The purpose of this work is to analyze the patterns of interest in the question of the unity of the subject of psychology in order to speculate on its material about whether there are such immanent properties of it, developing the logic of which, it would be possible to draw up a drawing of psychology and a person of the future. It should be noted that this work does not pretend to be a genre
of a strict scientific article or even more so a review, but performs a more modest role of a creative stage of «brainstorming» on the problems of the organization of modern psychology and the foundations of futurological reflections. This is also connected with the great metaphoricity used in this genre intentionally. Clearly, all the ideas presented here will require a second stage – a critical one.

The paper considers the concept of personality potential (LP), introduced by the author to designate a system of psychological characteristics of a person that are important for the successful solution of life tasks. The personality potential as the core of the personality accounts for the capacity to function as an autonomous agent, rather than just following internal impulses or pressures of the external environment, to navigate in the constantly changing world, guided by one’s goals and meanings. Personality potential is conceived in the author’s approach as the potential of autoregulation. The essence of autoregulation as a general explanatory principle of the activity of living and quasi-living systems is that one’s actions on the way to the goal are not set in advance or programmed in detail, but are continuously corrected under the influence of incoming feedback information about whether one is approaching the desired incentive or missing it. Thus, personality potential includes those personality characteristics due to which the subject can successfully carry out the autoregulation functions. Personality potential is also viewed as a systemic organization of psychological resources of the individual, which largely determine whether the person will be the beneficiary of their own human potential resources, whether one will be able to put them at the service of one’s own autonomous motives and goal-setting, laying an independent trajectory in a changeable environment, or will inertly follow uncontrolled impulses, someone else’s will or pressure from external circumstances. A person as a carrier of personality potential disposes of oneself as a carrier of resources, or as an element of human capital. The three main substructures and functions of the LP include 1) self-orientation in the uncertain situations, weighting alternatives and choosing goals and priorities, 2) attainment – paving the optimal path to the goal based on available resources, and 3) preservation – evasion and protection from external threats and pressures that seek to disrupt one’s plans, force one to change.

The work is devoted to the genesis of the concept of human potential in economics. It is shown how the modern economy came to the concept of human potential and the related concept of human development and modern interpretation. It is considered how, thanks to the works of Nobel laureate Amartya Sen, the economy has moved from the theory of utility to the theory of human capabilities. The understanding of human potential in the context of opportunities has long remained dominant and is now considered classical. However, thanks to the work of another Nobel laureate James Heckman, human potential has been associated since the mid-2000s with the development of a person’s «inner abilities», activation of the activity aspects of his personality, agency and independence. This paper also distinguishes between such important concepts for the economy as well-being, happiness, opportunities and abilities.

This research offers an overview and interpretation from the sociological standpoint of the discussions around the concept of «human potential» in contemporary science. It is noted that the gradual spread in the scientific literature of the concept of «human potential» (in addition to the more traditional term «human capital») responds to the need to search for new conceptual models describing and explaining the processes of socio-economic development including the role of a human being. Based on bibliometric analysis, we analyze and summarize contemporary discussions taking into account such aspects as the content, mechanisms and effects of human potential. According to the approach proposed in this article, based on current sociological discussions about the «structure-agency» problem, «human potential» includes all the characteristics that were previously considered as components of «human capital», but is not limited to them. In addition, the concept of «human potential» includes other «strategic assets» of a person, which firstly, are not «capital», valuable in the labor market today, but may become it tomorrow (for example, with a change in demand), and secondly, are important not only for production, but also for consumption (for example, the so-called creative consumption, which is becoming an increasingly important type of economic activity), thirdly, allow not only to respond to existing institutional conditions, adapting to them, but also to proactively change the environment, including by creating new markets and niches for the application of their skills. Complementing the models traditional for economic science, as well as relying on the recent elaborations by sociologists and psychologists, the analysis shows the importance of an in-depth understanding of the role of the individual himself, and not just structural conditions, in socioeconomic development in the contemporary world.

Prevailing in the methodology of science and ideology, the initial orientation towards conflict as the basic model of the development of civilization and group interaction explicitly or implicitly generates oppositions, clashes in relationships. At the same time, there are many areas devoted to the study of the situation of confrontation between the parties and the optimization of conflict interaction: the psychology of conflicts [Grishina, Grishina, 2008], the psychology of aggression [Butovskaya et al., 2006], the psychology of risk and decision-making [Kornilova, 2016]; behavioral economics as a study of cooperation and competition, as well as risky decisionmaking [Thaler, 2018]; mediation in law [Besemer, 2004; Susskind et al., 2009]; risk management and communication in management; mathematical modeling of conflict situations and cooperation [Shvydun, Aleskerov, 2017], etc. However, there are currently no integrative interdisciplinary models of the conflict resolution process, which does not allow us to effectively apply the achievements of various fields of knowledge to design and optimize the negotiation process.

The article reflects the results of a study of approaches to the implementation of reflective practices in Russia and abroad to confirm or refute the hypothesis that the observed unwillingness of teachers to conduct reflection with students in general education, as well as resistance from students / students, is systemic, and search for the reasons for the observed phenomenon. The conducted exploratory studies made it possible to generalize approaches to the implementation of reflective practices for the subsequent development of author’s methodological recommendations that minimize the psychological barriers of reflection participants. It is shown that the generally accepted concept of «reflection» in various scientific and methodological schools is absent. To discuss the practical aspects of the implementation of reflective practices, the most significant, in the opinion of the authors, models of reflection were implemented. The study revealed a difference in the understanding and implementation of reflection and reflective practices in Russia and abroad. In the English field, reflection is perceived more widely (including for analyzing the emotional reaction to an event), in Russia the concept of «reflection» is perceived more harshly, challenging what is considered «reflection» and what is not.

The article substantiates the need to fix the features of managing event spaces for schoolchildren in a crisis. Event spaces face the humanitarian task of supporting schoolchildren during the period of growing up and crisis. This is an attempt to explore what these spaces have done in order to survive in the market in the ongoing crisis of 2020-2022. The purpose of the study is to fix practices, confirming that in the current realities there are management features. A study conducted at the Association of Program Camps and among the participants of the program camp meeting suggests that the majority of market participants were not ready for quarantine and temporary closure of organizations. The study was based on surveys of the Association of Programmatic Children's Camps and participants in the first gathering of program camps, which was held from February 23 to February 25, 2022 in St. Petersburg. 10 regions of the Russian Federation, 25 organizations working in the field of children's recreation took part in the survey. A survey of non-state program camps revealed the vulnerability of these organizations in a crisis. The purpose of the survey was to determine the degree of impact of the Covid-19 pandemic on the development of the business of non-state educational companies. Questions that were asked to entrepreneurs in additional education: how the range of services provided to schoolchildren and their parents has changed, what managerial actions led to the stability and preservation of companies, how the team was transformed, what managerial skills were acquired during the crisis.

The purpose of the survey was to determine the degree of impact of the Covid-19 pandemic on the development of the business of nonstate educational companies. Questions that were asked to entrepreneurs in additional education: how the range of services provided to schoolchildren and their parents has changed, what managerial actions led to the stability and preservation of companies, how the team was transformed, what managerial skills were acquired during the crisis.

The words in the title of this article belong to the famous Russian doctor Fyodor Petrovich Haaz, a true symbol of kindness, who has proved the possibility and necessity of doing good with his whole life. However, the opposite is happening today – we are alarmingly observing a significant decrease in the level of empathy and kindness among students, students and other population groups at the local and international levels. We are also concerned about the sharply increased aggressiveness in different parts of the world, which inevitably affects the lives of children and adolescents, leading to many irreparable tragedies and misfortunes. All this forced us to rethink our priorities and created the urgent need for a new project based on one of the most key and unifying values unanimously accepted by mankind. We are talking about kindness, which we all easily distinguish, accept from an early age and highly appreciate throughout life. Our project was dedicated to this, a brief description of which is the essence of the article.

The article «Cooperation over coercion: the importance of unsupervised childhood play for democracy and liberalism» by economist Steven Horwitz is discussed from the point of view of contemporary anthropology. Relying implicitly on a transdisciplinary approach, S. Horwitz analyzed many sources from the field of social sciences that explore the problems of socialization of children and adolescents in modern conditions. He concludes the important role of unsupervised childhood play or free play for the development of successful social interaction skills in the modern world. S. Horwitz convincingly proves that uncontrolled and unstructured children's play spontaneously teaches children social self-regulation, easy ways of resolving conflicts, building partnerships and cooperation with each other. These lessons are essential not only for a prosperous adult life and psychological resilience in the face of uncertainty, but also for maintaining the culture of a democratic society. The game in the broad sense of the word is understood as a free activity of people based on their mutual consent and structured by the rules that the players themselves create. Free play develops the social skills necessary for successful human interactions in the real world. In contrast, supervised play practices impair social interaction skills by teaching children to expect adults to intervene in resolving their disputes or to use external coercion. Meanwhile, it is the ability of subjects to independently develop rules for resolving potential conflicts that underlies how free people create institutional practices that reduce the level of coercion and violence in society. Such daily practices have their origins in children's play, based on the mutual consent of the players, empathy, concern for the feelings of satisfaction with the game of another person and justice.

Pedagogical anthropology, which appeared in Russia in the XIX century in the works of N.I. Pirogov and K.D. Ushinsky, has a fairly long history of its formation and development. Over the next century, this term disappeared and reappeared in the works of theorists and practitioners of Russian science. The author of the article analyzes the trajectory of the development of Russian pedagogical anthropology as a science in the first quarter of the XXI century on the basis of the work of domestic researchers. Its main features and trends are highlighted. The question is raised about the ways and prospects of its further development.