This article is devoted to the concept of anthropocentrism. The author analyzes a series of historical and contemporary events that are changing the foundations of social life, emphasizing their impact on global values and ideological conflicts. The article highlights the necessity of transitioning to an anthropocentric civilization, based on humanistic values and creating conditions for each individual’s self-realization. The author identifies global challenges such as migration, elite alienation, climate change, and the development of artificial intelligence, which require a new approach to social and economic organization. It is proposed to reestablish social and economic structures so that the most important criterion of social well-being becomes the individual happiness of each person and the development of human potential.

This article explores the concept of reverse time perspective in autobiographical memory, presenting it as a metaphor to analyze how individuals’ past and future can provide meaning to the present’s uncertainties and motivate life-scale activities. Initially, the psychological concept of time perspective (TP) is reviewed, highlighting its essential functions and optimal qualities. The fundamental law of forgetting, which implies a gradual fading of memory details over time, is identified as the primary challenge to optimal TP. The classic forgetting curve reflects the straight perspective principle regarding memory functioning. However, the sign nature of TP as a method of cultural interpretations of space and time distance allows for the possibility of employing it not only in straight, but also in reverse manner. Autobiographical memory implements the principle of reverse perspective where perceptual intensity for past and future events increases with their personal significance and temporal distance.

This article presents the concluding part of the series The Anthropological Turn: Premises, Latent Traditions, and Discourses1 2. The concept of the anthropological turn is examined within the frameworks of cultural-analytical and transdisciplinary approaches, where anthropology is regarded as a crucial component of contemporary social knowledge. It is essential to distinguish between anthropological knowledge, which exists in the interdisciplinary realm of social and human sciences, and anthropology, which encompasses a wide range of research fields — including biological, sociocultural, medical, pedagogical, and others. The paper illustrates that the latent development of anthropological, cultural-psychological, and humanistic ideas occurred predominantly within the interdisciplinary space of diffuse and spontaneously evolving social knowledge, especially under the pressure of authoritarian and totalitarian tendencies. In Russia, anthropological and humanistic discourses have primarily advanced within the field of pedagogy. Even when officially suppressed, intellectual movements (such as the teaching of philosophy in the 1850s or the development of pedology in the mid-1930s) continued to evolve under different names within related disciplines. Pedagogical anthropology has served as a foundation for the development of a synthetic understanding of human nature, integrating anthropological, cultural-psychological, and humanistic streams. The characteristics of the Russian anthropological tradition include its latent nature and pedagogical orientation. Today, the explication of latent traditions and hidden discourses provides additional prerequisites for the realization of the anthropological turn in both the education system and everyday life practices.

The article analyzes the illusion of mass education and the patterns on which it is based. It reveals the image of the «boor» as a person of the crowd outside the crowd, opposed to the educated person. Following Hegel, education is viewed as a form of human liberation. It is education that marks the growth points of freedom for public consciousness — the points of historical transition from a «before» state to an «after» state, initiating the self-awareness of growing generations. It is shown that the condition for solving the problem of educational overload is the overhaul of the education system as a whole, aiming to transform it into a navigator of this transition. The phenomenon of mutual evidence in the school of developmental education is also examined.

The education system is the main institution through which every person passes, the teacher is the pillar of this system. It is the teacher’s task to prepare students for life in the future world. Understanding the speed of changes taking place, it is important for a teacher to see a step forward and prepare the basis for life in tomorrow’s world, which will require a different set of skills and competencies. This is why the concept of lifelong learning becomes most relevant for the teaching profession, while maintaining traditional values. Considering the scale of the education system associated with this rigidity, the task of the school administration should include, among other things, creating conditions for the development of local teachers. The creation of such conditions allows teachers to quickly solve problems that arise for teachers, master new trends, and periodically emerging challenges from outside change in relation to the formative challenges of the organization. This impressive article is dedicated to solving this problem.

Russian universities have developed a variety of practices for designing and implementing master’s programs related to differences in funding, geographic location, type of university, and a number of other factors. In the context of Russia’s withdrawal from the Bologna process and the search for its own model for the implementation of higher education programs, it is necessary to analyze the established practices for managing such programs. The article presents an analysis of semi-structured narrative interviews with administrators of Russian universities on the topic of the development of master’s education. The analysis showed that despite the wide variety of master’s programs and types of master’s programs administrators of Russian universities face similar problems caused by strict regulations of the educational process at the state level. Administrators take the position of executors, performing the tasks of higher authorities, while experiencing a sufficient lack of freedom for the meaningful development of the master’s degree programs. Administrators also fall into the typical traps of reducing the quality of education and the traps of metrics.

All of the above leads to «closing» of admission goal quotas with no real competition and without the quality of the applicant being considered. The nominal role of the academic supervisor of master’s programs results in the development of “outdated” programs and master’s programs are being opened without considering the demand of the labor market. Moreover, this also results in a formal approach to building an individual educational trajectory for undergraduates.

The phenomenon of school grading is examined by the authors from the perspective of its attribution within internal education quality assessment systems (EQAS). The results of a survey of school principals and practicing experts on the significant characteristics of EQAS as generators and regulators of school grades are presented. The thesis of collective-distributed responsibility of teachers for the uniformity of approaches to grading, ensuring the objectivity and informativeness of grades, is put forward. Objectivity and informativeness, reinforced by the formative impact of grades on students’ academic success, are considered as the main units of effectiveness of school grades. The authors’ position on the influence of various components of EQAS on achieving this effectiveness is outlined. Special attention is paid to the assessment competencies of teachers regulated by their job responsibilities. Relevant positions in the list of job duties that potentially stimulate methodological efforts of teachers to change grading practices are proposed. The necessity and possibility of administrative interventions to develop corresponding competencies among teachers are noted.

In the modern world, great attention is paid to various aspects of applying information technologies (IT). In this regard, the activities of educators are influenced by: regulatory regulation of IT, their new capabilities, and issues related to copyright arising from their use. This article discusses issues related to the application of neural networks for creating original illustrations for educational materials; we define the main tasks that neural networks can solve and highlight key definitions.

The article presents the full text of the speech given by Oleg Nikolaevich Smolin, the First Deputy Chairman of the State Duma Committee on Science and Higher Education, in the State Duma on October 10, 2023. The speech was dedicated to the Year of the Teachers and Mentors, proclaimed in 2023. The author highlights and comments on issues related to current employment, wages, and the social status of teachers. The following actions are proposed to address the current problems: urgent adoption of the draft federal law No. 1075801-7 «On Amendments to Certain Legislative Acts of the Russian Federation Concerning the Improvement of the Status of Teaching Staff» or the creation of an inter-factional working group to prepare a new bill on the status of teaching staff; an increase in expenditures to raise teachers’ salaries when considering the draft federal law «On the Federal Budget for 2024»; the restoration of social guarantees for rural teachers.