The anthropological turn is considered within the conceptual framework of cultural-analytical and transdisciplinary approaches, at the specific scientific and general scientific levels of science methodology, in the diversity of its interpretations, as a phenomenon of increased ontological and epistemological complexity. The prerequisites for the anthropological turn are discussed, including historical, methodological, cognitive, socio-cultural, local and global, general scientific and specific scientific, alongside the reconstruction of latent anthropological traditions and hidden discourses. Anthropology is viewed as part of social knowledge. From the perspective of the cultural-analytical approach, it is shown that in the development of social knowledge in the history of Russian science, anthropological, humanistic, and cultural-psychological traditions were not concentrated within a particular direction but represented diffuse, dispersed, and mixed intellectual movements.
In the current state of knowledge, with its tendencies of openness and mobility of disciplinary boundaries, it is more productive to orient oneself towards social knowledge as a whole when studying cultural-psychological phenomena, rather than considering the human being from the perspective of different disciplines such as sociology, political science, psychology, etc. Such a perspective allows for the discovery of hidden discourses and latent traditions that are developing in the interdisciplinary space of socio-humanitarian sciences.

The chapter describes some challenges in defining metacognition, the main approaches to metacognition, as well as the structure of metacognition, including metacognitive knowledge, metacognitive experiences, and metacognitive regulation. The concept of metacognitive regulation encompasses various activities aimed at making changes or corrections in the content, dynamics, and temporal organization of cognitive functions. This chapter also provides an overview of various applications of metacognition research, including psychological counseling, law, medicine, and education.

In different communities at a certain stage of sociogenesis, a system of cultural tools and artifacts begins to be created and developed to support the construction of problem situations and tasks for others in educational, gaming, and diagnostic purposes. The history of inventing toys that stimulate cognitive activity, problem-solving, and experimental objects for studying the thinking of others is part of the intellectual history of humanity, the history of unfolding its creative potential towards self-development and self-knowledge.
A key component of the ability to create problem situations and tasks for others is a special part of the model of representations about this other - about how he (an individual, a group, a representative of another biological species, etc.) will cope with the difficulty and what will be the result. Starting from a certain level of novelty and complexity of situations and objects that stimulate problem-solving, it is unlikely that systems for their algorithmic generation are possible. Otherwise, there are risks of creating standard means for generating and/or evaluating non-standard results.
The invention of problem situations and objects for studying the creative thinking of others is a special, little-studied type of creativity, creative thinking that is part of the creative civilizational potential of humanity.

The article is devoted to the prerequisites for the development of well-being comprehensive assessments, including assessment of various aspects of the individuals lives and society as a whole. Different approaches may include different aspects of well-being such as material well-being, health, education, subjective well-being, work, infrastructure, safety, housing, ecology, the structure of time budgets, civil rights, etc. Comprehensive assessments approaches became widely used after it was proven that specific economic indicators i.e. GDP or income level do not show a broad picture of people’s actual well-being. The chapter also summarizes and gives structure to key trends in the comprehensive approache development in well-being measuring, including multi-domain, methodological sophistication, correlation with strategic development goals in a certain territory, adjustment for inequality, the use of subjective and objective indicators, and reflection of human potential indicators. The authors show that the modern understanding of well-being and quality of life cannot be imagined without taking into account aspects of human development. Moreover, these concepts and approaches to their measurement are closely intertwined and their correlation requires further theoretical and methodological elaboration.

Chapter 2.10 focuses on the relationship and mutual influence between human development and territorial resilience, i.e. the ability of socio-territorial systems to cope with external and internal shocks. Territorial resilience is a complex phenomenon that includes landscape, economic and social resilience. In this chapter we focus on the review of economic resilience of Russian territories, since currently economic shocks are the most significant ones. We first examine the basis of economic resilience — the place of Russian cities in the international division of labor based on the presence of multinational firms. Then we analyze different aspects of resilience in relation to human development during one of the recent crises - the COVID-19 pandemic: the evolution of the service sector, labor markets and migration behavior across Russian regions and municipalities. Finally, we examine the role of governance practices in crisis adaptation and the relationship between resilience and human development dynamics in the spatial dimension.

The chapter examines a new educational phenomenon – a wide field of initiatives for learning to work in the stock market, which is mainly in the gray area today and, in many ways, consequently remains under-researched. Although, it answers the objective request of millions of citizens involved in modern stock markets. The Central Bank of Russia’s reports show a growing number of active brokerage accounts, while initiatives for training in the stock market are still beyond the main transformations’ directions, including the formal education system and the research agenda. The results of the research presented in this chapter show, on the one hand, a large number of training initiatives on how to work in the stock market, on the other hand, their significant differentiation. First of all, the difference between state structures and large state-related companies should be noted, and on the other hand, private initiatives of local actors. A comparison of the methodological and substantive aspects’ elaboration level of the considered educational initiatives implemented by major players shows their significantly lower level in comparison with local private initiatives. Of particular value may be the identified potential of the considered educational initiatives in terms of the formation of widely applicable components of human potential, especially, related to entrepreneurship, initiative and agency.

The article presents problematic aspects of the implementation of reflective practices in education, identified based on the results of a review of Russian and foreign experience. Within the framework of the study, “reflection” is understood as the process of “looking at oneself and one’s activities from the outside,” and “reflective practice” is understood as the direct activity of organizing and conducting reflection (in oneself and in others).
An analysis of the problematic nature of reflective practices was carried out to identify sources of resistance to their use in the educational process. The study was conducted based on materials from research teams analyzing “external” practices, as well as teachers summarizing their own experience.
As a result of the research, sources of problems in the implementation of reflective practices were identified: deficits in the concepts and models of reflection; technological and organizational features of educational processes in schools, universities, colleges; as well as cultural and psychological characteristics of the age-related development of participants in educational activities (children, adolescents, youth). The formulation of the problem for the development of a model of reflective practice and recommendations for its implementation in order to minimize negative reactions of participants in educational activities (teachers and students) are formulated. Conclusions and generalizations about the problems of reflective practices are presented in terms of their integrity of ideas about the foundations of reflection, the compatibility of local and international approaches to organizing reflection, the conflict nature of practices, and possible support for organizing reflection in a “mass” school. Based on the research results, the “Personality Diamond” model of the student’s educational profile has been updated.

The anniversary of the outstanding child psychologist Elena Olegovna Smirnova is an occasion to rethink the problems of childhood psychology, the examples of meaningful solutions to which we see from the perspective of a cultural-historical approach in her works. These are the problems of modern childhood as a cultural-psychological phenomenon, new forms of adult-child relationships, as well as the nature of play and toys as mediators in building these relationships. It is also important to understand the trends of communication and disconnection between children and adults, the social situation of development in infancy, childhood as an era of search of meaning of what adults attach «social significance» to. These issues are analyzed by the author of this article.