Keyword: «meanings»

The mythologization of professional consciousness is seen as a form of structuring thinking of the future of the teacher-psychologist, defining the conditions of lack of knowledge of a few distorted view of peda-gogical phenomena. In the structure of professional consciousness of students mythological components characterize the expansion of knowledge and its «embedding» in the fabric of the fragmented scientific ideas in connection with their nonsystematization, a lack of reflection, criticality, and also under the influence of motivational-semantic entities personality, the determinants of the acceptability of distorted, but received the appearance of a scientific substantiation of concepts. The article addresses the following mythological components of professional consciousness of future teachers-psychologists: perverted scientific naive-mythological, compensatory and mythological, protective-mythological, aesthetic-mythological, transcendental-mythological, design-mythological.

In article modern theoretical approaches to studying of values and valuable orientations are analyzed, valuable orientations of students depending on the level of subjective wellbeing are considered, the main values of students with the high and low level of subjective wellbeing of the personality are allocated. The problem of the valuable orientations connected with sources of activity of the person, formation of valuable orientations is proved, some researches of valuable orientations are analysed, and also, their theoretical and methodological basis is consecrated.

In work the creativity phenomenon considered as a resource of professional development of the identity of the student psychologist was investigated. Level of creativity of students psychologists was analyzed, features of the cognitive and semantic sphere of the personality at students with higher levels of creativity and its smaller levels were studied. The cognitive and semantic sphere of the personality was meant as types of thinking and meanings of educational activity. Results of research have shown that students with higher levels of creativity possess mainly evident and figurative type of thinking. At group of students psychologists with higher level of creativity semantic categories are more expressed in comparison with students with smaller levels of creativity.

The relevance of the topic is determined by the necessity to develop methodological foundations for studying the interaction of humanitarian and algocognitive cultures in modern education. The article focuses on reinforcing the axiological and cultural functions of education. The introduction of algocognitive culture into the educational system has served to exacerbate the issue of the reduction of value, meaning, culture and morality within the sphere of education. The issue arises from the contradiction between the insufficient methodological development of the advantages and limitations of informatization in education, on the one hand, and the accelerated proliferation of practical pedagogical models concomitant with the digitalization of education, on the other. The aim of the article is to gain theoretical understanding of the modern education methodology through the lens of two cultures – humanitarian and algocognitive. The study is based on a comprehensive approach that incorporates socio-cultural, humanitarian, and hermeneutic perspectives. A critical comparative analysis of Russian and foreign scientific works, coupled with the clustering of the authors’ views has enabled the authors to identify a key limitation of algocognitive culture within the framework of the generally accepted personality-oriented educational paradigm. This is a tendency to undervalue the significance of cultivating a personal system of values and meanings. The authors conclude that the methodology of modern education should be constructed from a human-centric perspective. The authors present a series of conceptual ideas aimed at fostering productive complementarity between competing methodological trends. The article puts forth the argument that the hermeneutic approach represents a fruitful methodology for establishing a system of personal values and meanings based on socio-cultural experience. The theoretical significance of this work is to summarize the scientific ideas about the methodological foundations of education in the context of the interaction between humanitarian and algocognitive cultures. In terms of methodology, the study shifts the focus from an examination of the individual characteristics of the two cultures to an analysis of their meaningful categories. It justifies the importance of values and meanings in digital transformation. From a practical viewpoint, the results and conclusions will facilitate the acceleration of applied methods and procedures, as well as the development of convergent educational solutions that enhance personal significance within the system of values and meanings in society. Furthermore, they will facilitate the development of meaning-oriented competences of teachers and the learning environment, thereby promoting the implementation of the meaning-generating pedagogical model within the context of an evolving algocognitive culture.