Educational Acmeology. Developmental Psychology
ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)


sustainable development

«Mania» Structure and an Adaptive Model of Development of Didactogeny in Schoolchildren

The paper presents the results of a theoretical analysis of two development models of didactogeny in schoolchildren. The first model shows how «mania» structure of the development of didactogeny emerges in schoolchildren, which is pathological and characterizes most teacher-student conflicts accompanied by didactogenic disorders. The second model describes an adaptive circle of development of didactogeny in schoolchildren. As it is formed, there is a realization that a student has didactogeny, followed by a resolution of this problem.

Content Transformation of the “Significant Other” Representation in a Transitive Society

The purpose of the study presented in the article is theoretical reflection on the meaningful transformation of the “Significant Other” representation in a transitive society. It describes the main attributes of a transitional society (instability, uncertainty, projectivity, multidirectionality, multivariability, innovativeness, etc.), indicating its institutional and value-related changes, their irreversibility, as well as unity of preservation and negation of rules, norms and values, old and new worldviews and world orders, their conflict and alternativeness.

Psychology of Sustainable Development: Challenges and Prospects

Today the task of practical implementation of sustainable development has become even more important than three decades ago, when the corresponding concept was formulated. The coronavirus pandemic, which caused natural avalanche of negative consequences in the economy and society at the global, national, local, and individual levels, is just one of the tragic evidences of this. Initially, the term “sustainability” was put forward in natural sciences, but it is currently used in a wider context, which leads to misunderstanding.