фессионального развития студентов и носить комплексный и межпредметный характер. Коммуникативную компетенцию предлагается формировать поступательно, по мере освоения студентами предметного содержания профессиональной деятельности. Показано, что на каждом этапе обучения в зависимости от поставленных задач происходит смена способов и средств предметной (когнитивной) и коммуникативной деятельности, в результате чего складывается профессиональное сознание будущего специалиста. Обосновывается специфическая роль двух форм сознания: когнитивное направлено на выявление предмета деятельности; коммуникативное фиксирует выявленное содержание в системе значений. Сделан вывод о целесообразности использования для приобретения обучающимися коммуникативных навыков и умений деятельностной модели, в которой речевые коммуникации неотделимы от целей и мотивов совместной деятельности. Практическая значимость. Продемонстрированы возможности освоения студентами терминологической системы родного и иностранного языков как инструментария предстоящей профессиональной деятельности. Резюмируется, что учебный процесс в вузе, направленный на формирование коммуникативной компетенции, содействует становлению профессионального сознания и вносит существенный вклад в развитие качеств, необходимых современному специалисту. Ключевые слова: коммуникативная подготовка, профессиональное сознание, предметная деятельность, речевая коммуникация, коммуникативное сознание, способы деятельности, языковые средства. Благодарности. Исследование выполнено при поддержке РФФИ в рамках научного проекта № 16-36-00044.

The article dwells on the fundamental problem of a person’s psychological development within the joint activity context. The starting point for the author are L.S. Vygotsky’s and D.B. Elkonin’s positions on the source and conditions of development, its psychological mechanism determining the internal dynamic of development. The article presents a systemic view of development as an objective process thus providing the opportunity to specify D.B. Elkonin’s position represented in his conception of child’s development stages periodization. The “dual” character of a subject’s mode of activity is outlined. It means that in the course of joint activity it always finds its realization within the subject’s system of relations by way of the subject’s modes of actions thus providing the possibility to avoid the disruption between motivational (personal) and operational technical (object-oriented) domains of activity still characteristic for the present-day psychology views. The psychological mechanism of a subject activity development is considered as resolution of contradictions that emerge in the course of his involvement into the new forms of joint activity, which demands the respective changes of the modes of actions previously formed which in its turn causes the transformation of the subject’s relations system. It is claimed that in the course of joint activity the concrete modes of the subject’s actions at every stage of his development cease to correspond to the system of his relations being formed thus leading to the transformation of the activity motivational base that determine these modes development.

No abstract

On May 25, 2018 the Moscow State University of Psychology and Education hosted a methodological seminar “Human Development and the Creative Potential of Culture” (supervised by V.V. Rubtsov and B.D. Elkonin) that was dedicated to the 80th birthday of the renowned American psychologist professor Michael Cole, the disciple of A.R. Luria and the successor of the cultural-historical and activity approaches in psychology. Michael Cole has and continues to put a lot of effort into the internationalization and development of these acknowledged Russian approaches all over the world. The seminar was organized by the Cultural-Historical Psychology journal and the International UNESCO Chair of Cultural-Historical Psychology of Childhood (MSUPE). The issues discussed in the seminar included: 1. Understanding culture: from the environment to the origins of human development; 2. Cultural-historical psychology: the language of mutual understanding and the creative tool in science and education; 3. The diversity of cultural mediation of human activity in the modern world; 4. Cultural-activity approach as an interdisciplinary project; 5. Psychology and sociocultural practices of human development; 6. From joint activity towards co-creation of culture; 7. Imagination: the ‘third’ eye of culture. Among the participants of the seminar were Russian researchers V.V. Rubtsov, A.A. Margolis, A.G. Asmolov, V.T. Kudryavtsev, N.N. Nechaev, V.A. Lektorsky, T.V. Akhutina, Zh.M. Glozman, M.V. Falikman, B.D. Elkonin, V.A. Guruzhapov as well as M. Cole himself and his friend and colleague J.Wertsch (both participating online). The paper presents the full text of the discussion.

The article represents the author’s view of his way in psychology including science research, university lecturing, organizational and other professional lines of its development. It is demonstrated through some fragments of the author’s biography closely connected with the initial period of the Department of Psychology of the Moscow State Lomonosov University (MSU) that was established in the middle of sixties of the last century and also — with some facts of the author’s following activity in the fields of psychological science and practice. The role of the school of thought is underlined since the author was lucky to meet such outstanding psychologists as P.Ya. Galperin, A.V. Zaporozhets, B.W. Zeygarnic, A.N. Leontiev, D.B. Elconin etc. as his teachers. However the special role of P.Ya. Galperin as a Teacher in science and life for the author is underlined. The article consists of two parts. The first part published here uncovers some episodes of the author’s biography where some of his family roots are described. Several outstanding church figures, theologists, preachers and teachers among them, are meant, some of them appeared to be connected with the MSU. There is also the story of the mother’s fate who was repressed at Stalin’s period. Certain attention is paid to the the author’s life as a university student. Beside some episodes of “psychological life” that may be interesting within the context of time and place there are some fragments that demonstrate the author’s active position at the choice of his scientific path. The post-graduate stage where the author was forming his own “school of thought” is also described. Then there are periods of the further research and teaching activity as a professional psychologist working at the level of post-graduate and continuing education at the leading Moscow universities, including MSU. The Moscow Architectural Institute is also one of them. It is as the institution where the author’s doctoral theses on the problems of project simulation and creativity in the architectural education were prepared and defended. Another working period connected with organisational activity at the high levels of managing of the educational system of the USSR and the at the Russian Academy of Education are also briefly described. The article is made in the form of interview with the author conducted within the frames of the project “Psychologyst-and-I”. Live stories” of the Moscow State University of Psychology and Education (MSUPE). The author and leader of the project: V.T. Kudriavtsev. The meeting took place on the 4-th of February 2021.