Reflexive and Semantic Pedagogical Psychology of Development of Cognitive and Metacognitive Aspects of Human Capital of Students and Teachers

On the background of differentiation of traditional and modern approaches to the psychological and pedagogical analysis of the subject-activity and reflexive semantic aspects of human knowledge, the innovative direction of personality-oriented developmental education is analyzed. It is implemented by the technologies of reflexive psychology of creativity and productive-semantic pedagogy of the development of gifted students and talented teachers. The experience of the actual psychological and pedagogical study of cognition and metacognitive aspects of the development of intelligence and personality as components of the human capital of students and teachers is presented. For the first time, the precedents are highlighted and the logic of the development of the reflexive semantic direction of pedagogical psychology and the effective experience of introducing its achievements into educational practice is explicated. In this regard, the innovative psychological and pedagogical experience of productive interaction between students and teachers in several scientific schools is characterized (A.A. Bodalev, I.V. Dubrovina, N.V. Kuzmina, L.M. Mitina, A.I. Savenkov, I.N. Semenov, V.E. Chudnovsky, I.S. Yakimanskaya), interpreted from the standpoint of life-meaning and acmeological traditions in Russian human studies.

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