Æóðíàë â eLIBRARY

• Ðàçâèòèå ëè÷íîñòè ¹ 4 2010

Íàøà ïðåçåíòàöèÿ

• Âàëåðèÿ Ìóõèíà. Êíèãà «Îò÷óæäåííûå: Àáñîëþò îò÷óæäåíèÿ» / The book “Being Estranged: Absolute estrangement”

Òåîðèÿ è èññëåäîâàíèÿ

Ïðîáëåìû ðàçâèòèÿ è áûòèÿ ëè÷íîñòè

• Âàëåðèÿ Ìóõèíà, Àíäðåé Õâîñòîâ. Îò÷óæäåíèå îò ñåáÿ: Ãíåâ, ïå÷àëü è óíûíèå, óíè÷èæàþùèå äóøó / Self estrangement: anger, grief and despondency abasing the soul



Ñîöèàëüíîå ïðîñòðàíñòâî ëè÷íîñòè

• Ñîäåðæàíèå ïîíÿòèÿ «ñòèëü æèçíè ëè÷íîñòè» / The concept maintence “lifestyle of a person”

Ïðàêòèêà

Ïñèõîëîãè÷åñêèå ñîïðîâîæäåíèå ëè÷íîñòè

• Âèêòîð Áàñþê, Âàëåðèÿ Ìóõèíà. Èíèöèàöèè ïîäðîñòêîâ êàê óñëîâèå ëè÷íîñòíîãî ðîñòà: ïðîâåäåíèå èíèöèàöèé ñâîáîäîé / Teenagers' initiations as a condition for personal development: initiations through freedom


• Àëåêñàíäð Áàðàííèêîâ. Äóõîâíàÿ (ïåðñîíàëüíàÿ) äåïðèâàöèÿ: ôåíîìåíîëîãè÷åñêîå ñîäåðæàíèå, ïîñëåäñòâèÿ, îñîáåííîñòè äèàãíîñòèêè è ïîìîùè / Spiritual (personal) deprivation: the phenomenological content, consequences, features of diagnostics and the help

Ðåôëåêñèÿ íà ñåáÿ è äðóãèõ

Ëè÷íîñòü â êîíòåêñòå êóëüòóðû

• Ïàâåë Òþðèí. Ñåâåð ñàìóðàÿ. Ïàìÿòè Èëîíû Ãîíñîâñêîé / North of Samurai. Sacred to the memory of Ilona Gonsovskaya



Î æèçíè è î ñåáå

• Èíòåðâüþ ñ Ãåíðèåòòîé ßíîâñêîé/ Interview with Genrietta Yanovskaya

Àðõèâ

Ïðîáëåìû ðàçâèòèÿ è áûòèÿ ëè÷íîñòè

• Èììàíóèë Êàíò. Î ñàìîèçîáëè÷åíèè, ñàìîëþáèè, ñàìîðàçðóøåíèè è äðóãèõ ðåôëåêñèÿõ è ïîñòóïêàõ ÷åëîâåêà ïî îòíîøåíèþ ê ñàìîìó ñåáå / About self exposure, vanity, self destruction and other man's reflections on and deeds towards himself


• Íèêîëàé Àëåêñàíäðîâè÷ Ðóáàêèí. Âñÿêèé æåëàþùèé ìîæåò ñäåëàòü èç ñåáÿ äåéñòâèòåëüíî îáðàçîâàííîãî ÷åëîâåêà / Anyone who is eager to be an educated person can make it from himself

Ïåðåâîäû

Ëè÷íîñòü â êîíòåêñòå êóëüòóðû

• Ñèò Êðåéñáåðã. Òðàíñôîðìàöèÿ âëàñòè: äîìèíèðîâàíèå, ïîëíîìî÷èÿ è îáðàçîâàíèå (ïðîäîëæåíèå) (ïåðåâîä ñ àíãëèéñêîãî Èãîðÿ Ìàêîâà) / Transforming Power. Domination, empowerment and education (continue) (translation by Igor Makov)

Ïðîãðàììû äëÿ àñïèðàíòîâ

• Âàëåðèÿ Ìóõèíà, Àëåêñåé Îáóõîâ, Êèðèëë Õâîñòîâ. Ïñèõîëîãèÿ â îáðàçîâàíèè / Psychology in education


• Âàëåðèÿ Ìóõèíà. Âëèÿíèå îñíîâîïîëàãàþùèõ íàó÷íûõ íàïðàâëåíèé â îáëàñòè ôèëîñîôèè è ïñèõîëîãèè íà èäåîïîëå îáùåñòâåííîãî ñîçíàíèÿ â ñòðàíàõ Åâðîïû è Ðîññèè: XX–XXI ââ. / The influence of the main scientific philosophical and psychological theories on ideofield of the public consciousness in European countries and Russia: XX–XXI centuries


• Âàëåðèÿ Ìóõèíà, Àíäðåé Õâîñòîâ. Ìåòîäîëîãèÿ ïñèõîëîãè÷åñêîãî èññëåäîâàíèÿ / Methodology of psychological research

Ñêîðáèì è ïîìíèì

• Ïàìÿòè Ãåííàäèÿ Íèêàíäðîâè÷à Âîëêîâà / In memoriam of Gennadiy Volkov

«Ðàçâèòèå ëè÷íîñòè» // Äëÿ ïðîôåññèîíàëîâ íàóêè è ïðàêòèêè. Äëÿ òåõ, êòî ãîòîâ âçÿòü íà ñåáÿ îòâåòñòâåííîñòü çà âîñïèòàíèå è ðàçâèòèå ëè÷íîñòè