Abstract
The author sticks to the opinion of psychological education quality dependence upon the methodological knowledge of psychology teachers who practice professional training as psychologists. In order to enrich their methodological knowledge sixteen vectors of modern psychology development are generalized. The resulting set is proposed to be considered as a methodological basis for identifying promising trends in the development of modern psychological education. Psychology in the transitive period is evidently qualified by the author as a transitive field of science, which has all the signs of transitivity. The author’s hypothesis about one of the possible ways to identify trends in the development of modern psychological education is proposed and justified. The author comments on two trends and three problems that are most important for the quality of psychological education. Author’s means for the solution of the discussed problems are offered here.
Highlights
In the last third of the 20th century psychology managed to survive the pathos period of methodological works euphoria
The basis for the continuation of this list can serve as the work of other scientists, psychologists, actively developing methodological problems of psychology
In the transitive period of society development, psychological science can be considered as transitive, because it is endowed with all the signs of transitivity: multiplicity, variability, uncertainty
Summary
In the last third of the 20th century psychology managed to survive the pathos period of methodological works euphoria. Let's try to generalize, to cover with one look (as far as it is possible) the theoretical directions of its development revealed by psychological methodologies and really existing in the transitive period. Leontiev to refer to the non-classical vector of development of psychology consistently listed and described seven directions of development of psychological science, formulated in the form of dichotomies.
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