Guseltseva M.S. From psychological education to anthropological competence

Modernity is the subject of a wide range of research in the field of social sciences. The interest in the transformations of man and the world in modern conditions is accompanied by a restructuring of the disciplinary matrix of cognition, which is characterized by the spread of multi-paradigm, inter- and transdisciplinary approaches that solve the problems of integrating scientific knowledge. However, the study of man and the world in modern conditions requires the researcher not only to update his methodological arsenal, but also to develop anthropological competence. The latter is due to the fact that at the current stage of the evolution of scientific knowledge, it is anthropology that has become the leader of the methodological renewal of the social sciences. Anthropology as such studies a person in the dynamics and completeness of his manifestations, in a variety of everyday situations and changing socio-cultural contexts. Anthropology also strives to create a holistic image of modernity to the greatest extent, considering the mutual transformations of man and society, personality and culture. Anthropological expertise is becoming an important part of both modern scientific research and applied social programs. To study the psychological and anthropological aspects of modernity, it is relevant to use methodological tools that include flexible and mobile configurations of various concepts and research strategies. In psychology, these trends are realized in the development of system-subjective, subject-activity, historical-evolutionary, historical-genetic, cultural-activity, cultural-analytical, subject-analytical and other approaches. With all the variety of these approaches, one can find here general trends in the development of modern Russian psychology, expressed in the movement from specifically scientific psychological knowledge to mixed, inter- and transdisciplinary, holistic and anthropologically oriented cognition. The phenomenon of anthropological education and the development of anthropological competence due to it are discussed, which involves mastering a package of social knowledge related to human development, his environment, creative and professional activities, and improving the quality of life. Several instrumental and conceptual means of expanding anthropological competence are proposed, including methodological resources of the concept of “overheated world” and the concept of “perfect storm”.

Key words: methodology, modernity, anthropological education, anthropological competence, anthropological expertise, cultural and analytical approach, transdisciplinary approach

DOI: 10.51217/npsyresearch_2024_04_04_12