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Advantages of Transspective Analysis in Historical Psychological Research. Education & Pedagogy Journal. 2023;2(6):45-59. DOI:

In modern historical and psychological research, conducted in accordance with the post-non-classical methodology, it is necessary to shift the cognitive orientation points: from the directions, schools, research programs, concepts of a certain historical period in the development of psychological science to the ways of thinking and types of rationality implemented in it; from a monological, retrospective description of the processes of formation and transformation of the conceptual apparatus of a certain psychological school to a reflexive-dialogical reconstruction of the conceptual heritage of the relevant scientists in each case in the light of today and tomorrow in the development of psychology; from the usual thematic headings and sections of psychological knowledge to the areas of “overlaping” (metaphor of V.E. Klochko) of different types of scientific rationality, in the moving boundaries of which the processes of “rebirth of scientific tissue” (metaphor of L.S. Vygotsky) of psychology proceeded most actively and fruitfully; from known and accepted theories to concepts previously considered peripheral or even marginal, but containing an underestimated heuristic potential; from the traditions of adaptation of scientific explanatory schemes in psychology to the assimilation by psychology researchers of the philosophical and ideological heritage and of the descriptive potential of literature and art. In order to compare the traditional and post-non-classical views of historical and psychological research, the author proposes the metaphors of “restoration” and “renaissance,” which illustrate different approaches to reconstructing historical forms of scientific thought: the preservation of the conceptual monuments of psychological science and the meaningful reconstruction of the conceptual heritage of psychology with a constructive revision of its heuristic potential. The productivity of the application of transspective analysis (developed by V.E. Klochko) in historical and psychological research is justified because it allows: to build analytical bridges between conditionally closed scientific systems and schools; to understand the natural tendencies of complication of psychological knowledge, taking into account the competition and coexistence of types of scientific rationality; to identify the correspondence and complementarity of psychological concepts, between which there are significant temporal or paradigmatic distances; to model the dialog and confrontation of scientists who, for various reasons, did not belong to the same circle of referents or opponents.

Keywords: History of psychology, psychological knowledge, post-non-classical psychology, methodological reflection, conceptual sphere, transspective analysis

Manifestations of Magical Thinking in Psychology Students. Education & Pedagogy Journal. 2024;3(11):73-86. DOI:

Contemporary psychology has shown an increasing interest in exploring alternative methods by which people rationalize their perceived reality. This research trend is a reaction to the growing prevalence of unconventional and extravagant approaches to self-development that explain psychological problems and suffering. It is also a response to the growing demand from clients for ‘exclusive’ and extraordinary self-improvement practices and crisis management solutions triggered by instability and change in various areas of public life. These practices, based on magical forms of perception and thinking, are increasingly becoming part of psychological services offered not only by pseudopsychologists or charlatans but also by business- and money-oriented psychologists. In addition to the conceptualization and theoretical exploration of magical thinking, there is a growing need to identify its various manifestations in modern life. This includes the identification of meaningful and behavioral markers to assess the degree of normality or abnormality of its manifestations. This article presents theoretical insights and empirical findings on psychology students’ attitudes toward magical thinking. The study shows that the intensity of magical thinking decreases with progressing education and that students are more critical of the relevance of magical thinking for their future professional practice. Nevertheless, belief in paranormal phenomena is still widespread among students. The study participants believe that magical thinking occurs as a resilient cultural phenomenon in their everyday and educational practice. They also recognize its potential application in professional psychology, albeit in limited instances. Although their education influences the extent of magical thinking, it is not the decisive factor, as other studies have shown. Interest in magical practices, occult beliefs, and superstitions does not completely disappear after graduation. This interest could be due to the ongoing methodological crisis in practical psychology, which has not yet completely detached itself from esoteric practices rooted in magical thinking.

Keywords: mindset, professional thinking, magical thinking, education, practical psychology

The formation of scientific concepts on intellectual feelings in philosophical and psychological discourse. Education & Pedagogy Journal. 2026;1(17):59-76. DOI:

This article examines the key historical stages in the development of philosophical and psychological discourse on intellectual feelings and the role of emotions in regulating human cognitive activity. The analysis begins with early philosophical debates about whether emotions hinder or, conversely, facilitate cognitive processes and epistemic behavior. Using transspective analysis, the study identifies the main direction in which philosophical and psychological interpretations of this problem have evolved. This transformation moves from the rigid dualism of “reason versus emotion,” characteristic of classical scientific rationality, toward various conceptual interpretations of L. Vygotsky’s dialectical principle of the unity of affect and intellect in nonclassical and post-non-classical psychology. This review-based study demonstrates how an initially marginal idea – that emotions are integrated into the mental mechanisms of human thinking – gradually gained legitimacy and experimental support as psychological knowledge developed. Before the emergence of cultural-historical psychology, emotions were treated as inconsistent and secondary factors in cognitive regulation, variously viewed as obstacles to cognition, side effects of thought, or somatopsychic markers of exploratory behavior. As non-classical psychology became established, emotions and intellectual feelings were no longer treated as secondary by-products of thinking but as regulatory mechanisms that orient problem solving, shape meaning, support flexible exploratory behavior, prevent cognitive stagnation, and coordinate the entire course of thought. Today, intellectual feelings are recognized as significant components of human thinking and intellectual behavior, particularly in situations of increasing cognitive uncertainty and growing world complexity. They have become a focus of interdisciplinary research at the intersection of psychology, neuroscience, cognitive science, and education.

Keywords: cognition, mental activity, emotions, feelings, intellectual feelings