All articles

Background. The problem of the unity of affect and intellect is central to cultural-historical psychology. However, the biographical and personal context of the formation of this idea in L.S. Vygotsky’s thought, as well as his practical application of Spinoza’s principles of transforming passions in his own life and scientific activity, warrant further exploration based on underexplored archival data.

Objective. To trace the evolution of L.S. Vygotsky’s personality through the prism of the unity of affect and intellect, demonstrating how B. Spinoza’s philosophical principles formed the foundation of his “peak psychology” and were applied by the scholar to overcome his own existential and personal crises.

Methods. Historical-psychological analysis, the biographical method, and content analysis of archival materials, including early poetic works, notebooks (such as the 1926 hospital notebook), and the correspondence of L.S. Vygotsky (with E. Kheifets, N.G. Morozova, A.R. Luria, and R.E. Levina).

Results. It has been established that the early (pre-psychological) period of Vygotsky’s life was characterized by the dominance of spontaneous, “Hamletian” affect and melancholy. The period of 1925–1926 at the Zakharyino hospital marked a turning point; there, hovering between life and death, the scientist achieved a feat of overcompensation: he subordinated his intense emotional state to a lofty scientific goal, thereby enabling him to lay the foundations of cultural-historical psychology by introducing the principle of sign mediation. In his mature years, Vygotsky interpreted will not as forceful suppression or mere arbitrariness, but as an “intelligent emotion” that uses the energy of affect as fuel for the intellect. This is vividly reflected in his strategies for helping loved ones overcome personal crises through the conscious articulation of thoughts and aspirations.

Conclusions. L.S. Vygotsky’s life path served as practical confirmation of his own theory. By transforming natural affect into a conscious “conceptualized affect,” he realized the Spinozist ideal of the “free man.” He achieved mastery over his own nature not through coercion, but through the development of “intelligent emotion,” love, and friendship. This allowed the scholar to attain inner freedom and courage in the face of severe illness, remaining faithful to his scientific and life mission until his final days.

Background. The current stage of social development, characterized by digitalization, cultural diversity, and a changing philosophy of childhood, places new demands on preschool teacher education. A growing contradiction is evident between the upd ated goals and objectives of preschool education and the real state of teacher preparation in higher and vocational institutions, which demonstrates inertia and insufficient readiness to adapt to rapidly changing conditions, as well as the quality of teacher training. This leads to a systemic crisis in both human resources and educational content.

Objectives. The purpose of the study is to conduct a multidimensional analysis of the current challenges facing preschool teacher education, to identify systemic and latent risks, and to substantiate conceptual and practice-oriented directions for its modernization in light of contemporary transformations.

Methods. The research employs a se t of complementary methods: theoretical analysis of psychological, pedagogical, and methodological literature; analysis of regulatory and legal documents; and systemic and comparative analysis of existing models and practices of teacher preparation. This approach made it possible to examine the problem in a multifaceted and interdisciplinary context.

Results. Three key clusters of challenges were identified and systematized: digital (the need for a fundamental shift in pedagogical thinking under conditions of digitalization and AI integration; widening intergenerational gaps), socio-communicative (family partnership, work in multicultural and inclusive environments), and professional (contradictions of the new paradigm, lack of practice-oriented preparation, and low professional prestige). A model of key preschool teacher competencies was proposed, encompassing both professional and metaprofessional levels. Vectors of transformation of the teacher education system were outlined. The proposed measures are comprehensive and aimed at the simultaneous transformation of content, technologies, and organizational-economic foundations.

Conclusions. Overcoming the identified challenges requires a radical revision of the preschool teacher education paradigm, including a rethinking of the professional ideal of the educator. The teacher of the future is envisioned as a “meta-specialist” — a reflective practitioner, mediator, and architect of educational environments, capable of acting effectively under conditions of uncertainty and rapid change.