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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 discussion focuses on the interiorization fr om the perspective of the interaction between a child and culture. The relevance of addressing the problem of interiorization is determined by the need to overcome the simplified understanding of this process, both in educational practice and in developmental psychology. Assessing interiorization as a key concept in L.S. Vygotsky’s cultural-historical psychology as a dialectical process makes it possible to see the contradictions in the interaction between the child and culture.

Objective. The discursive component of the text concerns the drama of child development, in which culture poses risks to agency. The aim of the discussion is to identify the resources of the child-culture interaction that create conditions for the development of agency.

Results. The theoretical provisions of the cultural-historical concept regarding interiorization as a process underlying the interaction between a child and culture are considered. The limitations and risks caused by the simplification of the interiorization process as a transfer from the external (cultural) to the internal (mental) are revealed. The dialectics in the process of interiorization lies in the opposition of the positions of the object and the subject, which can potentially be formed in the interaction between the child and culture. The drama in this interaction arises in a situation wh ere culture is presented not as an imperative, but as an initiation, since in this case the child becomes a subject who exercises their freedom and choice.

Conclusions. During the discussion, interiorization is presented as a complex process of appropriating culture and generating meanings, in which the necessary condition for maintaining the child’s position as a subject is the expression of their will and the possibility of making a choice.

Relevance (context) of the subject of the article. Inclusive culture is one of the fundamental components of the inclusive environment of educational organizations. The study of this parameter, including the inclusive culture of preschool educational institutions, and its significance for inclusive practice remains relevant in Russian science.

The aim of the study. The work carried out a pilot study of the inclusiveness of the culture of a preschool educational organization as a factor that can influence the subjective readiness of teachers to apply inclusive practices in the context of the inclusion of children with special educational needs.

Methods of the study. The study was conducted using adapted scales-questionnaires, compiled on the basis of those used in international studies. The adaptation included changing the statements of the questionnaires for use in a preschool educational organization. The number of statements in the questionnaires and Likert scales remained unchanged. The following scales were used: attitudes towards inclusion, concerns about teaching in an inclusive environment, teachers’ self-efficacy in implementing inclusive practices, and intentions to implement inclusive practices. Questionnaires are given in appendices A, B, C, D. The sample consisted of 20 respondents, employees of preschool organizations in Moscow, including 15 educators, 2 tutors and 3 support specialists (speech therapist, special educator, educational psychologist).

Description of the research progress. The obtained results show that the attitude towards inclusion among teachers is ambiguous: most teachers are more likely to accept the values of inclusion, some of them are closer to undecided and 2 respondents expressed a negative attitude. The willingness to implement inclusive practices was reflected in the indicators of self-efficacy scales and the intention to implement inclusive practices. Correlation analysis showed that the scales of self-efficacy and intention were statistically significantly (p<0.001) positively associated with a high close relationship on the Chaddock scale, while there was a trend between the scales of attitudes towards inclusion and concern about difficulties in implementing inclusive practices (0.05<p<0.1) to a moderate negative relationship.

Research results. Thus, the set of methods used for the first time in the Russian sample revealed the contradictory nature of attitudes towards inclusion in the organization and the likely lack of support for it, which may indicate insufficient inclusiveness of the culture of the ECE. At the same time, the readiness to implement inclusive values among most teachers may indicate a personal commitment to their implementation.