Phone: 8 (495) 772-95-90 *15366
Address: 101000, Moscow, Armyanskiy per. 4, c2
Address for correspondence: 20 Myasnitskaya Ulitsa Moscow 101000 (School of Psychology)
Bulgakova V., Lebedev M., Ossadtchi A.
Samara: государственное бюджетное образовательное учреждение высшего профессионального образования «Самарский государственный медицинский университет» Министерства здравоохранения Российской Федерации, 2019.
Jonason P. K., Żemojtel-Piotrowska M., Piotrowski J. et al.
Journal of Personality. 2020. Vol. 88. No. 6. P. 1252-1267.
Mironova O. I., Kozyreva V.
In bk.: European Proceedings of Social and Behavioral Sciences EpSBS /International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. Vol. 92. European Publisher, 2020. P. 2167-2172.
Farshchi M., Kiba A., Sawada T.
PsyArXiv. PsyArXiv. Society for the Improvement of Psychological Science, 2020
The School promotes cutting-edge research, multidisciplinary studies, education in English. We are increasing the number of courses in English all the time and have started two English-speaking Master’s Programs. Our researchers have access to Eye trackers, TMS, multi-channel EEG, MEG and fMRI techniques.
The School also aims to train psychologists, who can apply their knowledge in the fields of economics, banking, human resources management, organizational development, ecopsychology and team-building.
Summary of the report
Cultural diversity in education is growing, globally. The tendency is represented in Russian education as well. It makes critical for students and teachers to understand their own cultural dimensions to be able to appreciate cultural diversity of the world. The study explores cultural diversity in Russia via the dimensions of learning framework (CDLF), including cultural varieties regarding social relationships and epistemological beliefs. We illustrate the spectrum of dimensions' variability as they might influence the way students and teachers interact in Russia and draw to historical roots of such interaction. The study addresses the challenge of raising individual responsibility of students and teachers and suggests that this challenge can be reduced by applying a meaning -centered approach, which aims at developing personal responsibility for one's own deeds and increases awareness of one's own cultural heritage.