Put on that Hotel California, dance around like I "m insane. © Lana del Rey

I studied special psychology, on the 6th graduation. I can say that there are several strong teachers who provide a good theoretical base in general (anatomy and physiology of the central nervous system, the basics of GNI, general psychology) and some special subjects (the psychology of people with mental retardation, cerebral palsy, RDA). But some of these teachers also teach at Moscow State University.
In general, even in the lecture part there is no practice-oriented training in the chosen specialty, at most they talk about psychodiagnostics. Further stages of work with the client are considered as enumeration, there is no preparation for them. The only exception was when working with children with speech disorders, but the correction was considered more from a speech therapy point of view. There is no first-hand transmission of psycho-corrective techniques, so to speak.
There is also no practice. For it to be, the university must conclude agreements with institutions and unfasten money for them for letting students in. The IP RSUH concludes all contracts on a non-monetary basis, allegedly too poor for this. As a result, all visits to institutions for children with different types of dysontogenesis (to work with which this specialty is directed) were limited to an “excursion”, where is which office. We often did not see children with disabilities and developmental disabilities in one or another institution.
Since there is no normal cooperation with these institutions, we were looking for a contingent for course studies ourselves. And is it necessary to say that now students from the street are hardly allowed even into general education schools? You can more or less select a sample of the mentally retarded, but this is rotten. With a creak, you can try to organize a sample of younger students with mental retardation, but this is rather an exception (one teacher has, as it were, an oral agreement with one school with KRO classes where these children study. But this teacher is not from the department of specialists, and in general this school will soon break I have contacts with her (I think so, because I wrote my thesis with her).
Teachers from the department of special psychology don't give a fuck about you (there are 3 of them). If you write a term paper with them, they don't read it (I wrote with two of those three). I wrote to them, since not every teacher from another department will "take" you on a topic related to children with developmental disabilities. And even if he does, his consultations will not concern children with developmental disabilities, they will only affect the norm (which, in general, is understandable).

Plus a disgusting organization of training. Up to the 4th year, inclusive, they have a brain with general education subjects, while in many specialized ones, even theoretical training is weak, and, as I said, there is simply no practical training, or it is inferior in effectiveness to reading literature. There were multiple cases of duplication of subjects, when a couple of years in a row the same course was taught by different teachers (in particular, neuropsychology, family counseling). One group was given both the psychology of deviant and the psychology of deviant behavior as different subjects. Sometimes 2 subjects are called slightly differently, but in fact they are the same (we had psychological and developmental psychological counseling. The teacher was the same and there were no divisions, everything was read in terms of age).
Some teachers are simply incompetent, but nobody cares. Some can, during the set time (and it can reach up to 3 pairs in a row on the same subject), naturally start discussions on extraneous topics (how terrible it is to live in Russia, what stupid teachers and parents are now). Some artlessly so only ask to read on the subject and in the classroom only ask to tell what they have read, but they themselves do not state anything, even working in this area. As if she had come for a visit. This was the case with us, for example, with the psychology of people with visual impairments.

In general, the schedule is very busy, and you don’t fucking show up for most of the subjects. As a result, you spend 13 hours a day at the Russian State Humanitarian University, but there is no sense.
Now, in general, in connection with the elimination of the specialty, the departments of education have become sloppy. If I remember correctly, the specialty remained in clinical psychology, but not everyone will go there.

I hope I didn't tire you.))) But, by God, don't go to the RSUH.

Gaining unprecedented popularity in the late 90s. of the last century, the specialty of psychology has been holding a leading position in the rankings of liberal arts education all this time, and the competition for the psychological faculties of Moscow universities has remained consistently high for more than a decade. But like any high-demand industry, there is a huge (and not always high-quality) supply. Let's try to figure out which universities in Moscow train the best specialists in the direction of "Psychology", and what specializations exist.

Medical: First State Moscow Medical University. THEM. Sechenov and Moscow State University of Medicine and Dentistry

The aforementioned medical universities in Moscow train not psychologists, but psychiatrists: doctors who specialize in mental illness. In other words, graduates of "First Med" and "Stomat" have the full legal and moral right to treat patients not only in word, but also in deed - prescribe medicines for them, perform procedures, etc.

This circumstance results in an incredibly high competition even for contract-based education. And given that almost all (or even all) places in the direction of "Clinical Psychology" in 2011 were occupied by target students, most likely, applicants will have to fork out. However, the cost of education in these universities in Moscow in these specialties is relatively low. In addition, a graduate with a degree in Clinical Psychology from a prestigious medical university in Moscow can easily find a good position with a salary of 40,000 rubles even without work experience.

The oldest: Moscow State University. M.V. Lomonosov

Of the non-medical ones that train specialists in the field of psychology, Moscow State University, as one would expect, turned out to be in the first place. With an average competition of 5.01 people per place, applicants have the opportunity to choose many specialties:

• Clinical psychology
• General psychology
• Psychology of Personality
• Social Psychology
• Psychology of work and organizational psychology
• Psychophysiology
• Developmental and Developmental Psychology
• Pedagogical psychology
• Security Psychology
• Psychology of developing innovative education
• Psychology of conflict
• Psychology of negotiations
• organizational psychology
• Sports Psychology

branch	Number of budget places	The sum of the USE scores of the weakest enrolled (out of 400 possible)	Number of "contract" places
Clinical psychology, psychology of performance (full-time education)	84	309	50	272 000
Pedagogy and psychology of deviant behavior (full-time education)	5	271	4	272 000
Clinical psychology, psychology of performance (part-time education)	40	270	10	180 000
Pedagogy and psychology of deviant behavior (part-time education)	10	221	0	180 000

Psychological education at Moscow State University is rightfully considered one of the most fundamental in Russia, many famous psychologists work at the university, and after graduating from this university, a graduate will be considered even if he has no work experience. The only disadvantage of the Faculty of Psychology of Moscow State University is a big competition and the highest cost of education.

Elite: International Institute of Public Service and Management (RAGS)

No institutes of psychology in Moscow can compare with the International Institute of Public Administration and Management, which is part of the Russian Academy of Public Administration under the President of the Russian Federation, in terms of elitism. It is quite difficult to enter this institute of Moscow for the specialty "Psychology" (bachelor, 4 years): in 2011, it was necessary to score at least 198 points in the Unified State Examination out of 300 possible, and in case of a shortfall, you will have to pay 160,000 rubles a year. But the department of "Psychology of performance" (specialist, 5 years) gives hope: only 106 points in the Unified State Examination out of 300 possible, but paid education here will cost 180,000 rubles a year. After graduating from this department of the International Institute of Public Service and Management, a graduate will easily find a job as a training manager or business consultant in a large company.

Classical: Institute of Psychology. L.S. Vygotsky (RGGU)

Russian State University for the Humanities, or rather its division - the Institute of Psychology. L.S. Vygotsky - gives applicants the opportunity to choose one of four faculties: the Faculty of Social Psychology and Pedagogy, the Faculty of Psychology, the Faculty of Medical Psychology and the Faculty of Educational Psychology. This institute of psychology in Moscow has only one problem: only 4-10 places are allocated from the budget for all departments, which means that the competition reaches 20 people per place. The minimum USE score, depending on the department, ranges from 136 to 167 (out of 300 possible), and the cost of education (at the full-time department) is from 124,000 to 168,400 rubles per year. However, many will be pleased that this Moscow institute does not need to provide the result of the Unified State Examination in mathematics.

Available: Moscow City Psychological and Pedagogical University

Our list of Moscow universities that provide a good psychological education will be incomplete without the Moscow City Psychological and Pedagogical University. It is much easier to enter many faculties of this educational institution than at Moscow State University, and if there is a shortage of points, it will be much cheaper to study here. Meanwhile, among psychologists, the diploma of this university in Moscow is valued. Applicants who plan to work with children in the future should try to enter MSUPU. After graduation, they will be able to quickly find a part-time job in schools or development centers with a salary of 10,000 rubles, and with full employment - from 20,000 rubles.

Faculty	Number of budget places	Directions	The sum of the USE scores of the weakest enrolled (out of 300 possible)	Competition for budget places	Tuition fees in 2011
Educational Psychology	75	Psychology	176	5,44	84 000
		Psychological and pedagogical education	173	5,32	120 000
Clinical and special psychology	42	Psychology	192	7,84	101 200
		Clinical psychology	208	20,12	103 000
Psychological counseling	41	Psychology	198	9,84	102 000
		Clinical psychology	216	8,8	108 000
Legal psychology	42	Psychology	184	4,32	90 000
		Clinical psychology	211	8,18	98 000
		Pedagogy and psychology of deviant behavior	191	6,56	94 000
extreme psychology	25	Psychology	196	8,8	78 000
Social psychology	50	Psychology	187	7,9	68 000

If the above results seem unattainable to the applicant, and psychology is his vocation, then it is worth considering the unpopular state universities of psychology in Moscow or others.

Director and more than ten employees of the Institute of Psychology. L.S. Vygotsky at the Russian State Humanitarian University quit because of the plans of the new rector of the university, Yevgeny Ivakhnenko, to optimize the staff and increase the load on teachers

One of the RSUH buildings in Moscow (Photo: Lori)

Leading lecturers of the Institute of Psychology. L.S. Vygotsky Russian State University for the Humanities (RGGU) wrote letters of resignation due to the personnel policy of the new rector of the university, Evgeny Ivakhnenko. Reports of faculty dismissals initially appeared in a group of university staff in Facebook. The mass departure of the institute's employees was confirmed to RBC by a teacher of psycholinguistics, Ph.D. Marina Novikova-Grund. According to her, at least 12 employees of the institute, including its director, Doctor of Psychology Professor Elena Kravtsova, wrote a letter of resignation.

Institute of Psychology. L.S. Vygotsky was founded at the Russian State University for the Humanities in 1995. The institute initially had only one department, and about three dozen students were trained. At the moment, the institute includes two faculties, 11 departments, more than 1,500 students and undergraduates study there, and the teaching staff includes 97 teachers, according to the information about the educational institution on the RSUH website.

​Problems for the institute staff began after Evgeny Ivakhnenko, head of the Department of Social Philosophy of the Russian State Humanitarian University, was elected to the post of rector in March of this year, says Novikova-Grund. The new rector announced plans to optimize the staff of the institute in order to save money by redistributing the additional workload to the remaining teachers. “At the same time, the load was already 900 hours, which is incredibly long. As a result, they tried to hang courses on experts in their field that they simply could not teach, because there is no universal substitutability in teaching, ”explains the teacher.

The director of the Kravtsov Institute, continues Novikova-Grund, refused to optimize the staff, because of this, pressure began to be exerted on the teachers. In particular, university employees were deprived of the opportunity to determine their own schedule, and shortly before the mass dismissal of employees, Ivakhnenko, according to Novikova-Grund, refused to approve the institute's staffing table. There were also interruptions in vacation pay, the teacher says. “As a rule, vacations for teachers begin on July 8, before this date employees should be transferred vacation pay, but this was not done in full last summer. People with interruptions that were incomprehensible to everyone were dripped 3-5 thousand rubles into their accounts. It was simply impossible for young teachers with children to live for two months on this money, ”notes Novikova-Grund. All this, she concludes, forced the teachers and director to write letters of resignation.

Ivakhnenko was unavailable for comment at the time of writing. The press service for public relations and media of the Russian State University for the Humanities told RBC that the situation with the Institute. L.S. Vygotsky will not be affected. “Classes are on schedule. As for the submitted applications for leaving the employees of the Vygotsky Institute, each of them will be considered individually, ”the press service said.

FEDERAL AGENCY FOR EDUCATION

State educational institution of higher professional education

RUSSIAN

STATE HUMANITARIAN UNIVERSITY

Institute of Psychology. L.S. Vygotsky

Rules for writing term papers and theses by students of all specialties and specializations of the Institute of Psychology

Moscow 2007

1. General Provisions. 3

2. The structure of the thesis or term paper .. 4

3. Registration of work.. 7

4. Criteria for evaluating the thesis .. 8

1. General Provisions

Course or thesis work is independent educational and research, educational and methodical or educational and practical student project. In accordance with this, it must meet the requirements for a scientific research or methodological publication: it must contain a logically structured review-theoretical and correctly conducted empirical parts and be designed in accordance with established standards (see below).

Unlike coursework, which is the result of work during one academic year, a diploma is a systematization of diverse knowledge gained by a student over the entire period of study at the university, a test of the ability to use research, diagnostics and design methods, as well as the degree of preparedness of a graduate to perform professional duties in as a specialist in psychology.

A well-executed thesis or term paper should testify to the student's ability to: clearly formulate the problem and assess the degree of its relevance; justify the chosen methods for solving the tasks; independently work with literature and other information and reference materials; select the necessary information, analyze and interpret it, as well as present it in a graphical or other illustrative form; draw informed conclusions, give practical recommendations (as appropriate); express your thoughts competently, in literary language, correctly draw up the work.

A term paper or a thesis must be psychological in its subject and methods of its analysis and may be devoted to any substantive area of ​​psychological science and/or practice. It is mandatory not to use any specific methods or a certain number of them, but the systematic collection of data and the strictly evidentiary nature of the presentation of the content. It is unacceptable to replace scientific work with popular science, metaphysical or journalistic texts. In general, the work should be aimed at achieving the goals formulated in its introduction and should not contain unfounded provisions (unverified or generally unverifiable by scientific methods statements).

The topic of the thesis must correspond to the specialty that the student receives upon graduation from the university. At the same time, it can be written at any of the departments of the IP RSUH. There are no restrictions on the topics of term papers.

Course papers are written by students in the 2nd, 3rd and 4th courses, the thesis - in the 5th year under the guidance of scientific supervisors - teachers and employees of the IP. L.S. Vygotsky Russian State Humanitarian University or other psychological organizations in Moscow (having a scientific degree of candidate or doctor of psychological sciences). All work is subject to mandatory protection: term papers - at a meeting of one of the departments of IP, theses - at a meeting of the SAC. Writing term papers and theses without a supervisor is not allowed.

By genre term paper or thesis can be research, methodical or applied.

Coursework or thesis is research, if it is aimed at a theoretical explanation of certain psychological phenomena and an empirical study of their features.

Work is methodical if it is associated with the development of new or improvement of existing means and methods of psychological diagnostics, impact or research (including checking their reliability, validation, standardization, etc.), as well as with an analysis of the comparative effectiveness of several methods (for more details, see in Appendix No. 1).

Work is considered applied, if it involves the solution of any practical problem and includes a description of the procedures actually carried out in this direction (for more details, see Appendix No. 2).

In the second year, it is allowed to write term papers, which are literary reviews on the problem under study. Review term papers in the 3rd and 4th years and review, as well as purely theoretical diplomas are not allowed. It is also not allowed to count as a term paper or diploma work translations made by students from foreign languages.

2. The structure of the thesis or term paper

A term paper or thesis must include a title page, table of contents, introduction, review-theoretical and empirical chapters, conclusion and / or conclusions and a list of references, as well as applications, if necessary. It is also possible to single out a separate theoretical chapter.

1. During Administered thesis is indicated the relevance of the work, problem, to which it is aimed, a brief description of its goal and tasks, as well as her theoretical and methodological basis, indicates the genre of the work. In the case of research work, it is mandatory to formulate its general hypothesis. Also, if possible, the theoretical and practical significance of the work is indicated. In addition, the introduction may describe the sample used, list the methods used, indicate the structure and volume of the term paper or thesis.

In the case of research work, this chapter is devoted to the consideration of approaches existing in domestic and foreign psychological literature to the development of the stated or similar problems. The chapter should adequately reflect the state of the problem being developed at the time of writing the work, contain a critical analysis of existing approaches to its solution, an indication of which features of existing approaches do not allow the problem to be considered solved and require its further development. A brief summary of the theoretical views and empirical results of other authors is accompanied by a meaningful analysis of the directions, trends, problems identified by the author of the work in the area of ​​research covered. "Blank spots", contradictions in positions and obtained results are shown, methodological problems of ongoing research are revealed. The methodological and theoretical position of the author is formulated. The review-theoretical part of the work ends with a brief summary and a logical transition to the empirical part of the study.

The result of writing a review chapter should be:

Explanation of the problem posed in the work,

Statement and justification of the theoretical hypothesis of the study, which determines in which direction it is necessary to look for a solution to the formulated problem,

Statement of the general tasks of the work, concerning both finding a general theoretical solution to the problem, and specific experimental or other procedures for testing research hypotheses,

Justified transition to the empirical part of the work.

In the case of methodological work, the content of the review chapter is reduced mainly to an analysis of the psychodiagnostic methods, experimental procedures or methods of influence existing in this area, and inscribing new developments in the existing context. The result of writing the chapter is the proof of the need to develop and test new methods and procedures that the author of the work proposes.

In the case of applied work, the review chapter turns out to be devoted to a description of the practical difficulty that has arisen and the methods for overcoming it that exist to date, including an analysis of their strengths and weaknesses. The result of writing the chapter is an explanation of the practical difficulties encountered by the author, and the identification of performance criteria that must be satisfied by possible solutions (including the author's).

The review-theoretical part of the thesis or term paper should not be secondary, i.e. built solely on the reproduction of previous reviews made by someone in the analyzed area. The value of the review is also determined by the fact that it contains new material for specialists in this field (i.e., the author should not limit himself to presenting works known to specialists even before him).

The work must contain own proposals aimed at solving the problem offered by the student. This part of the work can form a separate theoretical chapter, and can perform paragraph of the review-theoretical chapter.

3. empirical or experimental chapter is devoted to describing the methods and presenting the empirical results of the research, methodological or applied work that was done by the student. This chapter should also have a title that reflects its content.

In research papers, this chapter presents the reader with procedures for testing experimental hypotheses aimed at testing the validity of the proposed theoretical constructions, and the results obtained here. In methodological works, in which there are no explicit hypotheses, the chapter describes the measures taken to identify empirical indicators, verify or improve the reliability and / or validity of the developed, improved or compared methods. In applied works, in which hypotheses are also absent, this chapter records the procedures carried out to solve a practical problem, the results obtained in this process. In this case, the chapter also contains an assessment of the effectiveness of the proposed solutions.

In all genres of work, this chapter includes a rationale for the methods used, which contains an answer why these methods were used and what are their advantages over similar ones (if any).

Description methods suggests:

Description of the tasks that the subjects performed and the instructions they received,

Feature samples from the point of view of those features that underlie the choice of subjects. Such features are the qualities of the subjects associated with the subject of the study, as well as their demographic characteristics, such as age, education, profession, experience, etc. For example, all subjects are 1-2 year psychology students, or adults with higher education, or preschool children.

A description of what quantitative and qualitative indicators were recorded, and how they were recorded during the study.

In addition, it is necessary to describe the procedure for conducting empirical work.

For a more visual presentation of research methods, stimulus material or questionnaire forms are recommended to be placed in the annexes to the term paper or thesis. This recommendation turns into a requirement if the methods used in the work are copyrighted.

After characterizing the methods, results and described the procedure for their processing, including the methods of mathematical statistics used. The results of the work should be presented in a way that is understandable to the reader. Primary data are translated into a form that is easy to understand - graphs or tables showing the quantitative ratios of the data obtained. In addition, some of the primary protocols that are most revealing in terms of interpreting the results of the study can be given in the appendices.

After presenting the results, they interpretation- an explanation of what the results mean in terms of the hypotheses formulated in the work, or its methodological or applied goals. It is also necessary to correlate the obtained results with those available in other works. In the absence of a meaningful interpretation, a term paper or a thesis cannot qualify for a positive assessment.

4. The main results of the thesis or term paper are recorded in the form Conclusions and conclusions. They are formulated on the basis of all the work done and the interpretation of the results. It is desirable to present the findings in the form of a numbered list.

3. Registration of work

Thesis or term paper must be drawn up on one side of a sheet of A4 paper in accordance with GOST 9327-60. It is allowed to present tables and illustrations on A3 sheets. The text should be printed with 1.5 line spacing using Times New Roman font size 14, observing the following margins: left - at least 30 mm, right - at least 10 mm, top - at least 15 mm, bottom - at least 20 mm . Paragraphs in the text should begin with an indent equal to 12 mm.

The diploma is handed over in a bound form.

The title page of the work must contain (see Appendix No. 3):

The full name of the university, institute and department where the work was prepared,

Designation of the type of work (term paper or diploma),

Job title,

The name of the student who wrote the paper

Surname, position and scientific degree of the supervisor,

Place and year of protection of work.

The title page should be followed by a table of contents, which indicates the titles of chapters, sections and paragraphs, indicating the corresponding pages. Applications are not included in the content.

After the main text of the work, the requirements for which are set out above, follows bibliography, built in alphabetical order, containing the full name of the literature sources used and their output data. The list of references should include both basic works that have become classics in this field, as well as “fresh” publications that reflect the current level of development of the problem being solved. For senior course students, the presence in the list of works in foreign languages ​​is welcome, which are indicated after Russian-language sources also in alphabetical order. For the thesis, the presence of foreign-language sources in the list of references is mandatory.

References to the literature placed in the text of the work must contain the author's surname and the year of publication of the work to which the reference follows (For the design of the bibliographic description of sources and the list of references, see Appendices Nos. 4 and 5). When quoting, the text must contain a link to the source of the quotation indicating the page on which the quoted text is located.

After the list of references are placed applications. Applications must be numbered and titled in accordance with the content of the material placed in them. A reference to the application in the main text of the work is made by indicating the application number (for example, (see Appendix No. 1)).

Applications should give the reader of the work the opportunity to get a complete picture of the study - its methodological basis, the results obtained and how they are processed, as well as the opportunity to check the calculations and conclusions made. Therefore, the information contained in the annexes must be accurate and complete.

Applications include: texts and keys of methods; primary data tables; results of statistical processing of the obtained data; volumetric graphs, histograms, figures and diagrams that would look cumbersome in the main text of the work.

In addition, the appendices include data on the pilotage of techniques; individual data (completely, selectively or single for an example) - protocols for filling out methods, interview protocols, observation protocols and other materials.

4. Criteria for evaluating the thesis

The main qualitative criteria for assessing the thesis are:

1. relevance and novelty of the topic;

2. adequacy of the used domestic and foreign literature on the topic;

3. completeness and quality of the collected empirical data;

4. the validity of the involvement of certain methods for solving the tasks;

5. depth and validity of the analysis and interpretation of the results;

6. clarity and literacy of the presentation of the material, the quality of the design of the work, taking into account these "Rules";

7. the ability to debate the theoretical and practical issues of the thesis, the depth and correctness of the answers to the questions of the SAC members and comments of reviewers.

Grades "excellent" deserve theses, the topics of which are of scientific, methodological or practical interest, testify to the use by the author of adequate methods of analysis, modern methods and means of solving the tasks. The structure of the work, rated as "excellent", must be logical and consistent with the goal. In its conclusion, clear, substantiated conclusions should be presented that contribute to the resolution of the problem posed and outline the prospects for its further development.

The work must be written in the literary language, carefully verified, the scientific reference apparatus must comply with the current GOSTs and these "Rules", contain applications in the form of diagrams, tables, graphs, illustrations, etc.

The condition for obtaining an excellent grade is the brevity and consistency of the student's introductory speech, which reflects the main provisions of the thesis, as well as clear and reasoned answers to questions from the SAC members.

In cases where the thesis does not fully meet the requirements listed above, it is evaluated with a lower score.

Grade for the diploma can be reduced in the following cases:

Registration

1.1. Presence of uncorrected typos and missing lines.

1.2. Lack of names of tables, graphs, histograms.

1.3. Lack of explanations and symbols for tables and graphs.

1.5. Absence in the work of "Introduction" or "Conclusions", or both.

1.6. The presence of errors in the design of the bibliography: a lot of "deaf" footnotes (when there is a footnote to the author of the idea, but there is no link to the work itself, where this idea is discussed).

1.7. The presence of errors in the design of the bibliography: the list of references is not made in accordance with GOST.

1.8. Omission in the table of contents of individual paragraphs or even entire chapters.

As Marina Novikova-Grund, associate professor of the Department of Psychological Counseling, wrote in her statement, “I cannot work under the guidance of people who demonstratively neglect the interests of science and education. It offends me as a scientist and as a teacher.” What does the teacher mean by this wording, we tried to find out from Marina Vilhelmovna herself.

The conflict between part of the teaching staff and the leadership of the university began in March of this year, when Yevgeny Ivakhnenko became the new rector of the Russian State Humanitarian University. Then, such prominent teachers as Yuri Mann, who is the largest specialist in the work of Gogol, Nina Pavlova, who is on the board of the Goethe International Society, academician of the Russian Academy of Sciences Vladimir Dybo, theater critic Vadim Gaevsky, linguist Alexander Militarev, were offered to leave the walls of the educational institution. However, when the incident became public, Yevgeny Ivakhnenko denied the information. Later, a number of not so eminent teachers were reduced - hourly and part-time. According to those who remained, the workload was increased many times over and they were persistently offered to replace the dismissed, despite the fact that the remaining teachers were not specialists in other areas. According to teachers, this attitude significantly reduces the quality of education. In response to such measures, some of the teachers decided to write letters of resignation.

During the work of the new rector, a completely unacceptable situation has developed, - says Marina Novikova-Grund. - And not because of his personal qualities. He cannot be blamed for the fact that the university is in a terrible financial crisis, it happened before him. He just ran into a situation from which he does not know how to get out. Evgeny Ivakhnenko apparently listens to the advice of those people who brought the university to such a situation. And he just, in the order of optimization, crumbled all the connectedness of the curricula. Made an insane staffing situation where most of the teachers who taught small courses were fired. Entire departments ceased to exist. We held on to the last and left compactly, because it is very important for us to maintain the direction in psychology. Now for us the main problem is the preservation of the staff of the institute. Absolutely unique, piece specialists worked here. Each of us individually will not disappear, but the direction of cultural-historical psychology, which is very much in demand and promising, will be lost. Vygotsky societies are open all over the world, people come to us for experience from all over the world. We have built a program that many borrow. After our departure to the Russian State Humanitarian University, she simply will not be. To understand what is the peculiarity of our direction, here is an example - among other things, I read the author's linguistics course for psychologists. It was devoted to how to analyze the defaults in the text, how to reconstruct what was not said, and with the mathematical apparatus. Nowhere, except for our university, there were no such courses. If we specifically determine where such knowledge that we gave is used .... Not so long ago I did a forensic examination of what a very famous criminal who killed a huge number of people said. He lied, confused the investigation, deliberately spoke complete nonsense, and well and convincingly. However, I managed, by what he specifically said, to find out not only where he was lying, but also to find what he buried. By pretexts, alliances, defaults and more. Elena Evgenievna Kravtsova, our director, made a course of continuing education for those working with orphans. Crowds flock to her. And now she's retired too. However, now technical staff, library staff, and publishers are also leaving the university, and this is a systemic problem at the Russian State University for the Humanities, and not the result of a change in leadership.

And here is what MK was told by the press service of the Russian State Humanitarian University.

The leadership of the RSUH emphasizes that the situation with the Vygotsky Institute will not affect the educational process. Classes are on schedule. As for the submitted applications for resignation from employees, each of them will be considered individually, perhaps someone decides to reconsider their intentions. In any case, we have already received a number of applications from a number of eminent scientists seeking these positions.

The Academic Council has repeatedly discussed the issue of the Institute of Psychology. At the end of the 2015-2016 academic year, for example, the topic of an actual call to strike was raised, which is a violation of labor discipline (E.E. Kravtsova is named among the cooperators, - ed.)

Institute. L.S. Vygotsky is not an independent legal entity - it is a subdivision (faculty) of the university, the Institute of Psychology. L.S. Vygotsky RGGU. At the same time, the leadership of the Institute of Psychology. L.S. Vygotsky behaves as an administrative unit absolutely independent of the Russian State Humanitarian University, and indeed, apparently, he believes that the director of the Institute, and not the rector of the Russian State Humanitarian University, is their employer.

The teaching load, hours, practices, etc. fully comply with the orders of the Ministry of Education of the Russian Federation. And claims to the rector look at least strange.

At the same time, the university management is obliged to act in the interests of students. The demarche of a number of teachers of the Institute of Psychology was undertaken at the moment when the schedule for the semester had already been drawn up and the training sessions had begun. To date, the rector has received a number of initiative proposals from leading Russian psychologists who are ready to conduct classes, replacing retired teachers at the workplace.

It should be noted that the current leadership of the Institute of Psychology, systematically trying to attract students to their side, actually acts against the interests of students and graduates. An eloquent example is the fact that neither the director of the Institute, nor his deputies even showed up for the presentation of diplomas to graduates in July of this year. Teachers miss and disrupt classes. About 40% of teachers without specialized psychological education work at the Institute. More than 50% of disciplines in all areas of training are not provided with methodological materials. The presented educational programs do not meet the level of requirements for the quality of methodological support at the university. Curricula require revision in accordance with the requirements of the Federal State Educational Standards.

However, according to the press service, the administration of the university is ready for a constructive dialogue on these and other problems of the Institute.

Calls for a strike are completely untrue, says Marina Novikova-Grund. - When in April the students realized that everything was falling apart, they asked us “What can we do to stop this?”. They wanted to protest. We literally held their hands. We said that this was not necessary, not because it was not effective, but because we did not have the right to draw students into these disassemblies. We said: "If you respect us, you will not go anywhere." And they listened to us, although they were determined to intercede for us.

In response to the statements of the press service, Elena Kravtsova writes on Facebook:

Everything the press office says is a lie. I have never called anyone to strike. You can ask about this from those teachers who have not submitted a letter of resignation.

And here is what former students write about what is happening at the psychology faculty of the Russian State University for the Humanities.

Oh how bad! Who left to work at the Russian State University for the Humanities?! We were certainly very lucky to have studied there before. The Institute of Psychology is no longer the same. Sadly.

And how sorry I am! I was supposed to open a master's program in psycholinguistics this year, now that's it.

No, when I think that young people will not delve into your course, because it is no more.

Thank you for us! For fascinating lectures, for subtle humor, for good books and for being an example for us!

The Ministry of Education and Science of the Russian Federation, according to Interfax, also reacted to what was happening.

“The Ministry is interested in ensuring that all the rights of teachers are protected, and in parallel with the audit, it will oblige the university administration to conduct a conversation with each of the teachers, individually understanding the situation. dissatisfaction of a significant part of the teaching staff," the press service said in a statement to the agency.