Acme-Noospheric Trends of Sustainable Education and Their Role in
the Search for the Meaning of Life in the Subjects of the Educational
Elena M. Lysenko
and Evgeniya N. Zharinova
Baltic State Technical University VOENMEH named after D.F. Ustinov, St. Petersburg, Russia
St. Petersburg State University of Veterinary Medicine, St. Petersburg, Russia
Keywords: Sustainability, Sustainable Education, Acmeology, Noosphere, Improvement, Life Creativity.
Abstract: The article analyses the modern acme-noospheric tendencies of sustainable development of education in the
context of the search for the meaning of life of the subjects of the educational process. The concepts of
sustainability and dynamics of education, creative life, life activity and self-improvement of society in the
changing modern world have been defined. New concepts have been formulated and bold discoveries have
been made, where the horizons of scientific areas of knowledge of the world are expanding, in which there is
a modern sustainable education and culture of modern mankind. The acme-noospheric tendencies of
sustainable education are designed to increase the need of the younger generations for creativity, in reaching
the peaks of creative activity, in the reflexive self-education of spiritual products that provide self-
development, self-determination, the actualization of resource opportunities and creative potentials of the
subjects of the educational process. The authors reasonably argue that acme- and noosphere-oriented
sustainable education is built taking into account the peculiarities of the formation of an individual responsible
for his own destiny and for the preservation and multiplication of life on Earth. Awareness by trainees of the
most important life priorities in acme- and noosphere-oriented education, as can be seen from their statements,
largely contributes to the acquisition of the optimal meaning of life by trainees in creative activities.
The psychological and pedagogical perspective of
considering the prospects for the development and
preservation of the sustainability of modern
education, according to our assessment, cannot be
advisable without taking into account two
dialectically related processes: first, the process of
acmeologization, or "the way a person reaches the
peaks of their development" (Kuzmina, N.V.,
Derkach, A.A., Pozharsky, S.D.) and, secondly,
without understanding the meaning of the noospheric
imperative as a transition to “controlled social and
natural evolution based on public intelligence and
educational society” (Subetto, A.I.).
At all times, the school has been a stronghold of
stability, constancy, but in the last decades of rapid
changes in all areas of society's life and in connection
with the progress of scientific knowledge, they
increasingly began to turn to innovations,
transforming the educational process taking into
account the demands of modern times. Acmeological
and noospheric approach to education can be
attributed to such innovative needs, which are in
demand by society.
The noospheric aspects of education, acquiring
exceptional significance in the XXI century, serve as
imperatives of ecological survival in the transition of
mankind to the "noospheric development strategy in
the form of controlled social and natural evolution as
the only model of sustainable development of
mankind on Earth". The noospheric component of
education was very clearly and succinctly described
by Subetto, A.I. noting that today science and
education act as the most important social institutions
in the development of the state and society and
represent the civilizational mechanisms of human
Acmeologists, in turn, emphasize that the
acmeological approach considers reality not only
“within the framework of the subject of psychology,
which studies the patterns of human reflection of
objective reality, but also within the framework of
Lysenko, E. and Zharinova, E.
Acme-noospheric Trends of Sustainable Education and Their Role in the Search for the Meaning of Life in the Subjects of the Educational Process.
DOI: 10.5220/0010594806130619
In Proceedings of the International Scientific and Practical Conference on Sustainable Development of Regional Infrastructure (ISSDRI 2021), pages 613-619
ISBN: 978-989-758-519-7
2021 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
improving the creative activity of specialists.
Synergetic acmeology examines the principles of
personality development based on self-organization.
Sustainable education creates the necessary
prerequisites for the acmeologization of students
(their achievement of peak development) by means of
academic disciplines.
The noospheric and acmeological approaches
contribute to an increase in social and cultural
maturity and the formation of life-meaning
orientations in the younger generation.
Long-term goals and strategies of social
development, the state of the economy and features of
social policy, the demand by society for a highly
educated, cultured, professionally-savvy person,
adapted to the realities of today, contribute to the
universalization and fundamentalization of
knowledge, the development of the younger
generation's need for understanding the meaning of
life, continuous growth and self-improvement, as
well as "in the creation of spiritual products in the
properties of subjects of education by means of
academic disciplines" ( Kuzmina, N.V.). Melik-
Pashayev, A.A. noted that the difficulty in studying
psychological problems in the spiritual and practical
sphere is due to the fact that researchers are trying to
solve it in the horizontal plane of spatio-temporal
relations, but it is necessary to make a vertical
measurement, outside of which the problem cannot
remain complete. As you know, A. Maslow attributed
the desire to find the meaning of life to the highest
needs of the individual, K. Obukhovsky compared it
with the need for a bird to fly, while S. Frankl argued
that the desire to search for life is not a theoretical
question and not an object of mental play, but a
question of life itself. The meaning of life, according
to Chudnovsky, V.E.,- not just a specific goal, idea,
but a special mental education that has its own content
and structure, actualizing "realism" - compliance with
the existing, objective conditions and individual
capabilities of a person, and "constructiveness" - the
degree of its influence on the process of personality
formation and creative life success. The creativity of
the subjects of the educational process is associated
with the manifestations of creativity in the realization
of the meaning of life, outside of which there is an
"existential vacuum" (V. Frankl). The energetic,
informational basis of these processes is seen in the
triad opposition "chaos - creativity - order" and
explains the creative beginning of life by a person's
need to overcome the chaotic flow of life reflected in
the stream of events and acquire some stability,
orderliness, which is so necessary for him to
comprehend reality.
The noospheric and acmeological aspects of
sustainable education accumulate the most important
methodological foundations of the educational policy
of modern times through a reflexive analysis of
educational trends. Outstanding Russian psychologist
Ananyev, B.G. argued: "... acmeology turns out to be
an integrative science, the borderline between
psychology, sociology, cultural studies, and even
philosophy...". Today, acmeology as an
interdisciplinary science has numerous scientific
developments in the field of educational policy:
Acmeological theory of fundamental education
( Kuzmina, N.V.);
History and prehistory of acmeology and
katabology (Pozharsky, S.D.);
Ethnoacmeology ( M.A., Manoilov);
Synergetic Acmeology (Bransky, V.P.,
Pozharsky, S.D.);
Theoretical resource acmeology (Ponukalin,
A.A., Ragimova, O.A.);
Psychology of acme development in
educational practices ( Molodichenko, T.A.);
The theory of acmeological culture (A.A.,
Selezneva, E.V.);
Acmeology of professional activity ( Bodalev,
A.A., Burdakova, O.P., Derkach, A.A., Gagin,
Pedagogical acmeology (Kuzmina, N.V.,
Maksimova, V.N., Markova, A. K., Stepanova,
Applied and practical acmeology and
technology of acmeological trainings
(Zharinova, E.N.);
Theories and practices of akmesosociocultural
maturity of subjects of life culture (Lysenko,
E.M., Brigadirenko, N.V.).
"Noosphere education" is a concept that appeared
in the 90s under the influence of the surge of
scientific, philosophical, and cultural interest in the
doctrine of the noosphere by Vernadsky, V. I.
The main goal of the noospheric education of
young people is seen in the formation of a noospheric
person with a noospheric consciousness, behavior,
and culture based on spiritual and moral guidelines
(Subetto, A.I., Gorbunov, A.A., Chumakov, V.A.).
Research methods: phenomenological,
hermeneutic, conceptual analysis method, analysis of
activity products.
ISSDRI 2021 - International Scientific and Practical Conference on Sustainable Development of Regional Infrastructure
Based on the conceptual analysis of research in the
field of psychology and pedagogy of education, the
phenomenological analysis of the concept of
"sustainability", it can be stated that today education
appears as the most important part of sustainable
development in Russia. Modern education is designed
to integrate development, training and education and
be an integral part of the sustainable transformation
of society. Stability implies the ability of the system
to maintain its current state under the influence of
external influences.
In education, sustainability can mean a long-term
balance between the purposeful transfer of the social
and historical experience of mankind, the
development of the student's personality and the
formation of their life-meaning orientations. At the
same time, the property of the educational system is
manifested to preserve, under the influence of
changing external factors, the motivational and
creative activity of educational subjects, the content
parameters of the educational process, the operational
and activity characteristics of the educational system,
criterion-evaluative factors within the limits set by the
Federal State Educational Standard. At the same time,
sustainable education resists the counteracting
destructive factors of disorganization, which have a
danger of reducing motivation, distorting the content
of the studied material, introducing destructive
moments into the methodological and instrumental
processes, devaluing the importance and value of
education and scholarship, introducing dubious
criteria in assessing the level of training, upbringing
and development of students. Stability in education
can be characterized by the ability of students to
engage in self-education independently without the
guidance of a teacher, maintaining a given pace and
rhythm in accordance with an individual educational
The sustainable functioning of education is
determined by the personality of the teacher, their
professional skill, the chosen teaching methodology
and technology, as well as a professional credo that
enhances the students' interest in comprehending the
content aspects of the discipline being studied.
For sustainable development, education is
designed to help identify constructive and creative
solutions to current and future global challenges and
to increase the vitality of society.
Sustainable education allows you to develop the
skills of living together in a multicultural space of
being, make responsible decisions, apply critical
thinking and qualities that allow you to predict the
course of events in the future. This requires new
approaches to teaching - acmeological and
For a long time, education was of a reproductive
nature and its stability was supported by the
unconditional primacy of the "past", which in a
monologue form broadcast about its achievements,
subjugating the present and the future. Education
acted as a process of transferring the social and
historical experience of previous generations, was
carried out within the framework of one social and
cultural wave and assumed, according to M. Mead,
the creation of conditions when “the grandfather sees
himself in the image of his grandson in childhood and
youth”, and the grandson tries to be like grandfather
and sees "himself in him in the future". The teacher
acted as a mentor and supported the function of an
intermediary for the transfer of scientific
achievements, traditions, customs accumulated in the
historical experience of mankind, which should be
accepted as a role model, as a kind of canon that must
be strictly followed. From this perspective,
knowledge seemed static, unchanging, not motivating
students to grow and be creative. Education relied on
memory functions since the main thing for the student
was memorizing factual material, and it was the
amount of stored information that was assessed as the
level of mental development. The saved material was
not always used in practice, did not serve as the basis
for a creative vision of reality, did not contribute to
predictive thinking as a person-creator's view of the
future, unthinkable without the creative activity of the
individual and respect for natural and human
resources in all areas of life. In this regard, for many
decades, active transformative human activity has not
been stimulated in society. The tendencies of
totalitarianism also existed in education, producing a
mechanistic strategy and shaping the passive-
adaptive behavior of a person with the psychology of
a conformist, whose meaning of life was conformity
to the image set by society and the education system.
Such stability does not give rise to the subjects of
"creative life".
The modern globalizing world is gradually
blurring boundaries, becoming open and very
unstable. Human life becomes more complicated,
information flows multiply, habitual stereotypes
abruptly change, the phenomenon of clip thinking
arises with the hope of gadgets. Kagan, M.S.called
these processes a grandiose cultural revolution,
which, in his opinion, can be compared with the birth
of mankind.
Acme-noospheric Trends of Sustainable Education and Their Role in the Search for the Meaning of Life in the Subjects of the Educational
Bober, Zh.P. rightly declares that the development
of educational systems needs a new philosophical
theory of sustainable development of society, which
would provide the processes of identifying oneself
with a renewed image of "I" and integrating the
individual with new norms and values. The subject of
education, according to Rubinstein, S.L., as a
"character", "initiates his life, solves problems that
arise in the space of the life of an individual".
Today one can hear more and more often that
“peak psychology” (Vygotsky, L.S.), “psychology of
meanings” and “acmeology are interrelated. Peak
psychology is considered as a methodology of
acmeology and psychology of meaning, and its
foundations are laid in the psyche in the form of the
archetype of meaning (Fedorkina, A.P.).
Acmeology involves the study of various ways to
achieve acme - "the peaks of human quality in a
person" (Gagin, Yu.A.), “peaks of perfection and
power” (Bransky, V.P.). Supporters of acmeological
education understood that the boundary between two
millennia is a period of radical change in the
understanding of the key methodological problems of
science, this is the result of a rethinking of scientific
knowledge accumulated by mankind throughout the
history of its development. Acmeological trends in
education are associated with updating the
organization of the educational process in accordance
with the new strategic objectives of education, the
design of new academic disciplines that allow the
individual to achieve perfection. People who are
accustomed to being limited in life to the "everyday
I", in the overwhelming majority of cases do not
reveal the "psychological potential of their own
individuality" ( Bodalev, A.A.) and do not realize the
meaning of their life. The stability of their existence
is associated with the formula "I am the same as I was
yesterday and what I will be tomorrow." From the
point of view of E. Bern, learners with closed points
of growth embody the life scenarios of an “embittered
pessimist”, “loser”, “burdened with an inferiority
complex”. In all areas of life: interpersonal relations,
issues of financial well-being, preservation of health,
the "life scenario" leads a person along its own path.
Forms of behavior, ways of reacting and making
decisions, avoiding the consequences of actions and
responsibility for them, are “written in the
unconscious of a person” by his parents, teachers, and
mentors. If a "winner's scenario" is formed, a person
constantly strives for personal growth and
achievement of acme, if the scenario is negative, then
low points of life are constantly outlined on their way
- "cate", leading to catabolic processes - "catabole"
(from the Greek "sliding down"), reducing the
efficiency of its functioning and increasing
dependence on circumstances and people around.
Often, such scenarios lead to a preference for an
asocial lifestyle, manifestations of painful narcissism
and all kinds of behavioral deviations.
Such problems can be solved within the
framework of continuous acmeological education,
since it has the potential to search for the optimal
meaning of life "through a through-line", to assess
resource and reserve opportunities that allow us to
revise destructive tendencies in the manifestation of
life-meaning orientations, to find the reasons for the
loss of life prospects. Pozharsky, S.D. proposed to
draw up a map of an individual acme and an example
of constructing a trajectory of movement to individual
success in the educational process, to plan the stages
of the implementation of an individual life program,
to comprehend catabolic phenomena on the path of
life and the mechanisms for overcoming them.
In acme-oriented education, according to
Kuzmina, N.V., the reflective level of pedagogical
abilities is fully manifested, including three types of
sensitivity: "sense of the object" associated with
empathy and penetration into the psychological world
of the student; “A sense of proportion and tact” as
sensitivity to changes in trainees under the influence
of various means of educational influence, and a
“sense of involvement” in the merits and demerits of
one's own activity and personality, manifested in
relationships. Zharinova, E.N. has developed
acmeological trainings aimed at achieving personal
acme. Within the framework of these trainings, the
life scenarios of the loser are comprehended, the skills
for implementing the winner's scenario are formed,
the life-meaning orientations are revised and the
optimal meaning of the individual's life is actualized.
The optimal meaning of life in an acme-oriented
educational environment is a general line of life that
sets a high bar for active life, and the maximum use
of life reserves on the path of transforming
circumstances and rethinking one's own personality.
The indicated tendencies of acmeological education
are designed to help students to define an individual
acme as the realization of the ideal and the search for
the meaning of life. Through the “top” acme, a person
receives a new qualitative characteristic of reaching
the peak levels of his life activity and creative life,
and an additional characteristic - social maturity as
the highest stage of social development.
ISSDRI 2021 - International Scientific and Practical Conference on Sustainable Development of Regional Infrastructure
Today, acmeologists are developing the theory of
acmeradevelopment and acmeological models of the
peak and crisis (cate) development of individual and
society; there is a rethinking of the ways and
prospects for the further development of education in
the context of the formation of new concepts; the
search for ways and methods of organizing highly
productive activities is carried out, the main subject
of which is a new modern individual with an optimal
meaning of life and a winner's scenario. Since
acmeology outlines the conditions under which a
person achieves the maximum development of
spiritual, intellectual and physical capabilities and
acquires the meaning of life, the subject of its
research covers the entire totality of the humanities
and social sciences, integrating knowledge from the
field of various areas of psychology, sociology, and
cultural studies. Acmeologists of education have
taken the liberty of realizing the age-old dream of
humanity about improvement, harmony and
prosperity, considering these dreams in scientific
Trainees together with the teacher:
Identify the peak levels of ethical development
as an ideal achieved in the course of training a
specialist at the level of modern scientific
knowledge, taking into account universal and
general professional competencies;
They comprehend the logic of professional and
personal achievements that ensure the stability
of the education system with the internal
dynamics of the transition by the subject of
education from one peak to another;
Models of professional and moral
improvement are predicted, taking into account
the patterns of life described in acmeology of
scientists, politicians and other acme-
They master the dialectics of "harmony" and
"chaos", the synthesis of which becomes
creativity as a component of life;
They develop the ability of trainees to set the
ultimate goals of their development, comparing
them with the resource capabilities of their
personality, and, building strategies for
professional and personal development.
The realities of today cannot be imagined without
the noospheric mission of education. This determines
the deep ontological, axiological and epistemological
foundations of the noospheric paradigm of the
modernization of the Russian school (Subetto, A.I.).
According to representatives of his scientific school,
one of the main prerequisites for the purposeful
formation of the noosphere is the introduction of a
scientifically grounded and value-oriented noosphere
education as a mechanism for the transition from
ideal to reality in order to harmonize social and
natural interactions, society's transition to a
sustainable development model. The subjects of the
noospheric society need to form a noospheric
worldview, the realization that the further fate of
nature, society, humanity, and the Earth depends on
their actions.
In the process of designing the educational
environment, one should take into account the
cultural norms and values of generations with their
life-affirming noospheric resource. The youth
community learns to live in dynamic chaos,
comprehending the laws of self-development.
It is important to develop a noospheric culture in
trainees that accumulates the leading ideas of the
philosophy of Russian cosmism and noospheric
ethics, which regulate relations in the social and
natural environment;
Encourage self-actualization of the individual;
Integration of the individual into national and
world culture, into the system of traditional and
universal values;
Encourage the aesthetic development of the
Form a culture of a healthy lifestyle;
Maintain the spark of creativity and the need
for creation.
Sustainable education, according to the authors,
acts as an interconnected subject and object process
of broadcasting and appropriating pancultural values
of mankind and generations of the people in the
informational, communicative, moral, and activity
aspects based on a purposeful and holistic system of
education and upbringing. As part of sustainable
education, it is time to finally abandon the "subject
and object" approach with its monologue and struggle
for discipline. It is necessary to transfer students to
the mode of self-discipline due to the achievement of
harmony in the system triangle "I want - I can - I
must" for the development of cognitive interest,
which is facilitated by the teacher's ability to answer
not only the question "what?", but also the questions:
"how?", "with what purpose?", "why so?", "what does
it give?". This greatly expands the noospheric
worldview (noospheric aspect), the attitude towards
reaching the peaks in personal and professional
development (acmeological aspect), encourages the
emergence of a new vision of the world,
understanding of personal responsibility for its fate,
which becomes an indispensable condition for the
survival of Mankind and each individual and helps to
realize the optimal meaning of life.
Acme-noospheric Trends of Sustainable Education and Their Role in the Search for the Meaning of Life in the Subjects of the Educational
And undoubtedly, an invaluable role in this is
played by the noospheric and acmeological education
of young people and the support of students at all
stages of their education and upbringing, as well as
the formation of noospheric culture, universal and
general professional competencies.
The experience of the formation of the
noospheric culture of students and their acme-
personal development in various areas of training
within the framework of the disciplines of the
humanitarian cycle at the Eastern European Institute
of Psychoanalysis, St. Petersburg Medical and Social
Institute, FSBEI BSTU VOENMEKH named after.
D.F. Ustinov, ANO HE University at the IPA
EurAsEC showed that students reflect on the process
of formation of noospheric culture and peak
development in the process of sustainable education
as follows:
“For me, noospheric education is, first of all, a
synthesis of intellect and morality, without
which the life path of a modern person is
“I have learned that in the noospheric paradigm
the phenomenon of Teachership has a generic
“Noospheric individual is a Harmonitor”;
“The noosphere concept is inherent in the ideas
of a culture of joy and happiness that attracts
me as a culture of creativity”;
“I have never thought about it before, but
noospheric culture brings a new quality of life
and corresponds to the principle of Kalos
“I believe that Noospheric individual and
noospheric education are a condition for saving
humanity from ecological destruction in the
XXI century, but it is difficult for me to
imagine that today every person can become
noospheric, for this, it is necessary to change
the education system!”;
“I am sure that every person strives in his life
to rise to the peak of personal development and
professional growth! Through difficulties to
the stars!";
“In life you have to conquer more than one
peak, but only when you reach it, you feel the
fullness and meaning of your life”;
“I think that the Mission of noospheric
humanism is to lead humanity out of the trap of
the Global Ecological Catastrophe! And today
man is the crown of the Universe and he can do
everything! This is the meaning of the life of
my generation".
All students in the essay recognize the need for the
formation of noospheric culture and the
acmeologization of the personality.
Modern researchers bring their own special
personal meaning, their understanding and feeling to
the understanding of the noosphere, which allows
them to take a fresh look at the problem of sustainable
education and life-meaning orientations.
The fate of the subjects of sustainable education is
realized as integral self-realization of the creative
uniqueness of the trainees by their own efforts -
reflexive and creative. These dynamic characteristics
of fate, refracting through acme- and noosphere-
oriented education, create the inner tone of life and
actualize the cultural potential of the subject.
Reflexive efforts are aimed at ensuring that behind
the external "texture of life" with its eventfulness, a
person develops an internal culture through
awareness of experiences and their meanings in
relation to their mission in life. Creative efforts in the
author's interpretation, and there are ways to
transform life in the process of creative life, as they
are aimed at realizing the fateful "mission" first in
educational practices, and then in real-life events;
focused on the creative embodiment of their unique
essence, not only for themselves but also in the name
of social immortality.
In general, sustainable education is designed to
increase the need of the younger generation for the
so-called “creative life”. By creative life in the triad
"individual-generation-mankind" we mean the desire
of the individual in the process of life to show
supernormal activity, "suprasociality",
"oversituationality", transforming the reality around a
person and transforming his own being due to the
actualization of resource capabilities and the creative
potential of the individual.
A person, presenting themselves as a “subject of a
way of life”, strives, in their opinion, to preserve the
main “life task” in the system of motivation and
advance towards the final goal, filling it with
meanings. The so-called optimal meaning of life
appears as the level of formation of life-meaning
orientations, at which a person acquires the ability to
take into account the realities of today during the
implementation of the “main line of life” and life
scenario, and at the same time - to rise above the
situation in personal peaks, transform their own
behavior and circumstances (Figure 1).
ISSDRI 2021 - International Scientific and Practical Conference on Sustainable Development of Regional Infrastructure
Figure 1: Meaning-life orientations and achievements of
trainees in acme-and noosphere-oriented sustainable
The creative life of the subjects of education is
associated with acme- and noosphere-oriented
messages in the realization of the meaning of life. The
meaning of life motivates a creative person,
encourages them to self-development, or self-
movement, awakens the desire to transform cultural
values in order to preserve and multiply the values of
generations, to leave behind their own creations, to
preserve life on the planet. The creative essence of
any undertakings of the “subject of life culture”
(Lysenko, E.M.) is manifested in the desire to
personally designate and prolong their cultural
existence in the memory of descendants throughout
the life path.
Thus, being a noospheric and acme-oriented
person of the XXI century, a creatively thinking
individuality acquires the meaning of life, ensuring
the actualization of the creative resource of a creative
person as a subject of creative life.
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Acme-noospheric Trends of Sustainable Education and Their Role in the Search for the Meaning of Life in the Subjects of the Educational