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News
September 18, 2026
When Pictures Hinder Understanding: Illustrations May Impede Learning of Abstract Ideas
Illustrations can help remember specific actions but do not always make abstract ideas easier to learn. Researchers from HSE University and Humboldt University compared how people learn from texts with different levels of abstractness. They found that participants remembered illustrations better and performed better on related tasks after reading a multimedia text about yoga asanas than after reading an abstract text about the Nash equilibrium. The findings could help improve the selection of illustrations for educational and informational materials. The study has been published in Learning and Instruction.
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'I Wish That People Would Place Greater Trust in Science'
When Tatiana Eremicheva chose Fundamental and Computational Linguistics as her field of study, she thought it would be about learning languages. Instead, she discovered it was about helping people. In this interview for the HSE Young Scientists project, she discusses science as a way of understanding the world, billiards as a team-building activity, and why learning to read is not always as easy as it seems.
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Immunity to Chaos: How Personal Resources Help Us Cope with the Challenges of a Turbulent World
International conflicts, crises and digital overload—the modern world puts our minds to the test every day. Traditional psychology often focuses on the consequences: anxiety, depression, and psychosomatic disorders. But what if we looked at the problem differently—through the lens of the resources that prevent us from breaking down? Psychological immunity is precisely this set of resources. Alena Zolotareva and her group, Psychological Immunity as a Resource for Positive Functioning, are developing an integrative model of this phenomenon, adapting diagnostic tools and preparing for large-scale empirical research. Why do psychologists need to collaborate with medical professionals, and how could their research transform preventive care in clinics and corporations?

 

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«Россия призвана к необъятному умственному делу»: эволюция понятия «прогресс» в российской общественной мысли в конце 1820-х — 1830-е годы

Философические письма. Русско-европейский диалог. 2023. Т. 6. № 2. С. 81–94.
Гайда Ф. А.

The article examines the problem of the formation of the concept of “progress” in Russian social thought in the late 1820s and 1830s. During this period, the philosophy of F. W. Schelling. The starting point of reflections was no earlier reasoning by I. Kant, I. G. Herder and J. Condorcet about the endless progress of reason, morality and law, but Schelling's idea of history as an arbitrary creation of the individual. In Russian social thought of that time (P. Ya. Chaadaev, N. V. Stankev-ich, M. A. Bakunin, V. G. Belinsky), progress was seen as the movement of man and humanity towards the perfect Kingdom of Christ. Such a process was not considered linear, it involved breakouts and failures. Russia had a role to play in such efforts. After the European revolutionary events of 1830, Russian thinkers insisted on the development in Russia of an original intellectual and religious tradition, an educational system, and the preservation of autocracy as the main political guarantor of such a paradigm. By progress was understood the religious and intellectual improvement of the individual and society. The idea of a unified path of progress began to take shape under the influence of the philosophy of G. W. F. Hegel only at the turn of the 1830-1840s.

Research target: Humanities History and Archeology Philosophy, Ethics, and Religious Studies
Language: Russian
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Text on another site
Keywords: progressпрогрессN. V. StankevichV. G. BelinskyF. W. J. SchellingФ. В. Й. ШеллингG. W. F. HegelГ. В. Ф. ГегельP. Ya. ChaadaevM. A. BakuninП. Я. ЧаадаевН. В. СтанкевичМ. А. БакунинВ. Г. Белинский
Publication based on the results of:
Russia in the General World Order as a Problem of Intellectual Dialogue Between Russia and Europe (2023)
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