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The paper is devoted to the urgent issue of moral personality formation in the framework of the modern education system. Both the society and education specialists are concerned about the unsatisfactory moral education of the growing generation. For solving the problem of moral revival, the author considers the Russian pedagogical heritage - in particular, philosophical and publicistic works of F. M. Dostoyevsky and L. N. Tolstoy. The paper provides the modern definition of spirituality as the intellectual essence of the human being, based both on the deep knowledge of nature, society, human individuality and humanistic or religious values outweighing the selfish needs. In author’s opinion, the pedagogical concepts developed by Dostoyevsky and Tolstoy are still relevant, being aimed at developing a free personality and addressing the universal human values. The ideas and concepts of the 19th century’s outstanding thinkers perfectly correspond with the currently proclaimed educational content: they define the man as the highest society value; direct all the principles and parenting practices of spiritual and ethic education at creativity development, self-development, and self-improvement; and acknowledge the student’s right of individuality.

The article deals with the overview of modern international studies of emigration intentions of youth. The special role of psychological research in this scientific field is substantiated. The article reviews the procedural models of voluntary emigration. The paper analyses the significance of the social context and the role of the “migration culture” by shaping the emigration activity of the individual. The article describes the categorical variety of youth emigration intentions in international studies. The article analyses the main research strategies, measurement methods and current trends by conducting such psychological research. It is promising to compare the analyzed results of international studies with those of national scientists in the area under consideration. The data presented in the article can be useful in organizing and conducting socio-psychological empirical studies aimed at identifying the driving forces behind the emigration activity of young people in Russia and other countries.

Confused students researching papers not knowing where they are going, articles, lectures, and books on exciting topics that turn out to be boring. Such familiar phenomena are shown to be symptoms of the widespread, largely unconscious methodological habit of focusing on topics rather than problems. This habit rests on views about knowledge deeply ingrained in commonsense knowledge and much of social scientific inquiry. Such views saturate the understanding of scientific inquiry assumed by most social science methods textbooks. The word topic suggests that there is some surface to cover, but not why covering it might be interesting. Interesting research is problem-driven. It begins with a sense that something is amiss with existing knowledge and requires explanation. The method of topics is criticized and contrasted with the method of problems. The method of problems begins, not with data collection, but with identification of inconsistencies in existing knowledge. It seeks solutions to problems through free invention and severe criticism of hypotheses. The method of problems is intellectually challenging, since the human psyche naturally tends to skip over or blur them without solving them. There is no cookbook for the method of problems. The method of topics is criticized and contrasted with the method of problems. The method of problems seeks solutions to inconsistencies in existing knowledge through free invention and severe criticism of hypotheses.