{'fraction_non_alphanumeric': 0.036523929471032744, 'fraction_numerical': 0.008816120906801008, 'mean_word_length': 5.570247933884297, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
S.L. Rubinshtein's Contribution to the Psychological Training of Educators

Researchers' interest in S.L. Rubinshtein's scientific legacy has not waned over the years. This is confirmed by many things: theoretical and methodological analyses of his basic works, republication of his writings, and analyses of his creative career in terms of the science of science [naukovedcheskii] [1; 3; 6; 21-24]. Scientists are examining the link between Rubinshtein's legacy and current topical problems of modern psychological science and practice, finding new facets of his creativity. Still little known, however, are Rubinshtein's scientific-pedagogical works, in particular his contribution to the exploration of questions of the teaching of psychology in a higher pedagogical educational institution.