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Никулина Е. Н. Методология историко-педагогического исследования наследия церковных авторов на примере свт. Феофана Затворника // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2013. Вып. 2 (29). С. 84-88.
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In article possibilities of application of modern methodological approaches and methods of historical and pedagogical researches for studying of heritage of representatives of orthodox pedagogical tradition are considered.
Methodology of historical-pedagogical research, history of religious education and pedagogical thought
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8. Ushinskij K. D. 1953 “Vnutrennee ustrojstvo severo-amerikanskih shkol” (Inner Structure of North American Schools), in Sobranie sochinenij, Moscow, Leningrad, 1948–1953, vol. 2, pp. 219-220.
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Никулина Е. Н. Теоретический и исторический аспекты изучения святоотеческого педагогического наследия (на примере педагогики свт. Феофана Затворника) // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2014. Вып. 2 (33). С. 120-133. DOI: 10.15382/sturIV201433.120-133
The article explores two different approaches towards pedagogical texts of the past, i.e. a theoretical retrospective one, which is aimed at solving present day problems with the help of the past generations’ experiences, and a historical contextual one, which studies the texts of the past within the context of the contemporary epoch. Besides, a historical practical approach, aimed at using past ideas for the upbringing of the modern youth, is briefly described. The peculiarities of modern terminology in both theoretical retrospective and historical contextual approaches are explained. Some possible applications of these approaches to studying the pedagogical heritage of the Fathers of Church are shown in the article using the writings of Theophan the Recluse. It is also shown in the article that using the theoretical retrospective approach in studying the pedagogical writings of the Fathers of Church allows revealing the basic principles of the Christian upbringing and the pedagogical potential of the Orthodoxy on the whole, as well as rethinking the problems of religious upbringing at present. Special attention is drawn to the academic potential of the historical contextual approach, which has almost never been used in studying the pedagogical writings of Russian Fathers of Church, and, according to the author’s belief, is in great demand nowadays. Having analyzed the pedagogical writings of the late XVIII - mid XIX centuries, the author of the article shows that the historical contextual approach allows substantial widening of the present day comprehension of St Theophan the Recluse’s pedagogy, of its presence in the pedagogical tradition of its time and its originality. The author assumes that it is the historical contextual approach that opens up possibilities for effective introduction of the religious teacher’s views to the secular pedagogy. Whereas the theoretical retrospective approach causes the rejection of St. Theophan the Recluse’s views by atheistic scholars and limits the academic analysis of his ideas.
methodology of historic pedagogical studies, pedagogical heritage of the Fathers of Church, theoretical retrospective approach, historical practical approach, historical contextual approach, general principles of pedagogy, pedagogical potential of Ortho

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Никулина Е. Н. Понятие «страсть» в педагогическом наследии свт. Феофана Затворника и К. Д. Ушинского // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 1 (40). С. 96-102. DOI: 10.15382/sturIV201640.96-102
The article is devoted to one of the main aspects in studying pedagogical views of an author i.e. studying his terminological vocabulary. In the example of St Theophan the Recluse and K. D. Ushinsky, it is shown that the correct comparison of the pedagogical views of the authors, who lived at the same time and used similar terminology in their writings, is only possible if their basic concepts are thoroughly scrutinised. The article explores the meaning of one of the central notions in St Theophan the Recluse’s conception — the notion of “passion” — in comparison with K. Ushinsky’s understanding of it. It is shown that the differences in meanings of the above-mentioned term, closely connected with its church usage in the first case and its secular usage in the second, bring the authors to opposite, at first sight, pedagogical conclusions: in some of his works Konstantin Ushinsky suggests arousing passions whereas St Theophan uses a complex of pedagogical actions to restrain the incipient passions in a child. However, the analysis of the whole range of meanings, given to the term “passion” by these two authors, shows that St Theophan and K.D. Ushinsky cannot be called antagonists, although they operated with different notions and reasoned in divergent spheres.
terminological vocabulary, the anthropology and pedagogy of St Theophan the Recluse, K. D. Ushinsky, passion, affect, anthropological model, restraining passions, fi ghting passions.

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Никулина Е. Н. Идеи Г. Гегеля в педагогическом наследии святителя Феофана Затворника // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 4 (43). С. 81-87. DOI: 10.15382/sturIV201643.81-87
This article is devoted to one of the possible sources of St. Feofan the Recluse,s pedagogical and psychological ideas i.e. F. Hegel,s «Philosophy of Spirit» (the third part of his Encyclopedia of the Philosophical Sciences). Despite the fact that St. Feofan could not accept Hegel,s views, he might have borrowed the whole range of his observations on preschool-age childhood and adolescence as well as the idea of a conscious vow to be a Christian which is the key issue in St Feofan's conception of Christian upbringing. The similarities which were found show that St. Feofan selected this useful material despite the ideological disagreements with his opponent.
Hegel,s anthropology, age-related pedagogy of St. Feofan the Recluse, preschool-age childhood, adolescence, vow

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Никулина Е. Н. Представления о возрастной периодизации в российской педагогической мысли конца XVIII – середины XIX века: от А. Ф. Бестужева до свт. Феофана Затворника // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2017. Вып. 47. С. 77-92. DOI: 10.15382/sturIV201747.77-92
Russian pedagogical thought of the late 18th — mid-19th centuries was marked by active search of anthropological grounds for pedagogical theory and practice. Alongside other matters, attempts to construct a theory of education that would take into account children’s age-related features were made in this period. This article describes attempts of age periodisation that were presented in more than 30 publications of both secular and clerical fi gures: A. F. Bestuzhev, I. F. Bogdanovich, Archbishop Antonii (Znamenskii), I. M. Jastrebcev, I. I. Davydov, V. G. Belinskiy, K. I. Grum, Archbishop Evsevij (Orlinskij ), S. P. Shevyrev, P. D. Jurkevich, P. Z. Timoshenko, K. D. Ushinskij and his contemporary Bishop Theophan (Govorov; St. Theophan the Recluse). Special attention is paid to works of St. Theophan the Recluse that deal with age pedagogy. The fi ndings of the article substantially complement the current scientifi c data on the development of age pedagogy and psychology in Russia.
age pedagogy, age psychology, age periodisation, periodisation criteria, history of age psychology in Russia, history of age periodisation, development of pedagogy in Russia, St. Theophan’s Christian age pedagogy and psychology
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Nikulina Elena
Academic Degree: Candidate of Sciences* in Education;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow, 127051, Russian Federation;
Post: Senior Lecturer;
ORCID: 0000-0001-9954-2501;
Email: nikulina-e-n@yandex.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
Никулина Е. Н. «Опасности юности»: к вопросу о взаимоотношениях полов в наследии свт. Феофана Затворника // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2018. Вып. 49. С. 103-118. DOI: 10.15382/sturIV201849.103-118
St. Theophan the Recluse created an original concept of Christian age pedagogy, a prominent feature of which is psychological characterisation of young age, the age to which Russian pedagogical theory of the 19th century paid little attention. This article deals with one of the “dangers” of youth (in St. Theophan’s conception), namely relations with the opposite sex. These relations were considered by St. Theophan not only in the context of chastity, traditional for the patristic thought, but rather from a psychological point of view, as an emergence of emotional attachment (the state of being in love) and resistance to it. The article looks at possible reasons for St. Theophan’s negative attitude to being in love refl ected in his writings. Among these is an essential diff erence of the state of being in love, a passionate state accompanied by the “loss of self” as a person, from emotionless Christian love (¿γÀπη), the fruit of Holy Spirit and the pinnacle of Christian perfection. Other reasons are the practice of arranging marriages in the 19th century which discouraged premarital romance, St. Theophan’s personal experience as a monk (which is indirectly confi rmed by the biographers) as well as his addressees’ requests. St. Theophan analysed various stages of infatuation from the viewpoint of Christian asceticism and contemporaneous psychology and proposed ways of struggling with it. The author of the paper assumes that a possible reason for the strident attention to this theme might have been a love aff air experienced in youth.
St. Theophan’s the Recluse age pedagogy, age periodisation, psychological characteristic of young age, communication problems in young age, infatuation, Christian love (aγάπη)
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Nikulina Elena
Academic Degree: Candidate of Sciences* in Education;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow, 127051, Russian Federation;
Post: Senior Lecturer;
ORCID: 0000-0001-9954-2501;
Email: nikulina-e-n@yandex.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.