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Скляров О. Н. «Ведь где-то есть простая жизнь и свет…» А. Ахматовой: особенности мотивно-образной структуры // Вестник ПСТГУ. Серия III: Филология. 2012. Вып. 1 (27). С. 90-101.
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The paper attempts to give an integrated interpretation of a well-known poem by Anna Akhmatova through examining the system of motifs and the imagery employed by the poet. The interpretation is focused on the Saint-Petersburg topos as an elaborate framework of opposing artistic notions and as a key concept, around which the semantic structure of the text is arranged in its entirety.
poetry, composition, motif, imagery, the idyllic, the dramatic, tragic element, contrast, implication, St. Petersburg topos, reminiscences
Скляров О. Н. «И Господь его знает, куда плывем…» Мотив скитаний и позиция лирического субъекта в «Невидимых» Б. Кенжеева // Вестник ПСТГУ. Серия III: Филология. 2013. Вып. 1 (31). С. 71-81.
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The paper examines the poetic manifestation of the world view and values of the lyrical subject in context of the motif structure of the collection of poems by Bakhyt Kenzheyev. One of the key points of the paper is the idea about the distinctive «polyphony» of Kenzheev's poetry. Another point is the semantic variation of poetic self-manifestations of the lyrical subject in the collection of poems.
poetry, motif, lyrical subject, ambivalence, convergence, neotraditionalism, B. Kenzheyev
Bek T. 1997 “«I byl butonom kazhdyj atom…»” (“And Every Atom Was a Bud”), in Novyj mir, 1997, vol. 12.
Kulumbetova A. E. 1998 “Vremja v hudo- zhestvennoj sisteme pojezii Bahyta Kenzheeva” (Time of Fiction System of Poesy of Bahyt Kenzheev), in Nauka i obrazovanie JuK, 1998, vol. 5/12, pp. 134–138.
Averincev S. S. 2000 “Posleslovie” (Afterword), in Kenzheev B. Iz semi knig: Stihotvorenija, Moscow, 2000.
Kasymov A. 2000 “Gadanie po ognju v antrakte i vo vremja filosofskogo seminara” (Fire Divination in Intermission and in Time of Philosophical Seminar), in «Znamja», vol. 11, 2000.
Rylov V. 2002 “Sistema stihotvorenija B. Kenzheeva «Esli i vpravdu molchanie — svet…»” (System of Poem of B. Kenzheev “When the Silence is Really Light”), in Sistemnyj analiz hudozhestvennogo proizvedenija: Nauch.-metod. sb., Almaty, 2002, pp. 141–144.
Strel'nikova N. 2005 “Kenzheev Bahyt. Nevidimye. Stihi. M., 2004 [Recenzija]” (Kenzheev Bahyt. Invisibles. Poems. Moscow, 2004 [Review]), in Novoe literaturnoe obozrenie, 2005, vol. 73.
Lebedushkina O. 2007 “Pojet kak Teodor. Bahyt Kenzheev: popytka portreta na fone oseni” (Poet as Theodor. Bahyt Kenzheev: Attempt of Portrait against the Background of Autumn), in Druzhba narodov, 2007, vol 11.
Kasymov A. Kritika i nemnogo nezhno (Critic and a Little Tenderly), Moscow, 2007, pp. 82–89.
Bel'skaja L. L. 2009 “«Povtorjaju za Pushkinym vsled...» [Pushkinskoe v tvorchestve N. Gorbanevskoj i B. Kenzheeva]” (“I Repeat after Pushkin…” [Pushkin in Creation of N. Gorbanevskaya and B. Kenzheev]), in Russkaja rech', 2009, vol. 3, pp. 27–31;
Bokarev A. S., Kuchina T. G. 2010 “Metapojeticheskaja refleksija v lirike Bahyta Kenzheeva i Alekseja Cvetkova” (Metapoetic Reflexion in Lyrics of Bahyt Kenzheev and Alexej Cvetkov), in Jaroslavskij pedagogicheskij vestnik, 2010, vol. 3;
Bokarev A. S. 2012 “Predmetnyj mir v lirike Bahyta Kenzheeva” (Subject World in Lyrics of Bahyt Kenzheev), in Jaroslavskij pedagogicheskij vestnik, 2012, vol. 1/1.
Kenzheev B. Nevidimye (Invisibles), Moscow, 2004.
Tjupa V. Diskursnye formacii (Discourse Formations), Moscow, 2010.
Скляров О. Н. Итоги и предвосхищения // Вестник ПСТГУ. Серия III: Филология. 2013. Вып. 2 (32). С. 141-149. — Rev. op.: Русское литературоведение XX века: имена, школы, концепции: Материалы Международной научной конференции (Москва, 26–27 ноября 2010 г.) / Под общ. ред. О. А. Клинга и А. А. Холикова. — М.; СПб.: Нестор-История, 2012. —
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Склярова Т. В. Социальный педагог в православной общине: классификация форм и методов профессиональной деятельности // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2013. Вып. 4 (31). С. 61-66.
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The article outlines two theoretical approach to the study of the practice of social education. The first approach considers the integration of the educational forces of society, the second is the identification of problem areas pedagogical activity of the company. In the first approach the Orthodox teaching tradition considers the unity and interrelation of social, family and religious education. Social pedagogy in the Orthodox community is exploring ways and possibilities of integration of the educational forces of family, religious community and society. The author of the article identified and named the main goal of activity of a social pedagogue in the community — the introduction of community members in the Church way of life. Interaction of a social pedagogue with different age, social and marital status categories of believing citizens, assistance in effective socialization of the members of the communities, their social support, religious upbringing and socialization help to achieve the mentioned goals. Classification of forms and methods of activity of a social pedagogue in the Orthodox community reflects its General and specific functions. The total includes all the features of activity of a social pedagogue — organizational, intermediary, communicative, precautionary-preventive, protective, protective, diagnostic, prognostic, correctional and rehabilitation, educational. The special functions are functions of activity of a social pedagogue in the Orthodox community — social-charitable (the merciful) and missionary- catechism. The aforementioned functions define a set of methods and technologies of the professional activity of a social pedagogue in the Orthodox parish, the mastering of which should be aimed his professional training. All the variety of methods and technologies of distributed on five directions — communicative, legal, research, socio-pedagogical and confessional. The mentioned directions give guidelines for attracting specialists from various fields of research and professional activities for training social workers to work in the Orthodox community.
social education, social pedagogy, the Orthodox community; functions, methods, and technologies of the work of a social pedagogue in the religious community
1. Mudrik A. V. Vvedenie v social'nuju pedagogiku (Introduction to Social Pedagogics), Moscow, Voronezh, 1997.
2. Mudrik A. V. Vvedenie v social'nuju pedagogiku (Introduction to Social Pedagogics), Moscow, 2009.
3. Natorp Paul'. Social'naja pedagogika. Teorija vospitanija voli na osnove obshhnosti (Social Pedagogics. Theory of Education of Will on Basic of Community), Saint-Petersburg, 1911.
4. Patriarh Moskovskij i vseja Rusi Kirill. Pravoslavnyj prihod vnov' dolzhen stat' centrom social'noj zhizni. Rech' na zakrytii Olimpiady shkol'nikov po Osnovam pravoslavnoj kul'tury 15.04.2010 (Orthodox Parish Must Become Again to Center of Social Life. Speech of Closing of School Contest for Grounds of Orthodox Culture 15.04.2010), in http://www.otechestvo.org.ua/main/20104/1540.htm.
5. Skljarova T. V. Idei social'nogo vospitanija v rabotah russkih religioznyh myslitelej (Ideas of Social Education in Works of Russian Religious Thinkers), in http://www.verav.ru/common/mpublic.php?num=33.
6. Galaguzova M. A. (ed.) Social'naja pedagogika: kurs lekcij. Ucheb. posobie dlja stud. vyssh. ucheb. zavedenij (Social Pedagogics: Lecture Course. Textbook for Students), Moscow, 2003.
Скляров О. Н. "Мысль, описавшая круг" Лидии Гинзбург как художественно-философское исследование // Вестник ПСТГУ. Серия III: Филология. 2014. Вып. 4 (39). С. 46-66. DOI: 10.15382/sturIII201439.46-66
The paper deals with problems and semantic structure of a specimen of the «interim» prose by Lidiya Yakovlevna Ginzburg, who is better-known to the reading audience as a philologist and a specialist in the history of literature. The author proceeds polemically from the established notion of the writer as a bearer of a sceptical worldview and a relentless unmasker of cultural myths. The author thinks that such a notion may lead to significant misinterpretations as it only pays close attention to one side of a complex and multifaceted phenomenon. The paper looks at the narrative «Мысль, описавшая круг» («The Thought that has made a circle») and traces a complex of motifs that are opposed in their substance to the motifs of philosophical distrust, scepsis and relativism. The author of the paper examines the balance and interrelationship between the meditative (philosophical and axiological) discourse and literary aspects of the work in question. This is conditioned by the fact that a prominent feature of the text is an original combination of traits of an essay and some traits typical of literary narration. The object of the study is a complex relationship of meditative and narrational strategies, philosophical refl ection and literary imagery. Attention is paid to the fact that the position of the subject-speculator is embraced by the whole, being transformed from the key position to one of the many factors of aesthetic impression. The narrator functions simultaneously as a subject of meditation (reflecting «author»), as a story-teller and as a character in the narration. Special attention is focused in the paper on how the theoretical thought of the character immerses itself in poetic contemplation, loses the element of total distrust and acquires the positive and uplifting element. The main generalisation and conclusion is that the narrators’ thought moves from the critical (and, in fact, demythologising) analysis of sacral and metaphysical precepts of the consciousness to the affi rming and apology of the totally metaphysical nature of cultural being.
Lidiya Ginzburg, «interim literature», narration, «self-exclusion», inductive thinking, symbol, symbolisation, death, value, sense, absolute.

1. Brojtman S. N. 2004 “Istoricheskaja pojetika“ (Historical Poetics), in Tamarchenko N. D. (ed.) Teorija literatury, Moscow, 2004, vol. 2.
2. Van Baskirk Je. 2006 “«Samootstranenie» kak jeticheskij i jesteticheskij princip v proze L. Ja. Ginzburg” (“Self-Removal” as Ethical and Esthetical Principe in Prose of L. Ja. Ginzburg), in NLO, 2006, vol. 81, pp. 261–281.
3. Zorin A. L. 2005 “Proza L. Ja. Ginzburg i gumanitarnaja mysl' XX veka“ (Prose of L. Ja. Ginzburg and Humanitarian Thought of XX Century), in NLO, 2005, vol. 76, pp. 45–68.
4. Teslja A. 2012 “Besposhhadno zrjachaja: [Rec. na kn.: Ginzburg L. Ja. Prohodjashhie haraktery. M., 2011]“ (Pitiless Sighted: [Review on: Ginzburg L. Ja. Prohodjashhie haraktery, Moscow, 2011]), in NLO, 2012, vol. 114, pp. 354—362.
5. Literatura i mental'nost' (Literature and Mentality), Moscow, 2008.
Склярова Т. В. Развитие субъектной позиции учащихся в процессе изучения религиозных ценностей // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2015. Вып. 4 (39). С. 22-28. DOI: 10.15382/sturIV201539.22-28
The article describes the variety of approaches to the study of the subjective position of students in modern psychological and pedagogical research. Discovered a paradoxical pattern: teachers offer to form a subject position of students not in training, but in other activities — search, creative, research, expert. The author of the article characterizes the activity of learning as an experience of self-transformation of the learner, allowing it to be related to religious values. In the Orthodox Christian tradition, the study is considered as a special case of repentance. Necessary conditions for the development of the subjective position of a student named getting pleasure from learning and awareness of the meaning of educational activity in the future. The formation of the subjective position of a student in learning religious values contributes to the design of training materials, implementing these conditions. The training material is defined by the author as a special way structured information, which is used in educational process; reveals, embodies and illustrates the contents of a particular academic subject (or part thereof), and also contains the ways of its mastering and playback.
subjective position of student, religious values, teaching religion, educational material

1. Bejlinson V. G. Arsenal obrazovanija (Educational Arsenal), Moscow, 2005.
2. Zareckij Ju. V., Zareckij V. K., Kulagina I. Ju. 2014 “Metodika issledovanija sub’ektnoj pozicii uchashhihsja” (Methodic of Study of Subjective Position of Pupil), in Psihologicheskaja nauka i obrazovanie, 2014, vol. 1, pp. 98–109.
3. Sub’ektnaja i avtorskaja pozicija rebenka v obrazovanii (Subjective and Author Position of Child in Education), Moscow, 2008.
4. Tubel'skoj A. N., Birjukova G. A. (eds.) Uchenik — sub‘ekt obrazovatel'nogo processa (Pupil as Subject of Educational Process), Moscow, 2005.
Скляров О. Н. В краю «душегубов»: драма пространства в «Метели» Б. Пастернака // Вестник ПСТГУ. Серия III: Филология. 2016. Вып. 1 (46). С. 24-36. DOI: 10.15382/sturIII201646.24-36
The paper attempts to give an integrated interpretation of the poem basing on the analysis of the semantic structure of the text. Special attention is directed to those textual elements which constitute the spatial world of the poem. The research takes into account the multifaceted character and insufficient explication of this world in the lyrical plot of the «Metel’» (‘Snowstorm’). The paper draws a conclusion about oblique and predicative character of distinctive features of the space. These appear to compensate for the predicative gap in the range of events encompassed in the poem. The vicissitudes forming the plot and being related to the poetic space and its transformations are considered in a close link with the vicissitudes that the self-consciousness of the lyrical subject goes through and in a number of cases are explained as a metaphoric projection of the drama that takes place in the soul of the character. The essence of this drama приводящее автора-героя к начальной точке, находит подтверждение в постоянном возвращении к зачину стихотворения» (с. 247). remains, in the main, a mystery for the reader. The analysis and observations given in the paper allow us to show the affinity between the emotional condition of the lyrical subject and the mysterious and formidable environment, the relationship to which in the text is characterised by ambivalence. The analysis takes into account the irrational nature of the majority of the characters of the poem, which conditions a high degree of the semantic vagueness. The fragmentary and chaotic utterances of the lyrical subject are regarded as an important part of poetic strategy, which determines the poetics and style of the poem. Besides, a definite distinction is drawn between the «author’s utterance» and «character’s utterance», i.e. we distinguish the creative act of the author, which is accomplished and purposeful, and the narrative of the lyrical subject, which is incomplete and semantically disjointed. The immanent analysis of the text is complemented by the analysis of intertextual «junctions» of the Snowstorm with thematically adjacent writings by Pasternak himself, as well as with writings by his predecessors and contemporaries. The poem in question is being placed into a broad narrational and thematic context, which encompasses numerous texts devoted to elements of nature and, in particular, to the snowstorm as one of the representations of the «elemental» chronotope.
early Pasternak, lyrical subject, literary character, recipient, space, event, predicativity, element of nature, ambivalence, intertext

1. Kac B. A. Muzykal'nye kljuchi k literaturnym proizvedenijam (Musical Keys to Literary Works), Moscow, 1997.
2. Smirnov I. P. B. 1983 “Pasternak. Metel'” (Pasternak. Snowstorm), in Fridlender G. M. (ed.) Pojeticheskij stroj russkoj liriki, Leningrad, 1973, pp. 236—253.
3. Cvetaeva M. Ob iskusstve (About Art), Moscow, 1991.
Склярова Т. В. Православное образование в современной России: структура и содержание // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 1 (40). С. 9-16. DOI: 10.15382/sturIV201640.9-16
The article describes the Orthodox education as a type of religious education. It enunciate the definition of Orthodox education and the characterization of its structure in modern Russia. Propose the model of the system of Orthodox education, including primary, basic, professional level and the degree of scientific training. The article expose the general descriptions of the stages of Orthodox education and formulate the problem of revealing of the orthodox education´s content.
the content of education, Orthodox education, levels of education, standardization of Orthodox education.

1. Bruner Dzh. Process obuchenija (Educational Process), Moscow, 1962.
2. Skatkin M. N. (ed.) Didaktika srednej shkoly: nekotorye problemy sovremennoj didaktiki (Didactics of Middle School: Some Problems of Modern Didactics), Moscow, 1982.
3. Efremova N. F. Kompetencii v obrazovanii: formirovanie i ocenivanie (Competences in Education: Forming and Rating), Moscow, 2012.
4. Kraevskij V. V. Soderzhanie obrazovanija: vpered k proshlomu (Content of Education: Towards to the Past), Moscow, 2001.
5. Lednev V. S. Soderzhanie obrazovanija: sushhnost', struktura, perspektivy (Content of Education: Essence, Structure, Perspectives), Moscow, 1989.
6. Lerner I. Ja. Process obuchenija i ego zakonomernosti (Process of Education and Its Patterns), Moscow, 1980.
7. Okon' V. Vvedenie v obshhuju didaktiku (Introduction to General Didactics), Moscow, 1990.
9. Skljarova T. V., Metlik I. V. 2011 “Religioznoe obrazovanie Russkoj Pravoslavnoj Cerkvi i problema ego standartizacii v obshheobrazovatel'noj shkole” (Religious Education of Russian Orthodox Church and Problem of Its Standardization in General School), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2011, vol. 4, pp. 7–24.
10. Sorokin N. A. 1988 “Soderzhanie obrazovanija“, in Babanskij Ju. K. (ed.) Pedagogika: uchebnoe posobie dlja studentov pedagogicheskih institutov, Moscow, 1988.
11. Usatov A., svjashh. Oglashenie na sovremennom jetape (Catechization on Modern Stage), in http://azbyka.ru/katehizacija/oglashenie-na-sovremennon-etape.shtml.
Скляров О. Н. О научной строгости и "возможностях человеческого понимания" // Вестник ПСТГУ. Серия III: Филология. 2016. Вып. 2 (47). С. 152-156. — Rev. op.: Хализев В. Е., Холиков А. А., Никандрова О. В. Русское академическое литературоведение. История и методология (1900-1960-е годы). М.; СПб.: Нестор-История, 2015
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Склярова Т. В., Джероян М. С. Ценности в современном школьном образовании: опыт Великобритании // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 4 (43). С. 9-23. DOI: 10.15382/sturIV201643.9-23
The study analyzes the experience of promoting values in the contents of education in the UK. The authors identify four stages from 1988 to present and associate them with the development of a Unified curriculum and Education Reform Act in the UK (1987–1988); the adoption of the Education Law and the National Forum for Values (1992–1996); the adoption of Education Laws in 2002 and in 2005 (2002–2005); and the adoption of the Law on promoting British values in education in 2014 (2014 to present). The paper represents actual data on promoting social, cultural, spiritual and moral development of pupils in British schools; characterizes the conditions of promoting religious education in school; gives examples of modern rethinking of the concept of multiculturalism, the role of religion in modern school and society, as well as the issues on how a secular state should support religious diversity and tolerance.
religious education, religious education, and spiritual development of pupils, content of education, values in the content of education

1. Viazemskii E. E. Sovremennaia sistema obrazovaniia v Velikobritanii // Novye issledovaniia v obrazovanii: Problemy sovremennogo obrazovaniia. 2010. № 6. P. 68–83.
2. Kontseptsiia dukhovno-nravstvennogo razvitiia i vospitaniia lichnosti grazhdanina Rossii. URL: http://mosmetod.ru/metodicheskoe-prostranstvo/nachalnaya-shkola/inklyuzivnoe-obrazovanie/fgos/kontseptsiya-dukhovno-nravstvennogo-razvitiya-ivospitaniya-lichnosti-grazhdanina-rossii.html.
3. Strategiia razvitiia vospitaniia v Rossii do 2025 goda. URL: http://rg.ru/2015/06/08/vospitanie-dok.html.
4. «Troianskii kon'» islamizma. URL: http://www.svoboda.org/a/25359609.html.
5. Further and Higher Education Act 1992. URL: http://www.legislation.gov.uk/ukpga/1992/13.
6. Handbook for secondary teachers in England www.nc.uk.net Key stages 3 and 4 Revised 2004. URL: http://www.education.gov.uk/publications/eOrderingDownload/QCA-04-1374.pdf.
7. Promoting and evaluating pupils’ spiritual, moral, social and cultural development. URL: http://www.gloucester.anglican.org/content/pages/documents/1354799219.pdf.
8. SCAA (1996b) The National Forum for Values in Education and the Community: Consultation on Values in Education and the Community. L.: SCAA.
9. School Curriculum and Assessment Authority (1996) Education for Adult Life: The Spiritual and Moral Development of Young People: A Summary Report, SCAA, Discussion papers № 6.
10. School Curriculum and Assessment Authority (1996b) // The National Forum for Values for Values in Education and the Community: Final Report and Recommendations, SCAA/96/43, London: SCAA.
Skliarova Tat'iana
Dzheroian Mariia
Агеева А. В., Склярова Т. В. Методологические основы исследования учебных пособий для начального православного образования детей // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2017. Вып. 47. С. 11-17. DOI: 10.15382/sturIV201747.11-17
This article describes leading scientifi c approaches to the study of the structure and content of textbooks for elementary Orthodox education. The main approaches to the study of literature dealing with elementary religious education are culture-oriented, literature-oriented, psychological and pedagogical, activity-oriented, theological. The article examines how the entirety of the above-mentioned approaches and proposed methods allows the scholar to identify instruments by means of which he or she can achieve goals and objectives in education; determine whether these goals and objectives are really educational; discover ways of activity in comprehending the study material. The article scrutinises methods of content-analysis on the principle of developing cinquain and inversion of study tasks. Materials of the article can be employed to carry out expert analysis or reviewing, can become reference points for authors of textbooks, can be taken as a basis in developing integrated teaching aids for elementary Orthodox education of children.
Primary religious education, Orthodox education, teaching aids, methodology of study of educational literature, content analysis of textbooks
  1. Bezrogov V. G., Kosheleva O. E., “Metodologicheskie aspekty sravnitel'nyh issledovanij v izuchenii uchebnoj literatury”, in: Otechestvennaja i zarubezhnaja pedagogika, 2013, 4 (13), 15.
  2. Bejlinson V. G., Arsenal obrazovanij a. Uchebnye knigi: proektirovanie i konstruirovanie, Moscow, 2005.
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  4. Pol'skov K. O., “K voprosu o nauchnom bogoslovskom metode”, in: Voprosy filosofii, 2010, 7, 97.
Ageeva Antonina
Academic Degree: Candidate of Sciences* in Education;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 407, 9/2, Jlovaiskaya str., 109651, Moscow, Russian Federation;
Email: armusya@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.
Sklyarova Tatiana
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 407, 9/2, Jlovaiskaya str., 109651, Moscow, Russian Federation;
Post: Senior Lecturer;
Email: tsklyarova@mail.ru. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.
The article is written in 2017 within the framework of the project № 05-0616/КИП 2 "The initial stage of Orthodox education: the construction of content, the principles of developing of textbooks and teaching methods" supported by PSTGU Development Foundation.
Трунина О. К., Склярова Т. В. Проектирование программы предмета «Православная культура» в рамках образовательной области «Основы духовно-нравственной культуры народов России» для основного общего образования (5–9 классы) // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2018. Вып. 49. С. 11-21. DOI: 10.15382/sturIV201849.11-21
This article studies the approaches and methods to designing the programme of the subject “Orthodox Culture” as part of the compulsory educational module “Fundamentals of Spiritual and Moral Culture of Peoples of Russia” which is taught in forms 5‒9. The article points to the main conceptual elements of the design of the content of the subject, namely the logical continuation of the module “Fundamentals of Orthodox Culture” studied at primary school; the focus of the subject on solving the problems of general education; compliance with requirements of educational standards in terms of the formation of subject-, metasubject-related and person-oriented results of education. The design of person-oriented outcomes in studying the subject programme is based on sociocultural lines of development of adolescents (M. R. Bityanova): the formation of world outlook and self-conscience, development of identity and self-refl ection, the personal choice of values and the ability to cooperate and lead a dialogue. The characteristics of personal results in education achieved during the study of Orthodox culture are also given in the article. Besides, the article sets forward a model of construction of the content of education in this subject including the main and supplementary lines of content and describing their characteristics. The article formulates main topics of study for each academic year, proposes goals and objectives. It highlights the leading principles of structuring the subject, shows the basic and variable themes for each year of training. The draft programme of the subject “Orthodox Culture” within the framework of the basic general education is presented in table form.
general education, educational standards, Orthodox Culture, spiritual and moral culture, sociocultural lines of development of adolescents, formation of ideology, identity development
  1. Pis'mo Minobrnauki Rossii «O metodicheskih rekomendacijah», available at: http://mosmetod.ru/metodicheskoe-prostranstvo/odnknr/normativno-pravovaya-dokumentatsiya/pismo-minobrnauki-rossii-ot-19-01-2018-g-08-96-o-metodicheskikh-rekomendatsiyakh-odnkr.html
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  4. Skljarova T. V., Bitjanova M. R., Beglova T. V., Cennosti v sovremennom shkol'nom obrazovanii: opyt pedagogicheskogo proektirovanija, Penza, 2017.
Trunina Olga
Place of work: Municipal Budgetary Educational Institution "Secondary School № 17"; 27A Razinskoie shosse, Balashikha 143930, Russian Federation;
Post: teacher of Orthodox culture;
ORCID: 0000-0002-6343-2076;
Email: trun-ok@mail.ru.
Sklyarova Tatiana
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 23B Novokuznetskaia Str., Moskow 115054, Russian Federation;
Post: Department of General and Social Pedagogy;
ORCID: 0000-0002-1169-5624;
Email: tsklyarova@mail.ru. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.
The article is written in 2018 within the framework of the project "All-Russian Olympiad of schoolchildren "Fundamentals of Orthodox culture"" supported by Presidential grant Foundation.