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Степанов П. В., Степанова И. В., Селиванова Н. Л. Теоретические основы подготовки будущих педагогов к воспитательной деятельности в системе общего и дополнительного образования // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2018. Вып. 49. С. 39-48. DOI: 10.15382/sturIV201849.39-48
This article deals with topical reasons for the changes in the training of prospective teachers for their educational activity within the framework of general and supplementary education of children. These changes are mainly related to the integration of modern scientifi c knowledge about education into the process of teacher training for educational activities at school. The changes are also connected with the updating of educational and methodological background of teacher education. Besides, the process of upgrading teacher education should take into account not only the current achievements of educational science but also those changes in the teaching routine that have been introduced by new normative and methodical documents. The article examines advantages and drawbacks in the currently existing programme-related, educational and methodical background of teacher education. We also point to key problems in training prospective teachers for educational work. Solving these problems is supposed to increase the competitiveness of graduates. Special attention is paid to theoretical fundamentals of preparing future teachers for their work in the system of general and supplementary education.
character education, student, teacher, teacher training, educational organisation, systematisation, theoretical background
  1. Kolesnikova I. A., Titova E. V., Pedagogicheskaia praksiologiia: ucheb. posobie dlia stud. vyssh. ped. ucheb. zavedenii, Moscow, 2005.
  2. Malenkova L. I., Teoriia i metodika vospitaniia: Ucheb. posobie, Moscow, 2002.
  3. Novikov A. M., Osnovaniia pedagogiki. Posobie dlia avtorov uchebnikov i prepodavatelei, Moscow, 2010.
  4. Selivanova N. L., Vospitanie v sovremennoi shkole: ot teorii k praktike, Moscow, 2010.
  5. Stepanov P. V., “Motivatsiia pedagogov kak vospitatelei”, in: Narodnoe obrazovanie, 2, 2009, 190–196.
Stepanov Paul
Academic Degree: Candidate of Sciences* in Education;
Place of work: Institute for Strategy of Education Development of the Russian Academy of Education; 5/16, Room 208, Makarenko Str., Moscow 101000, Russian Federation;
Post: Deputy head of the Center of strategy and theory of education of the personality;
ORCID: 0000-0003-4924-835X;
Email: semya-2005@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.
Stepanova Irina
Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Senior Research Fellow;
Place of work: Institute for Strategy of Education Development of the Russian Academy of Education; 5/16, Room 208, Makarenko Str., Moscow 101000, Russian Federation;
Post: Senior researcher;
ORCID: 0000-0001-9972-0267;
Email: semya-2005@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.
Selivanova Natalia
Academic Degree: Doctor of Sciences* in Education;
Place of work: Institute for Strategy of Education Development of the Russian Academy of Education; 5/16, Room 208, Makarenko Str., Moscow 101000, Russian Federation;
Post: Head of strategy and theory of education of the personality;
ORCID: 0000-0001-6654-5992;
Email: nselivanova2000@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 № 27.7091.2017/ БЧ of Institute for strategy of education development of the Russian academy of education.
Степанова Е. А. Теория божественного повеления: логическое опровержение и теологическое оправдание // Вестник ПСТГУ. Серия I: Богословие. Философия. Религиоведение. 2020. Вып. 87. С. 70-86. DOI: 10.15382/sturI202087.70-86
In the article, the problem of sources of moral authority in intellectual history associated with Christianity is observed. Among possible concepts of moral sources, namely, virtue ethics, ethics of natural law, and divine command theory, the focus is on the latter. The author describes main principles of divine command theory (DCT): it is based on the conviction that the essence of morality, i. e. the concept of good and evil, justice and injustice, etc., directly depends on God’s commands and prohibitions. In the last decades of the twentieth century, the principle of divine command as an independent theory has obtained a fresh impetus in English-speaking analytic philosophy. The meta-ethical nature of the divine command theory reveals inself in defining ethical judgments through theological concepts. The main provisions of the divine command theory are defi ned: fi rstly, the identity of a prescribing or prohibiting divine will as a source of morality, and will in the form of obedience as the cause of moral action; secondly, a consideration of moral prescriptions as the subject of revelation (faith), but not of rational choice; thirdly, the sovereignty of God as a source of morality. The main critical arguments addressed to the divine command theory are considered: fi rstly, arguments, which arose from so-called “Euthyphro dilemma” related to the arbitrary nature of the concept of good, as well as to the question of what is primary — the concept of good or divine command; secondly, the incompatibility of the divine command theory with moral autonomy; thirdly, critique of the divine command theory from the standpoint of pluralism, and the problem of the DCT’s persuasiveness for unbelievers, or adherents of other religions besides Christianity. The author concludes that the divine command theory seems to be unconvinced from a rational point of view; at the same time, rational critical arguments seem to be useless for theologically-minded researchers. Nonetheless, such discrepancy does not exclude the need to find adequate forms of dialogue between believers and non-believers.
morality, revelation, obedience, divine command, Euthyphro dilemma, moral autonomy, pluralism
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  7. Austin M. W. (2018) “Divine Command Theory”, in Internet Encyclopedia of Philosophy, available at: https://www.iep.utm.edu/divine-c/ (7 December 2018).
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Stepanova Elena
Academic Degree: Doctor of Sciences* in Philosophy;
Academic Rank: Associate Professor;
Place of work: Ural Branch of the Russian Academy of Sciences; Sofia Kovalevskaya str. 16, Ekaterinburg, 620108 Russia;
Post: Principal Research Fellow;
ORCID: 0000-0002-2559-3573;
Email: stepanova.elena.a@gmail.com. *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.