The article presents the system of principles of educational communication based on the comparative analysis of the educational principles of Orthodox and secular pedagogy and proceeds from the humanities-based pedagogical paradigm of the ontological essence of education and from the value-semantic nature of pedagogical interaction. The principles regulate the activity of an Orthodox teacher at a secular university and ensure the transition from theoretical pedagogical knowledge to normative. The principles meet the following requirements: 1) they refl ect the “territory of agreement” between Orthodox and secular pedagogy, 2) they comply with the characteristics of students as a socio-demographic group and 3) they meet the secular nature of the educational process at the university. The principles are formulated in three groups: 1) basic principles (culture-building, systematic, adaptive, related to life and future professional activities of students, co-transformation of the teacher and students); 2) the principles that determine the logic of pedagogical activity (“cultural elevator”, the preliminary destruction of stereotypes); 3) the principles that determine the forms of educational interaction (dialogism, imagery, appeal to personal experience, versatility).

Orthodox Christianity, traditional values, education, educational communication, principle of education, student, humanities-based pedagogical paradigm, dialogue

1. Borytko N. M., Solovtsova I. A., Baybakov A. M. (2007) Pedagogika [Pedagogy]. Moscow (in Russian).
2. Danilyuk A. Ya., Kondakov A. M., Tishkov V. A. (2009) Kontseptsiya duhovno-nravstvennogo razvitiya i vospitaniya lichnosti grazhdanina Rossii [The theory of spiritual and moral development of the Russian citizen]. Moscow (in Russian).
3. Divnogortseva S. Yu. (2004) Teoreticheskaya pedagogika [Theoretical pedagogy]. Moscow (in Russian).
4. Kraevskiy V. V., Berezhnova E. V. (2008) Metodologiya pedagogiki. Noviy etap [Methodology of pedagogy. The new stage]. Moscow (in Russian).
5. Luzina L. M. (2008) Chelovek v problemnom pole vospitaniya [The person in the problematic field of education]. Pskov (in Russian).
6. Maslov N. V. (2006) Osnovy russkoy pedagogiki [Fundamentals of Russian pedagogy]. Moscow (in Russian).
7. Muhina V. S. (2004) Vozrastnaya psihologiya: fenomenologiya razvitiya, detstvo, otrochestvo [Agerelated psychology: Phemenology of its development, childhood, adolescence]. Moscow (in Russian).
8. Plugar O. A. (2015) “Molodezh kak sotsialnaya gruppa: opredelenie, socialno-demodrafi cheskiye harakteristiki i perspektivniye napravleniya issledovaniya” [Youth as a social group: Sociodemographic characteristics and promising areas of reseach]. Sovremenniye problemy nauki i obrazovaniya, 2015, vol. 2, pp. 11–17 (in Russian).
9. Schurkova N. E. Pedagogika. Vospitatelnaya deyatelnost pedagoga [Pedagogy. Educational Activity of Teacher]. Moscow (in Russian).
10. Skliarova T. V. (2019) Vozrastnaya psihologiya. Ot rozhdeniya do starosti [Age-related psychology: From the birth to old age]. Moscow (in Russian).
11. Slobodchikov V. I., Isaev E. I. (2014) Vvedeniye v psihologiyu sub’ektivnosti [Introduction to psychology of subjectivity]. Moscow (in Russian).
12. Solovtsova I. A., Sirotina E. A. (2019) “Kulturologicheskiy podhod k prepodavaniyu osnov pravoslavnoy kultury v obcsheobrazovatelnoy shkole” [Culturological approach to teaching the basics of Orthodox Christian culture at a secondary school”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psihologiya, 2019, vol. 52, pp. 9–21 (in Russian).
13. Strayegiya razvitiya vospitaniya v Rossiyskoy Federatsii na period do 2015 goda [Strategy of development of moral education in the Russian Federation up to 2015], available at: http://council.gov.ru/media/fi les/41d536d68ee9fec15756.pdf (12.04.2020) (in Russian).
14. Studencheskaia molodezh kak osobaya sotsialno-demografi cheskaya kategoriya [Students as a specific social and demographic category], available at: https://scientificarticle.ru/images/PDF/2017/21/studencheskaya-molodezh.pdf (19.05.2020).

Solovtsova Irina
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Professor;
Place of work: Volgograd State Social-Pedagogical University; 27 Lenina Prospect, Volgograd, 400066, Russian Federation;
ORCID: 0000-0002-6191-5306;
Email: irina_solovcova@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.
Patrin Viacheslav, priest
Academic Degree: Candidate of Sciences* in Theology;
Academic Degree: Candidate of Sciences* in History;
Place of work: St. Sergiy’s of Radonezh Tsaritsyn Orthodox University; 26 Chapaeva Str., Volgograd, 400012, Russian Federation;
Post: Dean of the Faculty of Theology;
ORCID: 0000-0001-6376-5076;
Email: patrin.viacheslav@gmail.com. *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.
Avramov Vladimir, priest
Academic Degree: Candidate of Sciences* in Theology;
Place of work: Tsaritsyn Orthodox University of St. Sergius of Radonezh; 26 Chapaeva Str., Volgograd, 400012, Russian Federation;
Post: senior lecturer;
ORCID: 0000-0001-7889-3476;
Email: vlademiras@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.