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Дивногорцева С. Ю. Подготовка учителей религиозной культуры и светской этики в системе современного отечественного педагогического образования // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2013. Вып. 2 (29). С. 57-68.
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The introduction in 2012 in the Russian schools the subject «Bases of Religious Cultures and Secular Ethics» actualized the problem of training teachers. This article describes the experience of training teachers of Orthodox culture accumulated in the Russian education system over the past twenty years. The article gives information of contemporary forms of training teachers of religious culture and ethics, outlined the prospects of training teachers
religious culture and secular ethics, preparation of teachers, educational program
1. Daniljuk A. Ja. Koncepcija duhovno-nravstvennogo razvitija i vospitanija lichnosti grazhdanina Rossii (Concept of Spiritual-Moral Development and Education of Person of Russian Citizen), Moscow, 2009.
2. Janushkjavichene O. L. 2004 “O vozrastnyh osobennostjah detej i metodike prepodavanija Osnov pravoslavnoj kul'tury” (About Age-Related Features of Children and Methodic of Teaching of Basics of Orthodox Culture), in Obrazovanie, 2004, vol. 9, pp. 9-17.
3. Rozina O. V. 2011 “Kljuchevye i predmetnye kompetencii v mirovozzrenii i samosoznanii prepodavatelej «pravoslavnoj kul'tury»” (Key and Subject Competences in World View and Consciousness of Teachers of “Orthodox Culture”), in Vestnik PSTGU. Serija: Pedagogika. Psihologija, Moscow, 2011, vol. 3/22, pp. 10—11.
Divnogortseva Svetlana
Дивногорцева С. Ю. К. Д. Ушинский и православная педагогическая культура России середины XIX в // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2014. Вып. 2 (33). С. 102-110. DOI: 10.15382/sturIV201433.102-110
In March, 2014 the pedagogical community of Russia celebrates the 190th anniversary since the birth of the famous national scientist and the teacher Konstantin Dmitrievich Ushinsky (1824–1870). Many researches are devoted to his personality and scientific work: at the end of the XIX century they were generally directed on the description of K. D. Ushinsky's life and his pedagogical activities (V. A. Volkovich, M. L. Modzalevsky, N. K. Makkaveysky, M. L. Peskovetsky, etc.); during the Soviet period V. Ya. Struminsky studied in detail K. D. Ushinsky's archive, B. G. Ananyev, V. Yu. Belsky considered Ushinsky's anthropological ideas, D. O. Lordkipanidze analyzed Ushinsky's pedagogical doctrine as a whole; at the end of XIX — the beginning of the XX centuries the attention of researchers was attracted by K. D. Ushinsky's philosophical ideas (V. Yu. Belsky, A. V. Zatsepin), his ideas about national education and Russian school (E. P. Belozertsev, M. Yu. Gvozdetsky, V. M. Menshikov), Christian motives in K. D. Ushinsky's pedagogical heritage (S. V. Shevchuk), K. D. Ushinsky's educational books (I. A. Goryacheva) and training method according them (L. N. Isayev, N. G. Medvedev, etc.). Nowadays some experts consider Ushunskiy's views to be materialistic, being close to French Enlightenment while others defend his belonging to Ortodox culture. The purpose is reviewing K. D. Ushinsky's scientific work in comparison with orthodox pedagogical culture of Russia as a whole and 19th centuries in particular.
K. D. Ushinsky, Christianity, orthodox pedagogical culture, religious and moral influence, nationality of education, church and school, science and religion

1. K. D. Ushinskij. Ego zhizn' i pedagogicheskaja dejatel'nost'. Biograficheskij ocherk M. L. Peskoveckago (K. D. Ushinskij. His Life and Pedagogical Activity. Biographical Survey of M. L. Peskoveckij), Saint-Petersburg, 1893.
2. Egorov S. F. (ed.) L. N. Tolstoj, Moscow, 1997.
Divnogortseva Svetlana
Дивногорцева С. Ю. Методика преподавания православной культуры как новая область дидактической науки // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2015. Вып. 2 (37). С. 89-97. DOI: 10.15382/sturIV201537.89-97
Since 2012, a compulsory training course «Basics of religious cultures and secular ethics» was introduced in Russian schools. Preparing students for the corresponding profile of bachelors and masters programs required the development of the discipline for students related to the methodology of teaching religious cultures and secular ethics. These processes gave rise to the problem associated with the understanding that religious pedagogy and methods of teaching religious culture should become an independent field of scientific educational research. The purpose of the article «Methods of teaching Orthodox culture as a new area of didactic science» is to justify the need to create new scientific knowledge about the religious culture and secular ethics as an academic subject in the Russian pedagogical science. On the example of the methodology of teaching Orthodox culture the author considers the main directions of research to solve common problems of a new branch of scientific knowledge. Particular attention is drawn to the need to study the problems associated with the use of the historical experience of Russian education, theory and practice of religious education abroad. The author proposes to develop a system of principles of teaching religious (Orthodox) culture, to prove the effectiveness of individual teaching methods, visual aids, organizational forms of learning.
didactics, religious education, methods of teaching Orthodox culture, research, academic discipline.

1. Divnogorceva S. Ju. Istoriko-teoreticheskij analiz pravoslavnoj pedagogicheskoj kul'tury v Rossii: avtoref. dis. … d-ra ped. nauk (Historical-Theoretical Analysis of Orthodox Pedagogical Culture in Russia: Dissertation Abstract), Moscow, 2011.
2. Divnogorceva S. Ju. 2009 “Kul'turosoobraznost' pravoslavnogo vospitanija” (Culture Images of Orthodox Education), in Pedagogika, 2009, vol. 1, pp. 30–37.
3. Divnogorceva S. Ju. 2007 “Principy vospitanija v pravoslavno-orientirovannoj pedagogicheskoj koncepcii” (Principles of Education in Orthodox Orientated Pedagogical Concept), in Vestnik MGGU im. M. A. Sholohova, 2007, vol. 1, pp. 70–90.
4. Kozyrev N. F. Religioznoe obrazovanie v svetskoj shkole: Teorija i mezhdunarodnyj opyt v otechestvennoj perspective (Religious Education in Secular School: Theory and International Experience in Russian Perspective), Saint-Petersburg, 2005.
5. Lihachev B. T. Pedagogika: Kurs lekcij (Pedagogic: Lecture Course), Moscow, 1993.
6. Skljarova T. V. 2012 “Teorija i metodika prepodavanija pravoslavnoj kul'tury v shkole” (Theory and Methodic of Teaching of Orthodox Culture in School), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2012, vol. 4/27, pp. 7–12.
7. Ushinskij K. D. Pedagogicheskie sochinenija (Pedagogical Works), Moscow, 1988, vol. 1, pp. 194–257.
8. Grimmitt Michael. 1981 “When is Commitment a Problem in Religious Education?”, in British Journal of Religious Studies, 1981, vol. 29/1, pp. 42–53.
Divnogortseva Svetlana
Дивногорцева С. Ю. Канонизированные новомученики и исповедники Русской Православной Церкви: их педагогическая деятельность и взгляды на рубеже XIX–XX вв. // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2018. Вып. 48. С. 92-104. DOI: 10.15382/sturIV201848.92-104
The article deals with the pedagogical activity and views of some hierarchs of the Russian Orthodox Church, who were later glorifi ed as saints. The basis of the article is the database “New Martyrs and Confessors of the Russian Orthodox Church of the 20th Century» developed at St. Tikhon’s Orthodox University, as well as scientifi c works, publications of sermons and pedagogical works of the martyrs. The author of the article comes to the following conclusion: realising the complexities and risks of the political and sociocultural situation in Russia in the late 19th and early 20th centuries, the clergy of the Russian Church made very signifi cant attempts to overcome the indiff erent and negative attitude of the population towards Orthodox religion. As a result of the analysis of their activities, the article identifi es three main areas of their work, which are: measures to improve the eff ectiveness of teaching and enhance the impact of religious education; strengthening the socio-methodological and scientifi c-methodological directions in addressing this issue; expansion of religious and educational activities among all strata of the population; appeal to the future priests and teachers, to the congregation through preaching, the call for spiritual and moral perfection through the printed word and publication of works on religious education and upbringing.
new martyrs and confessors of Russian Orthodox Church, pedagogical activity, religious education, upbringing, enlightenment
  1. Kanonizirovannye novomucheniki i ispovedniki Russkoj Pravoslavnoj Cerkvi, available at: http://martyrs.pstbi.ru/bin/code.exe/frames/mcanonf.html?/ans
  2. Kozlov V. F., Eparhial'nyj dom v Moskve. Hronika zhizni doma i Knjaz'-Vladimirskogo hrama 1902–1918 gg., Moscow, 2015.
  3. Krivosheeva N. A., Mysli svjatitelja Tihona ob obrazovanii i vospitanii, available at: http:// www.taday.ru/text/1240402.html
  4. Mitrofanov Georgij, prot., Istorija Russkoj Cerkvi (1900–1927) godov, St. Petersburg, 2002.
Divnogortseva Svetlana
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow 127051, Russian Federation; Head of the Department;
Post: Head of Department of the pedagogy and methodology of primary education;
ORCID: 0000-0002-4143-2614;
Email: sdivnogortseva@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 "Church and School in Russia in the period 1900-1918" supported by PSTGU Development Foundation.
Дивногорцева С. Ю. Преподавание православного вероучения и православной культуры: задачи, способы обучения и его результат // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2019. Вып. 53. С. 9-19. DOI: 10.15382/sturIV201953.9-19
The author of this article raises the problem of the need for deep and fundamental training of teachers in the basics of religious faith and religious culture. The practice of teaching these subjects in the modern Russian school has been developing for about thirty years, and the availability and synthesis of experience becomes insuffi cient for the eff ective further development of this process. The author of the article expresses her conviction that in Russian educational space it is time for scientifi c research and the emergence of the science of religious faith and religious culture as educational subjects and patterns of teaching them to diff erent age groups, which will form the basis for the training of relevant teaching staff . Using the example of developing a methodology for teaching the elements of Orthodox faith and Orthodox culture, the article manifests the position of the author and her scientifi c school in setting goals for teaching these subjects at school, which “dictate” approaches to the formulation of principles, teaching methods and revealing its results. In the second part of the article, the author presents examples of some of the problems of teaching methods of Orthodox faith and Orthodox culture, which have been revealed up to now and which can become the subject of scientifi c (pedagogical) research, i.e. the logic of making programmes, features of work with terminology, selection of the content of educational books and the formulation of questions and tasks. The main conclusion of the article concerns the fact that the scientifi c development of teaching methods of Orthodox dogmata and Orthodox culture should not lag behind school education or follow it, but should satisfy its needs, orient school teachers to reasonable and eff ective teaching techniques.
teaching methods, Orthodox faith, Orthodox culture, academic subject, spiritual and moral upbringing, pedagogical activity, pedagogical research
  1. Divnogortseva S. (ed.) (2016) Aktual’nye problemy metodiki prepodavaniia pravoslavnoi kul’tury: kollektivnaia monografi ia [Current Issues in Methodology of Teaching Orthodox Culture: a collective monograph]. Moscow (in Russian).
  2. Divnogortseva S., Ageyeva A. (2017) Metodika prepodavaniia kursa «Osnovy pravoslavnoi kul’tury»: uchebnoe posobie [Methods of Teaching the Course «Elements of Orthodox Culture», textbook]. Moscow (in Russian).
  3. Dorofeeva L. (2013) Chelovek smirennyi v agiografi i Drevnei Rusi (XI — pervaia tret’ XVII v.) [The Humble Man in the Hagiography of Ancient Rus’ (11th — First Third of the 17th Centuries]. Kaliningrad (in Russian).
  4. Federal’nyi gosudarstvennyi obrazovatel’nyi standart osnovnogo obshchego obrazovaniia [Federal State Educational Standard of Main General Education], available at https://xn--80abucjiibhv9a.xn--p1ai/%D0%B4%D0%BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD%D1%82%D1%8B/543 (17.01.2019, in Russian).
  5. Ioann Lestvichnik. Lestvitsa [St. John Climacus. Ladder of Divine Ascent] (1994) Izdanie Sviato-Uspenskogo Pskovo-Pecherskogo monastyria (in Russian).
  6. Zankov L. (1990) Izbrannye pedagogicheskie trudy [Selected Pedagogical Works]. Moscow (in Russian).
  7. Zenkovskiy V., priest (1995) Psikhologiia detstva [Psychology of Childhood]. Ekaterinburg (in Russian).
Divnogortseva Svetlana
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow 127051, Russian Federation; Head of the Department;
Post: Head of Department of the pedagogy and methodology of primary education;
ORCID: 0000-0002-4143-2614;
Email: sdivnogortseva@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 was supported by a grant from the PSTSU Development Fund "School religious (Christian) education in Russia and abroad: historical experience, problems and prospects
Дивногорцева С. Ю. Православная педагогика и проблемы религиозного образования // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2020. Вып. 58. С. 11-19. DOI: 10.15382/sturIV202058.11-19
This article raises the question about the correspondence between the methodology of organisation of religious education at school and those standards, values and principles which make up the foundation of religious pedagogy. The article substantiates the necessity of the phenomenon of religious education within the educational milieu of the present-day school. This follows the challenge that the contemporary pedagogy poses for the school, i.e. a comprehensive personal development, which involves spiritual development as well. It is religious education that to a great extent makes possible the development of this side of personality; this substantiates the necessity of religious education. In order to solve the problem of spiritual development in the course of religious education, one should carefully select its content and apply a tactful, considerate and professional approach to methods, techniques and teaching media. The author of the article believes that it is important for them to conform with the paradigm of the given religious pedagogical culture, its values, ideas and principles. At the same time, this approach requires a critical analysis of dissimilar pedagogical ideas and innovations with the aim of employing them in religious education if they do not contradict traditions of religious pedagogical culture and make no harm to the task of spiritual development of the school student. The article uses a number of examples in order to demonstrate how certain pedagogical ideas can be accepted or rejected in religious (Orthodox) education due to their relevance to traditions, values and the agenda of Orthodox pedagogical culture.
Orthodox pedagogical culture, religious education, personal spiritual development
  1. Divnogortseva S. (2013) Osnovy pravoslavnoi pedagogicheskoi kul'tury [Fundamentals of Orthodox pedagogical culture]. Moscow (in Russian).
  2. Gutner G. (2018) “Teologiia i identichnost’. Zamechaniia o meste teologii v sovremennom obrazovanii” [Theology and identity. Remarks on the place of theology in modern education]. Teologiia i obrazovanie. Ezhegodnik Nauchno-obrazovatel'noi teologicheskoi assotsiatsii. Moscow, p. 93–102 (in Russian).
  3. Ilarion (Alfeev), metropolitan (2019) “Teologiia v obrazovanii i nauke: razvitie otrasli. Chast’ 1. Teologiia v sisteme universitetskogo obrazovaniia: problemy i perspektivy” [Theology in education and science: development of the domain. Part 1. Theology in the system of university education: problems and prospects]. Teologiia i obrazovanie. Ezhegodnik Nauchnoobrazovatel'noi teologicheskoi assotsiatsii. Moscow. P. 14–19 (in Russian).
  4. Leonov V., priest (2013) Osnovy pravoslavnoi antropologii [Fundamentals of Orthodox anthropology]. Moscow (in Russian).
  5. Skliarova T. (2016) Pravoslavnoe obrazovanie v sovremennoi Rossii: struktura i soderzhanie [Orthodox education in present-day Russia: Structure and content]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 1 (40), p. 9–16.
  6. Znakov V. (2007) Ponimanie v myshlenii, obshchenii, chelovecheskom bytii [Cognition in thinking, communication, existence of humans]. Moscow (in Russian).
Divnogortseva Svetlana
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow 127051, Russian Federation; Head of the Department;
Post: Head of Department of the pedagogy and methodology of primary education;
ORCID: 0000-0002-4143-2614;
Email: sdivnogortseva@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.
Дивногорцева С. Ю. Методика преподавания религии как наука и учебная дисциплина // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2021. Вып. 63. С. 50-63. DOI: 10.15382/sturIV202163.50-63
In the system of modern Russian education, the process of teaching religion again exists and is developing. However, there are still no works in domestic pedagogy devoted to the scientific analysis, generalization and development of experimentally confirmed methodological recommendations for the implementation of an effective process of religious education of the individual. The purpose of the article is to analyze the problems of scientific and pedagogical research devoted to the problem of religious education, identify and designate those tasks, the solution of which will contribute to the formation and development of a new branch of knowledge and academic discipline of the university - the methodology of teaching religion.Materials and methods. The leading research methods were the search and analysis of the problems of scientific and pedagogical research devoted to the indicated problem, synthesis, generalization and comparison of material on general and private didactic research.Results. The search and analysis of scientific works carried out in the Russian Federation, according to the methodology of teaching religion, led the author of the article to a statement of the fact that there was no pedagogical research, primarily in the field of teaching religion in confessional-oriented educational institutions. At the same time, the established practice of religious education in Russia requires its deep scientific analysis and generalization, on the one hand, and, on the other, the development of conceptual positions and approaches to teaching religion. They may be different depending on the tasks that scientists will see as priorities in teaching religion, on the age characteristics of students, on the types of educational institutions that implement the process of religious education of students.Conclusions. The author of the article proposes to consider the task of religious and moral development and upbringing of the individual as a priority in the development of a strategy for the religious teaching of schoolchildren in confessional-oriented educational institutions, indicates possible principles, methods and technologies of teaching aimed at solving it.
religious education, methods of teaching religion, methods of teaching Orthodox faith, didactics, principles of teaching, teaching methods and techniques
  1. Alekseev V. (2018) “Trudnosti prepodavaniia religii v Rossii” [Diffi culties in teaching religion in Russia], in Nauka i obrazovanie tret[ego tysiacheletiia [Science and education of the third millennium]. Moscow, pp. 131–132 (in Russian).
  2. Alfeev G. (2018) “Teologiia i prepodavanie religii v shkole” [Theology and teaching of religion at school]. Tserkov’ i vremia, 2018, vol. 1 (82), pp. 19–28 (in Russian).
  3. Balabeikina O. (2021) “Razvitie metodiki prepodavaniia Zakona Bozhiia v Rossiiskoi Imperii nachala XX v. kak napravlenie deiatel£nosti pravoslavnogo dukhovenstva: protoierei Apollonii Temnomerov” [Development of the methodology for teaching religion in the Russian Empire at the beginning of the 20th century as the direction of activity of the Orthodox clergy: Archpriest Apollonii Temnomerov”]. Vestnik Istoricheskogo obshchestva Sankt-Peterburgskoi Dukhovnoi Akademii, 2021, vol. 1 (6), pp. 31–40 (in Russian).
  4. Balakina E., Sidorenko N. (2016) “Sistema dukhovnogo obrazovaniia detei v praktike voskresnoi shkoly” [The system of spiritual education of children in the practice of Sunday school], in Poliparadigmal’nost’ sovremennogo obrazovaniia: podkhody i napravleniia: materialy nauchnoprakticheskoi konferentsii [Polyparadigmality of modern education: approaches and directions. Conference materials]. Barnaul, pp. 162–164 (in Russian).
  5. Barabanov V., Grigorenko A. (2013) “K voprosu o prepodavanii «Osnov religioznykh kul’tur i svetskoi etiki» v shkolakh” [“On the issue of teaching Fundamentals of Religious Cultures and Secular Ethics at schools”]. Universum: Vestnik Gertsenovskogo universiteta, 2013, vol. 2, pp. 92–102 (in Russian).
  6. Bogomilova N. (2015) “Modeli i «filosofiia» prepodavaniia religii v sovremennoi Evrope” [“Models and «philosophy» of teaching religion in modern Europe”]. Nauchnyi rezul’tat. Seriia: Sotsial′nye i gumanitarnye issledovaniia, 2015, vol. 1, no 1 (3), pp. 27–31 (in Russian).
  7. Bokova O., Karandashov V. (2016) “O nekotorykh voprosakh prepodavaniia distsipliny «Sovremennaia filosofiia religii»” [On some issues in teaching the discipline “Modern philosophy of religion”]. Vestnik Leningradskogo gosudarstvennogo universiteta im. A. S. Pushkina, 2016, vol. 3, pp. 212–220 (in Russian).
  8. Boretskaia V. (2016) “Prepodavanie kursa o religii v situatsii sovremennogo polikonfessional′nogo pol′skogo obshchestva” [“Teaching religion in the situation of modern multi-denominational Polish society”]. in Religiia i obshchestvo [Religion and society]. Mogilev, pp. 284–286 (in Russian).
  9. Chicherina A. (2018) “Kontseptual’nye polozheniia sviashchennomuchenika Faddeia (Uspenskogo) o metodike prepodavaniia distsipliny «Zakon Bozhii»” [“Conceptual provisions of Hieromartyr Faddei (Uspensky) on the methodology of teaching religion”]. Vestnik Nauki i Tvorchestva, 2018, vol. 5 (29), pp. 27–31 (in Russian).
  10. Chumakov M., Chumakova D. (2020) “Psikhologiia religii v universitete: osobennosti prepodavaniia” [“Psychology of religion at university: features of teaching”], in Strategicheskie orientiry sovremennogo obrazovaniia [Strategic guidelines of modern education]. Ekaterinburg, pp. 251–253 (in Russian).
  11. Divnogortseva S. (2015) “Metodika prepodavaniia pravoslavnoi kul’tury kak novaia oblast’ didakticheskoi nauki” [“Methods of teaching Orthodox culture as a new area of didactic science”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2015, no. 2 (37), pp. 89–97 (in Russian).
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  14. Ivanov I. (2020) “K voprosu o metodologii prepodavaniia istorii nekhristianskikh religii v dukhovnykh shkolakh” [“Methodology of teaching the history of non-Christian religions in theological schools”]. Trudy kafedry bogosloviia Sankt-Peterburgskoi dukhovnoi akademii, 2020, vol. 1 (5), pp. 64–72 (in Russian).
  15. Kabanova Kh. (2018) “Opyt prepodavaniia religii v Gretsii” [“The experience of teaching religion in Greece”], in Pedagogika i psikhologiia v sovremennom mire: teoreticheskie i prakticheskie issledovaniia [Pedagogy and psychology in the modern world: theoretical and practical studies]. Moscow, pp. 48–53 (in Russian).
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  17. Korskova A. (2018) “«Dolzhen li byt” v shkole otdel′nyi urok o religii?». Prepodavanie «Osnov pravoslavnoi kul′tury» na primere munitsipal’nogo avtonomnogo obshcheobrazovatel’nogo uchrezhdeniia «Litsei № 21» goroda Tambova” [“Should there be a specifi c lesson about religion at school?” Teaching Fundamentals of Orthodox Culture at Lyceum 21 in Tambov]. Gerodot Science, 2018, vol. 1, pp. 67–70 (in Russian).
  18. Kozyrev F. (2006) “Metodologicheskie resursy povysheniia kachestva prepodavaniia religii v srednei shkole” [“Methodological resources for improving the quality of teaching religion at a secondary school”]. Izvestiia Rossiiskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gertsena, 2006, vol. 6, no 14, pp. 191–204 (in Russian).
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  20. Rozin V. (2011) “Religiia vchera i segodnia i o prepodavanii dukhovnykh distsiplin” [Religion yesterday and today and the teaching of theological disciplines]. Filosofskie nauki, 2011, vol. 2, pp. 7–25 (in Russian).
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  22. Stanovskaia T. (2020) “Izuchenie pravoslavnogo bogosluzheniia v shkolakh Rossii: istoriia i sovremennost’” [“The study of Orthodox worship in Russian schools: history and modernity”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2020, vyp. 56, pp. 57–71 (in Russian).
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Divnogortseva Svetlana
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow 127051, Russian Federation; Head of the Department;
Post: Head of Department of the pedagogy and methodology of primary education;
ORCID: 0000-0002-4143-2614;
Email: sdivnogortseva@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.
Дивногорцева С. Ю. Проектирование логики и содержания подготовки будущих педагогов к преподаванию православного вероучения в школе // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2022. Вып. 66. С. 13-24. DOI: 10.15382/sturIV202266.13-24
Introduction. In the system of modern Russian education, the process of teaching religion again exists and develops. However, there are still no works in Russian pedagogy devoted to scientific analysis, generalization and development of experimentally confirmed methodological recommendations for the implementation of an effective process of religious education of the individual. The purpose of the article is to analyze the problems of scientific and pedagogical research devoted to the problem of religious education, to identify and designate those tasks, the solution of which will contribute to the formation and development of a new branch of knowledge and academic discipline of the university - the methodology of teaching religion.Materials and methods. The leading research methods were the search and analysis of the problems of scientific and pedagogical research devoted to the designated problem, the synthesis, generalization and comparison of material from general and particular didactic studies.Results. The search and analysis of scientific works carried out in the Russian Federation on the methodology of teaching religion led the author of the article to state the fact that there is no pedagogical research, primarily in the field of teaching religion in confession-oriented educational institutions. At the same time, the established practice of religious education in Russia requires its deep scientific analysis and generalization, on the one hand, and, on the other hand, the development of conceptual positions and approaches to the teaching of religion. They can be different depending on the tasks that scientists will see as a priority in teaching religion, on the age characteristics of students, on the types of educational institutions that implement the process of religious education of students.Conclusions. The author of the article proposes to consider the task of religious and moral development and education of the individual as a priority in the development of a strategy for the religious education of schoolchildren in confession-oriented educational institutions, indicates possible principles, methods and technologies of education aimed at solving it.
religious education, methods of teaching religion, methods of teaching Orthodox dogma, didactics, teaching principles, teaching methods and technologies, Orthodox university
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Divnogortseva Svetlana
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow 127051, Russian Federation; Head of the Department;
Post: Head of Department of the pedagogy and methodology of primary education;
ORCID: 0000-0002-4143-2614;
Email: sdivnogortseva@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.