In this paper discusses various approaches to understanding infantilism in the philosophical and psychological studies. Is given the author's definition of psychological infantilism. Distinguished components of infantilism: the unwillingness to take responsibility for their own behavior, lack of independence, the weak development of refl ection, naivety. As well as a detailed study of risk factors for psychological infantilism in adolescence, namely, the type of family education. The methodological basis of the study are: 1) the existential approach, 2) dispositional approach, and 3) an integrated approach. In this paper, these approaches are shown in the integration of knowledge about the infantilism of different specialties and disciplines of research. In an empirical study is presented: identification of the components of infantilism in adolescence, to establish the type of family education in youth with a strong performance on the components of infantilism, and establish the relationship between the components of infantilism and the type of family education in adolescence. To solve these problems used techniques: the questionnaire, the questionnaire «The level of subjective control», the 16-factor personality questionnaire R. Kettela, the test «Parent — Adult — Child», a test of self-actualization E. Shostroma, methods Eidemiller EG, Yustitskisa B. B. «The analysis of family relationships», the correlation analysis. The study found that in a group of young people with high rates on components of infantilism in interpersonal relationships externalities prevalent type of control, low self-reliance, independence, self-control, emotional instability, the dominance of the position of «child». In the correlation analysis, it was discovered the relationship between the components of the infantile character in youth, and these types of family education as «pandering» and «giperprotektsiya».

Infantilism, psychological infantilism, refl ection, internal locus of control, external locus of control, type of family education, giperprotektsiya, gipoprotektsiya

1.Ananev B. G. Chelovek kak predmet poznania (Man as an Object of Knowledge), Saint-Petersburg, 1999.
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Egorova Anastasiia
Egorov Il'ia

The article describes and analyzes the results of a study of perception of the image of the teacher teaching university. Highlights the main components of this image: individual- personal, professional and social components. And also studied in detail the dynamics of changes in the components of the image of the university professor teaching from the first to the fifth year .The methodological basis of the study are: social-perceptual approach to the study of interpersonal relationships. The results of the empirical studies have shown that the learning process of students in high school, presentation and components of the image of the teacher of the university undergo certain changes. The students of each course there is the image of the teacher differentiated indicators influencing the evaluation of teachers. Most susceptible to the dynamics of the image of the teacher characteristics such as authoritarianism, friendliness and altruism. To solve the problems in the research methods were used: questionnaires, content analysis of documents, questionnaire T. Liri (modification of Rean A. A., Kolominskye YA. L.), the ranking of personal qualities ( I. V. Egorov).

interpersonal relationships, social perception, representation, students about the high school teacher, image of high school teacher, personal characteristics, ideal image, real image, changing the image of high school teacher

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This article describes the principles and features of the creation technique of civil attitude. The main sections of civil techniques personality worldview «Russia — the territories, events, personalities». Each part of the technique is proved and correlates with phenomenon of civil worldview personality. Each section of the method is substantiated and corresponds with the individual features of civil worldview. The author of the article singles out six features of civil worldview: 1) the influence of the cognitive processes of the individual settings; 2) the influence of cultural features of the region and the territory in which the person resides; 3) features of relationships with significant others, groups; 4) The world view is associated with an orientation of themselves, other people and the world around (environment); 5) spatial and temporal characteristics (chronotopes), via which the individual world view; 6) world view and is regarded as a process and as a result. And one more feature that is included in the fi nal section of a technique which can reveal relevant to the country and the state, the emotional component.

method of diagnostics of civil worldview, worldview, relationship, personality, culture, territory, space, time, chronotop, event, relationships, group

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The article discusses the problem of moral development of the child's personality and inclination to lie in the modern psychological and pedagogical science. There are two main ways of the behavior of children, conventionally called «false» and «true» and, in turn, two intermediate options that are emerged in the situation of motivational conflict when on the one side there is the desire to win, and on the other side there is a true assessment of their success in solving problems. The particular attention is paid to the disclosure of the features of self-esteem and the interpersonal relationships with the peers of children with varying degrees of tendency to lie, since the consideration of the problem leads to the conclusion that the reasons of child's lying may be the peculiarities of the emotional-personal sphere. The study of preschool children has showed that self-esteem of the children with the lowest propensity to lie is more adequate; they give themselves more accurate estimation. In children with a pronounced tendency to lie, on the contrary, self-esteem was overstated and undifferentiated for most indicators. Preschoolers, who are prone to lie, occupy a very safe position among the peers according to the quality of the relationship. In contrast, children, who differ by truthful behavior, are experiencing some difficulties in communication. For the more productive and deep consideration of the problem, the authors conducted the data analysis and the results obtained previously and now, allowing to compare the dynamics of the manifestations of false behavior and its relationship with the interpersonal relationships.

moral and ethical development of the child's personality, situation of motivational conflict, tendency to lie, diff erentiated/undiff erentiated self-esteem, interpersonal relationships of children

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Dorofeeva Nina
Egorov Il'ia

This article analyses the results of the study of ideals as a dynamic basis for attitudes of university students. And shows on the basis of the obtained empirical results the diff erences in personal development of young people who have ideals and who do not have ideals. Based on a comparative analysis of groups of young people who have ideals and who do not have ideals, it shows diff erences in such personal characteristics as maturity of the person, refl ection, responsibility for one's life, the content of the temporal perspective, attitude to the country. It shows the similarity of both groups in the direction of improving themselves and others; attitudes to social norms and adherence to these norms. The results obtained have allowed the author to show the transition from an externally given example (ideal) to an internal self-regulation process on the basis of an individual personal example.

university students, ideal, attitudes, personal example, personal maturity, reflection, responsibility, perception of events, direction of improvement, attitude to country

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Egorov Ilya
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Moscow City University 4; 2nd Sel'skokhoziaistvennyi proezd, Moscow, 129226, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-7302-5335;
Email: egorov_cpti@mail.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.

The reported study was funded by RFBR according to the research project №18-513-00003 Bel_a.

This article analyses results of the study of ideals of young people. The author shows that similar content of ideals is a prerequisite of developing and preserving social connections and social groups. Besides, ideals act as moral and value-related regulators of social activity of the person. They determine the direction of self-development of the person in young age, and the maturity of the person. Based on empirical data, the article distinguishes meaningful semantic segments in the structure of ideals of students. Similar ideals allowed us to distinguish fi ve groups of young people with diff erent ideals. The first group is made up by young people who selected persons from their family as iseals; the second group are those who chose politicians or public fi gures; the third group are those who chose actors, rock-musicians, pop-singers, sportsmen; the fourth group chose prophets and saints as their ideals; the fi fth group chose poets, writers, philosophers. The subsequent comparison of personal characteristics in these groups has shown that meaningful diff erences between the groups are manisfested in the maturity of the person, in social identity, and in the degree of moral and ethical responsibility. The first group shows a low level of personal maturity and strong dependence on the social milieu; the second group shows high level of personal maturity, social pseudoidentity, full-fledged moral and ethical responsibility with clear-cut altruistic emotions and moral intuition; the third group has low level of personal maturity, independence and freedom from society, full-fl edged moral and ethical responsibility; the fourth group has a medium level of personal maturity, strong dependence on the social milieu, high level of moral and ethical responsibility with clear-cut altruism; the fi fth group has a medium level of personal maturity, asocial tendency, full-fl edged moral and ethical responsibility.

university students, ideal, personal characteristics, personal maturity, responsibility, direction of self-development, social identity, psychosocial type of personality

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6. Rasskazova I., Simanina A. (2015) “Znachimye liudi Rossii dlia studentov pedagogicheskogo universiteta v soderzhanii ikh grazhdanskogo mirovospriiatiia” [“Prominent People of Russia for Students of Teacher Colleges in Content of their Civil World Outlook”], in I. Egorov, L. Filonov (eds.) Ezhegodnik nauchno-metodologicheskogo seminara “Problemy psikhologopedagogicheskoi antropologii”, vol. 5, pp. 67–77 (in Russian).
7. Rasskazova I., Simanina A. (2015) “Idealy studentov pedagogicheskogo universiteta v soderzhanii ikh grazhdanskogo mirovospriiatiia” [“Ideals of Students of Teacher Colleges in the COntent of their Civil World Outlook”]. Sibirskii pedagogicheskii zhurnal. 2015, vol. 5, pp. 45–49 (in Russian).
8. Riegel K. (1975) “Adult Life Crisis: A Dialectical Interpretation of Development”, in N. Datan, L. Ginsberg (eds.) Life-Span Developmental Psychology: Normative Life Crisis. New York, pp. 346–370.
9. Shneider L. (ed.) (2016) Grazhdanskoe mirovospriiatie molodezhi: teoretiko-empiricheskoe issledovanie [Civil World Outlook of Young People: Theoretical and Empirical Study]. Moscow (in Russian).
10. Shneider L., Khrustaleva V. (2014) “Assotsiativnyi test kak osnova konstruirovaniia metodiki izucheniia sotsial'noi identichnosti” [“Associative Test as a Foundation for Constructing the Methofology of Study of Social Identity”]. Vestnik RMAT, vol. 3, pp. 83–96 (in Russian).
11. Timoshchuk I. (2004) “Diagnosticheskii instrumentarii issledovaniia nekotorykh aspektov otvetstvennosti u studentov-psikhologov” [“Diagnostic Inventory for Study of Certain Aspects of Responsibility among Studnets of Psychology”]. Prakticheskaia psikhologiia i sotsial'naia rabota. 2004, vol. 8, pp. 37–40 (in Russian).

Egorov Ilya
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Moscow City University 4; 2nd Sel'skokhoziaistvennyi proezd, Moscow, 129226, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-7302-5335;
Email: egorov_cpti@mail.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.

This article analyses results of a study of professional and civil identity of young people studying at universities in Russia and Belarus in the context of social orientation to leaving the country. The author of the article studies the mutual dependence of professional and civil identity of the young personality in connection with such an undesirable phenomenon in Russian reality as intellectual losses, the so-called brain- drain. The article demonstrates the importance of intrapersonal confl icts in the system of social orientation as a factor determining the development of the professional and civil self-consciousness of the personality of young people, their professional and civil identity. Based on the empirical study of university students aged 17‒25 in Russia (397 persons in total) and Belarus (196 persons), the article shows similar features in groups of students in Russia and Belarus. Both groups have a high level of professional identitity; positive civil identity prevails; in both groups most young people choose the social orientation characteristic of an intrapersonal confl ict connected with leaving the country (between “cannot/can and do not want/want to leave the country”). The subsequent comparison of professional and civil identity of students in Russia and Belarus has shown that meaningful differences between the groups are seen in the levels of negative and hyperpositive civil identity. Respondents from Belarus have a higher level of hyperpositive and negative civil identity compared with those in Russia. Students from Russia who have low professional identity more often have the social orientation “I cannot and do not want to leave the country”.

cross-cultural study, university students, professional identity, civil identity, attitudes to leaving the country, intrapersonal confl ict of unrealised desire, development of personality

1. Antsupov A., Shipilov A. (2009) Slovar' konfl iktologa [Dictionary of a Conflictologist]. St. Petersburg (in Russian).
2. Asmolov A. (ed.) (2016) Kak rozhdaetsia grazhdanskaia identichnost' v mire obrazovaniia: ot fenomenologii k tekhnologii [How Civil Identity in the World of Education is Born: From Phenomenology to Technology]. Moscow (in Russian).
3. Barrett M., Riazanova T., Volovikova M. (eds.) (2001) Razvitie natsional'noi, etnolingvisticheskoi i religioznoi identichnosti u detei i podrostkov [Development of National, Ethnolinguistic and Religious Identities in Children and Adolescents]. Moscow (in Russian).
4. Borisov R. (2013) “Teoretiko-kontseptual'noe osmyslenie fenomena grazhdanskoi identichnosti” [“Theoretical and Conceptual Understanding of Civil Identity”]. Psikhologiia obrazovaniia v polikul'turnom prostranstve, № 4, pp. 5–12 (in Russian).
5. Borisov R. (2016) “Grazhdanskaia identichnost' v terminakh psikhodiagnostiki” [“Civil Identity in Terms of Psychodiagnostics”]. Vestnik Dagestanskogo gosudarstvennogo universiteta, № 31, pp. 95–99 (in Russian).
6. Erikson E. (1968) Identity: Youth and Crisis. New York.
7. Filonov L., Anan'eva N. (2006) Slovar'-kompendium psikhologo-antropologicheskoi diagnostiki [Dictionary of Psychological and Anthropological Diagnostics]. Moscow (in Russian).
8. Korablin I. (2018) “«Utechka mozgov»: empiricheskii analiz (po materialam initsiativnogo sotsiologicheskogo issledovaniia: fevral'‒mart 2017 g.)” [“Brain-Drain”: An Empirical Analysis (based on materials of an initiative sociological research: February‒March 2017)”]. Sotsiodinamika, № 4, pp. 29–42 (in Russian).
9. Markova A. (1996) Psikhologiia professionalizma [Psychology of Professionalism”]. Moscow (in Russian).
10. Mitina L. (1998) Psikhologiia professional'nogo razvitiia uchitelia [Psychology of Professional Development of a Teacher]. Moscow (in Russian).
11. Priazhnikov N. (2008) Professional'noe samoopredelenie: teoriia i praktika [Professional Self- Determination: Theory and Practice”]. Moscow (in Russian).
12. Stolin V. (1983) Samosoznanie lichnosti [Self-Consciousness of Personality]. Moscow (in Russian).
13. Shneider L. (2007) Lichnostnaia, gendernaia i professional'naia identichnost': teoriia i metody diagnostiki [Personal, Gender-Related, and Professional Identity: Theory and Methods of Diagnosis]. Moscow (in Russian).
14. Shneider L. (2018) “Attitiudy patriotizma v otsenke zhelaniia i vozmozhnosti ot»ezda iz svoei strany: kross-kul'turnoe issledovanie” [Attitudes of Patriotism in the Assessment of the Desire and Possibility of Departure from the Country: Cross-Cultural Study]. Aktual'nye problemy psikhologicheskogo znaniia. Teoreticheskie i prakticheskie problemy psikhologii, № 3, pp. 101–112. (in Russian).
15. Zeer E. (2005) Psikhologiia professii [Psychology of profession]. Moscow (in Russian).

Egorov Ilya
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Moscow City University 4; 2nd Sel'skokhoziaistvennyi proezd, Moscow, 129226, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-7302-5335;
Email: egorov_cpti@mail.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.

The reported study was funded by RFBR according to the research project №18-513-00003 Bel_a.

The Mirror of Theology (Speculum theologiae) is a unique example of a book miniature of the Latin Middle Ages. It represents an embodiment of the Catholic didactics of the 13th — 15th centuries concentrated to its maximum. This article studies one of the miniatures of the illustrative range of the Speculum theologiae with a schematic drawing of a cherub. It is not only an image but also a chart into which the main theses of Alan’s of Lille treatise On the Six-Winged Cherub are incorporated. The article uses a number of artefacts as examples and scrutinises the formation and development of the iconography. A detailed analysis of each miniature allows one to understand the way how the coёxistence and mutual infl uence of the word and the image are expressed in the these specifi c cases. The article also demonstrates the correlation of the iconographic scheme with other didactic visual diagrams contained in the collection of the Speculum theologiae. A sheet with a schematic image of the cherub is studied in the article not as a lone-standing illustration accompanying the theological dissertation but as an element in the whole array of miniatures. In order to carry out the study, the author of the article has read and translated into Russian the charts-illustrations with the images of cherubs. A comprehensive translation allowed the author to understand the princliple of work of the illustration, i.e. how it combines images and texts, how they occupy their — sometimes interchangeable, sometimes irreducible — positions, how such exquisitely refi ned iconography is created in the golden age of the schematic theology of scholasticism.

Western Medieval art, Medieval illuminated manuscripts, Medieval illumination, Medieval iconography, cherub, visual diagrams, Medieval craft of memory, Medieval theology, Alan of Lille, Hugh of Saint-Victor

1. Carruthers M. (2003) The Craft of Thought: Meditation, Rhetoric and the Making of Images 400– 1200. Cambridge: Cambridge University Press.
2. Carruthers M., Ziolkowski J. (eds.) (2004) The Medieval Craft of Memory: An Anthology of Texts and Pictures. Philadelphia: University of Pennsylvania Press.
3. Carruthers M. (2008) The Book of Memory. A Study of Memory in Medieval Culture. 2nd ed. New York: Cambridge University Press.
4. Carruthers M. (2009) “Ars oblivionalis, ars inveniendi: The Cherub Figure and the Arts of Memory”. Gesta, 48, pp. 99‒117.
5. Clopper L. (2006) “Inscribing Mentalities: Alan of Lille, the De Lisle Psalter Cherub, and Franciscan Meditation” in E. Kirk, B. Wheeler (eds.) Mindful Spirit in Late Medieval Literature: Essays in Honor of Elizabeth D. Kirk. New York: Palgrave Macmillan, pp. 57‒80.
6. Evans M. (1980) “The Geometry of the Mind”. Architectural Association Quarterly, 12 (4), pp. 32‒55.
7. Fergusson G. (1989) Signs and Symbols in Christian Art. London: Oxford University Press.
8. Freeman S. (1999) The Psalter of Robert de Lisle in the British Library. London: Harvey Miller Publishers.
9. Ladner G. (1983) Images and Ideas in the Middle Ages: Selected Studies in History and Art. Roma: Edizioni di storia e letteratura.
10. Nesterova O. (2005) “Teoria mnozhestvennosti “smyslov” Sv. Pisaniya v srednevekovoi ekzegeticheskoi traditsii” [A Theory of Plurality of “Meanings” of Scripture in the Medieval Christian Exegetical Tradition], in Zhanry i formy v pismennoi kulture Srednevekov'ia [Genres and Forms in Medieval Written Culture]. Moscow, pp. 23‒44. (in Russian).
11. Noell B. Medieval Representation of the Cherub and the Diagram in Beinecke MS 416, available at: http://brbl-archive.library.yale.edu/exhibitions/speculum/pdf/8r-noell.pdf (03.09.2019).
12. Rudolph C. (2014) The Mystic Ark: Hugh of Saint Victor, Art, and Thought in the Twelfth Century. New York: Cambridge University Press.
13. Saxl F. (1942) “A Spiritual Encyclopaedia of the Later Middle Ages”. Journal of the Warburg and Courtauld Institutes, 5, pp. 82‒139.

Egorova Anastasia
Student status: Graduate student;
Place of study: Lomonosov Moscow State University; 27/4 Lomonosovsky prospekt, Moscow, 119991 Russian Federation;
ORCID: 0000-0002-9356-2744;
Email: eto.nastya@gmail.com.

This article presents the results of a study of specifi c features of implementing theological education in online environment. The study was carried out by the Institute of Distance Education, St. Tikhon’s Orthodox University for the Humanities, and is focused on the attitude of scholars and teachers to the problem of communication when obtaining theological education online. The knowledge of the experience of online/distance teaching of theology at the Institute was acquired through interviewing staff members of the Department of New Technologies in the Humanities. In order to achieve the aims of the study, the method of semi-formalised interview was employed. The authors of the article have studied the answers of the interviewees to the questions about achieving good interaction between the students, the teacher, and between themselves, and came to the conclusion that the formation of unity, concord, mutual trust among the participants of distance education are achievable and make up the necessary prerequisite for success. The article discusses the claim that the instruments of the system of distance education allow the students and teachers to come to deep interaction and achieve high quality of education. These are possible if the participants are motivated and have relevant skills. We have compared the foreign approach to the organisation of communication in online theological education and the experience of the participants of our own study and made the following conclusions: (1) The Institute of Distance Education employs a blended model of instruction which implies that the instructor can act as an expert who transmits knowledge and at the same time organises the interaction between students; (2) The participants of the interviews, just like their foreign colleagues, encounter insuffi cient methodological knowledge when organising online/distance teaching; (3) The interviewed teachers insuffi ciently use the opportunities of the system of online/distance education for the organisation of interaction among those involved.

distance education, distance learning, interpersonal interaction model for learning and teaching, theological education, online educational environment, communication, online educational technologies, instructors’ experience

1. Abrami P., Bures E. (1996) “Computer-Supported Collaborative Learning and Distance Education”. American Journal of Distance Education, 10 (2), pp. 37−42.
2. Campbell H. (2005) Exploring Religious Community Online: We are One in the Network. New York.
3. Dede C. Introduction: A Sea Change in Thinking, Knowing, Learning and Teaching: The ECAR Study of Undergraduate Students and Information Technology, available at https://kinasevych.ca/2009/03/25/dede-2007-introduction-a-sea-change-in-thinking-knowing-learning-andteaching-in-the-ecar-study-of-undergraduate-students-and-information-technology-2007/
4. Delamarter S. (2004) “A Typology of the Use of Technology in Theological Education”. Teaching Theology and Religion, 7/3, pp. 134−140.
5. Driel E. C. van (2015) “Online Theological Education: Three Undertheorized Issues”. Theological Education, 50/1, pp. 69–79.
6. Egorov G., Melanina T. (2014) “Bogoslovie na rasstoianii. Pravoslavnoe distantsionnoe obrazovanie: desiat' let spustia” [Theology at a Distance. Orthodox Distance Education: Ten Years After]. Zhurnal Moskovskoi patriarkhii, 8, pp. 86–89 (in Russian).
7. Egorov G., Melanina T., Roberts J. (2019) “Teaching Theology at a Distance. Experiences of the Institute of Distance Learning at St. Tikhon's Orthodox University in Moscow, Russia”. Hervormde Teologiese Studies, 75/4.
8. Esselman T. (2004) “The Pedagogy of the Online Wisdom Community: Forming Church Ministers in a Digital Age”. Teaching Theology and Religion, 7/3, pp. 159–170.
9. Esselman T. (2005) “What Technology Can Teach about Theological Pedagogy”, in V. J. Klimoski, K. J. O. Neil, K. M. Schuth (eds.) Educating Leaders for Ministry: Issues and Responses, pp. 134−162.
10. Gresham J. (2006) “Divine Pedagogy as a Model for Online Education”. Teaching Theology and Religion, 9/1, pp. 24−28.
11. Hege A. (2010) “The Online Theology Classroom: Strategies for Engaging a Community of Distance Learners in a Hybrid Model of Online Education”. Teaching Theology and Religion, pp. 13–20.
12. Hess M. (2005) “What Diff erence Does it Make? Digital Technology in the Theological Classroom”. Theological Education, 41/1, pp. 77–91.
13. Hess M. (2005) Engaging Technology in Theological Education: All that we Cannot Leave Behind. Lanham.
14. Kelsey D. (2002) “Spiritual Machines, Personal Bodies and God: Theological Education and Theological Anthropology”. Teaching Theology and Religion, 5/1, pp. 2−9.
15. Oliver E. (2018) “Blended Learning for Teaching Theology”. Verbum et Ecclesia, 39/1.
16. Parker J. (1998) “Palmer. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life”. San Francisco.
17. Patterson E. (1996) “The Questions of Distance Education”. Theological Education, 33/1, pp. 59−74.
18. Ravoi A., Jordan H. (2004) “Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses”. International Review of Research in Open and Distance Learning, 5/2, pp. 471−489.

Gennady Egorov, archpriest
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 23B Novokuznetzkaya Str., Moscow, 115184, Russian Federation;
Post: Director of Institute of Distance Learning;
ORCID: 0000-0002-5170-7968;
Email: fathergennadi@mail.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.
Ulitchev Ivan
Academic Degree: Candidate of Sciences* in Theology;
Academic Rank: Associate Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 23B Novokuznetzkaya Str., Moscow, 115184, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-1107-3948;
Email: ioann_ul@mail.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.
Popov Alexander
Place of work: St. Tikhon’s Orthodox University for the Humanities; 23B Novokuznetzkaya Str., Moscow, 115184, Russian Federation;
Post: Lecturer;
ORCID: 0000-0002-7635-9218;
Email: AlexanderAP@mail.ru.
Smolyanov Vadim, priest
Place of work: St. Tikhon’s Orthodox University for the Humanities; 23B Novokuznetzkaya Str., Moscow, 115184, Russian Federation;
Post: lecturer;
ORCID: 0000-0002-9524-2015;
Email: vsmolyanov@bk.ru.
Platonova Iuliia
Academic Degree: Candidate of Sciences* in Philosophy;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 23B Novokuznetzkaya Str., Moscow, 115184, Russian Federation;
ORCID: 0000-0002-3599-7838;
Email: yulia.platonova@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.
Pushkarev Sergei
Academic Degree: Master of Ttheology;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 23B Novokuznetzkaya Str., Moscow, 115184, Russian Federation;
Post: lecturer;
ORCID: 0000-0002-0996-6528;
Email: sergeipush@mail.ru.
Melanina Tatiana
Academic Degree: Candidate* of Engineering Sciences;
Place of work: St. Tikhon’s Orthodox University for the Humanities, 23B Novokuznetzkaya Str., Moscow, 115184, Russian Federation;
Post: Head of Educational and Methodical Department;
ORCID: 0000-0002-4337-3793;
Email: melanina.t@pstgu.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.

This article presents the results of a pilot study of the psychological state of adolescents during the Covid-19 pandemic. It analyses the data on the general emotional background, subjective feeling of social isolation and a tendency to deviant forms of behaviour in subjects aged 12–15. The authors test the hypothesis that in families successfully coping with the stress of the pandemic, adolescents have good indicators of socio-psychological adaptation. Residents of Moscow City and Moscow Region (parents and adolescents) were selected to participate in the study. This Russian region has been a zone of greatest risk of coronavirus infection and of unprecedented measures to limit the spread of COVID-19. The study was conducted in December 2020 — January 2021, in the second wave of distance education, just before the removal of major restrictions. Since the pandemic aff ects the emotional state, intensifying negative experiences, and the associated restrictive measures provoke deprivation syndromes, the data from the parent survey were supplemented with information about the subjective feelings of emotional and social well-being/not well-being of adolescents. To do this, we used the “Scale of subjective feeling of loneliness” and the Russian version of the PANAS method. Taking into account the theoretical opinion that a long stay in a pandemic causes deviation in adolescent behaviour, a diagnosis of a tendency to deviant behavior was proposed. It is shown that, depending on the satisfaction of parents with their ways of coping with diffi culties of the pandemic, adolescents are characterised by positive tendencies of adaptation, i.e. the presence of positive emotional experiences, an actualised need for communication, the absence of deviant behaviour models. Occasional deviations are explained by the tension in the situation of uncertainty itself and its novelty. The lack of family and individual experience of coping with such situations determines individual disturbances in activity and behaviour. The data obtained make it possible to continue research in the direction of studying the determination of adolescents in adapting to diffi cult situations by family factors: the economic and socio-cultural status of the parents, the fi nancial situation of the family, its completeness, the specifics of conjugal coping and others.

adaptation, coping, adolescents, family, pandemic, self-isolation, deviant behaviour

1. Bonkalo T. I., Marinova T. Yu., Feoktistova S. V., Shmeleva S. V. (2020) “Diadicheskie kopingstrategii suprugov kak faktor latentnykh disfunktsional’nykh otnoshenii v sem’e: opyt empiricheskogo issledovaniia v usloviiakh pandemii” [Dyadic coping strategies of spouses as a factor in latent dysfunctional relationships in the family: an empirical study in the pandemic]. Sotsial’naia psikhologiia i obshchestvo, 2020, vol. 11, no. 3, pp. 35–50. doi.org/10.17759/sps.2020110303 (in Russian).
2. Egorov I. V., Konysheva N. M., Badulina O. I., Zvereva M. V., Gorbatkina I. M., Romanenko N. L., Murtazina N. A., Bocharnikova M. A., Prokhorova A. V., Semeniuk N. M. (2012) “Emotsional’noe blagopoluchie i podderzhanie zdorov’ia detei v sisteme predshkol’nogo i nachal’nogo obrazovaniia” [Emotional well-being and health maintenance of children in the system of preschool and primary education]. Nachal'naia shkola, 2012, no. 3, pp. 43–71 (in Russian).
3. Ezpeleta L., Navarro J. B., de la Osa N., Trepat E., Penelo E. (2020) Life conditions during COVID-19 lockdown and mental health in Spanish adolescents. Int. J. Environ. Res. Public. Health, 2020, vol. 17, no 19, p. 7327. https ://doi.org/10.3390/ij erph1719732727.
4. Fontanesi L., Marchetti D., Mazza C., Di Giandomenico S., Roma P., Verrocchio M. C. (2020) The effect of the COVID-19 lockdown on parents: A call to adopt urgent measures. Psychological Trauma: Theory, Research, Practice, and Policy, 2020, vol. 12, pp. 79–81. http://dx.doi.org/10.1037/tra0000672.
5. Garcia de Avila M. A., Hamamoto Filho P. T., Jacob F., Alcantara L. R. S., Berghammer M., Jenholt Nolbris M., Olaya-Contreras P., Nilsson S. (2020) Children’s anxiety and factors related to the COVID-19 pandemic: an exploratory study using the children’s anxiety questionnaire and the numerical rating scale. Int. J. Environ. Res. Public Health, 2020, vol. 17, no. 16, p. 5757. https://doi.org/10.3390/ij erph17165757.
6. Gerasimova А. А., Kholmogorova A. B. (2020) “Strategii sovladaniia, psikhologicheskoe blagopoluchie i problemnoe ispol'zovanie interneta v period pandemii” [Coping Strategies, psychological well-being and problematic internet use during the pandemic”]. Psikhologicheskaia nauka i obrazovanie, 2020, vol. 25, no. 6, pp. 31–40. doi.org/10.17759/pse.2020250603 (in Russian).
7. Hawes M. T., Szenczy A. K., Klein D. N., Hajcak G., Nelson B. D. (2021) Increases in depression and anxiety symptoms in adolescents and young adults during the COVID-19 pandemic. Psychological Medicine, 2021. vol. 52, no. 1, pp. 1–9. https://doi.org/10.1017/S0033291720005358.
8. Janssen L. H. C., Kullberg M.-L. J., Verkuil B., van Zwieten N., Wever M. C. M., van Houtum L., et al. (2020) Does the COVID-19 pandemic impact parents’ and adolescents’ well-being? An EMA-study on daily affect and parenting. PLoS ONE, 2020, no. 15 (10), e0240962. https://doi.org/10.1371/journal.pone.0240962.
9. Jiao W. Y., Wang L. N., Liu J., Fang S. F., Jiao F. Y., Pettoello-Mantovani M., Somekh E. (2020) Behavioral and emotional disorders in children during the covid-19 epidemic. The Journal of Pediatrics, 2020, no. 221, pp. 264–266. https://doi.org/10.1016/j.jpeds.2020.03.013.
10. Mart'yanova G. Yu. (2016) “Samodeterminatsiia sub’ekta napriazhennoi situatsii: antropopsikhologicheskii podkhod” [Self-determination of the subject of a tense situation: an anthropo-psychological approach]. Psikhologiia i Psikhotekhnika, 2016, no. 10, pp. 829–833. doi: 10.7256/2454-0722.2016.10.22070 (in Russian).
11. Opekina T. P., Shipova N. S. (2020) “Sem’ia v period samoizoliatsii: stressy, riski i vozmozhnosti sovladaniia» [Family in lockdown: stress, risks and coping opportunities]. Vestnik Kostromskogo gosudarstvennogo universiteta. Seriia: Pedagogika. Psikhologiia. Sotsiokinetika, 2020, vol. 26, no. 3, pp. 121–128. doi:10.34216/2073-1426-2020- 26-3-121-128 (in Russian).
12. Reiss F., Meyrose A. K., Otto C., Lampert T., Klasen F., Ravens-Sieberer U. (2019) Socioeconomic status, stressful life situations and mental health problems in children and adolescents: Results of the German BELLA cohort-study. PLoS ONE, 2019, no 14(3), e0213700. https ://doi.org/10.1371/journal.pone.0213700.
13. Saurabh K., Ranjan S. (2020) Compliance and psychological impact of quarantine in children and adolescents due to COVID-19 pandemic. Indian J Pediatr, 2020, vol. 87, no 7, pp. 532–536.
14. Shneider L. B. (2009) Semeinaia problematika v empiricheskikh issledovaniiakh [Family issues in empirical research]. Moscow.

Egorov Ilya
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Moscow City University 4; 2nd Sel'skokhoziaistvennyi proezd, Moscow, 129226, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-7302-5335;
Email: egorov_cpti@mail.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.
Mart'yanova Galina
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Moscow City University; 4/1, Vtoroi Sel’skokhoziaistvennyi proezd, Moscow 129226, Russian Federation;
Post: associate professor;
ORCID: 0000-0003-4841-5355;
Email: g.martyanova@mail.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.

The article is devoted to the analysis of ABC-books and primers for national schools of the USSR from 1940 to 1991. Previously, the following research questions were formulated: is urban space represented in textbooks of this type?; if this is the fact, which city(s) is it?; what characteristics of the concept of the “city” and what functions of urban lifestyle are presented to the child by the authors of textbooks?; do the textbooks for national schools diff er from those of the all-Union schools in this aspect? It was found that in most textbooks for national schools, only one city is represented, i.e. Moscow; in some cases it is the capital of a union or autonomous republic, or a region (Mordovia, Belarus). First of all, the city is represented as a symbol of state or local power through images of the Kremlin and government buildings. It is worth noting that when presenting the urban space to a child, the compilers of ABC-books and primers chose and emphasised only one thing, namely the political characteristic of the city. In this case, Moscow is a symbol of the whole country, a point of “attraction” and “gathering” of national suburbs. In the primers published for the central regions of the USSR, the urban space was represented more widely than in the national ones. Less common is the version of the city as a platform, a “stage” for everyday events of a child’s life. Thus, during the period in question, there was a tendency to present the city as exclusively metropolitan, noted in the pre-revolutionary ABC-books by V. G. Bezrogov and M. V. Tendryakova, and in the manuals of the fi rst years of Soviet power by E. Yu. Romashina. Both national and all-Union textbooks trace the general state policy of ideologising the fi rst educational book for children.

alphabet, primer, national school, national textbook, urban space, capital, Moscow, Kremlin, ideology, junior schoolchildren

1. Afteniy M. K., Dotsenko P. S. (1954) Abechedar [Abechedar]. Kishinev.
2. Bayburtyan N. A. (1981) Bukvar’: Dlia II klassa armianskoi shkoly [Bukvar: For the II class of the Armenian School]. Yerevan.
3. Bednyakov A. S. (1954) Bukvar’: uchebnik russkogo iazyka dlia 1 klassa gorno-altaiskikh shkol [Primer. Textbook of the Russian language for the 1st class of Gorno-Altaisk schools]. Gorno- Altaisk.
4. Bezrogov V. G., Tendryakova M. V. (2019) Gorod i Korf: fi gura urbis novae v uchebnykh knigakh dlia zemskoi shkoly [The City and Korf: fi gura urbis novae in the study books for the Zemstvo school]. Vestnik PSTGU. Ser. IV. Pedagogika. Psikhologiia, vol. 55, pp. 110–127.
5. Grevs I. M. (1921) Monumental’nyi gorod i istoricheskie ekskursii [Monumental city and historical excursions]. Petrograd.
6. Zhukova A. N., Ikavav M. F., Agin I. S. (1986) Bukvar’ [Primer]. Leningrad.
7. Gerieva E. Ya. (1955) Bukvar’ [Primer]. Ordzhonikidze.
8. Depolovich L. P. (1955) Bukvar’ [Primer]. Kiev.
9. Zaborova E. N. (2014) Gorodskoe upravlenie [City administration]. Yekaterinburg.
10. Kurilov G. N. (1987) Bukvar’ [Primer]. Yakutsk.
11. Kutovoy A. A. (1942) Bukvar’ [Primer]. Abakan.
12. Morozova P. P., Nosova M. S., Radaev V. K. (1981) Bukvar’ [Primer]. Saransk.
13. Romashina E. Yu. (2020) “«My s toboi rodnye brat’ia»: smychka goroda i derevni v bukvariakh i azbukakh Sovetskoi Rossii 1925–1927 gg.” [“«We are brothers with you»: the link between the city and the village in the ABCs and ABCs of the USSR 1925–1927 gg.”]. Istoriya. Historians. Sources, 2020, vol. 4, pp. 80–89.
14. Sivko N. I. (1954) Bukvar' [Primer]. Minsk.

Egorova Anastasia
Student status: Graduate student;
Place of study: Tula state pedagogical university; 125 Prosp. Lеnina, Tula, 300026, Russian Federation;
ORCID: 0000-0002-6036-1233;
Email: anasego1994@mail.ru.

The study was sponsored by RFBR in the framework of a research project № 20-013-00246.

The article analyses result of research of the link of student’s perception teacher’s personal qualities and academic’s perfomance. The analysis of theory shows the advantages and disadvantages of each form of education. There are determined the reasons for the decrease or increase in the academic success of education, and prospects for the use of each of the forms of education in higher education in the future. Among the most popular reasons for the decline in academic success of students and full-time and distance learning are: organizational difficulties; psychological difficulties. Specific difficulties for distance learning students are: problems of "beginners" (low computer literacy); technical difficulties (work in different programs); psychological difficulties (lack of live interaction with all members of the educational process, a sense of loneliness). The aim of the study was to identify the relationship between students' ideas about the personality of a university teacher and the academic performance of distance learning students in comparison with full-time students. To achieve the goal of the study, the authors relied on the methodological approaches of A.A. Bodaleva, A.A. Reana, J.L. Kolominsky on the social and perceptual side of communication in the educational process. In the empirical part of the study, the following methods were used: T. Leary's questionnaire, analysis of educational documentation, methods of descriptive and inductive statistics, the method of correlation pleiades. The results of the empirical study showed statistically significant, direct relationships between the academic success of students of both forms of education (full-time and distance learning) and the authoritarian personality traits of the teacher. But, at the same time, among full-time students, a direct relationship was found between academic performance and egocentricity, distance and rivalry of the teacher. And for distance learning students, a statistically significant relationship was found between academic success and the teacher's mistrustful and skeptical attitude towards other people in his character traits. At the same time, among full-time students, a statistically significant inverse relationship was found between academic success and dependence on others, a willingness to listen to the opinions of others.

Full-time education, distance education, academic performance, student’s opinion on unversity’s teachers, personal qualities, real image, correlation analysis

1. Antsiferova A. (2016) “Vzaimodeistvie prepodavatelia i studenta kak faktor vozdeistviia na lichnostnyi i professional′nyi rost obuchaiushchegosia” [The interaction of a teacher and a student as a factor infl uencing the personal and professional growth of a student]. Elektronnyi nauchno-metodicheskii zhurnal Omskogo GAU, 2016, vol. 3 (6), pp. 144–147 (in Russian).
2. Ashmarov I. (2014) “Vliianie lichnostnykh kachestv studentov v protsesse obucheniia na rezul’tativnost’ protsessa professional’nogo stanovleniia i razvitiia” [The infl uence of students’ personal qualities in the learning process on the eff ectiveness of the process of professional formation and development]. Professional′naia orientatsiia, 2014, vol. 1, pp. 2–19 (in Russian).
3. Ashyrbekova A. (2019) “Psikhologo-pedagogicheskie faktory akademicheskoi uspevaemosti i neuspevaemosti studentov v protsesse stanovleniia spetsialistami” [Psychological and pedagogical factors of academic performance and academic failure of students in the process of becoming specialists]. Sovremennye problemy nauki i obrazovaniia, 2019, vol. 3, pp. 42–60 (in Russian).
4. Bostanov R., Gerbekov Kh., Khalkecheva I. (2017) “Vozmozhnosti distantsionnykh obrazovatel’nykh tekhnologii dlia povysheniia kachestva i dostupnosti obucheniia” [Opportunities of distance learning technologies to improve the quality and accessibility of education]. Vestnik RUDN. Seriia: Informatizatsiia obrazovaniia, 2017, vol. 3, pp. 365–370 (in Russian).
5. Egorov I. (2013) “Issledovanie predstavlenii studentov ob obraze prepodavatelia pedagogicheskogo vuza” [Research of students’ ideas about the image of a teacher of a pedagogical university]. Vestnik PSTGU. Ser. IV. Pedagogika. Psikhologiia, 2013, vyp. 4 (31), pp. 123–134 (in Russian).
6. Eyong B., Schniederyans M. (2004) “The role of personality in web-based distance education courses”. Communications of the ACM, 2004, vol. 47, issue 3, pp. 95–98.
7. Guzhva I., Pobokin P. (2020) “Obraz prepodavatelia v predstavlenii sovremennykh studentov v usloviiakh uchebno-vospitatel£nogo processa” [The image of a teacher as seen by modern students in the context of educational process]. Yaroslavskii pedagogicheskii vestnik, 2020, vol. 6 (117), pp. 139–145 (in Russian).
8. Lapshova A. (2018) “Vliianie lichnosti prepodavatelia na kachestvo professional£noi podgotovki studentov vuza” [The infl uence of the teacher’s personality on the quality of professional training of university students]. Problemy sovremennogo pedagogicheskogo obrazovaniia, 2018, vol. 60, pt. 3, pp. 198–200 (in Russian).
9. Mineva S. (2021) “Distantsionnoe universitetskoe obrazovanie: mezhdu akademicheskoi traditsiei i tsifrovoi dementsiei” [Distance university education: between academic tradition and digital dementia]. Noosfernye issledovaniia, 2021, vol. 1, pp. 99–105 (in Russian).
10. Pereslegin S., Koroliov A., Kurashova S. (2019) “Distantsionnoe obrazovanie. Principial£nye problemy. Opyt aprobatsii v tekhnicheskom universitete” [Distance education. Fundamental problems. Approbation at a technical university]. Sovremennoe pedagogicheskoe obrazovanie, 2019, vol. 3, pp. 24–30 (in Russian).
11. Rudykh L. (2020) “Distantsionnoe obuchenie v vuze: problemy i perspektivy” [Distance learning at a university: problems and prospects”]. Molodiozhnyi vestnik IrGTU. Gumanitarnye nauki, 2020, vol. 10, no. 2, pp. 158–162 (in Russian).
12. Shishliannikova L. (2019) “Primenenie korreliatsionnogo analiza v psikhologii” [Correlation analysis in psychology]. Psikhologicheskaia nauka i obrazovanie, 2009, vol. 14, no. 1, pp. 98–107 (in Russian).
13. Vaindorf-Sysoeva M. (ed.) (2017) Metodika distantsionnogo obucheniia [Distance learning methodology]. Moscow (in Russian).
14. Vodolad S., Zaikovskaia M., Kovaleva T., Savel'eva G. (2010) “Distantsionnoe obuchenie v vuze” [Distance learning at a university]. Uchenye zapiski: elektronnyi nauchnyi zhurnal Kurskogo gosudarstvennogo universiteta, 2010, vol. 1(13), pp. 129–138 (in Russian).

Egorov Ilya
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Moscow City University 4; 2nd Sel'skokhoziaistvennyi proezd, Moscow, 129226, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-7302-5335;
Email: egorov_cpti@mail.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.
Tulush Anastasia
Place of work: National Research University of Electronic Technology (MIET); 1 Pl. Shokina, Zelenograd 124498, Russian Federation;
ORCID: 0000-0001-5804-0193;
Email: anastacia.tulush@yandex.ru.

The modern processes of national revival of the minor indigenous people of Russia include not only a return to the origins of national culture, they also have a religious component. Attempts are being made everywhere to reproduce ancient religious traditions and cult practices. However, the transformation of the religious state that took place during the XX century has not been studied enough, in particular, we have little reliable data on how the active introduction of Soviet ideology influenced this. This article examines the secularization processes that took place during the Soviet period on the territory of the Nenets Autonomous District, reveals the peculiarities of their influence on the life of the minor indigenous people of Russia – the Nenets. The Nenets are heterogeneous due to their wide area of settlement; therefore, various factors influenced the formation of their religious worldview. The Nenets of the NAO differ from the Nenets living in the Yamalo-Nenets and Taimyr Autonomous Districts not only in their linguistic dialect, but also in their cultural traditions. When considering the Nenets of the NAO, it was revealed that the Soviet secularization influenced them to a greater extent than the Nenets of the Yamalo-Nenets Autonomous District and the Taimyr Autonomous District. Therefore, the purpose of this article is to find out how the Soviet secularization influenced the worldview of the Nenets of the NAO. The methodology of this study is based on the K. Dobbelere’s concept of the three-level model of secularization. The materials of the State Archive of the Nenets Autonomous District, the local newspaper “Naryana Vynder” and the results of the field research on the territory of the Nenets Autonomous District from 2014 to 2019 were used as sources.

secularization, Soviet secularization, Dobbelaere, bricolage, Nenets, Nenets Autonomous District, Yamalo-Nenets District

1. Abulhanov A. (1977). Neneckij avtonomnyj okrug [NenetsAutonomous District]. Arkhangelsk (in Russian)
2. Amelina M. (2011). Akcentnye harakteristiki neproizvodnyh imenv tundrovom narechii neneckogo yazyka. Chast' I. YAmal'skij i kaninskijdialekty [Accent characteristics of underived nouns in Tundra Nenets (theYamal and Canin dialects)] // Uralo-altajskie issledovaniya. 2011. №2 (5). S.7-38
3. Dobbelaere K. Secularization: AMulti-Dimensional Concept // Current sociology. 1981. V. 29. P. 10–24.
4. Gipp K., Epihina E. (2015) Religioznye verovaniya sovremennogonaseleniya Yugorskogo poluostrova [Religious beliefs of the modernpopulation of the Yugra Peninsula] // Gumanitarnoe prostranstvo: Mezhdunar.al'manah. T. 4. № 5. M.; YAvne, S. 850–862. (in Russian)
5. Lar L. (2008). Tradicionnaya religiozno-obryadovaya zhizn'nencev [Traditional religious and ceremonial life of the Nenets] //Izvestiya RGPU im. A. I. Gercena. № 62. S. 98–108. (in Russian)
6. Lenin V. (1935). Ob otnoshenii rabochej partii k religii [Socialismand Religion: On the attitude of the Workers' Party to religion] / Moscow (inRussian)
7. Tolkachev V. (2000). Rossiya. Krajnij sever. Vlast' [Russia.The Far North. Power]. Arhangel'sk (in Russian)
8. Uzlaner D. (2010). Sovetskaya model' sekulyarizacii [TheSoviet model of secularization] // Sociologicheskie issledovaniya. № 6. Iyun'2010. S. 62 – 69
9. Vagramenko T. Religiousconversion and Nenets bricolage: making modernity in the Polar Ural tundra.National University of Ireland Maynooth, 2014. 296 p.

Егорова Дарья
Student status: Graduate student;
Student status: Graduate student;
Place of study: нет;
ORCID: 0000-0002-7969-146X;
Email: edm19954@yandex.ru.

The article was prepared within the framework of the project "Traditional Communities in the post-secular era" with the support of the PSU and the Living Tradition Foundation.