/
Search results


Илакавичус М. Р., Якушкина М. С. Построение эффективных образовательных практик современного религиозного образования // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2013. Вып. 4 (31). С. 18-25.
PDF
The authors show that modern educational practices with religious views, will present two phenomena that are different by objectives and content. The first phenomenon is connected with the study of religion as a part of the culture. It creates an opportunity to obtain information about the nature of religion as a spiritual teaching, about religion translates moral values. Result is the knowledge and the man who knows. Another phenomenon is mastering of the cult, ritual activities. Result is churching and a religious man. First of all, the authors pay attention to the need for understanding of religion as the most important of cultural phenomenon, an integral part of the national culture. Replenishment of the historical and cultural traditions of religion is based on a deep understanding of its relationship with the folk roots. Analysis of educational practices leads to the conclusion that the expansion of the range of practices of religious education within the legal field prevents the spread of the ideas of violence and extremism.
culturological phenomenon, self-identity, life values, educational practices, traditions of religious education, the enlightenment, moral values, upbringing
1. Vasilenko L. I. Kratkij religiozno-filosofskij slovar' (Short Dictionary for Religious Philosophy), Moscow, 2000.
2. Zaharchenko M. V. 2012 “Vospitanie na osnove tradicij kak kljuchevoj koncept novyh obrazovatel'nyh standartov” (Education on Basis of Traditions as Key Concept of New Educational Standarts), in Berseneva T. A. (ed.) Strategii i praktiki duhovno-nravstvennogo razvitija i vospitanija lichnosti uchashhihsja v obrazovatel'nom uchrezhdenii, Saint-Petersburg, 2012.
3. Kolesnikova I. A. Pedagogicheskaja real'nost' v zerkale mezhparadigmal'noj refleksii (Pedagogical Reality in Mirror of Interparadigmal Reflexion), Saint-Petersburg, 1999.
4. Kolodin A. V. Religiovedcheskoe i religioznoe obrazovanie: sushhnost', specifika, problemy realizacii v gosudarstvennyh i obrazovatel'nyh uchrezhdenijah RF. Avtoref. ... kand. filos. nauk (Religious Studying and Religious Education: Essence, Specifics, Problems of Realization in State and Educational Institutions of Russian Federaton. Dissertation Abstract), Saint-Petersburg, Moscow, 2007.
5. Patriarh i molodezh': razgovor bez diplomatii (Patriarch and Youth: Dialogue without Diplomacy), Moscow, 2009.
6. Petrova M. M. Teorija kul'tury: konspekt lekcij (Theory of Culture: Summary of Lectures), Saint-Petersburg, 2000.
7. Hantington S. Stolknovenie civilizacij (Collision of Civilizations), Moscow, 2006.
8. Harisova L. A. Religioznaja kul'tura v soderzhanii obrazovanija (Religious Culture in Content of Education), Moscow, 2002.
Ilakavichus Marina
Iakushkina Marina
Илакавичус М. Р. Самоорганизация в неформальном образовании для разновозрастных сообществ как ресурс налаживания культурной преемственности // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2014. Вып. 2 (33). С. 33-41. DOI: 10.15382/sturIV201433.33-41
History of Russia last 30 years — history of deep historical changes. Under these conditions, we are able to observe the phenomenon of self-organization of actors in society in the process of overcoming chaos and exit to the new order. Modern science describes this transition as a result of multi-line social interactions, creative acts adequate to the challenges of formulating rules of origin and formation of new social institutions. Modern Russian society develops orientation ideals of civil society. Adopted democratic principles of social order are responsible for the formation of a special type of person — a citizen, that is the person who is aware of the extent and degree of their freedom and responsibility. Thus formed the social environment is less degree of regulation, greater need for the active participation of every member of society in development. In such conditions, the role of private initiatives, playing the role of a «scanning» the current state of society, which revealed the existence of a threat of unity. Sociocultural situation in Russia today is contradictory. On the one hand, it appears more opportunities for conscious self-identification, for inclusion in a variety of associations. On the other hand, post-industrial society carries a risk of extreme individualism that destroys the desire to consolidate, social cohesion. Trying to eliminate this contradiction private initiatives in the field of non-formal education. Analysis of civil initiatives last five years reveals a trend of development in the educational direction. Self-organizing non-formal education practices used form multi-age communities. They allow us to solve the task of organizing a platform for dialogue between generations, based on the significant association of the Russian people for higher values. Such activity is complex, and requires government support.
Self-organization, civil society, lifelong learning, non-formal education, additional education, personal development, adult education, aktulanye trends of adult education, multi-age community, cultural continuity, socially signifi cant educational

1. Kocharjan B. G. Koncept samoorganizacii v sovremennoj sociologicheskoj teorii: na primere sociologicheskih issledovanij predprinimatel'stva. Avtoref. ...kand. sociol. nauk (Concept of Self-Organization in Modern Sociological Theory: on Example of Sociological Business Studies. Dissertatoin Abstract), Moscow, 2010.
2. Parfenov K. B. Samoorganizacija naselenija v transformiruemoj social'noj sisteme. Diss. … kand. sociol. nauk (Self-Organization of People in Transforming Social System. Dissertation), Habarovsk, 2003.
3. Reznik Ju.M. Grazhdanskoe obshhestvo kak fenomen civilizacii (Civil Society as Phenomenon of Civilization), Moscow, 1993, vol. 1: Ideja grazhdanskogo obshhestva v ee istoricheskom razvitii (Idea of Civil Society in Its Historical Development).
4. Sociologija. Analiz sovremennogo obshhestva (Sociology. Analysis of Modern Society), Moscow, 2005.
Илакавичус М. Р. Онтологические и историко-педагогические основания неформальных образовательных практик // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 3 (42). С. 22-30. DOI: 10.15382/sturIV201642.22-30
Recent history of developed countries attests to the fact that non-formal education may be considered as assets both in socioeconomic and personal development. Studies of this phenomenon allow to define the essence of educational interaction through its attribute — non-formality. It is ontologically rooted in the specific form of tradition conveyance — a personal meeting. It maintains the settings of interaction development affecting the generic human quality formation while preserving the specifi c cultural features. The author conducted ontological, historical and pedagogical analysis of non-formal education practices. On this basis the system has been defined in terms of organization, in line with the nature of the phenomenon. It includes the freedom of choice of community and the master, place, time, extent of involvement and participation in educational meetings, as well as one’s position. The author justifi es the instrumental value of the term “non-formal educational practices” transitioning the academic view to the level of self organizing non-system communities which recreate all elements of the non-formality attribute. Researching this experience allows to enrich the efficient apparatus of formal education, substantially advance in dealing with the issue of maintaining high educational motivation.
non-formal education; non-formal educational practices; educational interaction; conditions of education, adequate to human nature; personal meeting, tradition

1. Volkov V. V., Harhordin O. V. Teorija praktik (Theory of Practices), Saint-Petersburg, 2008.
2. Ilakavichus M. R. 2015 “Neformal'nost' kak atribut obrazovatel'nogo vzaimodejstvija” (Non-Formality as Attribute of Educational Cooperation), in Evropejskij zhurnal social'nyh nauk, 2015, vol. 7, pp. 235–240.
3. Karpov A. O. 2013 “Ontologizacija, «ontologizacija» i obrazovanie“ (Ontologization, “Ontologization” and Education), in Voprosy filosofii, 2013, vol. 9, p. 38.
4. Farbi K. Je. 1974 “O podrazhanii u zhivotnyh” (About Imitation among Animals), in Voprosy filosofii, 1974, vol. 2, pp. 104–115.