St. Tikhon’s University Review . Series IV: Pedagogy. Psychology

In article relevance of a problem of familiarizing of the person to the supreme moral values in the XXI century is analyzed. Questions of need, multitasking and opportunities of spiritual and moral development of the personality and religious education of the person in a cybersocialization context reveal. The category «spirituality» in secular and religious aspect is considered. The facts and the statistical data illustrating need of religious education of the person not only in the conditions of real activity, but also by means of the socializing environment of a cyberspace are given. Definition of religious education in a cybersocialization context is given as multidimensional development of spirituality (mainly, religious spirituality and finding of belief in God), the person regulating behavior in a cyberspace, agrees interiorizirovanny them to moral bases of activity corresponding to the doctrinal principles of a certain faith. Spiritual and moral development and education in a context of cybersocialization has cyberontologic character and is closely connected with acquired and positioned by the personality in a cyberspace ideas of value of human life, honor and advantage, sincere wisdom, search of sense of activity. Are brought let the monitoring, allowing speak about expansion of Internet resources of religious subject as a whole, and also to testify that «young» religions have higher rates of distribution of information on the Internet. It is spoken about sharp recession in two years (more than by 100 times) mentions of a Judaism, Hinduism, Catholicism, Protestantism, and also double expansion of Orthodoxy to the Internet. The role religious (especially — orthodox) Internet resources locates in Church Mission. Religious resources of the Internet at the moment successfully realize standard and regulatory, information and educational, valuable and orientation, educational and informative, sacral and mystical, communicative, compensatory and therapeutic, merciful and spiritual and moral functions.

religious education, cybersocialization of the person, spiritual and moral development of the personality, spirituality, cyberspace, Internet, Runet, cyberontology

1. Voinova O. I., Pleshakov V. A. Kiberontologicheskij podhod v obrazovanii. Monografija (Cyber-Ontological Approch in Education. Monography), Noril'sk, 2012.
2. Doklad Patriarha Moskovskogo i vseja Rusi Kirilla na Arhierejskom Sobore Russkoj Pravoslavnoj Cerkvi 2 fevralja 2013 goda (Report of Patriarch of Moscow and All Russa Kirill on Bishop Council of Russian Orthodox Church on 2nd February 2013), in http://www.pravmir.ru/doklad-patriarxa-moskovskogo-i-vseya-rusi-kirilla-na-arxierejskomsobore-russkoj-pravoslavnoj-cerkvi-2-fevralya-2013-goda.
3. Kuraev A., protodiak. Chelovek i ego komp'juter ili komp'juter i ego chelovek (Human and His Computer or Computer and Its Human), in http://www.pravmir.ru/article_826.html
4. Mudrik A. V. Socializacija cheloveka: ucheb. posobie (Socialization of Human: Textbook), Moscow, 2010.
5. Mudrik A. V. Social'naja pedagogika (Social Pedagogics), Moscow, 2009.
6. Pleshakov V. A. 2010 “Kiberontologija i psihologija bezopasnosti informacionnoj sfery: aspekt kibersocializacii cheloveka v social'nyh setjah internet-sredy” (Cyber-Ontology and Psychology of Security in Informational Sphere: Aspect of Cyber-Socialization of Human in Internet Social Networks), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2010, vol. 4/19, pp. 131-141.
7. Pleshakov V. A. 2010 “Kibersocializacija i Pravoslavie: k postanovke problemy duhovno-nravstvennogo razvitija i vospitanija rossijskih shkol'nikov i studencheskoj molodezhi” (Cyber-Socialization and Orthodoxy: to Problem of Spiritual-Moral Development and Education of Russian School Pupils and Students), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2010, vol. 2/17, pp. 68-76.
8. Pleshakov V. A. Kibersocializacija cheloveka. Ver. 1.0. Monografija (Cyber-Socialization of Human. Ver. 1.0. Monography), Saarbruecken, 2012.
9. Pleshakov V. A. Kibersocializacija cheloveka: ot Homo Sapiens do Homo Cyberus. Monografija (Cyber-Socialization of Human: from Homo Sapiens to Homo Cyberus. Monography), Moscow, 2012.
10. Pleshakov V. A. 2011 “O perspektive kiberontologii i razvitii teorii kibersocializacii cheloveka” (About Perspective of Cyber-Ontology and Development of Theory of Cyber-Socialization of Human), in Romm T. A., Shhelina T. T. (eds.) Social'naja pedagogika: ljudi, idei, problemy: sbornik, Arzamas, 2011, pp. 265-276.
11. Pleshakov V. A. 2011 “Religioznoe vospitanie v kontekste kibersocializacii” (Religious Education in Context of Cyber-Socialization), in Voprosy vospitanija, 2011, vol. 2/7, pp. 78-86.
12. Pleshakov V. A. Teorija kibersocializacii cheloveka. Monografija (Theory of Human Cyber-Socialization. Monogralhy), Moscow, 2011.
13. Pleshakov V. A. Teorija psihovozrastnogo statusa lichnosti i tehnologija ego razvitija v kontekste professional'noj podgotovki pedagoga-psihologa. Monografija (Theory of Psychological Age-Related Status of Person and Technology of Its Development in Context of Professional Training of Pedagogue-Psychologist. Monography), Moscow, 2010.
14. Pleshakov V. A., Ugol'kov N. V. 2012 “Socializacija starshih shkol'nikov v Internete kak problema pedagogiki” (Socialization of Elder School Pupils in Internet as Problem of Pedadogics), in Sovremennye problemy nauki i obrazovanija (jelektronnyj zhurnal), 2012, vol. 5.
15. Cerkov' i obshhestvo v Rossii: dinamika peremen. Press-vypusk № 1677 ot 31.01.2011 (Church and Society in Russia: Dynamics of Changes. Press Release N. 1677 from 31.01.2011), in http://wciom.ru/index.php?id=268&uid=111323

Pleshakov Vladimir

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

Federal state educational standards suggest the formation of students generic learning activities (GLA), and the implementation of system-active approach involves the creation of conditions for the further development of student's ability to self-improvement and self-development, which is achieved through the internalization of the individual achievements of human culture and fundamentals of interpersonal relations. Universal learning activities constitute comprehensive system, and consist of four units, one of which is personal GLA aimed at developing a worldview of pupils, the definition of their personal motivation of educational activity and behavior based on moral norms. The leading role in the formation of universal educational activities at school belongs to teacher, which necessitates the creation of special conditions for him aimed to develop relevant professional skills. This is of particular importance for the formation of personal GLA-related axiosphere students as a comparative analysis of the different moral systems shows that the basis of moral choice are axiological and ideological representation of the essence of the personality. Therefore teacher's worldview can be an important factor in the development of appropriate personal universal action of students, including those based on the traditions and values of the Orthodox culture. The article describes the author's experience in training teachers and provides guidance of creation of teaching tasks in accordance with the age of students. The study draws attention to the fact that the transformation of axiosphere of personality associated with the passage of various bifurcation points, the result of «passing and experiences» that can't be predicted, but can be correlated. The paper gives examples of such correlation. The author highlights the stages of development of self-regulatory, provides a comparative analysis of terminology of personal GLA formation and development of relevant professional competencies of teachers (self-awareness, self-determination, self-fulfillment, self-actualization). The author pays attention to the difficulties of developing evaluation criterion of exteriorizative values and, accordingly, the determination of the results of formation of personality universal educational activities of pupils.

Federal state educational standards, universal learning activities, professional competence, Orthodox culture, values, internalization, axiosphere, bifurcation, exteriorizat

1. Izmajlov S. G. Razvitie individual'nogo stilja dejatel'nosti prepodavatelej v processe povyshenija ih kvalifikacii. Avtoref. dis. ... kand. psih. nauk (Development of Individual Style of Teachers in Process of Advanced Training. Dissertation Abstract), Moscow, 2001.
2. Kolbasova L. O. Professional'naja kompetentnost' (social'no-filosofskij analiz). Avtoref. dis. ... kand. filosof. nauk (Profession Competence (Social-Philosophical Analysis). Dissertation Abstract), Cheboksary, 2009.
3. Kosmacheva N. V. Formirovanie nravstvennyh cennostnyh orientacij u doshkol'nikov (Forming of Moral Value Orientations by Preschool Children), Kolomna, 2011.
4. Makarova L. N. Teoreticheskie osnovy razvitija individual'nogo stilja pedagogicheskoj dejatel'nosti prepodavatelja vysshej shkoly: Dis. ... d-ra ped. nauk (Theoretical Grounds of Development of Individual Style of Pedagogical Activity of High School: Dissertation), Belgorod, 2000.
5. Popova E. V., Pushkareva T. V. 2012 “Interiorizacija v kontekste problem social'noj determinacii” (Interiorization in Context of Problems of Social Determination), in Sovremennye problemy nauki i obrazovanija, 2012, vol. 1, in www.science-education.ru/101-5626.
6. Rozina O. V. 2010 “Vlijanie mirovozzrencheskogo vybora na professional'nuju kompetentnost' pedagoga duhovno-nravstvennoj (pravoslavnoj) kul'tury” (Influence of World View Choice on Professional Competence of Pedagogue of Spiritual-Moral (Orthodox) Culture), in Vestnik PSTGU. Serija IV. Pedagogika. Psihologija, 2010, vol. 3/18.
7. Rozina O. V. 2007 “Mirovozzrenie i nravstvennost': sravnitel'nyj analiz razlichnyh system” (World View and Morality: Comparative Analysis of Different Systems), in Rozina O. V. (ed.) Duhovnye osnovy russkoj kul'tury: izuchenie i prepodavanie v vysshej i srednej shkole. Sbornik materialov nauchno-prakticheskih i obrazovatel'nyh konferencij, Moscow, 2007, vol. 2.
8. Kozlov V. V., Kondakova A. M. (eds.) Fundamental'noe jadro soderzhanija obshhego obrazovanija: proekt (Fundamental Core of Content of General Education: Project), Moscow, 2009.
9. Shimanskij G. I. Nravstvennyj zakon i sovest' (Moral Law and Consience), Moscow, 2012.

Rozina Ol'ga

The article deals with the problem of the formation of youthful self-government in the context of the time. A thoughtful analysis ofthe relevant processes in the Russian education in the second half of XIX — early XX centuries, can promote the mainstreaming of lessons in this complex a saturated historical period building ideas and approaches to the development of citizens Danske activity of students. Methodological framework were received ciples history tourism, for the consideration of the historical and pedagogical facts and phenomena in specific historical conditions and taking into account the level of social and economic, cultural and political development of the society, systematic, prospective study of the social and edu governmental institutions, structures tour in their interaction and mutual influence; interdisciplinarity, driven oping application of concepts related sciences. The paper examines the main stages of self-government youth. The sixteenth century — the beginning of a samopravleniya associated with the name Valentine Trontsendorfa, a German teacher who organized a school republic. In the eighteenth century in Switzerland Martin Plante founded the seminary, which were chosen by the general meetings of the principal organs of the school authorities. In 1774, in Dessau Basedow has developed an educational project «Filantropin». In 1784, Salzman, one of the followers of Graves, opened in Shnepfentale school, which also introduces an element of self-government. A new development in his school was pay students who occupied the school office. In the nineteenth century, interesting thoughts about the development of student self-government expressed a French philosopher, sociologist Charles Fourier, the German philosopher Fichte and social activist. Enough has been widely known experience of self-government in American schools skih Lah — «urban school system» (school-city-sistem). In the twentieth century, the elements of self-administered in schools in Switzerland, France, England, the United States of America. In Russia the principles of self-control do not cause rejection.

citizenship, youthful self-government, voluntary performance of public functions, the experience of self-government, the history of education, reasonable discipline, respect for individual rights, the pedagogical effect of the introduction of self-govern

1. Belencov S. I. Vlijanie pedagogicheskih faktorov na grazhdanskuju aktivnost' shkol'nikov v Rossii vtoroj poloviny XIX — nachala XX v. Avtoref. dis. ... d-ra ped. nauk (Influence of Pedagogical Factors on Civil Activity of School Pupils in Russia of Second Half of XIX — Begin of XX Cent. Dissertation Abstract), Kursk, 2007.
2. Zorgenfrej G. G. Samoupravlenie v shkolah (Self-Government in School), Saint-Petersburg, 1912.
3. Krupskaja N. K. 1910–1911 “K voprosu o shkol'nyh sudah” (To Question of School Courts), in Svobodnoe vospitanie, 1910–1911, vol. 10.
4. Krupskaja N. K. Sobranie sochinenij (Collection of Works), Moscow, 1959, vol. 3.
5. Spasskaja K. 1917 “O samoupravlenii uchashhihsja v shkole” (About Self-Government of Pupils in School), in Psihologija i deti, 1917, vol. 5.
6. Ferster F. V. Svoboda voli i nravstvennaja otvetstvennost' (Freedom of Will and Moral Responsibility), Moscow, 1905.
7. Holl St. Social'nye instinkty u detej i uchrezhdenija dlja ih razvitija (Social Instincts by Children and Institutions for Their Development), Saint-Petersburg, 1913.
8. 1913 “Shkol'noe samoupravlenie uchashhihsja” (School Self-Government of Pupils), in Dlja narodnogo uchitelja, 1913, vol. 2.

Belentsov Sergei

The paper considers implications of the biopsychosocial model of health for social work practice. Current approaches to social rehabilitation is presented and analysed within the framework of psychological or social aspects of recovery. It is shown that since the 1980s there is growing number of empirical evidences for the efficacy of biopsychosocial models of medical and mental health care in researches of social rehabilitation and social aspects of health,. The principles of the biopsychosocial approach to health care proposed by G. Engel, presuppose to take into account a set of social and psychological factors that are underestimate within understanding of the disease as a biochemical disorder. Further development of the biopsychosocial approach facilitated a shift in interpretations of physical and mental well-being. The paper analyzes two trends that can be found in the development of biopsychosocial models of care . The first trend — to include into the medical service systems forms and methods of work that could affect the subjective representation of the disease and life circumstances within the framework of counseling and psychotherapeutic support treatment. The second trend — to organize an effective system of preventive medicine and social rehabilitation due to the effect on the ecosystem factors of human activity aimed at reducing of life stress. The article suggests the conclusion that practice in mental and physical health care and rehabilitation should incorporate concepts of social networking and natural social support systems, provide services based on multiprofessional teamwork with a key role of qualified social workers.

social rehabilitation, social work, mental health, social factors of wellbeing, biopsychosocial model ofhealth, social functioning, social networks, social support, multiprofessional teamwork in social rehabilitation, Social services in mental health.

1. Frolova Ju. G. Medicinskaja psihologija (Medical Psychology), Minsk, 2011.
2. Berkman L., Glass T., Brissette I., Seeman T. 2000 “From social integration to health: Durkheim in the new millennium”, in Social Science and Medicine, 2000, vol. 51/6, pp. 843—857.
3. Borrell-Garrio Fr., Suchman A. L., Epstein R. M. 2004 “The Biopsychosocial Model 25 Years Later: Principles, Practice, and Scientific Inquiry”, in Annals of Family Medicine, 2004, vol. 2/6, pp. 576—582.
4. Engel G. 1977 “The Need for a New Medical Model: A Challenge for Biomedicine”, in Science, 1977, vol. 196, pp. 129—136.
5. Falloon I., Fadden G. Integrated Mental Health Care, Cambridge, 1993.
6. Kinderman P. 2005 “A psychological model of mental disorder”, in Harvard Review of Psychiatry, 2005, vol. 13, pp. 206—217.
7. Kinderman P., Tai S. 2006 “Clinical Implications of a Psychological Model of Mental Disorder”, in Behavioral and Cognitive Psychotherapy, 2006, vol. 35, pp. 1—14.
8. Kinderman P. 2009 “Understanding and Addressing Psychological and Social Problems: the Mediating Psychological Processes Model”, in International Journal of Social Psychiatry, 2009, vol. 55, p. 464.
9. Marsden P., Friedkin N. 1994 “Network studies of social influence”, in Wasserman S., Galaskiewicz J. (eds.) Advances in social network analysis: Research in the social and behavioral sciences, Thousand Oaks, CA, 1994, pp. 3—26.
10. Uchino B. Social Support and Physical Health: Understanding the Health Consequences of Relationships, New Haven, CT, 2004.

Lifintsev Dmitrii

The article outlines two theoretical approach to the study of the practice of social education. The first approach considers the integration of the educational forces of society, the second is the identification of problem areas pedagogical activity of the company. In the first approach the Orthodox teaching tradition considers the unity and interrelation of social, family and religious education. Social pedagogy in the Orthodox community is exploring ways and possibilities of integration of the educational forces of family, religious community and society. The author of the article identified and named the main goal of activity of a social pedagogue in the community — the introduction of community members in the Church way of life. Interaction of a social pedagogue with different age, social and marital status categories of believing citizens, assistance in effective socialization of the members of the communities, their social support, religious upbringing and socialization help to achieve the mentioned goals. Classification of forms and methods of activity of a social pedagogue in the Orthodox community reflects its General and specific functions. The total includes all the features of activity of a social pedagogue — organizational, intermediary, communicative, precautionary-preventive, protective, protective, diagnostic, prognostic, correctional and rehabilitation, educational. The special functions are functions of activity of a social pedagogue in the Orthodox community — social-charitable (the merciful) and missionary- catechism. The aforementioned functions define a set of methods and technologies of the professional activity of a social pedagogue in the Orthodox parish, the mastering of which should be aimed his professional training. All the variety of methods and technologies of distributed on five directions — communicative, legal, research, socio-pedagogical and confessional. The mentioned directions give guidelines for attracting specialists from various fields of research and professional activities for training social workers to work in the Orthodox community.

social education, social pedagogy, the Orthodox community; functions, methods, and technologies of the work of a social pedagogue in the religious community

1. Mudrik A. V. Vvedenie v social'nuju pedagogiku (Introduction to Social Pedagogics), Moscow, Voronezh, 1997.
2. Mudrik A. V. Vvedenie v social'nuju pedagogiku (Introduction to Social Pedagogics), Moscow, 2009.
3. Natorp Paul'. Social'naja pedagogika. Teorija vospitanija voli na osnove obshhnosti (Social Pedagogics. Theory of Education of Will on Basic of Community), Saint-Petersburg, 1911.
4. Patriarh Moskovskij i vseja Rusi Kirill. Pravoslavnyj prihod vnov' dolzhen stat' centrom social'noj zhizni. Rech' na zakrytii Olimpiady shkol'nikov po Osnovam pravoslavnoj kul'tury 15.04.2010 (Orthodox Parish Must Become Again to Center of Social Life. Speech of Closing of School Contest for Grounds of Orthodox Culture 15.04.2010), in http://www.otechestvo.org.ua/main/20104/1540.htm.
5. Skljarova T. V. Idei social'nogo vospitanija v rabotah russkih religioznyh myslitelej (Ideas of Social Education in Works of Russian Religious Thinkers), in http://www.verav.ru/common/mpublic.php?num=33.
6. Galaguzova M. A. (ed.) Social'naja pedagogika: kurs lekcij. Ucheb. posobie dlja stud. vyssh. ucheb. zavedenij (Social Pedagogics: Lecture Course. Textbook for Students), Moscow, 2003.

Skliarova Tat'iana

Purpose — to investigate a theoretical and methodological, historical and pedagogical key interpretation of category of «the virtuous life» of the religious and educational literature of our country from the second half of the XIX century to the beginning of the XX century. Special attention is given to consideration of the role and place of Christian faith in the formation of man on the path of a virtuous life, building upon the universal values of Goodness, Truth and Beauty. The concept of integrity of the world historical and pedagogical process as well as civilizational, anthropological, genetic, "germenevtichesky", scientific and sociostructural made approaches formed methodological basis of research. Approaches offered by the author and conclusions are notable for scientific novelty which can be detected in identification and the characteristics of pedagogical aspect of category of «the virtuous life» of the religious and educational literature of our country from the second half of the XIX century to the beginning of the XX century, in justification of specifics of ethical and pedagogical understanding of category of «the virtuous life» from ontology positions which expand scientific ideas of the methodological bases of Pedagogics. The article concludes that the that the purport of interpretations of category of «the virtuous life» of the religious and educational literature of our country from the second half of the XIX century to the beginning of the XX century heavily influenced by the Orthodox ethical tradition connected with the conduct of a person socially encourages virtuous life. The category of «the virtuous life» of the religious and educational literature of our country from the second half of the XIX century to the beginning of the XX century is presented as a true pedagogical concepts of loyalty and educational practice. Therefore, this category of this period should be seen as closely associated with a particular social and spiritual processes of pedagogical culture phenomenon. Results of research can be applied in the field of the theory and history of Pedagogics and the philosophy of education.

the category of «the virtuous life», ethical and pedagogical understanding of a virtuous life, the preachy pedagogical literature of our country, the religious and pedagogical literature of our country, Orthodox ethical tradition

Makarov Mikhail

The article is devoted to the source study of Fedor Polikarpov's Slavic-Greek-Latin Primer, published by the Moscow Printing House in 1701. At the first time in history of education in Russia this unique edition demonstrates the intention of publishers to offer for students the fundamentals of three languages per saltum: Slavic , Greek, and Latin. The multiple fonts were needed to use for this project that was completely new for the Moscow book printing culture. The history of the publication of Fedor Polikarpov's Primer was traced in our study on the basis of the documents from the Order of typographic case: what materials were purchased, who cast the Greek and Latin fonts for printing, etc. An important part of this study was the try of identification the sources of Primer. This allows to conclude that these sources were not only known printed primers by Simeon of Polotsk , Karion Istomin and Lavrentij Zizanij, but also a some translated primer and some elementar from Kiev. Besides Fedor Polikarpov used in his Primer the book by the famous Czech educator John Amos Comenius' "Janua linguarum reserata" (Danzig, 1643). In the framework of our study the pedagogical principles that Polikarpov follows for a presentation of the material in his Primer were analyzed. Also as the author of this article reveals about 70 copies of the Primer stored in different rare book collections in Moscow, St. Petersburg, Tver, Kazan, Perm, Tomsk, Yaroslavl, Arkhangelsk, Yekaterinburg, Cherepovets, Khabarovsk , Kharkiv, Chernihiv, Odessa, Lvov, and Warsaw. As one of the results of the study we conclude that the learning of foreign languages in Moscow was gradually included in the life of society at the time of publication of Fedor Polikarpov's Primer, and was formed the audience that was able to benefit from this book. However in the 19th century the Primer apparently ceased to play the role of books for an elementary education, and became the object of interest of bibliophiles and scholars.

primer, Fedor Polikarpov, The Moscow Printing House, pedagogical tradition, sources.

1. Afanas'eva T. A. 1979 “Izdanie azbuk i bukvarej kirillicheskoj pechati v XVIII veke” (Edition of Alphabets of Cyrillic Print in XVIII Century), in Iz istorii rukopisnyh i staropechatnyh sobranij (Issledovanija. Obzory. Publikacii). Sbornik nauchnyh trudov, Leningrad, 1979.
2. Afanas'eva T. A. Katalog izdanij kirillovskoj pechati Moskovskoj tipografii XVIII veka (Catalogue of Editions of Cyrillic Print of Moscow Typography), Leningrad, 1986, vol. 1 (1701-1750s Years).
3. Botvinnik M. Otkuda est' poshel Bukvar' (Where from Came Alphabet), Minsk, 1983.
4. Bykova T. A., Gurevich M. M. Opisanie izdanij, napechatannyh kirillicej. 1689 — janvar' 1725 g. (Description of Editions, Printed with Cyrillic Alphabet. 1689 — January of 1725), Moscow, Leningrad, 1958.
5. Gadalova G. S., Perelevskaja E. V., Cvetkova T. V. Kirillicheskie izdanija v hranilishhah Tverskoj zemli (Cyrillic Editions in Storages of Tverskaja Region), Tver', 2002.
6. Galanin D. D. Leontij Filippovich Magnickij i ego arifmetika (Leontij Filippovich Magnickij and His Arithmetic), Moscow, 1914.
7. Germasheva F. V. 1966 “Knigi, napechatannye pri Petre, v fonde nauchnoj biblioteki SGU (Katalog)” (Books, Printed by Petr, in Fond of Scientific Library of SSU (Catalogue)), in Redkie knigi nauchnoj biblioteki SGU, Saratov, 1966, vol. 47/2, pp. 19-20.
8. Veselova L. F., Ermolaeva N. V. (eds.) Katalog russkih knig pervoj chetverti XVIII v., hranjashhihsja v Nauchnoj biblioteke im. N. I. Lobachevskogo (Catalogue of Russian Books of the First Quarter of XVIII Cent., Holding in N. I. Lobachevskij Scientific Library), Kazan', 1989, vol. 40–41.
9. Borisenko N. A., Gol'cova N. V., Mudrova N. A., Pochinskaja I. V. (eds.) Katalog staropechatnyh i rukopisnyh knig Drevlehranilishha laboratorii arheograficheskih issledovanij Ural'skogo gosudarstvennogo universiteta (Catalogue of Old Print and Manuscript Books of Ancients Storage of Laboratory of Archaeographical Studies of Uralskij State University), Ekaterinburg, 1998, vol. 501/5.
10. Pozdeeva I. V. (ed.) Kirillicheskie izdanija XVIII v. v hranilishhah Permskogo kraja: Katalog (Cyrillic Editions of XVIII Cent. in Storages of Permskij Region: Region), Perm', 2008.
11. Kalinina L. P., Mashkina V. A. (eds.) Knigi petrovskoj jepohi Central'noj nauchnoj biblioteki Har'kovskogo universiteta (Books of Petr’s Epoch of Central Scientific Library of Har’kov University), Har'kov, 1972, vol. 35.
12. Sedova G. E., Lihacheva N. P. (eds.) Knizhnye pamjatniki iz fondov Arhangel'skoj oblastnoj nauchnoj biblioteki imeni N. A. Dobroljubova: Katalog (Book Memorials from Funds of Scientific N. A. Dobroljubov Library of Arhangel’skaja Region: Catalogue), Arhangel'sk, 2007, vol. 84.
13. Lobanov V. V. Slavjanskie knigi kirillovskoj pechati XVI-XVIII vv. (Slavic Books of Cyrillic Print of XVI–XVIII Cent.), Tomsk, 1975, vol. 70.
14. Luk'janov V. V. Kollekcija knig kirillovskoj pechati XVI-XVIII vv. Gosudarstvennogo arhiva Jaroslavskoj oblasti (Collection of Books of Cyrillic Print of XVI–XVIII Cent. of State Archive of Jaroslavskaja Region), Jaroslavl', 1986, vol. 64/53.
15. Amosov A. A. (ed.) Pamjatniki pis'mennosti v muzejah Vologodskoj oblasti: katalog-putevoditel' (Memorials of Literature in Museums of Vologodskaja Region: Catalogue-Guide), Vologda, 1983, vol. 82/2/1: Knigi kirillicheskoj pechati (1564-1825 gg.) (Books of Cyrillic Print (1564–1825)).
16. Petrov S. O., Birjuk Ja. D., Zolotar' T. P. (eds.) Slavjanskie knigi kirillovskoj pechati XV-XVIII veka (Slavic Books of Cyrillic Print of XV–XVIII Centuries), Kiev, 1958, vol. 372.
17. Chuma A. A. Jan Amos Komenskij i russkaja shkola (do 70-h godov XVIII v. sozdavalis' vse novye srednie i vysshie uchebnye zavedenija) (Jan Amos Komenskij and Russian School (before 1770s Years Were Created All Middle and High Schools)), Bratislava, 1970.
18. Shustova Ju. Je. 2010 “Azbuka v pechatnyh kirillicheskih Bukvarjah juzhnoslavjanskoj i vostochnoslavjanskoj tradicii v XVI — nachale XVIII v.” (Alphabet in Printed Cyrillic Alphabets of South and East Slavic Tradition in XVI — Begin of XVIII Cent.), in Ocherki feodal'noj Rossii, Moscow, Saint-Petersburg, 2010, vol. 14, pp. 402-495.
19. Polovnikova S. O., Sitij I. M. (eds.) Kolekcia kirilichnih starodruiv iz zibrannja Chernivs'kogo jutorichnogo muzeju im. V. V. Tarnavs'kogo. Katalog (Collection of Cyrillic Old Print from Collection of Chernigov V. V. Tarnavs'kij Museum. Catalogue), Kiiv, 1998, vol. 128.
20. Bragone M.-C. Alfavitar radi ucenija malych detej (Alphabet for Teaching of Little Children). Un abbecedario nella Russia del Seicento, Firence, 2008.
21. Cleminson R. 1988 “East Slavonic Primers to 1700”, in Australian Slavonic and East European Studies, 1988, vol. 2/1, pp. 1-27.
22. Marker G. J. 1989 “Primers and Literacy in Muscovy: a Taxonomic Investigation”, in The Russian Review, 1989, vol. 48, pp. 1-19.
23. Zurawinska Z., Jaroszewicz-Pierestawcew Z. Katalog drukow cyrylickich XV-XVIII wieku w zbiorach Biblioteki Narodowej (Catalogue of Cyrillic Print of XV–XVIII Centuries in Collections of Public Library), Warszawa, 2004, vol. 188, pp. 173-174.

Ramazanova Dzhamilia

This article analyzes one ofthe most important and difficult educational problems — the problem of defining the goals of education in the composition by M. M. Manaseina «Fundamentals of education from the early years of life and until the end of university education». The scientist examines various opinions and views on the purpose of education provided in philosophical and pedagogical literature , and concludes on the need to revise the approach to goal setting. Manaseina points out and substantiates failure of «ideological» and «individualistic» definitions from the position of scientific data in the fields of medicine, psychology, sociology and pedagogics; she offers as the goal of education the preparation of the child for his upcoming fight with himself and with the world around him. A look at the nature of the child, which is due to the original fall, subjects to sin and has bad, evil selfish inclinations, and the status of a person «among the people» led to the formulation of the scientific objectives of education. Of particular interest and value is the assertion of M. M. Manaseina that mental health needs struggle with sin, with its own self-interest through the introduction to the high ideals of the Christian religion and ethics. Faith and religion are defined as essential and indispensable conditions for the development and improvement of every person and of all humanity. And as a result, quite categorical requirements for professional skills of a teacher are put forward. Today, when setting the goals of education it is important to be consistent with the national spiritual values, Manaseina's concept of religious education is of interest for the theory and teaching practice.

M. M Manaseina's pedagogical concept, religious education, basic education, the nature of the child, altruistic and selfish aims of education, preparation for the fight, christian's ideals, faith, religion

1. Pidkasistyj P. I. (ed.) Pedagogika: Uchebnoe posobie dlja studentov pedagogicheskih vuzov i pedagogicheskih kolledzhej (Pedagogics: Textbook for Pedagogic Students), Moscow, 1998.
2. Pirogov N. I. Voprosy zhizni (Life Questions), in http://nayanaworld.com/publ/voprosy_zhizni/1-1-0-120 (Date: 23.08.2013)
3. Podlasyj I. P. Pedagogika: Uchebnoe posobie (Pedagogics: Textbook), Moscow, 2000, vol. 1.
4. Stoljarov A. A. 1991 “Avgustin. Zhizn'. Uchenie” (Augustine. Life. Teaching), in Avrelij Avgustin. Ispoved', Moscow, 1991.
5. Trubeckoj E. N. Smysl zhizni (Sense of Life), Moscow, 1994.
6. Ushinskij K. D. 1948–1952 “Pedagogicheskie sochinenija Pirogova” (Pedagogical Works of Pirogov), in Sobr. soch., Moscow, Leningrad, 1948–1952, vol. 3.
7. Shhurkova N. E. Obraz zhizni, dostojnoj Cheloveka, i ego formirovanie u shkol'nika (Metodicheskoe posobie dlja pedagogov shkoly) (Mode of Life, Worth for Human, and Its Forming by a School Pupile), Smolensk, 1995.

Urbanovich Liubov'

The article analyzes some pedagogical ideas of an outstanding surgeon, pedagogue, supervisor of the Kiev and Odessa educational districts N. I. Pirogov, expressed by him in his works: a view on the early specialization of children, an attitude to punishments in general and to corporal punishments, in particular, an argument about the moral principle in the upbringing, the study of children's nature and others. The ideas, expressed by N. I. Pirogov in the works considered in this article, do logically continue his pedagogical theory to be found in his fundamental and programme-aimed work "Problems of Life". The aim of the Russian Pedagogy and the Russian School has always been upbringing of a Person, being able to subjugate the material side of Life to the side of Life, moral and spiritual. Being engaged in the school problems in practice as a supervisor of the educational districts, N. I. Pirogov was a categorical opponent of corporal punishments, quite justifiably considering that a fear of such humiliates the pupil, causing him to be irresponsible for his deeds, but rather to lie and use every subterfuge, what leads to a great damage of an upbringing of Man within a man. Likewise the early specialization of schoolchildren doesn't lead to the main aim of Pedagogy, as it primarily is aimed at career achievements and detriments the child's spiritual development. N. I. Pirogov was one of the first researchers to express a thought, worth of being recollected today: youth requires a respectable, dearing, and sensitive attitude to itself; every student is very individual, and the task of the teacher is to understand this individuality. The pedagogical heritage of N. I. Pirogov has not lost its importance till to-day and may be of a considerable interest for the theory and practice the modern Pedagogy.

Prokofeva Elena Anatolyevna

The article discusses sources on the history of national education being stored in the Central State Archive of Moscow and concerning teaching of religion education at pre-revolutionary school. On a material of researches and memoirs it is shown that experience of teaching of this subject was not negative only as it was represented by a historiography of the Soviet period. The review of funds of the Central State Archive of Moscow, literature and electronic resources on a considered subject is made. It is noted that these materials are important not only from the point of view of restoration of historical objectivity, but also from a position of prospects of their use in modern student teaching for example, in the course of teaching of a course «Bases of orthodox culture». The religious teacher at pre-revolutionary school possessed a leading role in religious and moral education of pupils. There is provided short data on the religious teachers repressed in days of the Soviet power. The conclusion that studying of the found archival documents will allow to restore many biographic facts about the religious teachers serving in the Moscow educational district in pre-revolutionary time is drawn.

Religion education, pre-revolutionary school, religious and moral education, biographies of religious teachers, Central State Archive of Moscow, history of education in Moscow, sources about lives of saints martyrs

1. Za Hrista postradavshie: Gonenija na Russkuju Pravoslavnuju Cerkov' v 1917-1956: Biograficheskij spravochnik (Victims for Christ: Persecutions for Russian Orthodox Church in 1917–1956: Biographical Reference), Moscow, 1997, vol. 1: A-K.
2. Puhal'skaja M. F. Prepodavanie Zakona Bozhija v gimnazijah i real'nyh uchilishhah Belarusi v nachale XX veka (1900-1917 gg.) (Teaching of God Law in Gymnasiums and Real Schools of Belarus’ in Begin of XX Century (1900–1917)), in http://churchby.info/rus/525/ (Date: 26.06.2013).
3. Savvina O. A. 2012 “Formuljarnye spiski pedagogov-matematikov Moskovskogo uchebnogo okruga v fondah Central'nogo istoricheskogo arhiva Moskvy” (Formulary Lists of Pedagogues-Mathematicians of Moscow Teaching District in Funds of Central Historical Archive of Moscow), in Vestnik Eleckogo gosudarstvennogo universiteta im. I. A. Bunina, Serija «Pedagogika» (Istorija i teorija matematicheskogo obrazovanija), Elec, 2012, vol. 32, pp. 58-67.
4. Sinel'nikov S. P. 2011 “Ocenki lichnosti i dejatel'nosti zakonouchitelja dorevoljucionnoj shkoly v sovetskoj i postsovetskoj istoriografii” (Estimations of Person and Activity of Religion Teacher of Pre-Revolutionary School in Soviet and Postsoviet Historiography), in Rol' lichnosti v istorii: real'nost' i problemy izuchenija: nauch. sb. (po materialam 1-j Mezhdunarodnoj nauchno-prakticheskoj Internet-konferencii), Minsk, 2011, pp. 119-125.
5. Suhova N. Ju. 2007 “K voprosu o pedagogicheskoj podgotovke vypusknikov vysshej duhovnoj shkoly v kontekste reform XVIII-XX vv.“ (To Question of Pedagogical Training of Graduates of High Spiritual School in Context of Reforms of XVIII–XX Cent.), in Vestnik Pravoslavnogo Svjato-Tihonovskogo gumanitarnogo universiteta. Serija 4. Pedagogika. Psihologija, 2007, vol. 6, pp. 70-91.
6. Fidchenko O. V. 2007 “Arhivnye dannye o zakonouchiteljah Moskovskogo uchebnogo okruga XIX — nachala XX v.“ (Archive Data about Religion Teachers of Moscow Teaching District of XIX — Begin of XX Cent.), in Pravoslavnaja kul'tura v Rossii: proshloe i nastojashhee: po materialam Vtoryh Svjato-Filaretovskih chtenij, Moscow, 2007, pp. 79-87.
7. Bahrushin Ju. A. Vospominanija (Memoires), Moscow, 1994.

Savvina Ol'ga

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

1. Bodalev A. A. Lichnost' i obshhenie (Person and Contact), Moscow, 1995.
2. Busygina T. A. 2003 “Imidzh prepodavatelja vuza” (Image of High School Teacher), in Professor-professija: teorija proektirovanija obrazovanija prepodavatelja vuza, Samara, 2003.
3. Egorov I. V. 2006 “Osnovanija i principy sozdanija tehniki «tablica perevoda faz MMPI (minnesotskogo mnogofazovogo lichnostnogo perechnja) v social'no-psihologicheskie kachestva lichnosti” (Grounds and Principles of Creating of Technic of “Table of Transfer of Minnesota Multiphasic Personality Inventory in Social-Psychological Qualities of Person”), in Uchenye zapiski Rossijskogo gosudarstvennogo social'nogo universiteta, 2006, vol. 5, pp. 128–136.
4. Kaljuzhnyj A. A. Social'no-psihologicheskie osnovy imidzha uchitelja: dis. ... d-ra psihol. nauk (Social-Psychological Grounds of Teacher’s Image: Dissertation), Jaroslavl', 2007.
5. Kukosjan O. G. 1979 “O nekotoryh osobennostjah poznanija studentami prepodavatelja” (About Some Features of Perception of Teacher by Students), in Teoreticheskie i prikladnye problemy psihologii poznanija ljud'mi drug druga, Moscow, 1979, pp. 142-154.
6. Petrova E. A. Imidzhelogija: izbrannye trudy (monografija) (Imageology: Selected Works (Monography)), Moscow, 2011.
7. Rean A. A., Kolominskij Ja. L. Social'naja pedagogicheskaja psihologija (Social Pedagogic Psychology), Saint-Petersburg, 2000.
8. Surzhin V. V. 2013 “Psihologo-pedagogicheskoe issledovanie osobennostej imidzha pedagoga vysshej shkoly” (Psychological-Pedagogical Study of Features of Image of Teacher of High School), in Egorov I. V., Filonov L. B. (eds.) Ezhegodnik nauchno-metodologicheskogo seminara «Problemy psihologo-pedagogicheskoj antropologii»: Sbornik nauchnyh statej, Moscow, 2013, vol. 3, pp. 103-112.
9. Chertykova I. P. Predstavlenija studentov ob imidzhe prepodavatelja vuza: dis. ... kand. psihol. nauk (Concepts of Students about Image of High School Teacher: Dissertation), Moscow, 2002.

Egorov Il'ia