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

The problems of determining the nature of a professional position of university teachers in the context of world globalization are examined in this article. The characteristics of continuing education , additional vocational training and adult education as a determinant of the formation of a professional position DPO high school teacher are analysed. The subject of the study in the article is the structure of the professional positions are very specific social and professional strata : teachers in further education, but at the same time non-employees of the university. Based on the analysis of the scientific literature (J. Mezirow, A. Coles, J. Tummons, etc.) offered the original structure of the components of a professional position considered professional strata : 1) the multiplicity of professional identity , and 2) the perception of cash professional situation , and 3) by the planned professional development . The article explains that teachers of additional professional education institution can shape the identity of several communities: the scientific research community , the community of teachers of traditional ( campus ) High School; professional community of experts . Cash professional situation for the teacher of high school DPO is defined as a teacher the opportunity to interact successfully with a specific set of prospects listeners. The projected path of professional development is described as a set of professional situations of a certain structure and a set of perspectives.

the professional position of the teacher of additional professional education, the continuous education, the additional education, the professional identity, karerogramma, the perspective

1. Coles A. Teaching in Post — Compulsory Education: Policy Practice and Values, London, 2004.
2. Held D. The Global Transformations Reader: An Introduction to the Globalization Debate, Malden, 2007.
3. Taylor E. W., Cranton P. The Handbook of Transformative Learning: Theory, Research, and Practice, San Francisco, 2012.
4. Tummons J. Becoming a Professional Tutor in the Lifelong Learning Sector, Exeter, 2007.
5. Voropaev M. V. Teoreticheskie osnovy postroenija tipologii vospitatel'nyh sistem. Diss. ... d-ra ped. nauk (Theoretical Grounds of Forming of Typology of Educational Systems. Dissertation), Moscow, 2003.

Agasandian Leonid

This article performs some results of complex study of religious (orthodoxal) education in modern confessional and social pedagogy, shown in present data about forms and methods of orthodoxal education. On the basis of understanding that confessional pedagogy and social pedagogy have some common forms and methods of education, the author show them through the context, where they are used: in the family (prayer, pilgrimage, spiritual reading, personal example, sermon attend); in the temple (personal example of priesthood, sacrament, sermon); special religious organisations and communities (social service, missionary working, educational process in confessional institutions). The content of present article is a result of using analysis of religious, pedagogical literature for religious education and authorized Orthodoxal Church documents, study and analysis of parochial lifestyle of several Moscow temples and other eparchies, supervision and interview. In the present article the author is guided by both historical experience, ideas of religious education, described in works of famous priesthood figures and theologians and by actual practice of religious education found in modern works of confessional pedagogy specialisys. Data of the present article are supposed to be applied to research and practical pedagogical work, the same is to organization of pedagogical interaction within the educational and pedagogical work.

social education, confession pedagogy, religious education, forms and methods of religious education, environment of religious education, orthodoxy, family, church, organisation, personal example, sacrament, sermon, social service, missionary working, ed

1. V dome otca moego. Pedagogicheskaja klassika (In House of My Father. Pedagogic Classic), Moscow, 2001.
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6. Maslov N. V. Pravoslavnoe vospitanie kak javlenie russkoj pedagogicheskoj kul'tury na materiale trudov shiarhimandrita Ioanna (Maslova) (Orthodox Education as Phenomenon of Russian Pedagogical Culture on Material of Works of Archimandrite Ioann (Maslov)), Kursk, 2004.
7. Materinskaja molitva (Mother’s Prayer), Moscow, 2004.
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10. Nikitskaja E. A. Pravoslavnaja voskresnaja shkola kak vospitatel'naja organizacija: social'no-pedagogicheskij potencial (Orthodox Sunday School as Educational Organization: Social-Pedagogical Potential), Moscow, 2012.
11. Obrashhenie Svjatejshego Patriarha Moskovskogo i vseja Rusi na eparhial'nom sobranii 21 dekabrja 2005 goda (Speech of His Holiness Patriarch of Moscow and All Russia on Diocese Conference on 21th December 2005), Moscow, 2006, p. 33.
12. Povarov K. S. Missija k detjam: formy i metody raboty s det'mi i molodezh'ju po programmam duhovno-nravstvennogo i voenno-patrioticheskogo vospitanija (Mission to Children: Forms and Methods of Work with Children and Youth according to Programs of Spiritual-Moral and Military-Patriotic Education), Moscow, 2006.
13. Rukovodstvo k izucheniju ustava bogosluzhenija pravoslavnoj cerkvi (Handbook for Study of Worship Regulations of the Orthodox Church), Moscow, 1994.
14. Skljarova T. V. Pravoslavnaja pedagogika v kontekste socializacii (Orthodox Pedagogic in Context of Socialization), Moscow, 2006.

Nikitskaia Ekaterina

This Article is devoted to the analysis of the state of spiritually-moral education of the personality in modern conditions. Spiritually-moral education of the younger generation as the pedagogical problem still is left among the most urgent questions in our country. Opportunities existing now which the personality can use in own development and self-improvement, not always are useful to her spiritual sphere, and sometimes at all conduct to loss «human in the person». The disorientation of modern young people became the result of current situation: at most part of the younger generation are distorted or are absented the main notions of those values which are the center of moral of the personality. Use of methods of the culturally-pedagogical and theoretically-pedagogical review, appreciation of documents of the Ministry of Education and Science of the Russian Federation, studying of periodicals and publications on the subject spiritually-moral education does the realized analysis to more objective. The accomplished research allowed to designate and to discover the main problems of spiritually-moral education — devaluation of the crucial pedagogical categories, absence of the educational ideal, inefficient character of the newly introduced school course «Bases of religious cultures and secular ethics», including its variable module «Bases of Orthodox Culture». The main reason of actualization of the problem of spiritually-moral education is now that still the purpose of spiritually-moral education is not formulated. This article not only are revealed the main problems of spiritually-moral education, but and are designated solutions of these problems, aimed at spiritually-moral revival of the Russian society. The presented material can be used in the scientific-research activity directed on studying of spiritually-moral formation and development of the modern personality in upbringingly-educational space of Russia

education, spirituality, moral, spiritually-moral education, upbringinglyeducational space, problem of spiritually-moral education, spiritually-ideological crisis, purpose of spiritually-moral education, educational ideal, personality, spiritual experien

1. Anisimov V. V. Obshhie osnovy pedagogiki: uchebnik dlja vuzov (General Grounds of Pedagogic: Textbook for High Schools), Moscow, 2006.
2. Beljaeva V. A. 2010 “Vospitatel'nyj ideal kak faktor duhovnogo edinenija russkogo naroda” (Educational Ideal as Factor of Spiritual Unity of Russian People), in Filosofsko-pedagogicheskie i religioznye osnovanija obrazovanija v Rossii: istorija i sovremennost': vos'mye Mezhdunarodnye Pokrovskie obrazovatel'nye chtenija, 20–22 oktjabrja 2009 g., Rjazan', 2010.
3. Beljaeva V. A. 2012 “Duhovno-nravstvennoe vospitanie cheloveka i obshhestva: problemy i perspektivy” (Spiritual-Moral Education of Human and Society: Problems and Perspectives), in Filosofsko-pedagogicheskie i religioznye osnovanija obrazovanija v Rossii: istorija i sovremennost': desjatye Mezhdunarodnye Pokrovskie obrazovatel'nye chtenija, 19–21 oktjabrja 2011 g., Rjazan', 2012.
4. Daniljuk A. Ja. 2008 “Duhovno-nravstvennoe razvitie mladshih shkol'nikov” (Spiritual-Moral Development of Elementary School Pupils), in Pedagogika, 2008, vol. 9.
5. Daniljuk A. Ja. Koncepcija duhovno-nravstvennogo razvitija i vospitanija lichnosti grazhdanina Rossii (Concept of Spiritual-Moral Development and Education of Person of Russian Citizen), Moscow, 2009.
6. Il'in I. A. Put' duhovnogo obnovlenija (Way of Spiritual Renewal), Moscow, 2006.
7. Kolesnikova I. A. 2008 “Vospitanie duhovnosti i nravstvennosti v jepohu global'nyh peremen” (Education of Spirituality and Morality in Epoch of Global Changes), in Pedagogika, 2008, vol. 9.
8. Ponkin I. V. et al. Koncepcija gosudarstvennoj politiki v oblasti duhovno-nravstvennogo vospitanija detej v Rossijskoj Federacii i zashhity ih nravstvennosti (Concept of State Politics in Sphere of Spiritual-Moral Education of Children in Russian Federation and of Protection of Their Morality), Moscow, 2008.
9. Motorin A.V. O kljuchevyh ponjatijah duhovno-nravstvennogo vospitanija (About Key Notions of Spiritual-Moral Education), in http://www.pravoslavie.ru/jurnal/1365.htm
10. Nikandrov N. D. 2008 “Duhovnye cennosti i vospitanie v sovremennoj Rossii” (Spiritual Values and Education in Modern Russia), in Pedagogika, 2008, vol. 9.
11. Slobodchikov V. I. Duhovno-nravstvennoe stanovlenie i razvitie cheloveka (Spiritual-Moral Forming and Development of Human), in http://arhiv.oodvrs.ru/article/index.php?id_page=20&id_article=1126
12. Slobodchikov V. I. 2008 “Duhovnye problemy cheloveka v sovremennom mire” (Spiritual Problems of Human in Modern World), in Pedagogika, 2008, vol. 9.

Gal'tsova Evgeniia

This paper discusses the conception of leisure on the basis of the historical and philosophical approach to derive the following conclusions. In antiquity, the conception of leisure was tightly connected with school. Educational activities at school were aimed at developing personality of each student. This fueled division of society into two social groups - educated people with much leisure time and those people who were almost always busy working. From the Christian pedagogical paradigm perspective, human life as a whole including leisure is considered the way of finding freedom in Christ. In this regard, during the Patriarchal and Agricultural periods of the domestic society development, the spiritual component prevailed in the choice of leisure activities and utilization of leisure time. In the early years of capitalism, an urban proletarian enjoyed some leisure time on a limited and occasional basis. From the spiritual and moral perspective, such leisure essentially was rooted in the utilitarian «Geneva conceptions.» In the former Soviet Union, during the years of socialism build-up, the division between work time and leisure time became strongly apparent. This provided a systematic basis for moral development of school children's personality on grounds of the atheist approach to pedagogy of children. Postmodern societies observed the reversal in the relationship between leisure and work towards the dominance of leisure with respect to formation of human personality. This change has raised questions to teachers about how to further develop the leisure pedagogy from the perspective of the spiritual and moral development of human personality. To attempt to identify ways to address these questions, the paper further discusses activities of the Faculty of Pedagogy of St. Tikhon Orthodox University (Moscow) at the Children's Health and Wellness Center of the city of Anapa (Krasnodar Region)

pedagogical science, leisure, personality formation and development, spiritual and moral education, free choice of human being, spare time, Greek education system, Orthodox pedagogical approach, Geneva conceptions, communist pedagogy, postmodern pedagogy

1. Avanesova G. A. Kul'turno-dosugovaja dejatel'nost': teorija i praktika organizacii: Uchebnoe posobie dlja studentov vuzov (Cultural-Leisure Activity: Theory and Practice of Organization: Textbook for Students), Moscow, 2006.
2. Brosalov A. O Markse i marksizme. A takzhe o nashih celjah i nashem budushhem (About Marx and Marxism, And also about Our Purposes and Our Future), in http://eot.su/smi/analitika/aktualnost-marksizma.
3. Gessen S. I. Osnovy pedagogiki. Vvedenie v prikladnuju filosofiju (Grounds of Pedagogic. Introduction to Applied Philosophy), Moscow, 1995.
4. Leonov V., prot. Osnovy pravoslavnoj antropologii: Uchebnoe posobie (Grounds of Orthodox Anthropology: Textbook), Moscow, 2013.
5. Slobodchikov V. I. Reshitel'nyj shag na puti k hristianskoj psihologii. Predislovie k knige M. N. Mironovoj «K sblizheniju psihologii s hristianskoj antropologiej: traktat ob umnoj sile dushi i dominante» (Resolute Step on Way to Christian Psychology. Preface to Book of M. N. Mironova “To Closing of Psychology to Christian Anthropology: Treatise about Intellect Power of Soul and Dominant”), Kaluga, 2013.
6. Sovetskij jenciklopedicheskij slovar' (Soviet Encyclopedical Dictionary), in http://slovari.yandex.ru/
7. Sokrat Platonov. Posle kommunizma. Kniga, ne prednaznachennaja dlja pechati (After Communism. Book, not Destined for Print), Moscow, 1989.
8. Tolkovyj slovar' zhivago Velikoruskago jazyka. V. I. Dalja (Explanatory Dictionary of Live Great Russian Language of V. I. Dal’), in http://slovari.299.ru/word.php?id=7687&sl=oj

Abramov Sergei

The article is devoted to the study of the role of the excursion in the formation of a sense of patriotism among the youth, as one of the most important characteristics of the individual. The question of becoming a tour movement in Russia in the second half of XIX — early XX centuries, is determined by its main goals and objectives . Methodological framework made the principle of historicism in combination with the systematic approach that allowed the work to consider the excursion since its inception and track the entire process of its development in historical perspective, examine evaluation component at a particular stage of its development. The article discusses the educational potential of student trips to Russia in the second half of XIX — early XX centuries . The experience of teachers of this period, the speakers of the pioneers of the revival of the excursion : the former director of the Kiev- Pechersk VI Grammar School Peter, director of Sumy real school in Kharkov province A. S. Grits, a teacher 1st Gymnasium N. A. Gortalova , director of the Alexander training school for teachers in Tiflis ( later transformed into a teachers' institute ) N. P. Zakharov. A special place in the article is the question to study the organization of student excursions to the spiritual and educational institutions, the main purpose of which was seen in the development and strengthening of the alumni of love for the motherland, the glorious past of the great Russian people. Much attention is paid to the executive order, circulars, influenced the development and consolidation of student excursions in high school. Describes the role of print media («Vacation Gazette», «Russian Tripper», «School trips and school museum»), which helped popularize the excursions.

patriotism, civic consciousness, guided work in Russia, the educational potential of the student tours, excursions to experience the spiritual and educational institutions, the promotion of the excursion

1. Belencov S. I. 2005 “Radikalizm uchashhejsja molodezhi: vzgljad v istoriju” (Radicalism of Learning Youth: Historical View), in Pedagogika, 2005, vol. 7.
2. Gejnike N. A. 1923 “Kul'turno-istoricheskie jekskursii. Osnovnye voprosy metodologii i metodiki kul'turno-istoricheskih jekskursij” (Cultural-Historical Excursions. Main Questions of Methodology and Methodics of Cultural-Historical Excursions), in Kul'turno-istoricheskie jekskursii, Moscow, 1923.
3. 1901 “Zhivaja shkola” (Live School), in Russkaja shkola, 1901, vol. 11.
4. 1901 “K voprosu ob obshheobrazovatel'nyh jekskursijah v srednej shkole” (To Question of General Educational Excursions in Middle School), in Zapiski Krymskogo gornogo kluba, 1901, vol. 3.
5. 1901 “Kanikuljarnye zanjatija i razvlechenija uchenikov sredne-uchebnyh zavedenij” (Vacation Lessons and Relaxations of Pupils of Middle Schools), in Russkaja shkola, 1901, vol. 1.
6. Kunckevich L. Jekskursija na Kavkaz i v Krym okonchivshih kurs Kievo-Pecherskoj gimnazii v 1898 godu (Excursion to Caucasus and Crimea of Graduates of Kievo-Pecherskaja Gymnasium in 1898), Kiev, 1900.
7. 1900 “Obshheobrazovatel'nye jekskursii v srednej shkole” (General Educational Excursions in Middle School,) in Russkaja shkola, 1900, vol. 5.
8. Petr V. O. O letnih jekskursijah uchenikov Kievo-Pecherskoj gimnazii (About Summer Excursions of Pupils of Kievo-Pecherskaja Gymnasium), Kiev, 1901.
9. 1915 “Sodejstvie Moskovskogo zemstva jekskursijam sel'skih shkol'nikov” (Assistance of Moscow Zemstvo to Excursions of Village Pupils), in Russkij jekskursant, 1915, vol. 1.
10. Uchenicheskie jekskursii (Pupil Excursions), Saint-Petersburg, 1912.
11. 1914 “Cel' i zadachi «Russkogo jekskursanta»” (Purpose and Objectives of “Russian Excursant”), in Russkij jekskursant, 1914, vol. 1.
12. 1915 “Jekskursii — delo gosudarstvennoj neobhodimosti” (Excursions Is Matter of State Urgency), in Russkij jekskursant, 1915, vol. 2.
13. 1915 “Jekskursionnoe delo i jekskursionnaja literatura v 1914 g.” (Excursion Business and Excursion Literature in 1914), in Russkaja shkola, 1915, vol. 4.
14. 1916 “Jaroslavskoe soveshhanie po voprosu ob jekskursijah” (Conference in Jaroslavl on Question of Excursions), in Russkij jekskursant, 1916, vol. 3.

Tarasova Nadezhda

In this article the author, relying on basic affirmations of Christian teaching on the human person, reconstructs the anthropological basis for various spheres of educational activities. The crisis in modern pedagogy, where the rapid growth of scientifi c knowledge does not signifi cantly improve the quality of education, according to the author, is the consequence of the loss of a holistic view of man. Education is fragmented and focused on the development of certain anthropic qualities, but not on man as integrity. The fi rst step in solving this problem is the application of a proper integral anthropological model for pedagogical activity. As a necessary and proven concept of man, the author off ers the Christian one — presented in the Bible and spiritual experience of the Orthodox Church. The article offers a special anthropological approach for structural analysis of modern educational activity on the basis of the Christian teaching on the human person. In the course of the study defines the specific features and substantive scope of the three forms of education: natural-scientific, humanitarian and spiritual. The natural-science education forms, fills the scientific knowledge and practical skills of the natural level of man. Humanitarian sphere determines the personal growth of the person and due to the personal influence of the teacher on the student. Spiritual sphere reveals and ensures the interaction of man with God and the spiritual world. The article raises the question of harmonization of these spheres in specific educational processes; and analyses possible distortions in the case of ignoring of completeness of the educational influence on a person.

theology, anthropology, education, pedagogy, psychology, personality, synergy, integrity.

1. Leonov V., prot. 2006 “Antropologicheskij ideal sovershenstva” (Anthropological Ideal of Perfection), in Vestnik Pravoslavnogo Svjato-Tihonovskogo gumanitarnogo universiteta. Serija IV: Pedagogika. Psihologija, 2006, vol. 2, pp. 81–92.
2. Leonov V., prot. 2008 “Vzaimosvjaz' ponjatij «lichnost'» i «obraz Bozhij» v pravoslavnom bogoslovii” (Connection of Notions “Person” and “Image of God” in Orthodox Theology), in Svjatootecheskaja psihologija. Nauchnye doklady i vystuplenija. Materialy konferencii XVI Mezhdunarodnyh Rozhdestvenskih obrazovatel'nyh chtenij, Moscow, 2008, pp. 66–73.
3. Leonov V., prot. Osnovy pravoslavnoj antropologii: Uchebnoe posobie (Grounds of Orthodox Anthropology: Textbook), Moscow, 2013.
4. Shuvalov A.V. 2012 “Obrazovanie v poiske simfonii” (Education in Search of Symphony), in Zhivaja voda: nauchnyj al'manah (Serija «Pravoslavie. Pedagogika. Psihologija»), Kaluga, 2012, vol. 1, pp. 94–108.

Leonov Vadim

Article is devoted to the analysis of the gaming environment and, first of all of children's toys, Russian tsars of the Romanov dynasty. The method of historical reconstruction identifies practical reasons for the creation of a children's environment is the description of game sets, the source of their occurrence. Based on the analysis of historical works, letters and memoirs of the author provides a brief overview of the game in the Royal families of the late XVI — early XX centuries. Extends the provision that a toy for a child — not just fun, but a cultural weapon with which he develops a huge and complex world, understands the laws of human relationships and eternal truths. More details's environment children of the last Russian Emperor of the Holy Tsar Nicholas the Second, which is characterized by exceptional severity selection of gaming material from the moral point of view. The author describes the traditional toys for the little princesses and princes in accordance with the future responsibilities of boys and girls. The article reveals the importance of the traditional Russian toys as a universal category of being a child, a basis for building them a picture of the world, cognition of the spiritual foundations of life. Russian traditional folk toy is the perfect image of the world, expressed in the objective form, and the doll — image of the ideal man, the image of God. In conclusion, a conclusion is made that the game set toy Imperial children contained a special pedagogical potential: communion future rulers to popular culture and oriented on the values and meanings kingly service of an Orthodox ruler.

game, toys, games, traditional culture, education, toy as a cultural weapon, the Royal dynasty of the Romanovs, the Royal children, pedagogical potential.

1. Abramenkova V. V. Vo chto igrajut nashi deti. Igrushka i antiigrushka (What Do Our Children Play with. Toy and Antitoy), Moscow, 2010.
2. Zabelin I. E. Domashnij byt russkih carej v XVI i XVII stoletijah (House Life of Russian Tsars in XVI and XVII Centuries), Moscow, 2005.
3. Kononov A., svjashh. Duhovnyj smysl narodnoj igrushki (Spiritual Sense of Folk Toy), in http://folkportal.3dn.ru/publ/dukhovnyj_smysl_narodnoj_igrushki_iz_ocherkov_po_filosofii_igrushki_ierej_andrej_kononov/6-1-0-85
4. Kravcova M. Vospitanie detej na primere svjatyh Carstvennyh Muchenikov (Education of Children on Example of St. Tsar Martyrs), Moscow, 2002.
5. Lotman Ju. P. Kukly v sisteme kul'tury. Izbrannye stat'i (Dolls in Culture Systems. Selected Articles), Tallinn, 1992, vol. 1.
6. Na detskoj polovine. Detstvo v carskom dome. OTMA i Aleksej. Katalog vystavki (On Children Half. Childhood in Tsar House. OTMA and Alexej), GIM, 2000.
7. Rozhdestvenskij S. V. Ocherki po istorii sistem narodnogo obrazovanija v Rossii XVIII–XIX vv. (Essays in History of Systems of People Education in Russia in XVIII–XIX Cent.), Saint-Petersburg, 1912, vol. 1.
8. Florovskij G. Puti russkogo bogoslovija (Ways of Russian Theology), Kiev, 1991.
9. Hrenov N. A. «Chelovek igrajushhij» v russkoj kul'ture (“Playing Human in Russian Culture”), Saint-Petersburg, 2005.
10. Boneckaja N. K. (ed.) Carskie deti (Tsar Children), Moscow, 2005.

Abramenkova Vera

This paper represents the views of the teacher and figure of the Orthodox (end of the XIX — beginning of the XX centuries) Maria Mikhailovna Manaseina on teaching children to pray. Of particular interest is Manaseina's concept of religious education, based on Christian teaching and scientific data in the field of age, social psychology and physiology of childhood. The appeal to the topic of religious education during the specified period of history was dictated by the general crisis of faith and spirituality of Russian people. Fairly noting that Orthodoxy is a basis and a stronghold of Russian statehood and morals of the people, the teacher justifies the importance of raising children in the spirit of national religion since the earliest childhood. Special attention is paid to the issue of children's prayer in religious education, which is capable to develop and strengthen in a child's mind the concept of God, love and trust in Him. The author in this article analyzes essentially important conditions of teaching children to pray in Manaseina's concept of religious education: to accustom a child to an independent prayer; to prefer thankful prayers for a family, people and Fatherland; to avoid a hasty, mechanical, formal prayer; to teach a sincere personal prayer; to be conformed with age psychophysiological features of children. As an educator, psychologist, physiologist and physician Manaseina substantiated the importance of a prayer, not only for the spiritual life, but also mental, moral health and personal development of a child. Manaseina's pedagogical thoughts are relevant and meaningful today; especially valuable is guidance and advice in matters of religious education of children: when to start teaching children to pray, what one should pay special attention to, and what to be avoided so that the prayer and faith were genuine and live in children's hearts.

M. M. Manaseina's concept of religious education, Christian ideals , religious beliefs , altruistic feelings, teaching to pray, child's prayer, blessed infl uence of a prayer, requirements to the prayer, strengthening in belief.

1. Andreeva I. S., Gulyga A. V. Sem'ja: kniga dlja chtenija (Family: Book for Reading), Moscow, 1991, vol. 2.
2. Vasilevskaja V. Ja. 1993 “Uchenie Ushinskogo o vospitanii” (Teaching of Ushinskij about Education), Kulomzina S. S. Nasha Cerkov' i nashi deti (Our Church and Our Children), Moscow, 1993.
3. Zen'kovskij V. V., prot. O religioznom vospitanii v sem'e (About Religious Education in Family), in http://www.pravmir.ru/o-religioznom-vospitanii-v-seme.
4. Zen'kovskij V. V., prot. Pedagogika (Pedagogic), Moscow, 1996.
5. Zen'kovskij V. V., prot. Psihologija detstva (Childhood Psychology), Moscow, 1996.
7. Kaleda G., svjashh. Domashnjaja cerkov' (House Church), Moscow, 1998.
8. Koval'zon V. M. 2009 “Mar'ja Mihajlovna Manaseina-Korkunova: Shtrihi k portretu” (Mar'ja Mihajlovna Manaseina-Korkunova: Traits to a Portrait), in Materialy 5-j Rossijskoj (s mezhdunarodnym uchastiem) shkoly-konferencii «Son — okno v mir bodrstvovanija», Moscow, 2009, pp. 6–14.
9. Manaseina M. M. Osnovy vospitanija s pervyh let zhizni i do polnogo okonchanija universitetskogo obrazovanija (Basics of Educatoin from First Years of Life and till Full Graduation from University), Saint-Petersburg, 1894, vol. 1.
10. Pestov N. E. Pravoslavnoe vospitanie detej (Orthodox Education of Children), Saint-Petersburg, 1999.
11. Iz istorii russkogo idealizma: Knjaz' V. F. Odoevskij (From History of Russian Idealism: Prince V. F. Odoevskij), Moscow, 1913, vol. 1.

Urbanovich Liubov'

The article provides a rationale for research on inner dialogue as a contributing factor in the development of personality and psychical disease. In this context, dialogue doesn't only mean conversation or communication between alternative and often opposite narrative voices, decentralized multiplicity of I positions, but inner dialogue between self and spiritual inner self, the moral core of a person. T. Florenskaya emphasized the spiritual essence of dialogue. This notion (might seem unusual, but in fact it) has deep roots in Russian (A. Ukhtomsky, M. Bakhtin, P. Florensky, S. Frank, T. Florenskaya, S. Averintsev) philosophy and psychology. Based on the example of characters by F. M. Dostoevsky it is shown that a specifi c form of internal dialogue is associated with psychological distress. The article argues that inner dialogue between self and spiritual self is necessary for mental health.

inner dialogue, spiritual self, true dialogue, autocommunication, the double, mental health, intrapersonal confl ict.

1. Bahtin M. M. Problemy tvorchestva Dostoevskogo (Problems of Creative Works of Dostoevskij), Leningrad, 1929.
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Kolpakova Marianna

The article is devoted to the problem of a spiritually oriented dialogue as a basis of psychological assistance to the children with a general speech disorder. A hypothesis about that a dialogue deficiency hampers the conversational and emotional progress was examined. For the preschool age children with both a general speech disorder and with a normative speech capability it was offered an analysis of such characteristics of emotional sphere as anxiety disorder, neurosis, interpersonal attitudes and others. It was emphasized the significance of emotional sphere and interpersonal attitudes for origin of speech deficiency as well as its overcoming for the children in preschool age. At working process with the method of spiritually oriented dialogue a positive dynamics of characteristics of emotional sphere of the children with a general speech disorder as well as appreciable rise of neurosis in the absence thereof other characteristics of emotional sphere (anxiety disorder, emotional background, family well-being emotional experience) during the practice of correction treatment were revealed. The fi ndings permit to define more exactly psychological conditions of development of speech and emotional sphere of the preschool age children with a general speech defi ciency and witness to that a spiritually oriented dialogue with a child, being aimed to restoration of disturbed emotional-personal relations with an other person, is an eff ective working method and an effective measure to overcoming of speech deficiency. The results of the research reveal a new outlook for realization of the speech development nature and for solution of one of the basic questions about a role of heredity from one hand and social treatment on the other hand as well as the ratio of these factors for development of a verbal ability.

speech development, emotional development, speech disorders, children with General speech underdevelopment, emotional-personal communication, spiritually-oriented dialogue, a dialogical approach, the practice of corrective work, interpersonal dialogue.

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Tikhonova Elena

Atroshchenko Svetlana