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

This article discusses different aspects of credibility to university rankings. The idea of comparing universities through ranking methodology was initially an instrument of independent university performance assessment. But in the last few years it became more and more clear that university rankings transform to an instrument which determines university's progress and therefore influences university's behavior and even its development strategy. The issue of credibility to international university rankings is analyzed in connection to academic excellence initiatives which were implemented during the last decade in a number of countries including Russia. In a number of cases universiti's achievements in the international rankings were considerend as a confirmation of academic excellence and it became more popular to use it as a basis for making policy and fi nancial decisions on a national level. Ranking achievements are also taken into accound in diff erent grant competitions and international cooperation projects. The article describes five basic aspects of credibility to university rankings: authorship of methodology, financial leadership and stability, source of data, fixing weight of the indicators, using or not using academic reputation survey. The author doubts the relevance of competitive approach to the mission and vision of modern university and comes to the conclusion that participation in the ranking rush fixes rather rigid boundaries which don’t enable universities to set their own priorities and restrict opportunities for academic development.

university rankings, HEI rankings, international university rankings, university ranking credibility, ARWU, THE, U-Multirank, multi-dimensional international ranking, university ranking criticism, international universities competitiveness, academic exce

1. Salmi Dzh., Frumin I. D. 2013 “Kak gosudarstva dobivajutsja mezhdunarodnoj konkurentosposobnosti universitetov: uroki dlja Rossii” (How Do the States Reach International Capacity of Universities: Lessons for Russia), in Voprosy obrazovanija, 2013, vol. 1.
2. Mezhdunarodnaja observatorija po rejtingovaniju IREG, Berlinskie principy ranzhirovanija vysshih uchebnyh zavedenij (International Observatory for Rating IREG, Berlin Principles of Ranking of Universities), in http://www.iregobservatory.org/index.php?option=com_content&task=view&id=59&Itemid=60
3. Taradina L. D. 2013 “Rejtingovanie universitetov” (Ranking of Universities), in Otechestvennye zapiski, 2013, vol. 4.

Taradina Larisa

The article deals with the modernization of higher pedagogical education in Russia at the beginning of the XXI century. Spiritual and moral education of students in the continued growth of the spiritual crisis of the society is represented as a priority task in the ongoing transformations. At the same time, the author says about the lack of efficiency in educational systems in modern universities, it is evident from studies of formation and development of national culture value orientations of the graduates both in professional and personal life. The main reasons for the current situation are: insufficiency of training teachers of higher educational institutions to form the system of spiritual and moral education of students, both in the conditions of the academic group, and in educational space of higher education institution as a whole; absence in the maintenance of the common cultural competences determined by the Federal state educational standard for a magistracy, competence of spiritual and moral education. Practically all affairs of spiritual and moral education in higher education are dependent on the worldview and professional orientation of the teacher. Questions considered in this paper : the fragmented implementation of religious knowledge in higher education , understanding the hierarchy of spiritual and moral values of human life in all its fullness, the significance of the phenomenon of spirituality and spiritual ideal in the development of personality , the determination of the aim of education in terms of the idea of «free education” analyzed by the author from the viewpoint of the context of philosophical and pedagogical ideas of theologians , secular scholars and the actual practice of education in the educational process of higher educational establishment. The materials of the Article may be used in the research and development of teachers and students, as well as in the organization of scientific and educational centers of spiritual and moral culture and education in the higher educational institutions, creating a favorable psychological atmosphere for spiritual and moral self -education of future specialists.

education, higher education, teacher education, religious education , upbringing, spiritual and moral education, moral and spiritual values, culture, national culture, valuable reference points, value- semantic relations, the phenomenon of spirituality,

1. Zen'kovskij V. V. Problemy vospitanija v svete hristianskoj antropologii (Problems of Education in Light of Christian Anthropology), Moscow, 1993.
2. Zinchenko V. P. Zhivoe Znanie (Living Knowledge), Samara, 1998.
3. Rudenko V. A. Obrazovanie i duhovnost' v sovremennom rossijskom obshhestve: faktory i vektor dispozicii v processe sistemnyh reform. Avtoref. ... d-ra sociol. nauk (Education and Spirituality in Modern Russian Society: Factors and Vector of Disposition in Process of System Reforms. Dissertation Abstract), Rostov-na-Donu, 2007.
4. Slastenin V. A. Pedagogika. Uchebnoe posobie dlja studentov pedagogicheskih uchebnyh zavedenij (Pedagogic. Textbook for Pedagogical Students), Moscow, 1997.

Beliaeva Valentina

The article is devoted to pedagogical understanding the problem of values in the preparation of a Master of pedagogy. The author analyzes the dynamics of the development of undergraduates studying at the direction of «teacher education» in the basic educational program «Spiritual and moral education» in RSPU. AI Herzen. The correlation of human and personal values in the professional formation of future educator. It should be noted that the choice of a local area for Micro studies related to the fact that one of the tasks of master degree is to prepare graduate students to teach discipline in the school, «Fundamentals of moral and spiritual culture of the peoples of Russia.» For graduate teachers it is one of the goals of values that reflects to some extent the state social order. On the basis of Micro studies author presents the results of monitoring the development of students of pedagogical values-funds. In diagnostic package Micro studies were introduced documents that allow to analyze the dynamics of development of pedagogical values-media masters. Such documents the author includes: a) the text of the dissertation research topics on which you can judge the policies and preferences in the choice of pedagogical values, means, and b) the results of the content analysis of abstracts lessons undergraduates, conducted during the period of teaching practice, and c) the preferred choice statements of scientists, thinkers about values. Revealed that with each new stream of students passes deepening problem in values, as well as external educational eff ects contribute to the formation of positive character traits and moral qualities undergraduates and promote their own desire for moral development.

problem of values, spiritual and moral values, educational values-means; Masters, spiritual and moral education, microanalysis.

1. Gurevich P. S. Chelovek i obshhestvo. Uchebnoe posobie dlja obshheobrazovatel'nyh uchebnyh zavedenij (Human and Society. Textbook for General Schools), Moscow, 1995.
2. Kozlova A. G. 2013 “Problemy konstruirovanija soderzhanija magisterskogo obrazovanija (na materiale magistratury «Duhovno-nravstvennoe vospitanie»)” (Problems of Constructing of Content of Master Education (on Material of Graduate Program “Spiritual-Moral Education”)), in Izvestija RGPU im. A. I. Gercena, 2013, vol. 155, pp. 110–118.
3. Losskij N. O. 1994 “Cennost' i bytie” (Value and Being), in Bog i mirovoe zlo, Moscow, 1994.
4. Sherkovin Ju. A. 1982 “Problema cennostnoj orientacii i massovye informacionnye processy” (Problem of Value Orientation and Massive Information Processes), in Psihologicheskij zhurnal, 1982, vol. 3/5, pp. 135–146.

Kozlova Antuanetta

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.

Ilakavichus Marina

The article deals with several results obtained in the historical and pedagogical study of upbringing values in traditional Russian families from ancient Slavonic Russia (8th century) to 1917. These results serve as a ground for explaining the cultural and pedagogical ideal of upbringing children in modern Russian families which identifi es as its stable component during its historical development the value concept “Orthodox”. These results serve as a ground for explaining the cultural and pedagogical ideal of upbringing children in modern Russian families which identifies as its stable component during its historical development the value concept “Orthodox”. Based on this concept a number of traditional national spiritual and moral value categories are defi ned and interpreted in the system of family values in Russian families at present. Revealing the problem, the author relies on cultural and historical experience of traditional Russian families presented in historical, ethnographical, philological source material and archive materials of the Russian ethnographical museum and archives from the Arkhangelsk, Vologda, Novgorod and Pskov regions. The reasonability to investigate these materials is dictated by the research logic which underlines the priority of historical and pedagogical facts as a necessary condition for making research conclusions. It became possible due to the implementation of historical and systematic approach applied because of its ability to cover the historical and pedagogical reality holistically. The findings presented in this paper provide opportunities for their use in organising research activities, in developing curricula of different educational institutions, in designing legislative and normative federal or regional documents on family law and on family education by state authorities of different levels in order to optimize state cultural and family policy.

globalization, national integrity and national security, Russian family, upbringing values in the Russian family, spiritual and moral values of upbringing children in Russian families, Russian Orthodox Church, Russian Orthodox Church ideology, values of

1. Panarin A. S. Iskushenie globalizmom (Temptation of Globalism), Moscow, 2003.
2. Platonov O. A. Russkaja civilizacija (Russian Civilization), Moscow, 1995.

Volodina Larisa

The article is devoted to the ideas of civic education sub- rising generation in Russia in the late XIX — early XX centuries . in the foreign Reformed pedagogy. Home study this problem was initiated in our paper «The problem of civic education in Russian pedagogy and school in the late nineteenth — early twentieth centuries», continued — in the «Influence of pedagogical factors on civic participation of schoolchildren in Russia in the second half of the nineteenth — early twentieth centuries». The methodological basis of general scientific principles are the development , integrity , system , determinism , historical and logical unity in the study of pedagogical phenomena provision of educational anthropology of education as a social and cultural phenomenon , cultural- historical and anthropological approaches to the study of educational and socio-educational processes. In the late XIX — early XX centuries russian pedagogical thought and practice intensively enriched by the ideas of the «new» foreign pedagogy —treatment to the purpose, principles and means of civic education sub- rising generation. By L. Gurlitt, E. Demolen, John Dewey , G. Kershenshteyner , P. Natorp, F. Forster, A. Ferrier, Art. Hall, E. Ertl become the property of the teaching community in Russia, argued about the purpose of civic education as the formation of the children of solidarity and mutual responsibility , a sense of respect for the rule of law and public order, the ability to sacrifice their own interests for the benefit of the whole, a willingness to serve social ideals and love for the Fatherland. Appeal to foreign ideas «new» pedagogy showed that the center of education, in general, the work of the school , the child should be with the features of inner peace, uniqueness, individuality of thought. This approach therefore updated the task of educating the «new man». It should be a creative personality, initiative, with the development of the initiative. The ideas of the «new» pedagogy revolved around the fact that people will be the mind, intellect, labor, solidarity with others to strengthen the power of the state. In general education should approximate the young man back to life, to strengthen the appointment of a person in accordance with the needs of the state. As a principled reason the process of civic education were considered the principles of faith in the natural forces of the child, united and work of the school. Following the European and U. S. domestic counterparts teachers recognized the importance of such means of civic education as joint children's games, a creative initiative pupils, pupils' self-government, insisted on their wide application in educational practice.

1. Belencov S. I. Vlijanie pedagogicheskih faktorov na grazhdanskuju aktivnost' shkol'nikov v Rossii vtoroj poloviny XIX — nachala XX v. Avtoref. … d-ra ped. nauk (Influence of Pedagogical Factors on Civil Activity of School Pupils in Russia in Second Half of XIX — Begin of XX Cent. Dissertation Abstract), Kursk, 2007.
2. Belencov S. I. Problema grazhdanskogo vospitanija v russkoj pedagogike i shkole v konce XIX — nachale XX veka. Avtoref. … kand. ped. nauk (Problem of Civil Education in Russian Pedagogic and School in End of XIX — Begin of XX Century. Dissertation Abstract), Kursk, 2000.
3. Demolen Je. Kak vospityvat' i ustraivat' nashih detej (How to Educate and Arrange Our Children), Saint-Petersburg, 1895.
4. Demolen Je. Novaja shkola (New School), Moscow, 1898.
5. Zolotarev S. A. Ocherki po istorii pedagogiki na Zapade i v Rossii (Essays on Pedagogic History in West and Russia), Vologda, 1922.
6. Il'in N. N. O vospitanii obshhestvennosti v shkole (About Education of Community in School), Moscow, 1916.
7. Kershenshtejner G. O vospitanii grazhdanstvennosti (About Education of Citizenship), Praga, 1917.
8. Kershenshtejner G. Osnovnye voprosy shkol'noj organizacii (Main Questions of School Organization), Saint-Petersburg, 1911.
9. Kershenshtejner G. Trudovaja shkola (Labor School), Moscow, 1910.
10. Levitin S. A. Trudovaja shkola — shkola budushhego (Labor School — Future School), Moscow, 1916.
11. Lozinskij E. 1903 “Povorotnyj punkt v razvitii sovremennoj pedagogiki” (Turning Point in Development of Modern Pedagogic), in Obrazovanie, 1903, vol. 8.
12. Natorp P. Social'naja pedagogika (Social Pedagogic), Moscow, 1910.
13. Rumjancev N. E. 1917 “Hronika” (Chronicle), in Vestnik vospitanija, 1917, vol. 6–7.
14. Sokolov P. A. Istorija pedagogicheskih sistem (History of Pedagogical Systems), Saint-Petersburg, 1913.
15. Ferster F. V. Shkola i harakter (School and Character), Moscow, 1910.
16. Social'nye instinkty u detej i uchrezhdenija dlja ih razvitija (Social Instincts by Children and Institutions for Their Development), Saint-Petersburg, 1913.

Belentsov Sergei

The main purpose of this paper is to demonstrate that special place the secondary school held in the Soviet social and educational politics of the late 1940s, as well as to introduce a very interesting and rather underinvestigated type of primary source, the so-called verbatim shorthand records of the Boards of the Soviet People's Commissariat and Ministry of Public Education. These sources help to reconstruct the history of decision-making and the struggle of the elites within the Soviet administrative machine. The paper explores the premises and contradictions of the Soviet school politics in the 1948–1949 when Alexander Voznesensky, an administrator and an academic economist, became the Minister of Public Education. Voznesensky undertook an attempt (that was uncharacteristic for the Stalinist period) to minimize the infl uence of the political and social organizations onto the school life. While trying to implement this idea, he obviously expected to find a social basis for his project in the directors’ corps, as the school directors had enjoyed considerable independence during the WWII. One of the regulatory instruments that was supposed to launch a new trend in the school politics was a “Resolution on the school students being overburdened with social and other extra-curricular activities.” In order to discuss the draft of this Resolution a special conference of the ministerial board was convened. However, the directors’ corps was not ready to support Voznesensky in its entirety. Some directors happened to think that overcoming the acute crisis within the secondary education system would only become possible after a cardinal revision of the school curriculum was performed and an 11-year term of school training was introduced, and that just by cutting down social activities one could not hope to achieve the desired result. At the same time, there were several directors who immediately caught up on his idea. Thus, a director of the Moscow school № 446 Ekaterina Chernysheva performed a real “public confession” and admitted that she had been systematically violating the Charters of both the Komsomol and Pioneer organizations to lighten the unsustainable burden of social activities her students had been suffering under. This “confession” did not have any consequences, as Chernysheva demonstrated the very model that Voznesensky considered to be the only acceptable one under the existing conditions. All in all, Voznesensky’s policy can be interpreted as an attempt to make the Soviet school autonomous from the other Soviet institutions. This attempt was blocked by the Komsomol and party officials, but the traces of the attendant discussion were preserved in the verbatim shorthand records of the Board meetings. The author bases her research on the previously unpublished materials as well as on the recent studies by the Russian and foreign historians that provide a new context for the history of the Soviet school policy. The data presented here can be used both in the academic research and as part of the university courses on the history of education.

history of Stalinism, autonomy, history of secondary school education, genres of Soviet publicity, A. A. Voznesensky, A. G. Kalashnikov, I. K. Novikov, E. A. Chernysheva, “Leningrad affair”, struggle with cosmopolitism, struggle with “overcharges

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10. Loginov V. M. Teni Stalina: General Vlasik i ego soratniki (Shadows of Stalin: General Vlasik and His Brothers-in-Arms), Moscow, 2000.
11. Majofis M. L. 2014 “Predvestija «ottepeli» v sovetskoj shkol'noj politike pozdnestalinskogo vremeni” (Presages of “Thaw” in Soviet School Politics of Post-Stalin Epoch), in Kukulin I., Majofis M., Safronov P. (eds.) Ostrova utopii: poslevoennaja shkola, pedagogicheskie jeksperimenty i obrazovatel'naja politika, Moscow, 2014.
12. Simonov K. Glazami cheloveka moego pokolenija: Razmyshlenija o I. V. Staline (Through Eyes of Man of My Generation: Thoughts about I. V. Stalin), Moscow, 1989.
13. Sojma V. M. Zapreshhennyj Stalin (Forbidden Stalin), Moscow, 2005.
14. Harhordin O. Oblichat' i licemerit': genealogija rossijskoj lichnosti (To Condemn and Dissemble: Genealogy of Russian Person), Saint-Petersburg, 2002.
15. 1998 “«Papa» Voznesenskij” (“Daddy” Voznesenskij), in Neva, 1998, vol. 10, pp. 147–159.

Maiofis Mariia

The initial concept of the manual of K. D. Ushinsky «The Childrens’ World and Anthology. The book for the cool reading, adapted for gradual intellectual exercises and evident acquaintance to nature subjects» is considered. The principles of the fi rst two editions are analysed, evolution of these principles is tracked up to the 11th, last lifetime reprinting of a textbook. From the textbook’s second till the sixth edition (1861–1865) there was a development to the most optimum style, good size, understandable structure, remembering sequence of texts which mainly simply keep further though the book after the 6th edition undergoes not basic changes in the subsequent reprintings. Besides reduction and strengthening the positive sense of stories, addition in them of folklore, historical legends, Ushinsky develops special trust to the story-teller of stories. Initially accepted approach to sincerity educational narrative when the pupil feels as participants with the author in his story is improved. The name «Kinderwelt» in the Russian practice is applied for the fi rst time to reading-book. It is borrowed from German-language editions of the beginning and the fi rst half of the 19th century. From the same source one of the topic — seasonal tales — is taken, but applied not in philosophical and romantic interpretation of proximity of the child to the nature, and in a pragmatical and realistic key of teaching to the school student a «real knowledge» of the world, school and the person. Harmonization of a material of the manual, reached by 1865, caused its long further popularity.

Konstantin Ushinsky, reading book, childhood, elementary school, reading, natural history, geography, encyclopaedia in education, textbook, childhood, elementary school, educational reading, natural history, geography, enciclopaedia in education, history

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Bezrogov Vitalii

In March, 2014 the pedagogical community of Russia celebrates the 190th anniversary since the birth of the famous national scientist and the teacher Konstantin Dmitrievich Ushinsky (1824–1870). Many researches are devoted to his personality and scientific work: at the end of the XIX century they were generally directed on the description of K. D. Ushinsky's life and his pedagogical activities (V. A. Volkovich, M. L. Modzalevsky, N. K. Makkaveysky, M. L. Peskovetsky, etc.); during the Soviet period V. Ya. Struminsky studied in detail K. D. Ushinsky's archive, B. G. Ananyev, V. Yu. Belsky considered Ushinsky's anthropological ideas, D. O. Lordkipanidze analyzed Ushinsky's pedagogical doctrine as a whole; at the end of XIX — the beginning of the XX centuries the attention of researchers was attracted by K. D. Ushinsky's philosophical ideas (V. Yu. Belsky, A. V. Zatsepin), his ideas about national education and Russian school (E. P. Belozertsev, M. Yu. Gvozdetsky, V. M. Menshikov), Christian motives in K. D. Ushinsky's pedagogical heritage (S. V. Shevchuk), K. D. Ushinsky's educational books (I. A. Goryacheva) and training method according them (L. N. Isayev, N. G. Medvedev, etc.). Nowadays some experts consider Ushunskiy's views to be materialistic, being close to French Enlightenment while others defend his belonging to Ortodox culture. The purpose is reviewing K. D. Ushinsky's scientific work in comparison with orthodox pedagogical culture of Russia as a whole and 19th centuries in particular.

K. D. Ushinsky, Christianity, orthodox pedagogical culture, religious and moral influence, nationality of education, church and school, science and religion

1. K. D. Ushinskij. Ego zhizn' i pedagogicheskaja dejatel'nost'. Biograficheskij ocherk M. L. Peskoveckago (K. D. Ushinskij. His Life and Pedagogical Activity. Biographical Survey of M. L. Peskoveckij), Saint-Petersburg, 1893.
2. Egorov S. F. (ed.) L. N. Tolstoj, Moscow, 1997.

Divnogortseva Svetlana

The article deals with the history of pedagogy, theory of moral education by K. D. Ushinsky. This topic is covered in detail in the Soviet historical and pedagogical science, but we found it necessary to return to it now for two reasons. First — its extraordinary relevance now, when our education pragmatic tasks, topic of the day are increasingly replacing not only the spiritual and moral, but even merely education goals. The second reason — incomplete and even distorted perception and broadcast by Soviet historians of the problems of moral education by Ushinsky. In this sense it is often reduced to moral imperatives, i.e. seen as a behavioral reproduction, accepted in society. Whereas the great Russian teacher considers the problem of moral education much deeper — it flows from the divine nature of man, with the source in his soul. Hence the deep attention by Ushinsky to ethnology, psychology, anthropological knowledge that give clues to the basic ways of moral improvement in the educational process. Ushinsky emphasizes the link of moral issues with the national cultural code of a student in his upbringing in the spirit of his nationality. Ushinsky shows that morality is always striving for the Absolute, the supreme ideal — for Christians — to the person of Jesus Christ. It can not be the product of human creativity, and therefore it is above human-universal. Moral theory by Ushinsky comes from his understanding of the progress of mankind as moral improvement of the individual communities, and in the end — of each individual. Scientific and technical progress must therefore obey to the moral dominants of humanity.

The history of pedagogy, K. D. Ushinskiy, education, moral education, Russian pedagogy, spirituality of education, Russian school, nationality, patriotism, the importance of labor in education, morality and science, Christian anthropology, personality, t

1. Aksakov I. S. 1991 “Otnoshenie mezhdu shkoloj i zhizn'ju v Rossii” (Correlation between School and Life in Russia), in Chelovek, 1991, vol. 3, pp. 73–76.
2. Vodovozova E. N. Na zare zhizni (At Dawn of Life), Moscow, 1964, vol. 1.
3. Zavitnevich V. Z. Aleksej Stepanovich Homjakov, Kiev, 1902, vol. 1/1.

Belenchuk Larisa

The article explores two different approaches towards pedagogical texts of the past, i.e. a theoretical retrospective one, which is aimed at solving present day problems with the help of the past generations’ experiences, and a historical contextual one, which studies the texts of the past within the context of the contemporary epoch. Besides, a historical practical approach, aimed at using past ideas for the upbringing of the modern youth, is briefly described. The peculiarities of modern terminology in both theoretical retrospective and historical contextual approaches are explained. Some possible applications of these approaches to studying the pedagogical heritage of the Fathers of Church are shown in the article using the writings of Theophan the Recluse. It is also shown in the article that using the theoretical retrospective approach in studying the pedagogical writings of the Fathers of Church allows revealing the basic principles of the Christian upbringing and the pedagogical potential of the Orthodoxy on the whole, as well as rethinking the problems of religious upbringing at present. Special attention is drawn to the academic potential of the historical contextual approach, which has almost never been used in studying the pedagogical writings of Russian Fathers of Church, and, according to the author’s belief, is in great demand nowadays. Having analyzed the pedagogical writings of the late XVIII - mid XIX centuries, the author of the article shows that the historical contextual approach allows substantial widening of the present day comprehension of St Theophan the Recluse’s pedagogy, of its presence in the pedagogical tradition of its time and its originality. The author assumes that it is the historical contextual approach that opens up possibilities for effective introduction of the religious teacher’s views to the secular pedagogy. Whereas the theoretical retrospective approach causes the rejection of St. Theophan the Recluse’s views by atheistic scholars and limits the academic analysis of his ideas.

methodology of historic pedagogical studies, pedagogical heritage of the Fathers of Church, theoretical retrospective approach, historical practical approach, historical contextual approach, general principles of pedagogy, pedagogical potential of Ortho

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Nikulina Elena