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

Today the development strategy of adult education - to create optimal conditions for the development of human personality, the manifestations of his personality. The article describes the concept modeling approach, the principle paradigm, analyzes methodological approaches to modeling and implementing educational practices for adults: andragogical approaches and event. Modeling educational practice is seen as a way to process the result of the function, the attitude. The structure of educational practice for adults includes personal and common goals and objectives of the group of students, subject-subject relationship to the group, laws and principles, functions and contradictions, forms and methods, results. Paradigm, which can be the basis of modeling educational practices for adults, is to provide links between education, work and co-beingness practices for each subject. Orientation of process modeling educational practices for adults to create space creative personal development should recognize the most signifi cant specific features in development of institutions of further education. In this case study of the effectiveness of educational practice is a necessary form of group and individual refl ection.

modeling, metodologichesky approach, method, principle, paradigm, educational practices, non-formal adult education, co-beingness

1. Batkolina V. V. Povyshenie jeffektivnosti obrazovanija vzroslyh v vuzah na osnove sovremennyh informacionnyh tehnologij: dis. … kand. ped. nauk (Rise of Effectiveness of Adult Education in High Schools on Ground of Modern Informational Technologies: Dissertation), Moscow, 2011.
2. Glazyrina A. V. Andragogicheskij podhod k razvitiju obrazovatel'noj aktivnosti pedagoga v processe povyshenija kvalifikacii: dis. … kand. ped. nauk (Andragogic Approach to Development of Educational Activity of Pedagogue in Process of Skill Raise: Dissertation), Joshkar-Ola, 2006.
3. Kukuev A. I. 2010 “Sovremennye podhody v obrazovanii” (Modern Approaches in Education), in Kukuev A. I., Shevchenko V. A. Sovremennye podhody v obrazovanii: uchebno-metodicheskoe posobie, Rostov-na-Donu, 2010, pp. 10–15.
4. Linevich L. V. Andragogicheskij podhod k obucheniju studentov v vuze: dis. … kand. ped. nauk (Andragogic Approach to Student Education: Dissertation), Kaliningrad, 2002.
5. Panina T. S. Sovremennye sposoby aktivizacii obuchenija: ucheb. posobie dlja stud. vysshih ucheb. zavedenij (Modern Methods of Education Activation: Textbook for Students), Moscow, 2006.
6. Safina Z. N., Sherajzina R. M. 2005 “Sinergetiko-andragogicheskij podhod k proektirovaniju obrazovatel'nyh programm v sisteme obuchenija vzroslyh” (Synergetic-Andragogic Approach to Designing of Educational Programs in System of Adult Education), in Vestnik Novgorodskogo gos. un-ta. Ser.: Psihologija. Pedagogika. Sociologija, 2005, vol. 31, pp. 59–63.
7. Filin S. A. Andragogicheskij podhod k postroeniju sistemy professional'nogo obuchenija personala predprijatija (Andragogic Approach to Forming of System of Professional Education of Enterprise Staff), Velikij Novgorod, 2005.
8. Shijanov E. N, Romaeva N. B. 2005 “Poliparadigmal'nost' kak metodologicheskij princip sovremennoj pedagogiki” (Polyparagidmality as Methodological Principle of Modern Pedagogic), in Pedagogika, 2005, vol. 9, pp. 17–25.
9. Jarvis P. Adult Education and Lifelong Learning. Theory and Practice, New York, 2004.
10. Knowles M. S. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, Burlington, San Diego, London, 2005.
11. The Meaning of Adult Education, New York, 1926.

Iakushkina Marina

One of the main targets of modern education is the development of universal educational activities for schoolchildren. It is clear that achieving positive results are possible purposeful activities of teachers, pupils and parent groups. In this regard, of particular urgency is the problem of managing the development of universal educational activities for schoolchildren. This article summarizes the results of research of problems of management of formation of universal educational activities for schoolchildren under a regional experiment: development and testing of a model of administrative activity that meets the logic of construction of the educational process in the conditions of the implementation of the GEF. Managing the development of a universal educational activities for schoolchildren is considered as purposeful, specially organized interaction of leaders, teachers, pupils and their parents on the basis of evidence-based analysis of the educational process of schools, planning, management, organization, control and reflexive analysis in the system «lesson - curricular activities - home-educational work».

management activities, management, formation of universal educational activities between subjects of the educational process

1. Babanskij Ju. K. Optimizacija processa obuchenija (Obshhedidakticheskij aspekt) (Optimization of Educational Process (General Didactic Aspect)), Moscow, 1977.
2. Belencov S. I. 2005 “Vzaimootnoshenija shkoly i sem'i na rubezhe XIX–XX vv.: vzaimodejstvie ili vzaimnye pretenzii” (Relations of School and Family at Turn of XIX–XX Cent.: Interaction or Mutual Claims), in Narodnoe obrazovanie, 2005, vol. 2, pp. 185–188.
3. Belencov S. I. Problema grazhdanskogo vospitanija v russkoj pedagogike i shkole v konce XIX — nachale XX v. Avtoref. diss. … kand. ped. nauk (Problem of Civil Education in Russian Pedagogic and School in End of XIX — Begin of XX Cent. Dissertation Abstract), Kursk, 2000.
4. Asmolov A. G. (ed.) Kak proektirovat' universal'nye uchebnye dejstvija v nachal'noj shkole. Ot dejstvija k mysli: posobie dlja uchitelja (How to Project Universal Educational Actions in Elementary School. From Action to Thought: Handbook for Teacher), Moscow, 2010.
5. Lerner I. Ja. 1984 “Uchebnye umenija i ih funkcii v processe obuchenija” (Educational Skills and Their Functions in Educational Process), in Rol' uchebnoj literatury v formirovanii obshhih uchebnyh umenij i navykov shkol'nikov, Moscow, 1984.
6. Churakova R. G. Desjat' bazovyh principov jeffektivnogo upravlenija. Realizacija standarta vtorogo pokolenija (Ten Basic Principles of Effective Administration. Realization of 2nd Generation Standard), Moscow, 2011.
7. Shamova T. I., Davydenko T. I. Upravlenie obrazovatel'nym processom v adaptivnoj shkole (Administration of Educational Process in Adaptive School), Moscow, 2001.

Diumina Svetlana

In article the problem of interaction of the main social institutes in spiritual and moral education of children in system of the general formation of the Russian Federation is considered. Insufficient functionality of interaction of the main social institutes owing to the remaining social deformations which have developed during the previous historical period is noted. Situation that restoration and development of spiritual and moral education of children in system of the general education is directly connected with functioning in a mode of social partnership of an education system (school), the state (authorities), families, churches (the traditional religious organizations) is proved.

social institute, the main social institutes, education, spiritual and moral education, the general education, spiritual and moral education in system of the general education.

1. Aberkrombi N. Sociologicheskij slovar' (Sociological Dictionary), Moscow, 2004.
2. Galickaja I. A., Metlik I. V. 2009 “Ponjatie «duhovno-nravstvennoe vospitanie» v sovremennoj pedagogicheskoj teorii i praktike” (Notion of “Spiritual-Moral Education” in Modern Pedagogical Theory and Practice), in Pedagogika, 2009, vol. 10, pp. 36–46.
3. Metlik I. V. (ed.) Duhovno-nravstvennoe vospitanie: voprosy teorii, metodologii i praktiki v rossijskoj shkole (Spiritual-Moral Education: Questions of Theory, Methodology and Practice in Russian Schools), Moscow, 2012.
4. Kara-Murza S. G. Anomija v Rossii: prichiny i projavlenija (Anomia in Russia: Reasons and Manifestations), Moscow, 2013.
5. Kravchenko A. M. Sociologija: Slovar': Uchebnoe posobie dlja studentov vuzov (Sociology: Dictionary: Handbook for Students), Moscow, 1997.
6. Kravchenko A. I. Sociologija: Obshhij kurs: Uchebnoe posobie dlja vuzov (Sociology: General Course: Textbook for High Schools), Moscow, 2002.
7. Slovar' social'no-gumanitarnyh terminov (Dictionary of Social-Humanitarian Terms), Moscow, 1999.

Metlik Igor'

The 90s of the past century were the time when we - for the first time in the history of our country - seriously faced the problem of increasing activity of recruiters of totalitarian sects. Most of destructive religious movements which expanded their activity on the territory of the Post-Soviet states, have foreign origins. By the time Russian scientists barely initiated the search for methods to resist the cult violence, a number of key experts in North America and Western Europe had already managed to develop constructive ways of anti-sectarian activity. Among these measures is the pedagogical prevention of sectarianism as the most nondirective guidelines of social work. The article represents the review of modern approaches to the prevention of involvement of youth in sects under the conditions of multicultural society in foreign pedagogical science of the second half of the 20th and the turn of the 21th century. The material will be useful for Russian social teachers and psychologists of education

sectarianism, cult violence, prevention, educational system, upbringing, religiousness, spirituality, adolescence and youth

1. Bezrogov V. G. 2011 “Religioznaja socializacija: XX vek i perspektiva” (Religious Socializatoin: XX Century and Perspective), in Voprosy vospitanija, 2011, vol. 2/7, pp. 23–41.
2. Il'in I. A. Religioznyj smysl filosofii: Tri rechi 1914–1923. Pojushhee serdce. Kniga tihih sozercanij (Religious Sense of Philosophy: Three Speeches 1914–1923. Singing Heart. Book of Quiet Contemplations), Moscow, 2007.
3. Kozhuharov V. 1996 “Religija i sektantstvo” (Religion and Sectarianism), in Otvoreno obrazovanie, 1996, vol. 5/6, pp. 54–65.
4. Kozyrev F. N. Religioznoe obrazovanie v svetskoj shkole. Teorija i mezhdunarodnyj opyt v otechestvennoj perspektive: monografija (Religious Education in Secular School. Theory and International Experience in Russian Perspective: Monography), Saint-Petersburg, 2005.
5. Martinovich V. A. 2009 “Profilaktika sektantstva v shkolah Avstrii” (Precautions of Sectarianism in Austrian Schools), in Adukacyja і vyhavanne, 2009, vol. 8, pp. 70–74.
6. Mudrik A. V. Socializacija cheloveka: uchebnoe posobie (Socialization of Human: Textbook), Moscow, Voronezh, 2010.
7. Skljarova T. V. Pravoslavnoe vospitanie v kontekste socializacii (Orthodox Education in Context of Socialization), Moscow, 2006.
8. Frankl V. Chelovek v poiskah smysla: sbornik (Human in Search of Sense: Collection), Moscow, 1990, vol. 1.
9. Bloomgarden A., Langone M. D. Preventative Education on Cultism for High School Students: A Comparison of Different Programs’ Effects on Potential Vulnerability to Cults, in http://www.icsahome.com/articles/preventative-ed-for-high-school-students-csj-1-2
10. Kropveld M. Preventive Education: A North American Perspective, in http://www.icsahome.com/articles/preventive-education-kropveld-en3-2
11. Thornburg R. W. 1996 “Training Residence — Hall Staff”, in Rudin Marcia R. (ed.) Cults on Campus: Continuing Challenge. Revised Edition, AFF — American Family Foundation, 1996, pp. 44–47.

Petrina Mariia

The article contemplates the concept of home, family (oikos) in the pedagogical context of the doctrine of St. John Chrysostom. The basic features and functions of the “oikos” are discussed. According to Chrysostom the “oikos” is an organic whole, live organism which is capable of having a spiritual life. The “oikos” can also be compared to the Heaven, the Church where the father and the husband teaches his children and wife like a priest. Also the “oikos” is compared to a polis - a city-state governed by a king, and to the spiritual army. Chrysostom also encourages to consider the “oikos” as a school, a place of children’s education. The education function of the family is a central point of the Chrysostom’s discourse

Johannes Chrysostomus, home, family, marriage, a small Church, education, upbringing, teaching, children

1. Averincev S. S. Pojetika rannevizantijskoj literatury (Poetics of Early Byzantine Literature), Moscow, 1997.
2. Kibardin N. Sistema pedagogiki po tvorenijam blzh. Avgustina (Pedagogical System according to Works of St. Augustine), Kazan', 1910.
3. Muretov M. D. Hristianskij brak i Cerkov' (Christian Marriage and Church), Moscow, 2002.
4. D'jachenko G (ed.) Polnyj cerkovno-slavjanskij slovar' (s vneseniem v nego vazhnejshih drevnerusskih slov i vyrazhenij) (Complete Church-Slavonic Dictionary (with Bringing in It Main Old Russian Words and Expressions)), Moscow, 1993.
5. Troickij S. V. Hristianskaja filosofija braka (Christisn Philosophy of Marriage), Klin, 2001.
13. Liddell H. G., Scott R. (eds.) Greek-English Lexicon, New York, 1996.
6. Bara Z.-J. 2010 “The Obligation of the Christian Believers in the Works of Saint John Chrysostom”, in Studia Universitatis Babeş-Bolyai, Theologia Catholica Latina, 2010, vol. 2, pp. 74–75.
7. Uciecha A. 1986/1987 “Rodzina miejscem wychowania w traktacie pedagogicznym o wychowaniu dzieci Jana Chryzostoma” (Family Place of Education in Pedagogical Treatise about Education of Children of John Chysostom), in Slaskie studia historyczno-teologiczne, 1986/87, vol. 19/20, pp. 65–92.

Saprykina Anna

Many researchers have noted the contradiction between the widespread eff orts to prevent alcohol dependence and lack of scientific content of the concept of «sobriety.» Critical analysis of the use of the term “sobriety” in everyday language, medicine, psychology, law, found no positive content of this concept. The concept of “sobriety” is usually revealed as “absence of inebriation”. This study is aimed at finding the concept of «sobriety», which is necessary for the study of this phenomenon and the development of education of sobriety. On the basis of an appeal to the Church Slavonic language and patristic literature, Christian anthropology, identified the concept of «sobriety» as a state of consciousness, as Christian virtues, as eff orts. Analysis of the concepts of existential-humanistic psychology and the psychology of activity allowed us to discover causal relationships between phenomenon of sobriety and phenomena of meaning of life, mission, self-transcendence. The relationship between basic anthropological categories (consciousness, activity, community) and the concept of sobriety was shown. Found that sobriety has an anthropological nature, is the quality of the man and his co-existing community. Proof of this assertion found in the analysis of historical and contemporary activities of fraternities and societies of sobriety. As a result of the study was prompted anthropological definition of «sobriety.» Sobriety is the result of man's efforts to support of mental clarity and of attention to the inner world. Sobriety allows a person to distinguish and evaluate spiritual components that facilitate or hinder the implementation of the various activities, mission, realization of the meaning of life and values of co-existing community. In conclusion, outlined the prospects of studies of the phenomenon of sobriety and practice on education sober lifestyle

sobriety, christianity sobriety, Christian anthropology, psychological anthropology, consciousness, activity, community, meaning of life, mission, self-transcendence, temperance (sobriety) education

1. Bachinin I. V. 2012 “Trezvost' kak predmet issledovanija pedagogicheskoj antropologii” (Soberness ad Subject of Study of Pedagogical Anthropology), in APK: regiony Rossii, 2012, vol. 12, pp. 19–21.
2. Dal' V. I. Tolkovyj slovar' zhivogo velikorusskogo jazyka (Explanatory Dictionary of Live Great Russian Language), Saint-Petersburg, 1863–1866.
3. Efremova T. F. Novyj slovar' russkogo jazyka. Tolkovo-slovoobrazovatel'nyj (New Dictionary of Russian Language. Explanatory-Etymological), Moscow, 2000, vol. 2.
4. Zarin S. M. Asketizm po pravoslavno-hristianskomu ucheniju (Asceticism according to Orthodox-Christian Teaching), Moscow, 1996.
5. Zejgarnik B. V., Bratus' B. S. Ocherki po psihologii anomal'nogo razvitija lichnosti (Essays of Psychology of Anomalous Person Development), Moscow, 1980.
6. Plotnikova E. V. 2012 “So-bytijnaja obshhnost' kak uslovie duhovno-nravstvennogo vospitanija cheloveka” (Co-Being Community as Condition of Spiritual-Moral Education of Human), in APK: regiony Rossii, 2012, vol. 12, pp. 29–31.
7. Pogorelov S. T. 2012 “Vzaimodejstvie sistemy obrazovanija s tradicionnymi religioznymi ob’edinenijami v sfere duhovno-nravstvennogo vospitanija kak uslovie realizacii nacional'noj strategii razvitija Rossii” (Interconnection of Educational System with Traditional Religious Organizations in Sphere of Spiritual-Moral Education as Condition of Realization of National Strategy of Development of Russia), in APK: regiony Rossii, 2012, vol. 12, pp. 26–28.
8. Rubinshtejn S. L. Problemy obshhej psihologii (Problems of General Psychology), Moscow, 1973.
9. Semenov A. V. Jetimologicheskij slovar' russkogo jazyka. Russkij jazyk ot A do Ja (Etymological Dictionary of Russian Language. Russian Language from A to Z), Moscow, 2003.
10. Slobodchikov V. I. Antropologicheskaja perspektiva otechestvennogo obrazovanija (Anthropological Perspective of Russian Education), Ekaterinburg, 2009.
11. D. N. Ushakov, red. Tolkovyj slovar' russkogo jazyka (Explanatory Dictionary of Russian Language), Moscow, 1940, vol. 4.
12. Fasmer M. Jetimologicheskij slovar' russkogo jazyka (Etymological Dictionary of Russian Language), Moscow, 1987, vol. 4.
13. Frankl V. Chelovek v poiskah smysla (Human in Search of Sense), Moscow, 1990.
14. Horuzhij S. S. Pravoslavnaja askeza — kljuch k novomu videniju cheloveka (Orthodox Ascesis — Key to New Vision of Human), vol. 6/2, in http://azbyka.ru/hristianstvo/chelovek/horuzhiy_pravoslavnaya_askeza_37-all.shtml (Date: 01.03.2014).
15. Shehovcova L. F., Zen'ko Ju. M. Jelementy pravoslavnoj psihologii (Elements of Orthodox Psychology), Moscow, 2012.

Bachinin Igor'

The disclosure of the phenomenon of intonation as a psychological and anthropological category. In the light of social, religious and philosophical anthropology considers biological, social, and spiritual origins of the energetic intoning human consciousness. A psycho-semantic model of genesis music-language consciousness is presented. Substantiates the genesis music-language consciousness of a particular culture, religions, society based on archetypal intoning layer of human consciousness. Intonational nature of the psyche is teleological and is the forerunner of branches of language consciousness. This phenomenon has a bio- social origin, its leading feature lies in the symbolization of spontaneous experiences based on meeting biological and ethno-cultural intonation archetypes. Intonation as an essential component of higher mental functions is a tool of ethnic, religious, gender and social identity. Phenomenon of intonating in different modalities is a typical cultural system and at the same time the individual nature of the manifestations of personality and its affective experience, which may be the basis for psychodiagnosis personality on the base manifestations intoning her consciousness.

intonation, the sign function of consciousness, intonating consciousness, music- language consciousness, the forms of a man's energy

1. Arsen'ev A. S. 1999 “Paradoksal'naja universal'nost' cheloveka i nekotorye problemy psihologii i pedagogiki” (Paradox Universality of Human and Some Problems of Psychology and Pedagogic), in Mir psihologii: nauchno-metodicheskij zhurnal, 1999, vol. 1, pp. 5–12.
2. Berdjaev N. A. 1993 “Chelovek. Mikrokosm i makrokosm” (Human. Microcosm and Macrocosm), in Gurevich P. S. (ed.) Fenomen cheloveka: Antologija, Moscow, 1993, pp. 28–59.
3. Boulbi Dzh. Sozdanie i razrushenie jemocional'nyh svjazej (Creation and Destruction of Emotional Connections), Moscow, 2006.
4. Zinchenko V. P. Posoh Mandel'shtama i Trubka Mamardashvili. K nachalam organicheskoj psihologii (Staff of Mandel’shtam and Pipe of Mamardashvili. To Begin of Organic Psychology), Moscow, 1997.
5. Kurt Je. 1994 “Muzykal'naja psihologija: Oblasti i granicy muzykal'noj psihologii” (Musical Psychology. Fields and Frontiers of Musical Psychology), in Al'manah muzykal'noj psihologii, Moscow, 1994, pp. 7–27.
6. Lorenc K. Oborotnaja storona zerkala (Rear Side of Mirror), Moscow, 1998.
7. Losev A. F. 1974 “Uchenie Platona ob iskusstve“ (Teaching of Plato about Art), in Istorija antichnoj jestetiki, Moscow, 1974, vol. 3: Vysokaja klassika, pp. 11–178.
8. Muhina V. S. Lichnost': Mify i Real'nost' (Al'ternativnyj vzgljad. Sistemnyj podhod. Innovacionnye aspekty) (Person: Myths and Reality (Alternative View. Systematic Approach. Innovative Aspects)), Moscow, 2013.
9. Nosina V. B. Simvolika muzyki I. S. Baha (Musical Symbolic of J. S. Bach), Moscow, 2011.
10. Tinbergen N. Povedenie zhivotnyh (Behavior of Animals), Moscow, 2012.
11. Uhtomskij A. A. Uchenie o dominante (Teaching about Dominant), Saint-Petersburg, 2002.
12. Horuzhij S. S. Duhovnaja praktika i «otverzanie chuvstv» kak fenomeny jenergijnoj antropologii. Komparativnyj analiz (Spiritual Practice and “Opening of Feelings” as Phenomenon of Energetic Anthropology. Comparative Analysis), in http://lib.rus.ec/b/235223.
13. Horuzhij S. S. K fenomenologii askezy (To Phenomenology of Ascesis), Moscow, 1998.
14. Sherozija A. E. Psihika. Soznanie. Lichnost'. K obobshhennoj teorii psihologii (Psychic. Consciousness. Person. To General Theory of Psychology), Tbilisi, 1979.
15. Shpet G. G. Javlenie i smysl: fenomenologija kak osnovnaja nauka i ee problemy (Event and Sense: Phenomenology as Main Science and Its Problems), Tomsk, 1996.

Toropova Alla

The revival of the interest in Orthodox culture in Russia naturally has the eff ects on the national education: the foundation of Sunday schools and Orthodox gymnasiums, the introduction of a religious component in the comprehensive school (module «Fundamentals of the Orthodox culture» in the course «Basics of religious cultures and secular ethics»). However, problems connected with the methodology of teaching Orthodox culture in the confessional-oriented educational and general education institutions still remain urgent. The article presents some problems and features of the methods of teaching Orthodox culture in pre-revolutionary Russia, identified during the analysis of the educational-methodical literature. One of the first problem is to set the program constructing of teaching of the law of God for Sunday schools and Orthodox gymnasiums, the choice of the method of presenting the material, which in pre-revolutionary practice was presented in three ways: gradual, joint and concentric. Each of them had its own peculiarities, which are necessary to be considered in modern programs developing, aimed at the study of Orthodox culture. The second important issue of the top-priority for a modern methods of teaching Orthodox culture, by the author's opinion, is the moral problem-oriented component in the lessons of the Law of God and the Fundamentals of Orthodox culture. Based on the experience of pre-revolutionary teachers, the author of the article offers solutions to it using tools such as appealing to the experience of the child, the modeling of problem situations, etc. The article data represents the synthesis of the results of the initial stage in learning Orthodox culture teaching experience in pre-revolutionary Russia and cover the most actual problems for modern methods.

doctrinal discipline, the Law of God, the Orthodox culture, lesson, methodology of teaching the Law of God, method of presenting materials, gradual method, joint method, concentric method, the teacher of the Law of God, moral conclusion, historical conti

1. Averincev S. S. Hristianstvo: Jenciklopedicheskij slovar' (Christianity: Encyclopedic Dictionary), Moscow, 1993, vol. 1.
2. Blagonravov M., prot. Opyt metodicheskogo posobija dlja zakonouchitelej cerkovno-prihodskih shkol (Experience of Methodological Handbook for Religion Teachers of Church Parish School), Astrahan', 1911.
3. Vostorgov I. I., prot. 1902 “Otchet za 1901–1902 gg.” (Report for 1901–1902), in Duhovnyj Vestnik Gruzinskogo Jekzarhata, 1902, vol. 16, pp. 39–40.
4. Daniljuk A. Ja., Kondakov A. M., Tishkov V. A. Koncepcija duhovno-nravstvennogo razvitija i vospitanija lichnosti grazhdanina Rossii (Concept of Spiritual-Moral Development and Education of Person of Russian Citizen), Moscow, 2009.
5. Divnogorceva S. Ju. Istoriko-teoreticheskij analiz pravoslavnoj pedagogicheskoj kul'tury v Rossii: avtoref. dis. … d-r ped. nauk (Historical-Theoretical Analysis of Orthodox Pedagogical Culture in Russia: Dissertation Abstract), Moscow, 2011.
6. Divnogorceva S. Ju. 2011 “Razvitie pravoslavnoj pedagogicheskoj kul'tury v sovremennoj Rossii” (Development of Orthodox Pedagogical Culture in Modern Russia), in Pedagogika, 2011, vol. 4, p. 57.
7. Kiprian (Jashhenko), Igumen. Pravoslavnoe vospitanie: lekcii, interv'ju, vospominanija (Orthodox Education: Lectures, Interviews, Memories), Moscow, 2012.
8. Nozer F. Metodika Zakona Bozhija, ili Posobie k prepodavaniju Zakona Bozhija v nachal'noj shkole (Methodic of God’s Law, or Handbook for Teaching of God’s Law in Elementary School), Moscow, 1898.
9. Sinel'nikov S. P. Prepodavanie Zakona Bozhija v uchebnyh zavedenijah Rossii do 1917 goda (Teaching of God’s Law in Educational Institutions of Russia till 1917), in http://www.bogoslov.ru/text/453126.html
10. Sokolov D. P., prot. 1868 “O prepodavanii Zakona Bozhija (Po povodu novogo raspredelenija uchebnyh predmetov po klassam v gimnazijah i progimnazijah S.-Peterburgskogo uchebnogo okruga, vvedennogo v vide opyta v 1866/67 uchebnom godu)” (About Teaching of God’s Law (About New Distribution of Subjects between Classes in Gymnasiums and Progymnasiums of Teaching District of Saint-Petersburg, Introduced as Experience in 1866/67 School Year)), in Zhurnal Ministerstva Narodnogo Prosveshhenija, 1868, vol. 137).
11. Sosuncov E. F. Metodicheskie ukazanija i konspekty urokov po Zakonu Bozhiju: Kurs mladshego otdelenija nachal'noj shkoly (Methodical Indications and Conspects of Lessons for God’s Law: Course of Younder Department of Elementary School), Kazan', 1909.
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Stanovskaia Tat'iana

This paper describes the phenomenon of subjective experience of emotional wellbeing in adolescents aged kovom. The authors speculate about the contents of emotional well-being of modern teenagers. Based on the theoretical analysis techniques were selected to conduct empirical studies of the emotional well-being of adolescents in educational environments with different social status are (secondary school, center for psychological rehabilitation and correction, orphanage). In the context of the empirical study were three groups of adolescents «emotional-well-off », «emotionally-neutral», «emotionally-distressed». Emotional content -being of adolescents these groups has certain characteristics. Analysis showed that the emotion itself is not an indication of joy emotional wellbeing teenager. The presence, absence or deliberate denial of refl ection on past experience can influence the content of subjective experiencing of emotional wellbeing of the child. Social conditions and characteristics of the educational environment in which developed and educated teenager is the determining factor correction personal and social identity parameters teenager.

emotional well-being, the subjective experience of emotional well-being, teenagers, adolescence, educational environments with diff erent social status, especially the educational environment, refl exivity, emotions

1. Argajl A. Psihologija schast'ja (Psychology of Happiness), Saint-Petersburg, 2003.
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3. Vygotskij L. S. Lekcii po pedologii (Lectures for Pedology), Izhevsk, 2001.
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7. Rean A. A. Psihologija lichnosti (Psychology of Person), Saint-Petersburg, 2013.
8. Rodzhers K. Iskusstvo konsul'tirovanija i terapii (Art of Consulting and Therapy), Moscow, 2002.
9. Rubinshtejn S. L. Osnovy obshhej psihologii (Grounds of General Psychology), Saint-Petersburg, 2007.
10. Uhtomskij A. A. Dominanta (Dominant), Saint-Petersburg, 2002.
11. Fahrutdinova L. R. 2009 “Myshlenie i perezhivanie sub’ekta (Vzaimootnoshenija mezhdu urovnjami intellekta, osobennostjami kreativnosti i harakterom perezhivanija)” (Thinking and Experience of Subject (Interrelations between Levels of Intellec, Features of Creativity and Character of Experience)), in Mir psihologii, 2009, vol. 2, pp. 93–107.
12. Jekman P. Psihologija jemocij. Ja znaju, chto ty chuvstvuesh' (Psychology of Emotions. I Know, what You Feel), Saint-Petersburg, 2013.
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Bondareva Marina

This article discusses the issues of formation of ordinary religious beliefs at the level of semantic structures of consciousness. Empirical data collected at intervals of several years, allow us to consider the dynamics of the transformation of religious consciousness of ordinary people on the example of non- permanent parishioners. For data analysis used a valuation division groups by gender and type of dominant value orientations. The results indicate the relationship of value orientations with a special relationship to religion. Value orientations are more significant factor in determining differences in the semantic structure of the subjects. Most diff erentiated field of perception is in a group with a focus on traditional values (values of socialization). In dynamics, people who hold traditional values demonstrated complication semantic structures, whereas the subjects focused on other values, on the contrary showed simplification and randomization ideas about religion.

psychosemantics, ordinary religious ideas, value orientations, social consciousness.

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10. Janickij M. S. Cennostnoe izmerenie massovogo soznanija (Value Dimension of Massive Consciousness), Novosibirsk, 2012.

Dolganov Dmitrii

The article reflects the results of a comparative analysis of the parameters regulator tion difficult situations actors at various levels to adapt to it. The basic mechanisms of self-regulation during spontaneous activity of a person are shown. The role of regulatory parameters in manipulating a difficult life situation is diff erentiated. Determining influence of personal characteristics and subjective appraisal of the situation to the psychological adaptation of a person to it is shown. It is experimentally confi rmed that adaptation to a difficult life situation depends on the violation of basic hierarchy needs. We define that the information mismatch in the system of self-conscious regulation correlates with ways of achievement goals and the choice of activities in a diffi cult life situation. The main tendencies of regulation mechanism of creating psychological problem is found out.

Diffi cult life situation, a psychological problem, adaptation, selfregulation, the hierarchy of needs.

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Mart'ianova Galina

This article discusses current approaches to the study of morality as a predictor of individual behavior. Integration of personological and socio- psychological approaches opens new perspectives for considering the relationship between moral judgment and moral action. «Self» is considered as a «point of intersection». «Moral Self» is the center of attention in a number of personological as well as socio - psychological research directions. The total consideration of three factors - cognitive aspects of the morality (representations, values, judgments), the components of Self (moral self-esteem and the place of morality in the structure of Self) and situational influences (threat / support of the moral Self) - allows to predict individual behavior.

psychology of morality, individual behavior, Self, structure of the moral sphere, dispositions.

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Kozlova Mariia