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

St. Tikhon’s University Review IV :4 (35)

PEDAGOGICAL SCIENCE

PROBLEMS OF EDUCATION

Pleshakov Vladimir

Сyberontologic concept developments of the personality and activity of the person of the XXI century and education problems

Pleshakov Vladimir (2014) "Syberontologic concept developments of the personality and activity of the person of the XXI century and education problems ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 9-22 (in Russian).

DOI of the paper: 10.15382/sturIV201435.9-22
In article the essence of the cyberontologic concept of development of the personality and activity of the modern person, urged to prove the potential of constructive use of socializing, training and educational opportunities of ICT, computer, Internet and digital technologies, proceeding from sociocultural, psychoage, gender, ethnoconfessional, personal and specific features of the person is designated. The idea of development of cyberpedagogics (innovative branch of the psychology and pedagogical thought which is scientifically proving specially organized purposeful and systematic activity on cybereducation, cybertraining and cybereducation of the modern person in the course of his cybersocialization by means of modern information and communication, electronic, digital, computer and Internet educational technologies) reveals and justifi cation of need of application of cyberontologic approach in education, effective in the solution of actual problems of education and training of the person of the XXI century is given.
сyberspace, cyberreality, cyberontology, cyberontologic approach in education, cyberpedagogics, cyberpsychology, Homo Cyberus, the cyberontologic concept of development of the personality and activity of the person, the socializing environment, cybersoci

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4. Pleshakov V. A. 2005 “Virtual'naja socializacija kak sovremennyj aspekt kvazisocializacii lichnosti” (Virtual Socialization as Modern Aspect of Quasisocialization of Person), in Slastenin V. A., Levanova E. A. (eds.) Problemy pedagogicheskogo obrazovanija: Sb. nauch. st., Moscow, 2005, vol. 21, pp. 48–49.
5. Pleshakov V. A. 2010 “Kiberontologija i psihologija bezopasnosti informacionnoj sfery: aspekt kibersocializacii cheloveka v social'nyh setjah internet-sredy” (Cyber-Ontology and Psychology of Safety of Information Sphere in Social Networks of Internet), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2010, vol. 4/19, pp. 131–141.
6. Pleshakov V. A. 2009 “Kibersocializacija kak innovacionnyj social'no-pedagogicheskij fenomen” (Cyber-Socialization as Innovational Social-Pedagogical Phenomenon), in Prepodavatel' XXI vek, 2009, vol. 3/1, pp. 32–39.
7. Pleshakov V. A. Kibersocializacija cheloveka: ot Homo Sapiens’a do Homo Cyberus’a: Monografija (Cyber-Socialization of Human: from Homo Sapiens to Homo Cyberus: Monography), Moscow, 2012.
8. Pleshakov V. A. Teorija kibersocializacii cheloveka: Monografija (Theory of Cyber-Socialization of Human: Monography), Moscow, 2011.
9. Pleshakov V. A. 2010 “Integracija, kibersocializacija i social'noe vospitanie: student i prepodavatel' v informacionnom prostranstve” (Integration, Cyber-Socialization) and Social Education: Student and Teacher in Information Space, in Pedagogicheskoe obrazovanie i nauka, 2010, vol. 1, pp. 27–31.
10. Pleshakov V. A., Voinova O. I., Pleshakova K. A. 2013 “Transformacija social'nogo vospitanija v XXI veke: o realizacii idej V. A. Slastjonina i A. V. Mudrika v kiberpedagogike” (Transformation of Social Education in XXI Century: about Realization of Ideas of V. A. Slastjonin and A. V. Mudrik in Cyber-Pedagogic), in Sibirskij pedagogicheskij zhurnal, 2013, vol. 2, pp. 32–37.
11. Pleshakov V. A. 2010 “Kibersocializacija cheloveka i integrativnye tendencii kiberpedagogiki” (Cyber-Socialization of Human and Integrative Tendencies of Cyber-Pedagogic), in Pedagogicheskoe obrazovanie: vyzovy XXI veka: Materialy Mezhdunarodnoj nauchno-prakticheskoj konferencii, posvjashhennoj pamjati vydajushhegosja rossijskogo uchenogo-pedagoga V. A. Slastenina: 16–17 sentjabrja 2010 g., M., 2010. Ch. 1. S. 613–617.
12. Pleshakov V. A. 2010 “Kibersocializacija: social'noe razvitie i social'noe vospitanie sovremennogo cheloveka” (Cyber-Socialization: Social Development and Social Education of Modern Human), in Vestnik Kostromskogo gosudarstvennogo universiteta im. N. A. Nekrasova. Serija «Pedagogika. Psihologija. Social'naja rabota. Juvenologija. Sociokinetika», 2010, vol. 16/2, pp. 15–18.
13. Pleshakov V. A. 2009 “O kibersocializacii cheloveka i neobhodimosti razrabotki innovacionnoj otrasli psihologo-pedagogicheskoj mysli — kiberpedagogiki” (About Cyber-Socialization of Human and Need of Working of Innovational Branch of Psychological-Pedagogical Thought — Cyber-Pedagogic), in Aktual'nye problemy professional'no-pedagogicheskogo obrazovanija. Mezhvuz. sb. nauch. tr., Kaliningrad, 2009, vol. 25, pp. 129–133.
14. Slastenin V. A., Zhog V. I., Borisova N. Ju., Pleshakov V. A, Podymova L. S. 2010 “Modeli sistemnoj integracii innovacionnoj mezhdunarodnoj obrazovatel'noj praktiki v sistemu nacional'nogo obrazovanija Rossii” (Modela of Systematic Integration of Innovative International Practice in System of National Russian Education), in Pedagogicheskoe obrazovanie i nauka, 2010, vol. 1, pp. 4–11.
15. Slastenin V. A., Podymova L. S. Pedagogika: innovacionnaja dejatel'nost' (Pedagogic: Innovative Activity), Moscow, 1997.

Pleshakov Vladimir

Mumrikov Oleg

Christian and apologetic aspects of the course «The natural-scientific worldview» within the scope of training of bachelors for specialization «Primary education» at the pedagogical department of Saint Tikhon's Orthodox University of Humanities

Mumrikov Oleg (2014) "Christian and apologetic aspects of the course «The natural-scientific worldview» within the scope of training of bachelors for specialization «Primary education» at the pedagogical department of Saint Tikhon's Orthodox University of Humanities ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 23-31 (in Russian).

DOI of the paper: 10.15382/sturIV201435.23-31
In the current article it is discussed the tasks of a new course «The natural-scientifi c worldview» within the scope of training of orthodox teachers in primary school at the pedagogical department of Saint Tikhon's Orthodox University of Humanities. It is presented the structure of the subject, its author’s methodological support in the context of demands of the modern Federal state standard of primary general education (2009), «The exemplary main educational program of educational institution» (2013), educational general problems including orthodox pedagogy points of view. It is presented the necessity of organic replenishment of the current course as an abstract and systematic, theological and philosophical, Christian and apologetic element. The present approach to the university education lets help the students of the primary school form the perceptual unity of the universe, as well as the attitude to the scientifi c thinking as to the creation work and service of the Creator in realization of professional activity of an orthodox teacher on the assumption of harmonization of courses «The surrounding world», «Fundamentals of Orthodox Culture» and other subjects.
apologetics, natural-scientific worldview, conception of the modern natural science, connections between subjects, world view, science and education, science and religion, primary school, orthodox culture.

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12. Florenskij P., svjashh. 1999 “U vodorazdelov mysli. Obratnaja perspektiva“ (At Divide of Thought. Rear Perspective), in Sochinenija, Moscow, 1999, vol. 3/1.
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14. Jaki S. L. “Shestodnev: kosmogenezis, soblazn konkordizma” (Hexameron: Cosmogeneis, Temptation of Concordism), in Biblija o tvorenii i bytii mira, in http://www.spbda.ru/theology/cont/sixday.php.
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16. Haught John F. Is Nature Enough? Meaning and Truth in the Age of Science, Cambridge University Press, 2006.

Mumrikov Oleg

PROBLEMS OF UPBRINGING

Romm Tat'iana

Formation and development of interpretive image of social education in domestic pedagogics

Romm Tat'iana (2014) "Formation and development of interpretive image of social education in domestic pedagogics ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 32-43 (in Russian).

DOI of the paper: 10.15382/sturIV201435.32-43
Unconventional ideas about the social education of a modern development of pedagogical science, associated with the specification of methodological positions that define the ways of awareness and perception of pedagogical phenomena. Аnalysis shifts toward individualized characteristics of social situation. For understanding the phenomenon of social education enough appeal to the the normative methodology (E. Durkheim, T. Parsons). Implementation of a research orientation is related to interpretively-understand scientific approach (W. Dilthey, G. H. Mead) proclaiming. multiplicity of manifestations of any social phenomenon. The article analyzes the sources of the interpretive theoretical image of social education; reveals the features of its formation and development in the national pedagogy.
social education, the standard approach, the interpretive approach

1. Abel's H. Interakcija, identichnost', prezentacija: vvedenie v interpretativnuju sociologiju (Interaction, Identity, Presentation: Introduction to Interpretative Sociology), Saint-Petersburg, 1999.
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3. Bogdanova E. V., Romm T. A. Social'noe vospitanie v transformirujushhemsja obshhestve: Monografija (Social Education in Transforming Society: Monography), Novosibirsk, 2012.
4. Vasiljuk F. E. Psihologija perezhivanija (Psychology of Experience), Moscow, 1984.
5. Veber M. 1990 “«Ob’ektivnost'» social'no-nauchnogo i social'no-politicheskogo poznanija” (“Objectivity” of Social-Scientific and Social-Political Cognition), in Izbrannye proizvedenija, Moscow, 1990, pp. 345–415.
6. Gusserl' Je. Sobranije soch. (Collection of Works), Moscow, 2001, vol. 3/1: Logicheskie issledovanija (Logical Studies), vol. 2/1.
7. Demakova I. D. 2012 “Mezhdisciplinarnyj podhod v teorii vospitanija: v poiskah novoj metodologii” (Interdisciplinary Approach in Educational Theory: in Search of New Methodology), in Voprosy vospitanija, 2012, vol. 1/10, pp. 14–19.
8. Dil'tej V. Germenevtika i teorija literatury (Hermeneutics and Theory of Literature), Moscow, 2001, vol. 4.
9. Djurkgejm Je. O razdelenii obshhestvennogo truda: metod sociologii (About Division of Social Labor: Method of Sociology), Moscow, 1991.
10. Zakirova A. F. 2010 “Pedagogicheskaja germenevtika: sociokul'turnyj kontekst i nauchno-obrazovatel'naja praktika“ (Pedagogical Hermeneutics: Socio-Cultural Context and Scientific-Educational Practice), in Vestnik Tjumenskogo gosudarstvennogo universiteta, 2010, vol. 5, pp. 4–10.
11. Leont'ev D. A. Psihologija smysla: priroda, stroenie i dinamika smyslovoj real'nosti (Psychology of Sense: Nature, Building and Dynamics of Sense Reality), Moscow, 2003.
12. Mid Dzh. G. 1996 “Ot zhesta k simvolu” (From Gesture to Symbol), in Amerikanskaja sociologicheskaja mysl': Teksty, Moscow, 1996, pp. 213–222.
13. Mudrik A. V. 2011 “Moi metodologicheskie shtudii” (My Methodological Studies), in Romm T. A., Shhelina T. T. (eds.) Social'naja pedagogika: ljudi, idei, problemy: sbornik, Arzamas, 2011, pp. 76–92.
14. Parsons T. O strukture social'nogo vozdejstvija (About Structure of Social Influence), Moscow, 2000.
15. Riker P. Konflikt interpretacij: ocherki o germenevtike (Conflict of Interpretations: Essays on Hermeneutics), Moscow, 2002.
16. Romm M. V., Romm T. A. 2010 “Konstruirovanie teoreticheskih obrazov social'nyh fenomenov” (Constructing of Theoretical Images of Social Phenomena), in Vestnik NGU. Serija: Filosofija, 2010, vol. 8/2, pp. 32–36.
17. Romm T. A. 2009 “Social'noe vospitanie v postindustrial'nuju jepohu” (Social Education in Post-Industrial Epoch), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2009, vol. 3, pp. 15–25.
18. Skljarova T. V. 2014 “Tradicii religioznoj pedagogiki v issledovanii social'nogo vospitanija” (Traditions of Religious Pedagogic in Study of Social Education), in Sibirskij pedagogicheskij zhurnal, 2014, vol. 4, pp. 35–38.
19. Smirnova N. M. 1995 “Klassicheskaja paradigma social'nogo znanija i opyt fenomenologicheskoj al'ternativy” (Classical Paradigm of Social Knowledge and Experience of Phenomenological Alternative), in Obshhestvennye nauki i sovremennost', 1995, vol. 1, pp. 127–137.
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22. Fischer A. 1966 “Descriptive Pеdagogik“, in Denkformen und Forschungsmethoden in der Erziehungswissenschaft, München, 1966, pp. 83–99.

Romm Tat'iana

SOCIAL PEDAGOGY

Mudrik Anatolii

Investigation of the transformation mechanisms of socialization: the project and the first results

Mudrik Anatolii (2014) " Investigation of the transformation mechanisms of socialization: the project and the first results ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 44-51 (in Russian).

DOI of the paper: 10.15382/sturIV201435.44-51
We consider the problem of correlation, the relationship and interaction of innovations and traditions in the process of socialization of the younger generation in terms of its transformation into Russian society. As a result of the transformation of Russian society there have been significant changes in the ratio and the relationship between different groups of factors of socialization (mega-, macro-, meso-, micro-) between themselves and between the individual factors both horizontally within the same group , and vertically , between, for example , family and ethnic group. Increased direct impact on the socialization of large and small groups as well as individuals macro and mezofaktorov. All of this creates a new socio-educational situation, which involves consideration of education as a complex mechanism of socialization, as well as a new approach to the settlement as a factor of socialization — considering it as a synthesis of mechanisms and means of socialization of the younger generations in the process of spontaneous socialization and because against fence on socio-controlled socialization.
transformation, socialization, education, mechanisms of socialization, educational organizations, religious organizations, counter-cultural organizations, town, village, city.

1. Mudrik A. V. Socializacija cheloveka (Socialization of Human), Moscow, 2011.
2. Pleshakov V. A. 2013 “Osnovy religioznogo vospitanija v kontekste kibersocializacii cheloveka” (Grounds of Religious Education in Context of Cyber-Socialization of Human), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2013, vol. 4/31, pp. 9–17.
3. Romm T. A. 2013 “Strategicheskie orientiry social'nogo vospitanija v postindustrial'nom obshhestve” (Strategical Reference Points of Social Education in Post-Industrial Society), in Sibirskij pedagogicheskij zhurnal, 2013. № 2. S. 26–31.
4. Skljarova T. V. 2013 “Kriterii religioznosti v psihologo-pedagogicheskih issledovanijah” (Criteria of Religiosity in Psychological-Pedagogical Studies), in Sibirskij pedagogicheskij zhurnal, 2013, vol. 4, pp. 15–18.
5. Shhelina T. T. 2014 “Problema professional'noj kompetentnosti social'nogo pedagoga v uslovijah izmenivshejsja situacii razvitija detstva” (Problem of Professional Competence of Social Pedagogue in Conditions of Changed Situation of Childhood Development), in Lichnost', sem'ja i obshhestvo: voprosy pedagogiki i psihologii, 2014, vol. 36, pp. 102–109.

Mudrik Anatolii

STUDYING RELIGION AT SCHOOL

Aleksandrova Ekaterina

Sociocultural opportunities of educational space and child adult communities in the context of formation at the child of spiritual and moral culture

Aleksandrova Ekaterina (2014) "Sociocultural opportunities of educational space and child adult communities in the context of formation at the child of spiritual and moral culture ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 52-59 (in Russian).

DOI of the paper: 10.15382/sturIV201435.52-59
The article presents the results of the analysis of sociocultural opportunities of educational space for formation of children’s of spiritual and moral culture in the process of uneven-age event interaction. It is proved, that in this context it is necessary to referes variable cultural practicies and samples to sociocultural opportunities of educational space; the modernized forms of the organization of occupations and extracurricular children’s activities (the game as a spontaneous order); the situations demanding discussions. It is shown that uneven-age communities of children and adults, an age- indifferent meetings of children and adults, cohabitation and experience that assum a special type of pedagogical activity — pedagogical accompany are important for the spiritual and moral culture development. Types of forerunner feelings which allow the person to apprehend the moments of communication with the person of another as a meeting situation (I see myself in f Other …). The principles of the organization of age-indifferent meetings are presented.
sociocultural opportunities, educational space, child-adult community, age-indifferent meeting, spiritual and moral culture, forerunners feelings, principles

1. Aleksandrova E. A. 2008 “Kak otkryt' shkolu roditeljam i dlja roditelej” (How to Open a School to Parents and for Parents), in Narodnoe obrazovanie, 2008, vol. 5, pp. 219–224.
2. Aleksandrova E. A. 2008 “Deti i roditeli v uchrezhdenii dopolnitel'nogo obrazovanija: chem ob’edinit'?” (Children and Parents in Additional Educational Institution: How to Unite?), in Dopolnitel'noe obrazovanie i vospitanie, 2009, vol. 10, p. 3.
3. Aleksandrova E. A. 2009 “Pedagogicheskoe soprovozhdenie vstrechi detej i roditelej v obrazovatel'nom prostranstve” (Pedagogical Escort of Meeting of Children and Parents in Educational Space), in Novye cennosti obrazovanija, 2009, vol. 1, pp. 129–139.
4. Aleksandrova E. A. 2009 “Vzaimodejstvie detej i vzroslyh i sozdanie otkrytogo detsko-vzroslogo soobshhestva” (Interaction of Children and Adults and Creating of an Open Children-Adult Community), in Novye cennosti obrazovanija, 2009, vol. 4, pp. 28–32.
5. Aleksandrova E. A. 2012 “Formirovanie kartiny mira rebenka i ego pedagogicheskoe soprovozhdenie” (Forming of World View of a Child and His Pedagogical Escort), in Izvestija Saratovskogo universiteta im. N. G. Chernyshevskogo. Novaja serija. Akmeologija obrazovanija. Psihologija razvitija, 2012, vol. ½, pp. 41–44.
6. Metlik I. V. 2003 “Izuchenie religii v sisteme obrazovanija“ (Study of Religion in System of Education), in Pedagogika, 2003, vol. 7, pp. 71–78.
7. Skljarova T. V. 2012 “Teorija i metodika prepodavanija religioznoj kul'tury v shkole“ (Theory and Methodic of Teaching of Religious Culture in School), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2012, vol. 4, pp. 7–13.

Aleksandrova Ekaterina

HISTORY OF PEDAGOGY

Zakurdaev Aleksei

The idea «how to educate a person to be a Man» in the classical monument «Di zi gui»

Zakurdaev Aleksei (2014) "The idea «how to educate a person to be a Man» in the classical monument «Di zi gui» ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 60-79 (in Russian).

DOI of the paper: 10.15382/sturIV201435.60-79
This article is devoted to the ethical question, which always considered as a primary in the Chinese concept of education. The idea of gentlemanliness is reflected in most didactic works of Ancient China. One of the classic works include “Di zi gui” (“the Rules [of life] for the younger generation”), which became a popular textbook in the last epoch of the Chinese Qing dynasty (1644–1911). The task of the work was that on the basis of the author's translation to show that the idea of bringing up a right-minded citizen of China continues to maintain its relevance in the XVIII and in the XIX and XX century, thus demonstrating the traditional character of the Chinese picture of the world. In addition, the translation of this monument to the Russian language has a practical signifi cance and will be useful to all who are interested in different aspects of the culture of Ancient China.
gentleness, Confucianism, ritual, humanity, junzi, interpersonal relations, respectfulness

1. Bukvar' kitajskij, sostojashhij iz dvuh kitajskih knizhek, sluzhit u kitajcev dlja nachal'nogo obuchenija maloletnih detej osnovaniem. Pisan v stihah i soderzhit v sebe mnogo kitajskih poslovic (Chinese Alphabet Book from Two Chinese Books, that Is by Chinese for Elementary Education of Little Children. Written in Poems and Containts in It Many Chinese Proverbs), Saint-Petersburg, 1779.
2. Gu Hongming. Zhongguoren de jingshen (Spirit of Chinese People), Haikou, 2007.
3. Zakurdaev A. A. 2013 “Cennostnye orientiry v uchebnikah dlja nachal'noj shkoly v Starom Kitae” (Value Reference Points in Textbooks for Elementary School in Old China), in Uchebniki detstva. Iz istorii shkol'noj knigi VII–XXI vekov, Moscow, 2013, pp. 10–28.
4. Kobzev A. I. 2009 “San'-czy-czin”, in Titarenko M. L. (ed.) Duhovnaja kul'tura Kitaja: jenciklopedija, Moscow, 2009, vol. 5: Nauka, tehnicheskaja i voennaja mysl', zdravoohranenie i obrazovanie, pp. 825–828.
5. Lun yu tongyi, Beijing, 2008]
6. 2014 “Wo zui da de aihao shi dushu“ (My Main Passion Is to Read Books), in Renmin wang, in http://paper.people.com.cn/rmrbhwb/html/2014-02/14/content_1390848.htm.
7. Li Mingxia, Zhang Guiying. Di zi gui, Beijing.

Zakurdaev Aleksei

Saprykina Anna

The father's role according to the doctrine of St. John Chrysostom

Saprykina Anna (2014) "The father's role according to the doctrine of St. John Chrysostom ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 80-89 (in Russian).

DOI of the paper: 10.15382/sturIV201435.80-89
This article presents the doctrine of the St. John Chrysostom about the role of a father in child education and care. The father is considered to be a head of a family like a king. However this king-father is responsible to the King-God for upbringing of his children. The main role of the king-father is a provident care of child i.e. extensive support, guidance, educational process management including the selection of teachers. The father is also called «a teacher» which highlights the first and one of the most important task of a father. Chrysostom urges a father both to guide a mother in the upbringing process and also educate his children directly first of all in the religious and moral fi elds.
Johannes Chrysostomus, father, mather, parents, family, education, teacher, providence, upbringing, teaching, king in home.

1. Kibardin N. P. Sistema pedagogiki po tvorenijam blzh. Avgustina (Pedagogical System according to Works of St. Augustine), Kazan', 1910.
2. Mansurov I. H. 2008 “Arche kak antropologicheskij princip v bogoslovii i filosofii svjatitelja Ioanna Zlatousta” (Arche as Anthropological Principle in Theology and Philosophy of St. John Chrysostom), in Al'fa i Omega, 2008, vol. 1/51, pp. 82–95.
3. Saprykina A. A. 2012 “Kljuchevye pedagogicheskie ponjatija v nasledii svjatitelja Ioanna Zlatousta” (Key Pedagogical Ideas in Heritage of St. John Chrysostom), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2012, vol. 4/27.
4. Fomina M. S. 1993 “Drevnejshie spiski sbornika Zlatostruj v rannej slavjanskoj pis'mennosti XI–XII vekov” (Oldest Copies of Collection Zlatostruj in Early Slavic Literature of XI–XII Centuries), in TODRL, Saint-Petersburg, 1993, vol. 47.
5. Balla P. The Child-Parent Relationship in the New Testament and its Enviroment, Tübingen, 2003.
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7. Gärtner M. Die Familienerziehung in der alten Kirche, Köln, 1985.

Saprykina Anna

Emel'ianova Anna

Memoirs about teaching children of the clergy in Russia in XVIII century

Emel'ianova Anna (2014) "Memoirs about teaching children of the clergy in Russia in XVIII century ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 90-102 (in Russian).

DOI of the paper: 10.15382/sturIV201435.90-102
The article deals with the education of children of the clergy in Russia XVIII century based on the memoirs. Of the 100 memoirs we analyzed only 6 there is information about it. This memoir: Metropolitan Platon, court counselor I. G. Grigorieva, a provincial prosecutor G. I. Dobrynin, poet and translator I. I. Martynov, senator, F. P. Lubyanovskogo, professor of St. Petersburg University Y. Tolmachev. This article gives a brief biographical note for each author. All authors have a family of priests or deacons rural central Russia and Ukraine. As a rule, a basic knowledge of children received from their fathers or other relatives, and then were given training in religious schools. Describes the process of learning, conditions and methods in the Slavonic-Greek-Latin Academy, Poltava Seminary and the Kharkov Collegium in the eighteenth century. It is noteworthy that 5 of the 6 authors memories continued their studies in the Seminary, College, Slavic-Greek-Latin Academy, Moscow University and information about this training reflects the difficult conditions in which they had to acquire knowledge. Using memoirs allows us to see the learning process through the eyes of students, the specifi cs of obtaining basic knowledge at home and continuing training for children in religious schools. Briefly analyzes the composition of objects, and methods of teaching, to reflect on the pages of memories.
The Russian Empire, XVIII century, home education, memoirs, the clergy, the Slavic-Greek-Latin Academy, Poltava Seminary, Kharkiv Collegium

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Emel'ianova Anna

Kotovskaia Mariia

The problem of women’s education in Russia (XVIII–XIX)

Kotovskaia Mariia (2014) "The problem of women’s education in Russia (XVIII–XIX) ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 103-113 (in Russian).

DOI of the paper: 10.15382/sturIV201435.103-113
This article addresses the issue of women’s education in Russia (XVII–XIXth centuries). Russian society’s need for female professionals in teaching and art required reforms in female education. And they were conducted. They were first executed under Catherine the Great, whose goal was to provide equal education for men and women. Smolny Institute was set up, and later «schools for petite bourgeoisie». In the mid-XIXth century, new clerical educational facilities — diocesan (eparchial) schools — were established in Russia. In the 1870s, Higher Women’s Courses were allowed in the leading university cities, e.g. Bestuzhev Higher Courses for Women. Faced with the societal need for female specialists, inequality in education between men and women retreated.
education, women education, civil, religion education.

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5. Stasov V. V. Nadezhda Vasil'evna Stasova, Saint-Petersburg, 1899.

Kotovskaia Mariia

PSYCHOLOGY

Dolganov Dmitri

Religious values semantics in aggressive behavior

Dolganov Dmitri (2014) "Religious values semantics in aggressive behavior ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 117-125 (in Russian).

DOI of the paper: 10.15382/sturIV201435.117-125
This article continues the investigation of semantic features of ordinary religious consciousness. Manifestations of religious values in individuals with aggressive behavior. The subjects were people normative functioning in society and differing levels of aggressive reactions. High rates of aggressive behavior are not the criterion of deviance. The results of this study allow us to consider religious values are not just a part of religion, and the regulator of social behavior. In dynamics, it is clear that religious values are internalized in the structure of social consciousness. Subjects with higher aggressiveness give a simple differentiation and values, whereas subjects with standard indicators demonstrate a broad understanding of religious values.
psychosemantics, ordinary religious ideas, value orientations, religious values, aggressive behavior, behavior regulation

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2. Baeva L. V. Religioznye cennosti: neklassicheskij podhod (Religious Values: Non-Classical Approach), in http://www.aspu.ru/images/File/Publikatzii/Relig_tzennosty.pdf
3. Borovskaja E. R., Poshina S. A. 2010 “Hristianskie cennosti v «Kladovoj solnca» M. M. Prishvina” (Christian Values in “Storage of Sun” of M. M. Prishvin), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2010, vol. 4/19, pp. 26–42.
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5. Nekrasova N. A., Nekrasov S. I., Sadikova O. G. Tematicheskij filosofskij slovar': uchebnoe posobie (Thematical Philosophical Dictionary: Textbook), Moscow, 2008.

Dolganov Dmitri

Mironova Marina

The category «conscience» in the Christian orthodox focused psychology

Mironova Marina (2014) "The category «conscience» in the Christian orthodox focused psychology ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2014, Iss. 35, pp. 126-145 (in Russian).

DOI of the paper: 10.15382/sturIV201435.126-145
In stsiyentistsky psychology which is the powerful constituting force of modern society, in general there is no such category as «conscience». But many authors raise a question of opportunity and need of return to it of this basic moral category. For transfer to psychology of that knowledge of conscience which contain in Christian anthropology, we suggest to use the conclusions drawn as a result of the analysis of Christian sources and the model built by the author on pages of the book «To rapprochement of psychology and Christian anthropology: the treatise about the clever power of soul and a dominant», 2013.
conscience, sense, semantic structure, ideal semantic model of the due.

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Mironova Marina