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

In this paper a Christmas story is considered from the perspective of school-level analysis of a literary work in the context of elementary literary education. We indicate the main genre features of a Christmas story and determine the psychological and pedagogical background of analyzing a Christmas story by еlementary students. We have proved the main principles (culturological, concentrical) and forms of analyzing a Christmas story in elementary school. We have found two main approaches implemented on a literary reading class on analyzing similar works: emotional perception of the text, creating the special Christmas atmosphere and the deep analysis of the text. We have proven that it is effective to build the analysis of Christmas story works on diff erent types of the students’ creative activity: immercing into the text on the level of emotions and images, comparing texts, improvising and playing, role playing, verbal drawing, graphic illustration, student literary work, independent research activities.

Christmas story, the genre features of a Сhristmas story, technique of studying a Christmas story, Christmas stories in elementary school.

1. Moroz Aleksij, svjashh., Bezrukova V. S. Obraz russkoj shkoly (Image of Russian School), Saint-Petersburg, 2002.
2. Nikitina S. 2002 “Detskij svjatochnyj rasskaz” (Children Christmas Tale), in Shkol'naja biblioteka, 2002, vol. 7, pp. 87–90.
3. Rittina N. Ju. Rozhdestvenskaja skazka (Christmas Tale), Moscow, 2009.
4. Uminova N. V. Izuchenie proizvedenij svjatochnoj prozy s uchetom ih zhanrovoj specifiki na urokah literatury v 5–11 klassah. Dis. … kand. filol. nauk (Study of Christmas Tales Subject to Their Genre Specifics in Literature Lessons in 5–11 Forms. Dissertation), Moscow, 2009.

Firsova Tat'iana

The problem of training teachers to work in conditions polysubject inclusive educational environment. The result of the preparation of future teachers should be inclusive of its readiness as personality traits, each component of which is represented by filling competency. Formation of an inclusive teacher preparedness involves the creation and implementation of educational system provided methodological, procedural and instrumental levels. Competence approach is the methodological basis of pedagogical system of formation of readiness of the teacher inclusive and meaningful implemented through contextual approach. The basis of laws proposed educational system is creating conditions strengthening inclusive readiness by reducing cognitive dissonance, emotional acceptance of the subjects of inclusive educational space, minimizing the impact of social stereotypes and professional biases relevance readiness professional behavior of the teacher. Didactic model is the basis of the procedural level educational system and is implemented through the use of tools metasubject competence-context technology.

inclusive education, inclusive teacher readiness, competence approach, pedagogical system, didactic model, a meta-competence-context technology.

1. Djevis Dzh. 1972 “Social'naja ustanovka” (Social Placing), in Amerikanskaja sociologija. Perspektivy. Problemy. Metody, Moscow, 1972, pp. 54–67.
2. Majers D. Social'naja psihologija (Social Psychology), Saint-Petersburg, 1997.
3. Mitina L. M. Psihologija lichnostno-professional'nogo razvitija sub’ektov obrazovanija (Psychology of Personal-Professional Development), Moscow, Saint-Petersburg, 2014.
4. Hitrjuk V. V. 2013 “Gotovnost' pedagogov k rabote v uslovijah inkljuzivnogo obrazovanija” (Readiness of Pedagogues to Work in Conditions of Inclusive Education), in Vestnik Chuvashskogo gosudarstvennogo pedagogicheskogo universiteta im. I. Ja. Jakovleva, 2013, vol. 3, pp. 189–193.
5. Hitrjuk V. V. 2014 “Didakticheskaja model' formirovanija inkljuzivnoj gotovnosti budushhih pedagogov” (Didactic Model of Forming of Inclusive Readiness of Future Pedagogues), in Nauchnoe obozrenie: gumanitarnye issledovanija, 2014, vol. 6, pp. 14–19.
6. Hitrjuk V. V. 2014 “Kontekstnye problemnye zadachi i situacii v formirovanii inkljuzivnoj gotovnosti budushhih pedagogov” (Contextual Problem Objectives and Situations in Forming of Inclusive Readiness of Future Pedagogues), in Pedagogicheskoe obrazovanie v Rossii, 2014, vol. 9, pp. 127–130.
7. Edwards W. 1954 “The Theory of Decision-Making”, in Psychology Bulletin, 1954, vol. 51, pp. 380–417.
8. Festinger L. A Theory of Cognitive Dissonance, Stanford, 1957.
9. Greenwald A. G. 1968 “Cognitive Learning, Cognitive Response to Persuasion, and Attitude Change”, in Greenwald A. G., Brock T. C., Ostrom T. M. (eds.) Psychological Foundation of Attitudes, New York, 1968, pp. 147–170.
10. Heider F. The psychology of Interpersonal Relations, New York, 1958.
11. Osgood C. E., Tannenbaum P. H. 1955 “The Principle of Congruity in the Prediction of Attitude Change”, in Psychological Review, 1955, vol. 62, pp. 42–55.

Khitriuk Vera

In the present article it is considered biblical, historical and theological as well as canonical grounds of getting today more widespread practice of particular serving of liturgy for children in parishes of Russia. It is analyzed the demand of this kind of servings in the light of Orthodox pedagogy. It is systematized existing approaches of servings for children at the parish, diocesan and church levels taking into consideration the context of problems of church socialization and family churching in the whole, including problems having reflected in church resolutions and documents. Celebration of Eucharist as the central sacrament of the Church and Divine liturgy taking into consideration child’s perception implies responsiveness of many peculiarities. In view of these facts in the present article it is discussed necessary conditions and positive perspective of systematical development of the practice in Russian Orthodox Church. The author comes to a conclusion of the importance to regulate the forming practice from the direction of Supreme Ecclesiastical Authority.

Eucharist, liturgy, Orthodox pedagogy, Orthodox mission, parish community, liturgy for children, church socialization

1. Ioann (Ziziulas), Metrolopitan of Pergam. Cerkov' i Evharistija. Sbornik statej po pravoslavnoj jekklesiologii (Church and Eucharist. Collection of Articles on Orthodox Ecclesiology), Bogorodice-Sergieva pustyn', 2009.
2. His Holiness Kirill, Patriarch of Moscow and All Russia. Vnimanie k prihodjashhim v hram — nasha objazannost' (Attention to Those Who Enter the Church Is Our Duty), in http://www.patriarchia.ru/db/text/3748144.html
3. His Holiness Kirill, Patriarch of Moscow and All Russia. Doklad na Eparhial'nom sobranii g. Moskvy 23 dekabrja 2014 g. (Report on Diocese Conference of Moscow 23 December 2014), in http://www.patriarchia.ru/db/text/3889092.html
4. Kulomzina S. S. Chto znachit molit'sja Bogu? (What Does It Mean to Pray God), Moscow, 2002.
5. Uspenskij N. D. 1981 “Vizantijskaja liturgija (istoriko-liturgicheskoe issledovanie)” (Byzantine Liturgy (Historical-Liturgical Study)), in Bogoslovskie trudy, Moscow, 1981, vol. 22, p. 83.
6. Shaporev N., svjashh. 2014 “Osobennosti reguljarnogo provedenija missionerskih liturgij na prihode” (Features of Regular Serving of Missionary Liturgies in Parish), in Moskovskie eparhial'nye vedomosti, Moscow, 2014, vol. 9–10, pp. 143–145.

Mumrikov Oleg

The issues of spiritual and moral-spiritual education of cadets in military academies of the Ministry of Defense of the Russian Federation are discussed. The principles which form the basis of cadets’ education are specified. Two basic approaches to understanding of the spirituality problem are identified and discussed. The concept of spirituality is analyzed in terms of the Christian tradition in orthodox Russia. Unique knowledge of how native and foreign writers, thinkers and intellectuals treat the importance of spirituality for military men education is presented. Besides, excerpts from archive sources of statutes that point out the relevance of cultivation of moral values for high moral and psychological situation in the army are provided. It has been shown that the ideas of spirituality and love for country and God were inextricably intertwined in Russia over the course of history. The authors present a system of spiritual education of cadets as a component of the educational environment of military academies of Russia. The authors suggest measures that, in the opinion of the authors, contribute to the moral and spiritual education of future officers in the context of military academy’s educational environment.

spiritual education, military higher education establishment, religion, tradition, orthodoxy, citizenship, love of country, educational environment, motherland, army.

1. Blondel' A. L. Vzgljad na objazannosti i duh voennogo zvanija (View on Duties and Spirit of Military Status), Saint-Petersburg, 1836.
2. Golovin S. Ju. Slovar' prakticheskogo psihologa (Dictionary of Practical Psychologist), Minsk, 1997.
3. Gumilev L. N. Chernaja legenda: Druz'ja i nedrugi Velikoj stepi (Black Legend: Friends and Enemies of Great Steppe), Moscow, 2002.
4. Dal' V. I. Tolkovyj slovar' russkogo jazyka. Sovremennaja versija (Explanatory Dictionary of Russian Language. Modern Version), Moscow, 2002.
5. Il'in I. A. 1995 “O soprotivlenii zlu siloju” (About Resistance to Evil by Force), in Otechestvennaja filosofskaja mysl' o vojne, armii, voinskom dolge: Hrestomatijnyj sbornik, Moscow, 1995.
6. Il'in I. A. Put' duhovnogo obnovlenija (Way of Spiritual Renewal), München, 1962.
7. Korovin V. M., Podluzhnyj V. I., Sviridov V. A., Sineva A. A. 2002 “Duhovnye osnovy vospitanija kursantov v voennyh vuzah Rossii” (Spiritual Grounds of Officer Education in Military Schools in Russia), in Vysshee obrazovanie v Rossii, 2002, vol. 2, p. 113.
8. Nastavlenie dlja obrazovanija vospitannikov voenno-uchebnyh zavedenij (Instruction for Education of Pupils of Military Schools), Saint-Petersburg, 1849.
9. 2001 “Ne chislom, a umen'em! Voennaja sistema A. V. Suvorova” (Not by Number, but by Skill! Military System of A. V. Suvorov), in Rossijskij voennyj sbornik, Moscow, 2001, vol. 18, p. 432.
10. Ozhegov S. I. Slovar' russkogo jazyka (Dictionary of Russian Language), Moscow, 1981.
11. Sviridov V. A. Stanovlenie i razvitie voennogo obrazovanija v Rossii vo vtoroj polovine XIX — nachale XX v.: dis. ... d-ra ped. nauk (Forming and Development of Military Education in Russia in Second Half of XIX — Begin of XX Cent.: Dissertation), Voronezh, 2006.
12. Solov'ev V. S. 1995 “Opravdanie dobra. Smysl vojny” (Justification of Good. Sense of War), in Otechestvennaja filosofskaja mysl' o vojne, armii, voinskom dolge: Hrestomatijnyj sbornik, Moscow, 1995, pp. 251–256.
13. Tojnbi A. Dzh. Postizhenie istorii (Perception of History), Moscow, 1991.

Sviridov Vladimir

Soviet school rules are treated in this article as a part of the pre-revolutionary school tradition and simultaneously as a representation of the image of Soviet schoolchild. In this second part of the article the content of a corpus of 21 rules printed in the USSR (1937—1941) on behalf of particular schools is discussed. Rules of conduct cannot be used as a direct evidence for the disciplinary practice. But within corpus of similar rules variability in content and wording allows to observe patterns of choice made by rule compilers which let us reconstruct their logic of disciplinary thinking. Choice made by rule compilers on a several distinct levels is analyzed. At the level of choice of domain for rule application (a set of everyday situations where school rules apply) less expansion onto the child's out-of-school activities was found than may be expected of Soviet school. Choice at the level of details emphasized in the rules — interpreted as a more or less attention paid to the form of social conduct — was found to be an instrument providing Soviet school disciplinary practice with some flexibility. Finally, analysis of choice at the level of rule wording reveals repercussions of everyday confl icts preserved in the form of prohibitions and threats.

history of education, Soviet history, secondary school, rules of conduct, «Rules for pupils», school discipline.

1. Boostrom R. 1991 “The Nature and Functions of Classroom Rules”, in Curriculum Inquiry, 1991, vol. 21/2, pp. 193–216.
2. Eggermont B. 2001 “The Choreography of Schooling as Site of Struggle: Belgian Primary Schools, 1880–1940”, in History of Education, 2001, vol. 30/2, pp. 129–140.
3. Kirschenbaum L. A. Small Comrades: Revolutionizing Childhood in Soviet Russia, 1917–1932, New York, London, 2001.
4. Livschiz A. Growing up Soviet: Childhood in the Soviet Union, 1918–1958, Stanford University, 2007.
5. Muckle J. 1987 “The New Soviet Child: Moral Education in Soviet Schools”, in The Making of the Soviet Citizen, Croom Helm, 1987, pp. 1–22.
6. Riordan J. 1987 “The Role of Youth Organizations in Communist Upbringing in Soviet School”, in The Making of the Soviet Citizen, Croom Helm, 1987, pp. 136–160.
7. Thornberg R. 2008 “A categorisation of school rules”, in Educational Studies, 2008, vol. 34/1, pp. 25–33.
8. Thornberg R. 2009 “The Moral Construction of the Good Pupil Embedded in School Rules”, in Education, Citizenship and Social Justice, 2009, vol. 4/3, pp. 245–261.
9. Zajda J. 1988 “The Moral Curriculum in the Soviet School”, in Comparative Education, 1988, vol. 24/3, pp. 389–404.
10. Kelli K. 2004 “Shkol'nyj val's: Povsednevnaja zhizn' poststalinskoj sovetskoj shkoly” (School Waltz: Everyday Life of Poststalin Soviet School), in Antropologicheskij forum, 2004, vol. 1, pp. 104–155.
11. 2006 “Obsuzhdenie stat'i Katriony Kelli «Shkol'nyj val's»” (Discussion of Article of Katrion Kelli “School Waltz”), in Antropologicheskij forum, 2006, vol. 4, pp. 7–107.

Maslinskii Kirill

Andrej Ivanovich Chikhachev (1798–1875) was a middling provincial landowner who left an unusually rich archive of personal papers. Many of these addressed education and upbringing of children (vospitanie), which Chikhachev understood as a nobleman’s primary role, as his duty, and even as a form of service to the state. This role was defi ned in contrast to a maternal role restricted to “nurturing” (providing for children and family materially through management of the household, but also of entire estates and their finances at least in some cases). The masculine role as vospitatel’ was understood by Chikhachev as an intellectual endeavor, and as an ideal form of service to the state, even the most important form of state service that was available to most nobles after their emancipation in 1762 from obligatory, formal state service, because for Chikhachev vospitanie was the only means of instilling moral conscientiousness in the Russian people (nobles and peasants alike), and fighting what he saw as the destructive influences of the city and secularism. Chikhachev’s newspaper articles attempted to articulate some of these views on behalf of the middling provincial nobility, emphasizing the crucial signifi cance of vospitanie and education for any improvement of Russia’s troubled agriculture and for the rural reform in general. However, the dominant, capital-based intellectual and political discourse failed to take heed of the provincial views. Chikhachev’s notions never became the predominant voice in later developments in Russian education, but some of his views survived and were shared by the early generations of professional educators that appeared in the late 19th century, for example, his emphasis on the importance of a strong parental role in education.

Chikhachev Andrej Ivanovich, Vladimir Province, Vladimirskaya guberniya, Zemledel’cheskaya gazeta, Vladimirskie gubernskie vedomosti, Moscow Agriculture Society, Russian provincial nobility, pomestnoe dvoryanstvo, Russian serfdom, Teykovo, vospitanie, ed

1. Cavender M. Nests of the Gentry: Family, Estate, and Local Loyalties in Provincial Russia, Newark, 2007.
2. Engel B. Breaking the Ties that Bound: The Politics of Marital Strife in Late Imperial Russia, Ithaca, 2011.
3. Frazier M. Romantic Encounters: Writers, Readers, and the Library for Reading, Stanford, 2007.
4. Grigoryan B. Noble Farmers: The Provincial Landowner in the Russian Cultural Imagination. Ph.D. Diss., Columbia University, 2011.
9. Kelly C. 2001 “Educating Tat’yana: Manners, Motherhood and Moral Education (Vospitanie), 1760–1840”, in Gender in Russian History and Culture, New York, 2001, pp. 1–28.
10. Kelly C. Refining Russia: Advice Literature, Polite Culture, and Gender from Catherine to Yeltsin, Oxford, 2001.
11. Marrese M. A. Woman’s Kingdom: Noblewomen and the Control of Property in Russia, 1700–1861, Ithaca, 2002.
12. Marrese M. 2010 “The Poetics of Everyday Behavior’ Revisited: Lotman, Gender, and the Evolution of Russian Noble Identity”, in Kritika: Explorations in Russian and Eurasian History, 2010, vol. 4, pp. 701–739.
13. Antonova K. An Ordinary Marriage: The World of a Gentry Family in Provincial Pickering Russia, New York, 2012.
14. Smith A. Recipes for Russia: Food and Nationhood under the Tsars, DeKalb, 2011.
15. Smith-Peter S. 2004 “Books Behind the Altar: Religion, Village Libraries, and the Moscow Agricultural Society”, in Russian History, 2004, vol. 3, 2004, pp. 213–233.
16. Smith-Peter S. 2007 “Educating Peasant Girls for Motherhood: Religion and Primary Education in Mid-Nineteenth Century Russia”, in Russian Review, 2007, vol. 3, pp. 391–405.
17. Wortman R. 1978 “The Russian Empress as Mother”, in Ransel D. (ed.) The Family in Imperial Russia: New Lines of Historical Research, Urbana, 1978, pp. 60–74.

Pickering-Antonova Katherine

In article the early pilot studies in the field of training of children of early and preschool age in the languages, presented in I. A. Sikorsky and M. M. Manaseina's concepts are analyzed. National teachers of the late nineteenth century gave a scientifi c justification of the importance of learning languages for child development, showed the ratio of thinking and speech, opened the question of «competition» native language with a foreign language in the field has not yet fully formed thought processes, identifi ed the principles and methods of language teaching, it was determined the child's ability for languages. And one more important conclusion to which they came the scientists: a pedagogical complexity of solving this problem requires treatment to related Sciences physiology, psychology, experimental pedagogy, philosophy and cultural studies. The pedagogical heritage of these scientists didn't lose the relevance and can be of interest to modern teachers, in practice solving problems of training of children to native and foreign languages.

Keywords: the pedagogical theory, I. A. Sikorsky, M. M. Manaseina, early training in languages, a ratio of the speech and thinking, a native and foreign language, methods of training in the languages, optimum age for training in foreign languages.

1. Belenchuk L. N., Prokof'eva E. A., Chmeljova E. V. 2012 “Razvitie idej M. V. Lomonosova v otechestvennoj pedagogike XIX v.” (Development of Ideas of M. V. Lomonosoc in Russian Pedagogic of XIX Century), in Pedagogika, 2012, vol. 2, pp. 86–94.
2. Kudrjavcev V. T. 2001 “Issledovanija detskogo razvitija na rubezhe dvuh stoletij” (Studies on Children Develoopment at Turning Point of Two Centuries), in Voprosy psihologii, 2001, vol. 2, pp. 3–21.
3. Lombina T. N., Luksha V. G. 2010 “Psihologicheskie osobennosti rechevogo razvitija doshkol'nikov v situacii bilingvizma” (Psychological Features of Speech Development of Preschool Children in Situation of Bilinguism), in Detskij sad ot A do Ja, 2010, vol. 5, pp. 80–85.
4. Protasova E. Ju. Deti i jazyki: organizacija zhiznedejatel'nosti detej v dvujazychnom detskom sadu (Children and Languages: Organization of Vital Activity of Children in Bilingual Kindergarten), Moscow, 2008.
5. Frumkina R. M. Psiholingvistika: Uchebnik (Psycholinguistic: Textbook), Moscow, 2001.
6. Chmeljova E. V. Pedagogika doshkol'nogo detstva v Rossii konca XIX — nachala XX v.: istoriko-pedagogicheskij ocherk (Pedagogic of Preschool Childhood in Russia of End of XIX — Begin of XX Century: Historical-Pedagogical Survey), Smolensk, 2008.

Chmeleva Elena

Recently began to revive interest in the Church and its spiritual and educational institutions, viewing them in the perspective of the overall process of capacity building of the Russian society. In historical science, they are not considered to be educational, although something spiritual Academy and Seminary of the XVIII — first half of the nineteenth century can be considered as such. The article analyzes the group of the concepts of «spiritual education institutions», «spiritual education», «spiritual school». Revealed the idea of creating a centralized management spiritually-educational institutions, the role of the Holy Synod in the organization and management of spiritually-educational and pedagogical institutions (diocesan school, second-class Church school teacher, and others) in pre-revolutionary Russia. Discusses the organization's projects in Russia unified spiritual education (1766–1778). Examines the complicated relationships in the sphere of national education Ministry of National Education and of the Holy Synod and of the Committee on the improvement of theological schools. Shows historical and cultural importance of teacher training in female diocesan schools, in the formation of the teacher corps for parochial schools.

the Holy Synod, spiritual educational institutions, religious education, teacher education, religious schools, seminarian, diocesan girl's school, a second-class parish schools (Church-school teacher).

1. Istoricheskij ocherk razvitija cerkovno-prihodskih shkol za istekshee dvadcatipjatiletie (1884–1909 gg.) (Historical Survey of Development of Church Parish Schools for Passed 25 Years (1884–1909)), Saint-Petersburg, 1909.
2. Florovskij G. Puti russkogo bogoslovija (Ways of Russian Theology), Paris, 1937.

Goncharov Mikhail

Since 2012, a compulsory training course «Basics of religious cultures and secular ethics» was introduced in Russian schools. Preparing students for the corresponding profile of bachelors and masters programs required the development of the discipline for students related to the methodology of teaching religious cultures and secular ethics. These processes gave rise to the problem associated with the understanding that religious pedagogy and methods of teaching religious culture should become an independent field of scientific educational research. The purpose of the article «Methods of teaching Orthodox culture as a new area of didactic science» is to justify the need to create new scientific knowledge about the religious culture and secular ethics as an academic subject in the Russian pedagogical science. On the example of the methodology of teaching Orthodox culture the author considers the main directions of research to solve common problems of a new branch of scientific knowledge. Particular attention is drawn to the need to study the problems associated with the use of the historical experience of Russian education, theory and practice of religious education abroad. The author proposes to develop a system of principles of teaching religious (Orthodox) culture, to prove the effectiveness of individual teaching methods, visual aids, organizational forms of learning.

didactics, religious education, methods of teaching Orthodox culture, research, academic discipline.

1. Divnogorceva S. Ju. Istoriko-teoreticheskij analiz pravoslavnoj pedagogicheskoj kul'tury v Rossii: avtoref. dis. … d-ra ped. nauk (Historical-Theoretical Analysis of Orthodox Pedagogical Culture in Russia: Dissertation Abstract), Moscow, 2011.
2. Divnogorceva S. Ju. 2009 “Kul'turosoobraznost' pravoslavnogo vospitanija” (Culture Images of Orthodox Education), in Pedagogika, 2009, vol. 1, pp. 30–37.
3. Divnogorceva S. Ju. 2007 “Principy vospitanija v pravoslavno-orientirovannoj pedagogicheskoj koncepcii” (Principles of Education in Orthodox Orientated Pedagogical Concept), in Vestnik MGGU im. M. A. Sholohova, 2007, vol. 1, pp. 70–90.
4. Kozyrev N. F. Religioznoe obrazovanie v svetskoj shkole: Teorija i mezhdunarodnyj opyt v otechestvennoj perspective (Religious Education in Secular School: Theory and International Experience in Russian Perspective), Saint-Petersburg, 2005.
5. Lihachev B. T. Pedagogika: Kurs lekcij (Pedagogic: Lecture Course), Moscow, 1993.
6. Skljarova T. V. 2012 “Teorija i metodika prepodavanija pravoslavnoj kul'tury v shkole” (Theory and Methodic of Teaching of Orthodox Culture in School), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2012, vol. 4/27, pp. 7–12.
7. Ushinskij K. D. Pedagogicheskie sochinenija (Pedagogical Works), Moscow, 1988, vol. 1, pp. 194–257.
8. Grimmitt Michael. 1981 “When is Commitment a Problem in Religious Education?”, in British Journal of Religious Studies, 1981, vol. 29/1, pp. 42–53.

Divnogortseva Svetlana

The purpose of the article: to acquaint readers with the possibility of traditional family values formation in Religious Education and extracurricular classes on the basics of Orthodox culture in the implementation of the learning standarts. The article describes the formation of mercy and meekness on the basis of specifi c educational material specified item. These good quality in the Orthodox culture are the moral basis of man's relationship to the people around him, especially to his family members. For Christian family values is characterized by the concept of hierarchy in the relations between all members of the family. Elementary school age should be formed, first of all, the values respectful, grateful and caring attitude towards parents and elders and sincerity.

traditional family values, National Curriculum, lerning standarts, Religious Education, extracurriculum activities.

1. Akutina S. P. Teoretiko-metodologicheskie osnovy vospitanija semejnyh duhovno-nravstvennyh cennostej shkol'nikov: monografija (Theoretical-Methodological Grounds of Education of Family Spiritual-Moral Values of School Pupils: Monography), Arzamas, Sarov, 2008.
2. Artamonova A. V. 2009 “Pravoslavnaja sem'ja” (Orthodox Family), in Gazeta kluba «Vozrozhdenie», 2009, March, vol. 2/4.
3. Baldicyna E. I. Sem'ja i gosudarstvo v social'nom prostranstve sovremennoj Rossii: dis. ... kand. filosof. nauk (Family and State in Social Space of Modern Russia: Dissertation), Stavropol', 2005.
4. Bolotova S. R. Dinamika cennosti sem'i v soznanii studencheskoj molodezhi: na primere vuzov g. Habarovska: dis. ... kand. sociol. nauk (Dynamics of Family Value in Consciousness of Student Youth: on Example of High Schools of Habarovsk: Dissertation), Habarovsk, 2005.
5. Gello T. A. Vospitanie cennostnogo soznanija mladshih shkol'nikov sredstvami polikul'turnogo obrazovanija: avtoref. dis. ... kand. ped. nauk (Education of Value Consciousness of Younger School Pupils by Means of Polycultural Education: Dissertation Abstract), Smolensk, 2005.
6. Glushkova E. A. Rol' sovremennoj rossijskoj sem'i v formirovanii i sohranenii social'nyh cennostej: dis. ... kand. sociol. nauk (Role of Modern Russian Family in Forming and Saving of Social Values: Dissertation), in http://www.dissercat.com/content/rol-sovremennoi-rossiiskoi-semi-v-formirovanii-i-sokhranenii-sotsialnykhtsennostei#ixzz2OX0cGTl8
8. Djul'dina Zh. N. Formirovanie u junoshej semejnyh cennostej v uslovijah polikul'turnoj sredy: avtoref. dis. ... kand. ped. nauk (Forming of Family Values by Young People in Conditions of Policultural Sphere: Dissertation Abstract), Ul'janovsk, 2010.
9. Efimenkova S. A. Formirovanie duhovno-nravstvennyh kachestv lichnosti mladshego shkol'nika v processe izuchenija kursa «Osnovy pravoslavnoj kul'tury»: dis. ... kand. ped. nauk (Forming of Spiritual-Moral Qualities of Person of Elementary School Pupil in Process of Study of Course “Grounds of Orthodox Culture”: Dissertation), Kursk, 2002.
10. Ivanova S. V. Formirovanie motivacionno-cennostnogo otnoshenija mladshih shkol'nikov k detskomu fol'kloru na osnove jetnopedagogizacii uchebno-vospitatel'nogo processa: avtoref. dis. ... kand. ped. nauk (Forming of Motivational-Value Attitude of Elementary School Pupils to Children Folklore on Ground of Ethopedagogization of Study-Educational Process: Dissertation Abstract), Cheboksary, 2011.
11. Nesterenko A. I. Dinamika semejnyh cennostej. Sociologicheskij aspekt: avtoref. dis. ... kand. sociol. nauk (Dynamic of Family Values. Sociological Aspect: Dissertation Abstract), Moscow, 2004.
12. Uvarova V. A. Dinamika tradicionnyh semejnyh cennostej v rossijskoj kul'ture konca XX — nachala XXI veka: avtoref. dis. ... kand. sociol. nauk (Dynamic of Traditional Family Values in Russian Culture of End of XX — Begin of XXI Century: Dissertation Abstract), Rostov-na-Donu, 2004.
13. Fedulova A. B. Sem'ja i semejnye cennosti: filosofsko-aksiologicheskij analiz: dis. ... kand. filosof. nauk (Family and Family Values: Philosophical-Axiological Analysis: Dissertation), Arhangel'sk, 2003.

Trunina Ol'ga

The necessity of confessional maintenance of moral and spiritual disciplines and Orthodox orientated disciplines at secondary school is justified in the article. The author notes that the confessional maintenance of disciplines with religious content is due historically and provided by modern legal documents and other acts in the fi eld of Russian education. Certain possible directions of denominational maintenance conducted by Orthodox religious organization are shown by the example of Smolensk region. The experience of Smolensk Theological Seminary, rendering Orthodox confessional maintenance of teaching subjects with a religious content in the region, is presented as well. The article also identifies concerns and possible risks that require, in the author’s opinion, a professional approach to their solution.

confessional maintenance, Orthodox oriented disciplines, professional teacher training, scientific and methodological maintenance, expert advice, Smolensk Orthodox Theological Seminary

1. Zybina T. M. Ot slova k Slovu: integrirovannoe obuchenie religioznoj leksike (From Word to Word: Integrated Teaching of Religious Vocabulary), Smolensk, 2014.
2. Urbanovich L. N. (ed.) Pravoslavnaja kul'tura v obshheobrazovatel'noj shkole. Metodicheskie razrabotki i rekomendacii k kursu (Orthodox Culture in General School. Methodic Workings and Recommendations for the Course), Smolensk, 2010.
3. Urbanovich L. N. (ed.) Pravoslavnoe prosveshhenie i duhovno-nravstvennoe vospitanie v shkole: teoreticheskie aspekty i prakticheskij opyt: nauch.-metodicheskoe posobie v pomoshh' uchitelju (Orthodox Enlightenment and Spiritual-Moral Education in School: Theoretical Aspects and Practical Experience: Scientific-Methodological Handbook for Teacher), Smolensk, 2014.
4. Rozina O. V. 2014 “Professional'nye kompetencii i konfessional'noe samoopredelenie pedagoga duhovno-nravstvennyh disciplin v obshheobrazovatel'noj shkole” (Professional Competences and Confessional Self-Definition of Pedagogue of Spiritual-Moral Subjects in General School), in Urbanovich L. N. (ed.) Pravoslavnoe prosveshhenie i duhovno-nravstvennoe vospitanie v shkole: teoreticheskie aspekty i prakticheskij opyt: nauch.-metod. posobie v pomoshh' uchitelju, Smolensk, 2014.
5. Lukashenkova Zh. V. (ed.) Formirovanie duhovno-nravstvennyh cennostej u shkol'nikov na uroke i vo vneurochnoj dejatel'nosti (Forming of Spiritual-Moral Values by School Pupils in Lesson and in Out-Lesson Activity), Smolensk, 2013.

Urbanovich Liubov'

The article presents an analysis of the determinants of the formation of religious identity. Article Submissions are the results of qualitative research (focus group discussions and individualized interviews). The empirical work was conducted among university students of the Volgograd region (Orthodox Christians, Muslims, atheists). In the course of the study revealed some basic determinants that determine the formation of religious identity: socio-cultural conditions of life, the family and close relatives, authorities, as well as the activity of the individual. According to respondents, social and cultural conditions of life have a signifi cant impact on the formation of religious identity. Thus, Orthodox Christians, Muslims and atheists have different opinions importance of this factor. The study of the family as the determinants of the formation of religious identity, revealed the existence of two possible types of interpersonal relationships between close relatives and personality, based on the position taken by the relatives: the relationship of subject interaction between family members and the child or the relationship of the object relative impact on the child. In the first case, the parents, respecting the position of the child and create conditions of cooperation, partnership in the development of a child of the religious world. In the second case, the parents are the child as an object of their own religious infl uence. On the influence of authority and their own activity in the formation of religiosity reported units of study participants. In the study, we identified the relationship between these factors. Authority (enthusiastic teacher, priest) have an impact on the formation of religious identity only when formed motivational readiness of the individual to the perception and acceptance of authoritative opinion. All participants in the study indicated that the formation of their religious infl uence is complex determinants, which, entering into interaction with each other, creating a unique socio-cultural system, the background to the formation of religious identity.

determinants, religiousness, socio-cultural living conditions, family, authorities, activity

1. Dvojnin A. M. 2011 “Smyslozhiznennye orientacii religioznoj lichnosti” (Life Reason Orientations of Religious Person), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2011, vol. 3/22, pp. 139–151.
2. Maljavina S. S. 2014 “Osobennosti jemocional'nogo otnoshenija k religioznoj kul'ture v srede sovremennoj molodezhi (kross-kul'turnoe issledovanie)” (Features of Emotional Attitude to Religious Culture in Sphere of Modern Youth), in Sibirskij psihologicheskij zhurnal, 2014, vol. 52, pp. 115–128.
3. Maljavina S. S. 2014 “Religija v mirovozzrenii ateistov (po materialam kachestvennogo issledovanija)” (Religion in Worldview of Atheists (according to Materials of Qualitative Study)), in Vestnik PSTGU. Ser. 1: Bogoslovie. Filosofija, 2014, vol. 5/55, pp. 68–78.
4. Mchedlov M. P. 1998 “O religioznosti rossijskoj molodezhi” (About Religiousness of Russian Youth), in Sociologicheskie issledovanija (Sociological Studies), 1998, vol. 6, pp. 107–111.
5. Petrovskij A. V., Jaroshevskij M. G. Osnovy teoreticheskoj psihologii (Grounds of Theoretical Psychology), Moscow, 1999.
6. Skljarova T. V. 2009 “Religioznaja socializacija: problemy i napravlenija issledovanij” (Religious Socialization: Problems and Directions of Studies), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2009, vol. 4/15, pp. 7–17.
7. Javorskij R. Lichnostnaja i bezlichnaja religioznost': psihologicheskaja model' i ee jempiricheskaja verifikacija (Personal and Non-Personal Religiousness: Psychological Model and Its Empirical Verification), in http://fapsyrou.ru

Maliavina Svetlana