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

The article describes the Orthodox education as a type of religious education. It enunciate the definition of Orthodox education and the characterization of its structure in modern Russia. Propose the model of the system of Orthodox education, including primary, basic, professional level and the degree of scientific training. The article expose the general descriptions of the stages of Orthodox education and formulate the problem of revealing of the orthodox education´s content.

the content of education, Orthodox education, levels of education, standardization of Orthodox education.

1. Bruner Dzh. Process obuchenija (Educational Process), Moscow, 1962.
2. Skatkin M. N. (ed.) Didaktika srednej shkoly: nekotorye problemy sovremennoj didaktiki (Didactics of Middle School: Some Problems of Modern Didactics), Moscow, 1982.
3. Efremova N. F. Kompetencii v obrazovanii: formirovanie i ocenivanie (Competences in Education: Forming and Rating), Moscow, 2012.
4. Kraevskij V. V. Soderzhanie obrazovanija: vpered k proshlomu (Content of Education: Towards to the Past), Moscow, 2001.
5. Lednev V. S. Soderzhanie obrazovanija: sushhnost', struktura, perspektivy (Content of Education: Essence, Structure, Perspectives), Moscow, 1989.
6. Lerner I. Ja. Process obuchenija i ego zakonomernosti (Process of Education and Its Patterns), Moscow, 1980.
7. Okon' V. Vvedenie v obshhuju didaktiku (Introduction to General Didactics), Moscow, 1990.
9. Skljarova T. V., Metlik I. V. 2011 “Religioznoe obrazovanie Russkoj Pravoslavnoj Cerkvi i problema ego standartizacii v obshheobrazovatel'noj shkole” (Religious Education of Russian Orthodox Church and Problem of Its Standardization in General School), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2011, vol. 4, pp. 7–24.
10. Sorokin N. A. 1988 “Soderzhanie obrazovanija“, in Babanskij Ju. K. (ed.) Pedagogika: uchebnoe posobie dlja studentov pedagogicheskih institutov, Moscow, 1988.
11. Usatov A., svjashh. Oglashenie na sovremennom jetape (Catechization on Modern Stage), in http://azbyka.ru/katehizacija/oglashenie-na-sovremennon-etape.shtml.

Skliarova Tat'iana

The problem of pedagogical training of the students of theological schools — seminaries is raised in the article. The author focuses on the importance of primary teacher education for future priests, refers to historical experience and analyzes the current situation, requiring the participation of the Church in the educational space. The following article introduces a model of teacher training that has developed in the Smolensk Orthodox Theological Seminary, reveals the purpose and objectives, the content and features of teaching of pedagogical disciplines.

pedagogical training of the students of the Seminary, religious education, orthodox focused disciplines, professional competence, standard «Theology», theological school.

1. Divnogorceva S. Ju. 2014 “K voprosu o formirovanii pedagogicheskoj kompetentnosti uchashhihsja duhovnyh shkol Russkoj Pravoslavnoj Cerkvi” (To Question of Forming of Pedagogical Competence of Student of Spiritual Schols of Russian Orthodox Church), in Urbanovich L. N. (ed.) Integracija svetskogo i religioznogo obrazovanija v rossijskoj i mezhdunarodnoj praktike v uslovijah razvitija kul'turno-obrazovatel'noj sredy: Materialy nauchno-prakticheskoj konferencii (15–16 maja 2014 g.), Smolensk, 2014, pp. 40–48.
2. Plehanov E. A. Pedagogika v duhovnyh akademijah Rossii (Pedagogic in Spiritual Academies of Russia), in http://library.by/portalus/modules/shkola/readme.php?subaction=showfull&id=1193139420&archive=1195596785&start_from=&ucat=&.
3. Rozina O. V. Pravoslavnaja kul'tura v shkole: formirovanie i razvitie professional'nyh kompetencij pedagoga (Orthodox Culture in School: Forming and Development of Professional Competences of Pedagogues), Moscow, 2015.
4. Sinel'nikov S. P. Zakonouchitel' dorevoljucionnoj shkoly: lichnost' i ispolnenie objazannostej (Religion Teacher of School before Revolution: Person and Discharge of Duties), vol. 1, in http://www.orthedu.ru/news/3208-zakonouchiteldorevolyucionnoj-shkoly-lichnost-i-ispolnenie-obyazannostej.html.
5. Urbanovich L. N. 2015 “Konfessional'noe soprovozhdenie prepodavanija pravoslavno orientirovannyh disciplin v shkole (regional'nyj aspekt)” (Confessional Conduct of Teaching of Orthodox Orientated Subjects in School (Regional Aspect)), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2015, vol. 2/37, pp. 106–116.

Urbanovich Liubov'

The article determines and characterizes traditional family values, that are the most significant for the moral culture formation and student's behavior within the Fundamentals of Orthodox culture at their option in primary school. The article develops eight traditional family values that are the most significant for the moral culture formation of senior students. While examining into family values in Christian orthodox culture there were marked out two essential pillows that are the basis for the system of values — love and hierarchy. Love is a motive for sacrificial service and hierarchy is the foundation of stability of value relations. We managed to reveal that none of Christian family values contradict a non-religious conception of family values in all-Russian cultural tradition, in the system of Russia’s secular (civil) ethics recorded by basic statements and norms about family in the Constitution of the Russian Federation, in the Russian legislation. On that ground, the system of traditional family values may be incorporated in the value foundations of educational process in secondary school.

Religious education, traditional family values, primary school students, the Fundamentals of Orthodox culture

1. Akutina S. P. Formirovanie u starsheklassnikov semejnyh duhovno-nravstvennyh cennostej vo vzaimodejstvii sem'i i shkoly: dis. … d-ra ped. nauk (Forming of Family Spiritual-Moral Values by Elder School Pupils in Interaction of Family and School: Dissertation), Nizhnij Novgorod, 2010.
2. Il'in I. A. Put' duhovnogo obnovlenija (Way of Spiritual Renewal), Saint-Petersburg, 2006.
3. 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.
4. Florenskaja T. A. Mir doma tvoego (World of Your Home), Moscow, 1999.

Trunina Ol'ga

The article characterizes social-pedagogical victimology as a branch of science that is a past of social pedagogics; consideres dessimination of this new branch of knowledge in the works on social pedagogics; gives the definitions of the subject, objects and the main notions (victimity, victimogenetics, victimizer, victim of inauspicious circumstances and go on); explores victimology’s theoretical, cognitive, applied and humanitarian functions; proposes to use the supplement in the social-pedagogical victimology; the tept is addressed to those working in social service, educators and psychologist.

socialization, victimization, victimity, victimogenetics, victimizer, victim of unfawourable circumstances of socialization.

1. Zagvjazinskij V. I., Zajcev M. P., Kudashov G. N., Selivanova O. A., Strokov Ju. P., Pidkasistyj P. I. Osnovy social'noj pedagogiki: Uchebnoe posobie (Grounds of Social Pedagogic: Textbook), Moscow, 2002.
2. Mardahaev L. V. Social'naja pedagogika (Social Pedagogic), Moscow, 2011.
3. Mudrik A. V. Vvedenie v social'nuju pedagogiku (Introduction to Social Pedagogic), Penza, 1994, vol. 1.
4. Mudrik A. V. Socializacija i «smutnoe vremja» (Socialization and “Time of Troubles”), Moscow, 1991.
5. Mudrik A. V., Petrina M. G. 2015 “Social'no-pedagogicheskaja viktimologija: istoricheskij jekskurs” (Social-Pedagogical Victimology: Historical Excurse), in Sibirskij pedagogicheskij zhurnal, 2015, vol. 5, ppo. 119–126.
6. Mustaeva F. A. Osnovy social'noj pedagogiki (Grounds of Social Pedagogic), Moscow, 2001.
7. Seryh A. B. Formirovanie gotovnosti pedagoga k rabote s viktimnymi det'mi (Forming of Readiness of Pedagogue to Work with Victim Children), Kaliningrad, 2000.

Mudrik Anatolii

The school dialogues were manuals of late Antiquity that formed the basis for early medieval textbooks of bilingual Latin and Greek education. The analysis of them in the article is accompanied by a Russian translation of one version of the Pseudo-Dositheus manual. In the complex set of learning materials there was part of the dictionary (Glossary), grammar, collections of dialogues, sayings, fables, fragments guidelines for teaching of law and similar guidelines for the short review on history.

school textbook, Late Antiquity, Early Middle Ages, schooling, apprenticeship.

1. Agapov Ju. V. 2013 “Sokraticheskaja beseda kak fenomen kul'turnogo nasledija i sovremennogo obrazovanija” (Socratic Dialogue as Phenomenon of Cultural Heritage and Modern Education), in Psihologo-pedagogicheskij poisk, 2013, vol. 2/26, pp. 83–90.
2. Voevodskij L. F. Mimijamby Geroda i realizm v grecheskoj literature (Mimiiambus of Gerod and Realism of Greek Literature), Odessa, 1894.
3. Gasparov M. L. Zanimatel'naja Grecija (Interesting Greece), Moscow, 1995.
4. Emel'janov V. V. Drevnij Shumer. Ocherki kul'tury (Ancient Sumer. Culture Essays), Saint-Petersburg, 2001.
5. Matulis T. N. (ed.) Istorija obrazovanija i pedagogicheskoj mysli v jepohu Drevnosti, Srednevekov'ja i Vozrozhdenija (History of Education and Pedagogical Thought in Epoch of Antiquity, Middle Ages and Renaissance), Moscow, 2004.
6. Kornetov G. B. 2013 “Istorija pedagogiki segodnja” (History of Pedagogic Today), in Psihologo-pedagogicheskij poisk, 2013, vol. 3/27, p. 144.
7. Kramer S. N. Istorija nachinaetsja v Shumere (History Begins in Sumer), Moscow, 1991.
8. Romanov A. A. 2013 “Fenomen VNIK «Shkola»: posleslovie spustja chetvert' veka” Phenomenon of VNIK “School”: Afterword in an Age Quarter), in Psihologo-pedagogicheskij poisk, 2013, vol. 2/26, p. 153.
9. Tomashevich O. V. 2014 “Uchebnik: pervye opyty (na drevneegipetskom materiale)” (Textbook: First Experiences (on Ancient Egyptian Material)), in Bezrogov V. G., Markarova T. S. (eds.) «Nachalo uchenija detjam»: rol' knigi dlja nachal'nogo obuchenija v istorii obrazovanija i kul'tury, Moscow, 2014, pp. 11–27.
10. Chudesa i orakuly v jepohu drevnosti i srednevekov'ja (Miracles and Oracles in Epoch of Antiquity and Middle Ages), Moscow, 2007.
11. Adams J. N., Janse M., Swain S. (eds.) Bilingualism in Ancient Society: Language Contact and the Written Text, Oxford, 2002.
12. Ciccoletta F. Donati Graeci: Learning Greek in the Renaissance, Leiden, 2008.
13. Cribiore R. Gymnastics of the Mind. Greek education in Hellenistic and Roman Egypt, Princeton, Oxford, 2001.
14. Dionisotti A. C. 1984–1985 “From Stephanus to Du Cange: Glossary Stories”, in Revue d'histoire des textes, 1984–1985, vol. 14–15, pp. 308–310.
15. Ferri R. 2011 “Hermeneumata Celtis. The Making of a Late-Antique Bilingual Glossary”, in Ferri R. (ed.) The Latin of Roman Lexicography, Pisa, Rome, 2011, p. 144.
16. Ferri R. 2008 “Il latino dei Colloquia scholica”, in Bellandi F., Ferri R. (eds.) Aspetti della scuola nel mondo romano. Atti del Convegno (Pisa, 5–6 dicembre 2006), Amsterdam, 2008, pp. 112–114.
17. Cribiore R. “[Rev.:] Johannes Kramer, Glossaria bilinguia altera (C. Gloss. Biling. II). Archiv für Papyrusforschung und verwandte Gebiete, Beiheft 8. München; Leipzig, 2001. Pp. ix + 128”, in Bryn Mawr Classical Review 2002.05.08, in http://bmcr.brynmawr.edu/2002/2002-05-08.html.
18. Rochette B. Le latin dans le monde grec: Recherches sur la diff usion de la langue et des lettres latines dans les provinces hellénophones de l'Empire romain, Brussels, 1997.

Barannikova Natal'ia

The article contemplates one of the main principles of the doctrine of St. John Chrysostom — the principle of responsibility of parents for education of children. This idea can be clearly seen in the most important known Christian texts of the fi rst centuries. According to the doctrine of St. John Chrysostom, a child belongs to the God and He entrusts the father and the mother with a task to bring him up and to teach the child for Him. If the parents neglect their obligations — if they do not duly guide, regulate and provide the souls of their children — the God will hold them responsible for the failure of the task committed.

John Chrysostom, parents, family, upbringing, education, providence, birth, children, responsibility, Church, Kingdom.

1. Averincev S. S. Pojetika rannevizantijskoj literatury (Poetics of Early Byzantium Literature), Moscow, 1997.
2. Maksutov 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 Chrysostome), in Al'fa i Omega, 2008, vol. 1/51.
3. Pavlov A. A. Rimskaja antichnaja familia v svete ‘novoj social'noj istorii’: novye podhody sovremennoj zapadnoj istoriografii (obzor) (Rome Antique Family in Light of “New Social History: New Approaches of Modern Western Historiography (Survey)”), Syktyvkar, 2004.
4. Pokrovskij I. A. Istorija Rimskogo prava (History of Roman Law), Saint-Petersburg, 1998.
5. Saprykina A. A. 2012 “Kljuchevye pedagogicheskie ponjatija v nasledii svjatitelja Ioanna Zlatousta” (Key Pedagogical Ideas in Heritage of St. John Chrysostom), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2012, vol. 4/27, pp. 94–112.
6. Saprykina A. A. Semejnoe vospitanie v pedagogicheskom uchenii Ioanna Zlatousta: dis. ... kand. ped. nauk (Family Education of Pedagogical Teaching of John Chrysosteom: Dissertation), Moscow, 2012.
7. Gärtner M. Die Familienerziehung in der Alten Kirche, Köln, 1985.

Saprykina Anna

The article examines the problems associated with the spiritual and moral formation of the pre-revolutionary seminary students, and received in connection with these actions of the educational problems. As an example, information from the life of teachers and students of the central seminary of the Russian Empire, the Tver theological seminary, during the period of the Charter of the seminary in 1884 Actuality article is to evaluate the past, matching its lessons to the present and on the basis of the prediction of building an effective educational process. The author notes that a permanent pastoral paternal monitor the development of the inner life of the pupils in all the seminaries established the post of confessor. Despite this spiritual school has not shown suffi cient fi rmness in dealing with the rebellious spirit of negation. The public and the church community at the turn of XIX–XX centuries. repeatedly raised questions about the transformation of the average religious education, even, a new Charter of seminaries, but due to the well-known historical events in 1918 was not adopted.

Tver theological seminary, the Charter's Orthodox theological seminary (1884), religiosity, spirituality, education, inspection, seminarians, pastoral.

1. Beljavskij F. O reforme duhovnoj shkoly. Kratkij ocherk proshlogo srednej shkoly (About Reform of Spiritual School. Short Survey of Past of Middle School), Saint-Petersburg, 1907.
2. Glubokovskij N. O reforme Duhovnoj shkoly (About Reform of Spiritual School), Saint-Petersburg, 1908.
3. 1915 “Duhovnaja i cerkovnaja shkola” (Spiritual and Church School), in Cerkovnyj Vestnik, 1915, vol. 16, p. 478.
4. 1905 “Duhovnaja shkola i ee budushhee” (Spiritual School and Its Future), in Vestnik vospitanija: Nauchno-populjarnyj zhurnal dlja roditelej i vospitatelej, 1905, vol. 9, pp. 157–158.
5. 1907 “Duhovnoe obrazovanie v preddverii cerkovnogo sobora” (Spiritual Education in Threshold of Church Council), in Vestnik vospitanija: Nauchno-populjarnyj zhurnal dlja roditelej i vospitatelej, 1907, vol. 7, p. 129.
6. Zyrjanov P. N. Pravoslavnaja Cerkov' v bor'be s revoljuciej 1905–1907 gg. (Orthodox Church in Struggle against Revolution 1905–1907), Moscow, 1984.
7. 1905 “K voprosu o postanovke dela vospitanija v seminarijah” (To Question of State of Education in Seminaries), in Bogoslovskij Vestnik, Sergiev Posad, 1905, vol. 4, pp. 775–789.
8. Kolyvanov G. Duhovnye seminarii v Rossii v 1880–1920 gg.: dis. ... kand. bogoslovija (Spiritual Seminaries in Russia in 1880–1920: Dissertation), Troice-Sergieva Lavra, 1999.
9. Malinovskij I. 1905 “Seminaristy v universitete” (Seminary Students in University), in Vestnik vospitanija: Nauchno-populjarnyj zhurnal dlja roditelej i vospitatelej, 1905, vol. 6, p. 130.
10. Titlinov B. V. Molodezh' i revoljucija: Iz istorii revoljucionnogo dvizhenija sredi uchashhejsja molodezhi duhovnyh i srednih uchebnyh zavedenij: 1860–1905 gg. (Youth and Revolution: from History of Revolution Movement among Students of Spiritual and Middle Schools: 1860–1905), Leningrad, 1925.
11. Ushakov A. V. Revoljucionnoe dvizhenie demokraticheskoj intelligencii v Rossii: 1895–1904 (Revolution Movement of Democratic Intelligence in Russia: 1895–1904), Moscow, 1976.

Simora Vitalii, priest

Experience of modeling of developments of domestic education is presented in article. Orthodox education is considered as the self-sufficient process which is internally guided by constant (irrational and rational) characteristics; as the initiative system developing in the context of the Russian history. New pedagogical realities (forms and stages of development of orthodox education) are introduced into scientifi c circulation. Provisions and the theoretical conclusions presented in article can be used: in teaching the courses «Philosophy of education», «Methodology of scientific research», «Culturalreligious heritage of Russia», and in teaching and educational process of the Russian spiritual and secular educational institutions.

education history, modeling, Orthodoxy, orthodox education, Russia

1. Belozercev E. P. Obrazovanie: istoriko-kul'turnyj fenomen: Kurs lekcij (Education: Historical-Cultural Phenomenon: Lecture Course), Saint-Petersburg, 2004.
2. Boguslavskij M. V. Istorija pedagogiki: metodologija, teorija, personalii (History of Pedagogic: Methodology, Theory, Persons), Moscow, 2012.
3. Boguslavskij M. V. 2008 “Modelirovanie processa razvitija otechestvennoj pedagogiki XX veka” (Modelling of Process of Development of Russian Pedagogic of XX Century), in Іstoriko–pedagogіchnij al'manah (zbіrka naukovih prac'): Zbіrnik prac', Uman', 2008, pp. 74–81.
4. Kornetov G. B., Bezrogov V. G. (eds.) Vsemirnyj istoriko-pedagogicheskij process: koncepcii, modeli, istoriografija (World-Wide Historical-Pedagogical Process: Concepts, Models, Historiography), Moscow, 1996.
5. Gagaev A. A. Russkie filosofsko-pedagogicheskie uchenija XVIII–XX vv.: kul'turno-istoricheskij aspekt (Russian Philosophical-Pedagogical Teachings of XVIII–XX Cent.: Cultural-Historical Aspect), Penza, 2008.
6. Divnogorceva S. Ju. Stanovlenie i razvitie pravoslavnoj pedagogicheskoj kul'tury v Rossii (Forming and Development of Orthodox Pedagogical Culture in Russia), Moscow, 2010.
7. Metlik I. V., Skljarova T. V. 2011 “Religioznoe obrazovanie Russkoj Pravoslavnoj Cerkvi i problema ego standartizacii v obshheobrazovatel'noj shkole” (Religious Education of Russian Orthodox Church and Problem of Its Standardization in General School), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2011, vol. 4/23, pp. 7–24.
8. Naljotova N. Ju. Genezis pravoslavnogo obrazovanija v kontekste kul'turno-istoricheskogo razvitija Rossii: dis. ... d-ra ped. nauk (Genesis of Orthodox Education in Context of Cultural-Historical Development of Russia: Dissertation), Smolensk, 2014.
9. Naljotova N. Ju. 2012 “Pedagogicheskij fenomen russkogo starchestva” (Pedagogical Phenomenon of Russian Eldership), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2012, vol. 1/24, pp. 53–57.
10. Janushkjavichene O. L. Istoriko-teoreticheskij analiz stanovlenija i razvitija teorii duhovnogo vospitanija podrastajushhih pokolenij: dis. ... d-ra ped. nauk (Historical-Theological Analysis of Forming and Development of Theory of Spiritual Education of Rising Generations: Dissertation), Moscow, 2009.

Naletova Natal'ia

The article is devoted to one of the main aspects in studying pedagogical views of an author i.e. studying his terminological vocabulary. In the example of St Theophan the Recluse and K. D. Ushinsky, it is shown that the correct comparison of the pedagogical views of the authors, who lived at the same time and used similar terminology in their writings, is only possible if their basic concepts are thoroughly scrutinised. The article explores the meaning of one of the central notions in St Theophan the Recluse’s conception — the notion of “passion” — in comparison with K. Ushinsky’s understanding of it. It is shown that the differences in meanings of the above-mentioned term, closely connected with its church usage in the first case and its secular usage in the second, bring the authors to opposite, at first sight, pedagogical conclusions: in some of his works Konstantin Ushinsky suggests arousing passions whereas St Theophan uses a complex of pedagogical actions to restrain the incipient passions in a child. However, the analysis of the whole range of meanings, given to the term “passion” by these two authors, shows that St Theophan and K.D. Ushinsky cannot be called antagonists, although they operated with different notions and reasoned in divergent spheres.

terminological vocabulary, the anthropology and pedagogy of St Theophan the Recluse, K. D. Ushinsky, passion, affect, anthropological model, restraining passions, fi ghting passions.

1. Zhivov V. M. Jazyk i kul'tura v Rossii XVIII veka (Language and Culture in Russia of XVIII Century), Moscow, 1996.
2. Zarin S. M. Asketizm po pravoslavno-hristianskomu ucheniju: Jetiko-bogoslovskoe issledovanie (Ascesis according to Orthodox-Christian Teaching: Ethic-Theological Study), Saint-Petersburg, 1907.
3. Leonov V., prot. Osnovy pravoslavnoj antropologii (Grounds of Orthodox Anthropology), Moscow, 2013.

Nikulina Elena

The author of this article addresses to patristic literature and represents patristic experience in the field of education, personality development and moral perfection of the person. The analysis of the texts of ecclesiastical literature (Saint Ignatij (Bryanchaninov), Bishop Fyodor (Pozdeevsky), Bishop Anthony (Khrapovitsky), Bishop Barnabas (Belyaev), Nesmelov V. I., Zenkovsky V. V. and others) allowed to articulating the concepts of spiritual life, morals, conscience, spirituality, to emphasize existence own «spirituality fields» of the personality on which the individual interior depends. The purpose and the sense of human existence, moral virtues, their development in the family and in the process of self-education, ways of struggling against vices and passions, an appeal to “mind weeping”, cultivating good practices, strong will and spiritual vivacity, “urging oneself to good”, moral consciousness are profoundly elucidated in the patristic heritage of the end of the nineteenth century and the beginning of the twentieth century. The optimistic view of man as a subject “building his/her own life” gradually developing and perfecting it is extremely symbolic. Lessons and ideas of patristic thinkers presented in the article ring quite modern and timely in view of the tasks of personality moral perfection.

spiritual and moral school, spirituality, moral education, moral person, morals, conscience, lust, vices, virtues.

1. Berdjaev N. A. 1993 “Chelovek. Mikrokosm i makrokosm” (Human. Microcosm and Macrocosm), in Fenomen cheloveka: Antologija, Moscow, 1993, p. 30.
2. Vernadskij V. I. 1981 “Ocherki po istorii sovremennogo nauchnogo mirovozzrenija. Lekcii 1–3. O nauchnom mirovozzrenii” (Essays on History of Modern Scientific Worldview. Lectures 1–3. About Scientific Worldview), in Izbrannye trudy po istorii nauki, Moscow, 1981, p. 48.
3. Vystuplenie Svjatejshego Patriarha Moskovskogo i vseja Rusi Kirilla na zakrytii V Obshherossijskoj olimpiady shkol'nikov po Osnovam pravoslavnoj kul'tury 18 aprelja 2013 g. v Zale cerkovnyh soborov kafedral'nogo sobornogo Hrama Hrista Spasitelja v Moskve (Speech of His Holiness Patriarch of Moscow and All Russia Kirill on Closing of V Russian Olympics of School Pupils for Grounds of Orthodox Culture on 18th April 2014 in Hall of Church Councils of Cathedral of Christ the Savior in Moscow), in http://oldsite.radonezh.ru/news/18058.html.
4. Doklad Svjatejshego patriarha Kirilla na otkrytii XXIII Mezhdunarodnyh Rozhdestvenskih obrazovatel'nyh chtenij «Knjaz' Vladimir. Civilizacionnyj vybor Rusi» 21 janvarja 2015 g. (Report of His Holiness Patriarch Kirill on Opening of XXIII International Christmas Educational Conference “Prince Vladimir. Civilization Choice of Rus’” on 21st January 2015), in www.patriarchia.ru/db/text/3957820.htm1/.
5. Antonij (Hrapovickij), ep. 1900 “Vozmozhna li nravstvennaja zhizn' bez hristianskoj religii” (Is a Moral Life Possible withouy Christian Religion), in Polnoe sobranie sochinenij, Kazan', 1900, vol. 3/1: Stat'i filosofskie i kriticheskie, p. 286.
6. Varnava (Beljaev), ep. Osnovy iskusstva svjatosti. Opyt izlozhenija pravoslavnoj asketiki (Ground of Art of Holiness. Experience of Statement of Orthodox Ascesis), Nizhnij Novgorod, 1997, vol. 2.
7. Feodor (Pozdeevskij), ep. K voprosu o nravstvennom (To Question about Moral), Har'kov, 1911.
8. Nesmelov V. I. Nauka o cheloveke (Science about Human), Kazan', 1906.
9. Psihologija: Slovar' (Psychology: Dictionary), Moscow, 1990.
10. Hristianskoe vospitanie detej (Christian Education of Children), Moscow, 1905.

Anshakova Valentina

In the article the action of different words on an person is described. Using the example of characters from Dostoevsky's “Demons” and “The Brothers Karamazov” the curative and destructive action of a word and an anti-word are shown. The main criterion for differentiating words is outlined which is based on the motivation: the reason they are said for. The destructive action of anti-words is based on the motive of self-assertion. The consequences of such words being impressed are shown. Conversely, the curative word is based on the welfare of others: the support of conscience as the main spiritual strength being able to heal a person from its mental illnesses. The psychological essence of idle talk and its negative impact on the personality are exposed. Different types of words as treated by M. Bakhtin are described (words with a loophole, having a hidden attitude towards being recognized by others; words which don't have a vivid, personal mood, including a special profound word able to cure and strengthen a person).

word, anti-word, idle talk, profound word, inner person, F. Dostoevsky, M. Bakhtin.

1. Bahtin M. M. Problemy tvorchestva Dostoevskogo (Problems of Works of Dostoevskij), Leningrad, 1929.
2. Kemerov V. Filosofskaja jenciklopedija (Philosophical Encyclopedia), in http://www.psyoffice.ru/slovar-s284.htm.
3. Kolpakova M. Ju. Vvedenie v dialogicheskuju psihologiju (Introduction to Dialogue Psychology), Moscow, 2013.
4. Pozov A. Osnovy drevne-cerkovnoj antropologii (Grounds of Ancient Church Anthropology), Madrid, 1965.
5. Slovar' po logike (Logic Dictionary), Moscow, 1997.

Kogan Irina

In this study we investigated the structural features of the mental health of teenagers who are brought up in a parental deprivation. The study involved: a group of teenage orphan of 30 people aged 13–16 years; a group of teenagers who are brought up in a family of 30 people aged 14–16 years. Results were as follows: the structure of the mental health of teenagers who are brought up in different environments, formed by cognitive, motivational and energy component, and is characterized by high variability. An important factor in mental performance, and above all the development of psycho-physiological stress that accompanies the performance, can be regarded as conditions of education. Orphans and young people who grow up in families, having approximately the same level of mental capacity, experience with the different manifestation of physiological costs. The diff erences concern psychophysiological indicators, refl ecting energy potential and volitional impulse. At the moment, it is diffi cult to determine the social and psychological characteristics of a family that caused the diff erences. Nevertheless, it should recognize the need for an in-depth study of the role of diff erent family systems in the formation of mental health of adolescents.

capacity, mental capacity, motivation, adolescents, structural features of capacity, parental deprivation, family, education, psycho-physiological costs, energy potential, memory, attention, thinking, volitional impulse, verbal and logical intelligence.

1. Baronenko V. A. Fiziologicheskie osnovy utomlenija cheloveka (Physiological Grounds of Human Tiredness), Izhevsk, 1978.
2. Gordashnikov V. A., Osin A. Ja. Obrazovanie i zdorov'e studentov medicinskogo kolledzha (Educaton and Health of Students of Medicine College), Moscow, 2009.
3. Druzhinin V. N. Psihologija. Uchebnik dlja gumanitarnyh vuzov (Psychology. Textbook for Humanitarian Students), Saint-Petersburg, 2001.
4. Dushkov B. A., Korolev A. V., Smirnov B. A. Jenciklopedicheskij slovar': Psihologija truda, upravlenija, inzhenernaja psihologija i jergonomika (Encyclopedical Dictionary: Psychology of Labor, Administration, Engineer Psychology and Ergonomics), Moscow, 2005.

Stashevskaia Anastasiia