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

The article considers the conditions and mechanisms for designing and scenario development of educational lessons in the educational institution, oriented to values of Orthodox Culture. Based on the spiritually oriented education classical approaches: the concept of a holistic knowledge Y. A. Komensky; the principle of “formative education” I. F. Herbart and idea of coexistent community as a special form of educational process subject’s association, the author postulates a special meaning of co-existentiality as the value basis of designing and scenario development of educational lessons. Comparative analysis between training and educational lesson allowed to derive peculiarities of educational lesson as the coexistence of the learner’s upbringing and development in the conditions of Orthodox component of General education standard implementation. The evidence of the hypothesis of the project experiment by the Department of Pedagogy and Andragogy of the Nizhny Novgorod Institute of Education Development about educational lesson as a didactic form of educational activity subject nascence — project-activity space of coexistent meeting of pupil and teacher considered in this article. Didactic structure of the educational lesson and the criteria of its analysis are examined from three perspectives: the coexistence selection; focus on the coexistence refl ection of the collective and individual human life co-existentiality. The logic of designing a lesson is outlined: the advancement of coexistence hypothesis; the creation of refl exive situations according to which the pupils must update by themselves the existing work method; the development of potential solutions to the problem, the selection of a new work method. It is a key conclusion that designing and scenario development of the learning activities and the spiritual and moral culture formation in the framework of co-existentially organized educational lessons, are the leading factors in the innovative education construction through the standard of General education Orthodox component implementation.

training, educational lesson, coexistence of the upbringing and development, coexistence community, learning activity, designing and scenario development of educational lesson.

1. Vygotskij L. S. Pedagogicheskaja psihologija (Pedagogical Psychology), Moscow, 1991.
2. Dusavickij A. K., Kondratjuk E. M. Urok v razvivajushhem obuchenii: kniga dlja uchitelja (Lesson in Developing Education: Book for Teacher), Moscow, 2010.
3. Ignat'eva G. A. Didaktika razvivajushhego obuchenija: Monografija (Didactics of Developing Education: Monography), Nizhnij Novgorod, 2001.
4. Isaev E. I., Slobodchikov V. I. Psihologija obrazovanija cheloveka: Razvitie sub’ektivnoj real'nosti v ontogeneze: Ucheb. posobie (Psychology of Human Education: Development of Subjective Reality in Ontogenesis: Textbook), Moscow, 2013.
5. Leont'ev A. N. Dejatel'nost'. Soznanie. Lichnost' (Activity. Consciousness. Person), Moscow, 2005.
6. Popov A., Proskurovskaja I. Ponjatie obrazovatel'noj zadachi v kontekste teorii pedagogiki samoopredelenija (Idea of Educational Purpose in Context of Theory of Self-Determinatoin Pedagogics), in http://www.experiment.lv/rus/biblio/obraz_21veka/1.11_popov_prosk.htm.
7. Razrabotka novogo soderzhanija obrazovanija i razvitija intellektual'nyh sposobnostej starshih shkol'nikov. Formirovanie nauchnosti XXI veka v obrazovanii: Posobie dlja uchitelja (Working Out of New Content of Education and Development of Intellectual Abilities of Elder School Pupils. Formation of Science of XXI Century in Education: Textbook for Teacher), Mocow, 2001.
8. Slobodchikov V. I. 1995 “Real'nost' sub’ektivnogo duha” (Reality of Subjective Spirit), in Nachala hristianskoj psihologii, Moscow, 1995, pp. 122–138.
9. Tulupova O. V. 2003 “Problema sootnoshenija obuchenija i vospitanija v pedagogicheskom nasledii I. F. Gerbarta” (Problem of Correlation of Teaching and Education in Pedagogical Heritage of I. F. Gerbart), in Pedagogika, 2003, vol. 5, pp. 73–74.
10. Cukerman G. A. Kak mladshie shkol'niki uchatsja uchit'sja (How Do Elementary School Pupils Learn to Study), Moscow; Riga, 2000.
11. Jel'konin B. D. 1998 “Uchebnaja zadacha: dva aspekta v ponimanii” (Learning Purpose: Two Aspects in Understanding), in Pervye chtenija pamjati V. V. Davydova: Sb., Moscow; Riga, 1998, pp. 130–144.

Ignat'eva Galina

Recent history of developed countries attests to the fact that non-formal education may be considered as assets both in socioeconomic and personal development. Studies of this phenomenon allow to define the essence of educational interaction through its attribute — non-formality. It is ontologically rooted in the specific form of tradition conveyance — a personal meeting. It maintains the settings of interaction development affecting the generic human quality formation while preserving the specifi c cultural features. The author conducted ontological, historical and pedagogical analysis of non-formal education practices. On this basis the system has been defined in terms of organization, in line with the nature of the phenomenon. It includes the freedom of choice of community and the master, place, time, extent of involvement and participation in educational meetings, as well as one’s position. The author justifi es the instrumental value of the term “non-formal educational practices” transitioning the academic view to the level of self organizing non-system communities which recreate all elements of the non-formality attribute. Researching this experience allows to enrich the efficient apparatus of formal education, substantially advance in dealing with the issue of maintaining high educational motivation.

non-formal education; non-formal educational practices; educational interaction; conditions of education, adequate to human nature; personal meeting, tradition

1. Volkov V. V., Harhordin O. V. Teorija praktik (Theory of Practices), Saint-Petersburg, 2008.
2. Ilakavichus M. R. 2015 “Neformal'nost' kak atribut obrazovatel'nogo vzaimodejstvija” (Non-Formality as Attribute of Educational Cooperation), in Evropejskij zhurnal social'nyh nauk, 2015, vol. 7, pp. 235–240.
3. Karpov A. O. 2013 “Ontologizacija, «ontologizacija» i obrazovanie“ (Ontologization, “Ontologization” and Education), in Voprosy filosofii, 2013, vol. 9, p. 38.
4. Farbi K. Je. 1974 “O podrazhanii u zhivotnyh” (About Imitation among Animals), in Voprosy filosofii, 1974, vol. 2, pp. 104–115.

Ilakavichus Marina

The article deals with the basic principles of the Islamic educational system in the history of development of Islamic education in Russia and at the present stage. Muslim education model is based primarily on the Quran and Sunnah, as well as scientifi c and theoretic achievements of early Islamic thinkers. Scientists rely on the idea of integrity of the human life and unity of all its aspects: ideological, behavioral, ethical, etc. The Islamic educational system is aimed at practical implementation of the formation of personality, upbringing and education of a person of any age. Education solves the problem of transition from ignorance to knowledge, forming a certain outlook and worldview of a person who has not only the knowledge, understanding of the world, but also the ability to live in this world. The ultimate goal of education in Islam is to form a well-behaved person having adab. The notion of «adab» encompasses both the spiritual and material existence of man, his social relations. Scientists comment on this concept as implying decent behavior based on knowledge taken from the source of wisdom (Hikmat): maturity and development of high qualities protect a person from errors. This is one of the basic principles of Islamic educational system.

principles, knowledge, intelligence, virtue, personality development, preparatory education, family education, adult education, protection, fencing.

1. Gasprinskij I. Russkoe musul'manstvo. Mysli, zametki i nabljudenija (Russian Islam. Thoughts, Notices and Observations), Simferopol, 1881.
2. Sejd Muhammad Nakyb al'-Attas. Koncepcija obrazovanija v islame — osnovy postroenija filosofii obrazovanija v islame (Educational Concept in Islam — Basics of Educational Philosophy Formation in Islam), Moscow, 2000.
3. Habibullina G. Ju. Potencial religii v duhovno-nravstvennom vospitanii lichnosti (Religion Potential in Spiritual-Moral Person Education), in http://islameducation.net.
4. Galimdzhan Barudi, Kazan', 2003.

Khabibullina Gul'fiia

The article focuses on the problem of spiritual and moral education of a child in modern world. The authors analyze the phenomenon of deheroization and its eff ect on the development of spiritual and moral outlook of a child. According to the authors the root of the problem can be seen in the oversaturation of our life with media images that undermine the traditional perception of the moral ideal and the system of values. Throughout history universal values were established in culture through the life stories of heroes — personalities that embody outstanding personal qualities, a hero was an example to follow. That ideal reached its greatest height in the images of Russian saints. In the 20th century the phenomenon of so-called “deheroization” appears. It’s the destruction of all essential heroic features and their replacement with pseudo-heroic — an image of a false hero that establishes sinful human nature as normal and ideal. Meanwhile, the perception of true essence of the person and his spiritual mission is lost. So, through “deheroization” the process of dehumanization takes place. Calamitous aftereffects of that process for humanity, society and human culture are evident. The problem should be tackled urgently on the early stages of character development. The article presents a number of reasons, according to which neither parents’ efforts nor noble ideas of preschool educational centers do not bring substantial results. The authors emphasize the importance of purposive, step-by-step replacement of false heroes’ images with those of real heroes that influence a child’s perception of a real human being, the way he was designed by God. As a trustworthy remedy for spiritual life of a family and child we off er to turn to the tradition of children education that sets the lives of the saints as examples. Their lives allow the child to comprehend the principles of Christian anthropology and see the power of true spiritual life of a human being — personality of high moral standards, citizen and patriot of his Motherland. The article introduces specific experience of teaching the subject “The Lives of the Saints” to preschoolers in the Orthodox family center “The Seed of Faith” (Krasnodar). The article includes the structure of work program. It concludes that principles of Christian pedagogy are indispensable in the process of children education.

spiritual and moral education, raising preschoolers, preschool education, Christian pedagogy, Christian anthropology, deheroization, un-humanization, Christian values, the lives of the saints, moral health, spiritual personality.

1. Babenko O. A. Obraz geroja v literature. Avtoref. … kand. filos. nauk (Hero Image in Literature. Dissertation Abstract), Rostov na Donu, 1999.
2. Kiprian (Jashhenko), igumen. Vospitanie dobrodeteli. Svjatootecheskoe uchenie o dobrodeteljah — osnova duhovno-nravstvennogo stanovlenija lichnosti: Lekcii i interv'ju, vospominanija (Education of Virtue. Patristic Teaching about Virtues — Basics of Spiritual-Moral Formation of Person. Lectures and Interviews, Memoires), M., 2014.
3. Kravcova M. Deti i Bog: Mysli o detskoj vere (Children and God: Thoughts about Children Faith), Moscow, 2009.
4. Maslov N. V. Duhovnye i nravstvennye osnovy obrazovanija i vospitanija (Spiritual and Moral Grounds of Education and Learning), Moscow, 2013, vol. 1.
5. Ostapenko A. A., Hagurov T. A. Chelovek ischezajushhij: Istoricheskie predposylki i sut' antropologicheskogo krizisa sovremennogo obrazovanija (Disappearing Human: Historical Premises and Nature of Anthopological Crisis of Modern Education), Krasnodar, 2012.
6. Skljarova T. V. 2007 “Vozrastnye osobennosti razvitija detej i vosprijatija materiala duhovno-nravstvennogo soderzhanija” (Age Features of Children Development and of Perception of Material of Spiritual-Moral Content), in Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2007, vol. 4/7, pp. 20–40.
7. Shestun E., prot. Pravoslavnaja pedagogika: Ucheb. posobie (Orthodox Pedagogics: Textbook), Moscow, 2002.

Kravchenko Svetlana

Problems of the vocational training of the future educational specialist, its essence and matter are examined in this article. It is shown that it is the creation of conditions for the development of the student’s subjective, personal and professional position, axiological attitude to the prospective occupation. It is pointed out that the formation of personal professional position depends on the personal potential of the prospective teacher, his readiness for self-education. Its establishment is possible if the chosen occupation is considered by a student in context of the future professional activity. The author of the article tries to determine strategical reference points of the vocational training in modern conditions. Categories of “the teacher’s ideal”, “teacher’s repute”, “personal and professional position”, teacher’s points of view and modern paradigms of the upbringing in the process of the training of prospective teachers are being considered here. It is a promising idea to extrapolate the ideas of the confessionally oriented education in the area of professional training.

the vocational training, teacher’s personal professional position, strategical reference points, teacher’s points of view, the teacher’s ideal, teacher’s repute.

1. Baranov A. E. 2014 “Reputacija pedagoga kak vospitatelja v professiogeneze” (Pedagogue’s Reputation as Teacher in Professional Genesis), in Otechestvennaja i zarubezhnaja pedagogika, 2014, vol. 5/20, pp. 158–163.
2. Baranova N. A. Lichnostno-professional'naja pozicija budushhego specialista v teorii i praktike vospitatel'noj dejatel'nosti vuza (Personal-Professional Position of Future Specialist in Theory and Practice of Educational Activity of High School), Tver, 2010.
3. Lel'chickij I. D. Jevoljucija lichnostno-professional'nogo ideala uchitelja v otechestvennoj pedagogike pervoj treti XX veka: Avtoref. dis. … d-ra ped. nauk (Evolution of Personal-Professional Ideal of Teacher in Russian Pedagogics of First Third of XX Century: Dissertation Abstract), Moscow, 2004.
4. Mudrik A. V. Vvedenie v social'nuju pedagogiku (Introduction in Social Pedagogics), Moscow, 2009.
5. Selivanova N. L. 2015 “Izmenjajushheesja vospitanie: vozmozhnosti i riski” (Changing Education: Possibilities and Risks), in Teorija vospitanija: kontury budushhego, Moscow, 2015, pp. 4–14.
6. Skljarova T. V. Pravoslavnoe vospitanie v kontekste socializacii (Orthodox Education in Context of Socialization), Moscow, 2006.

Baranov Aleksei

The article deals with the ideas of the Christian apologist of the 3rd - 4th centuries on the issues of man’s self-regard, his anthropological status and possibilities of the personality as a self-transcending subject. It is shown how the dialogue of Christian and Greco-Roman concepts of education produced a particular pedagogical concept that helps to move from the latter to the former.

self-regard, self-transformation, Christian education.

1. Bezrogov V. G. Bor'ba za ili protiv samogo sebja? Samovospitanie glazami Laktancija (Struggle for or against Self? Self-Education in Eyes of Lactantius) (in print).
2. Braun P. Kul't svjatyh. Ego stanovlenie i rol' v latinskom hristianstve (Saints Cult. Its Formation and Role in Latin Christianity), Moscow, 2004.
3. Vojtenko A. A. Egipetskoe monashestvo v IV v.: zhitie prp. Antonija Velikogo, Lavsaik, Istorija monahov (Egypt Monasticism in IV Cent.: Vita of St. Antonius, Lausiac, History of Monks), Moscow, 2012.
4. Pichugina V. K. Antropologicheskij diskurs «zaboty o sebe» v antichnoj pedagogike (Anthropological Discourse of “Self-Care” in Antique Pedagogics), Moscow; Kaluga, 2014.
5. Besley T., Peters M. Subjectivity & Truth. Foucault, Education, and the Culture of Self, New York, 2007.
6. Edwards M. 1999 “The Flowering of Latin Apologetic: Lactantius and Arnobius”, in Edwards M., Goodman M., Price S., Rowland C. (eds.) Apologetics in the Roman Empire: Pagans, Jews, and Christians, Oxford, 1999, pp. 197–222.
8. Nau P.-D. Psychological Maturity and Spiritual Maturity: A Reading of Dorotheus of Gaza, Roma, 2012.
9. Newman R. J. 1989 “Cotidie meditare: Theory and Practice of the meditatio in Imperial Stoicism”, in Haase W. (ed.) Aufstieg und Niedergang der römischen Welt, vol. 2/36/3: Principat: Philosophie, Wissenschaften, Technik: Philosophie (Stoizismus), Berlin; New York, 1989, pp. 1484 ff .
10. Pauli J. Menschen und Menschwerden nach der geistlichen Lehre des Dorotheus von Gaze, St. Ottlien, 1998.
11. Stefaniw B. 2016 “A Disciplined Mind in an Orderly World: Mimesis in Late Antique Ethical Regimes”, in Volp U., Horn F. W., Zimmermann R. (eds.) Metapher — Narratio — Mimesis — Doxologie. Begründungsformen frühchristlicher und antiker Ethik. Kontexte und Normen neutestamentlicher Ethik, Tübingen, 2016, p. 235.
12. Stroumsa G. The End of Sacrifice. Religious Transformation in Late Antiquity, Chicago, 2009.

Bezrogov Vitalii

The article is devoted to the ideas of education in Moscow State of the 16th century and their place in the Pan-European setting up of New Enlightenment. The 16th century in Russia is the peak of development of original Russian medieval civilization, and therefore of education, literature and pedagogy. At this specific time Russian society lived with several outstanding ideas: the unification of Russian lands into a single State, inheriting the spiritual world of Byzantium, the idea of Russian people's mission among other European Nations. These ideas formed the conception of what a man should be like in order to comply with those missions. Particular attention is paid to the Old Russian book-learning and times codes of Ivan the Terrible. Common and different features in the development of national and Western European education at the end of the Middle Ages are also emphasized. The author also compares two typical samples of national and Western European literature of the period, describing family relationships — Tale of Peter and Fevronia, and medieval Troy history. The article displays the interconnection and mutual inconsistency of the two types of European education.

The history of pedagogy, education, Russian pedagogy, spirituality of education, Russian school, morality and science, Christian anthropology, the Middle Ages.

1. Belenchuk L. N., Janushkjavichene O. L. Istorija zarubezhnoj i russkoj pedagogiki (History of Foreing and Russian Pedagogics), Moscow, 2011.
2. Gromov M. N. Maksim Grek (Maximus the Greek), Moscow, 1983.
3. Divnogorceva S. Ju. Stanovlenie i razvitie pravoslavnoj pedagogicheskoj kul'tury v Rossii (Formation and Development of Orthodox Pedagogical Culture in Russia), Moscow, 2010.
4. Zen'kovskij V. V. Pedagogika (Pedagogics), Klin, 2004.
5. Kljuchevskij V. O. Kratkoe posobie po russkoj istorii (Short Textbook for Russian History), Moscow, 1908.
6. Kozhinov V. V. Istorija Rusi i russkogo Slova: Sovremennyj vzgljad (History of Rus and Russian World: Modern View), Moscow, 1997.
7. Perevezencev S. V. Tajny russkoj very: Ot jazychestva k imperii (Mysteries of Russian Faith: from Paganism to Empire), Moscow, 2001.
8. Skrynnikov R. G. Ivan Groznyj (Ivan the Terrible), Moscow, 1980.
9. Skrynnikov R. G. Russkaja istorija IX–XVII vekov (Russian History of IX–XVII Ages), Saint-Petersburg, 2006.
10. Skrynnikov R. G. Svjatiteli i vlasti (Saint Bishops and Powers), Leningrad, 1990.
11. Uzhankov A. N. Istoricheskaja pojetika drevnerusskoj slovesnosti: Genezis literaturnyh formacij (Historical Poetics of Old Russian Literature: Genesis of Literary Formation), Moscow, 2011.

Belenchuk Larisa

Seeking to answer the question ‘what is a human being?’ the authors consider two opposite approaches to understanding its nature: materialistic and religious. In the article the texts of outstanding Soviet thinkers A. N. Leontiev and E. V. Ilienkov were analyzed. The analysis of their interpretation of a human being was implemented in the form of a friendly dialogue with representatives of materialistic approach to understanding human nature. The article shows that materialistic approach reveals important characteristics of man, his evolution and the mechanisms of his formation. But it doesn’t give an opportunity to understand the essence of a human being. So thinkers working within the first approach are faced with the problem of impossibility of understanding human nature because they exclude the fundamental human characteristic — spirituality. Spirituality is an ontological, objective characteristic of human being. It distinguishes him from any other living creature and enables him to be human. Recognizing and understanding this characteristic of a human being is only possible within theological approach. Therefore theological approach proves objective existence of man’s spirituality and gives a great opportunity to start understanding the human essence.

human being, materialistic approach to understanding of human, spiritual approach to understanding of human, personality, spirituality, soul, spirit, spiritual basis, thinking, work, society, spiritual-moral perfection.

1. Il'enkov Je. V. 1979 “Problema ideal'nogo“ (Problem of Ideal), in Voprosy filosofii, 1979, vol. 6, pp. 128–140.
2. Il'enkov Je. V. Chto zhe takoe lichnost'? (What Is Person), Moscow, 1984.
3. Leont'ev A. N. 1972 “Chelovek i kul'tura” (Human and Culture), in Problemy razvitija psihiki, Moscow, 1972, pp. 401–426.
4. Rubinshtejn S. L. 1976 “Chelovek i mir” (Human and World), in Problemy obshhej psihologii, Moscow, 1976, pp. 253–410.

Men'shikov Vladimir

In the 19th century psychology was becoming an independent science. Before this period psychology was a part of theology and philosophy. Despite the fact that psychology was an element of philosophy, the role of psychological science wasn’t always defi ned clearly within philosophic sciences. It is of great interest to study the relations between Russian theological tradition of philosophy and psychology in the 19th century. The authors analyze the ideas of Russian theologians of the 19th century and determine the place of psychology within philosophy. The research is based on theoretical and conceptual analysis of works of Russian theologians of the 19th century and the analysis of dynamics of the role of psychology in dealing with philosophical problems. The authors analyze the views of theologians on philosophic objective, method, problems and contents. Examination of theologians’ views on this problem makes a considerable contribution to analysis of history of psychology, philosophy and theology.

psychology, philosophy, theology, theological academies, 19th century, metaphysics, epistemology, soul, religious philosophy, history of philosophy, history of psychology.

1. Abramov A. I. 2014 “Jurkevich Pamfil Danilovich”, in Maslin M. A., Apryshko P. P., Poljakov A. P. (eds.) Russkaja filosofija: Jenciklopedija, Moscow, 2014, pp. 810–811.
2. Zadorozhnjuk I. E. 2014 “Sidonskij Fedor Fedorovich”, in Maslin M. A., Apryshko P. P., Poljakov A. P. (eds.) Russkaja filosofija: Jenciklopedija, Moscow, 2014, p. 561.
3. Stojuhina N. Ju., Kostrigin A. A. 2013 “Metodologicheskie aspekty psihologii v rabotah V. A. Snegireva” (Methodological Aspects of Psychology in Works of V. A. Snegirev), in APRIORI. Serija: Gumanitarnye nauki, 2013, vol. 2, pp. 11.
4. Stojuhina N. Ju., Mazilov V. A., Kostrigin A. A. 2015 “Veniamin Alekseevich Snegirev: bogoslov i psiholog” (Veniamin Alekseevich Snegirev: Theologian and Psychologist), in Jaroslavskij pedagogicheskij vestnik, 2015, vol. 2/3, pp. 138–149.
5. Cvyk I. V. Duhovno-akademicheskaja filosofija v Rossii XIX v.: Dis. ... kand. filos. nauk (Spiritual-Academic Philosophy in Russia of XIX Cent.: Dissertation), Moscow, 2002.

Mazilov Vladimir

The article is devoted to a relevant psycho-pedagogical problem — studying the specifics of understanding the process of growing by children in cities and villages. The author presents an interdisciplinary analysis of contemporary works on the problem of growing up. Growing up is not only considered as a separate process in the study of the dynamic characteristics of the individual’s ontogenesis, but also as a synonym of maturity used to determine the standard development of the subject. Basic characteristics of growing up are defined: the formation of life-purpose position, the development of a certain level of self-understanding, the establishment of new intergenerational relationships, relations with peers and acceptance of responsibility. The results of empirical research allow us to see the different structure of our urban and rural students. For a group of village teenagers — stable relationships with individually typological features of the self and life orientations and the formation of the self-influence, especially intergenerational relationships. Paired relationships are characteristic for urban teens: individual-typological features and the self, the self and life orientations, the relationship of the self and intergenerational relations. In the structure of growing rural teenagers presented the following significant intercomponent relationships: the importance of individually typological features like extraversion — emotiveness, introversion — sensitivity. This emotiveness and extraversion — the conditions defining the features of formation of the specifics of a teenager. The structure of the urban adolescents growing up has a number of features which include rigidity — anxiety. Anxiety reduces the perception of themselves as stakeholders and reduces the degree of a teenager’s sympathy towards his "I". The positive assessment of the family (intergenerational relationships, parents) helps to reduce the importance of others’ views in the formation of self-identity.

growing, mature, teen, understanding, life-purpose position, individual-ly-typological features, the Self, intergenerational relationships.

1. Znakov V. V. Psihologija ponimanija: problemy i perspektivy (Psychology of Understanding: Problems and Perspectives), Moscow, 2005.
2. Kajgorodov B. V. 2002 “Strukturno-dinamicheskie harakteristiki samoponimanija v harakteristike i razvitii Ja-koncepcii v junosheskom vozraste“ (Structural-Dynamic Characteristics of Self-Understanding in Characteristic and Development of I-Concept in Youth Age), in Mir psihologii, vol. 2/30, Moscow; Voronezh, 2002, pp. 117–126.
3. Rubinshtejn S. L. Chelovek i mir (Human and World), Saint-Petersburg, 2012.
4. Slobodchikov V. I., Isaev E. I. Psihologija razvitija cheloveka (Psychology of Human Development), Moscow, 2000.
5. Tereshhenko V. V. 2013 “Teoretiko-metodologicheskie osnovy lichnostnogo razvitija i vzroslenija sovremennogo podrostka” (Theoretical-Methodological Basics of Person Development and Aging of Modern Teenager), in Psihologija obuchenija, 2013, vol. 11, pp. 55–63.
6. Fel'dshtejn D. I. Psihologija vzroslenija: Strukturno-soderzhatel'nye processy razvitija lichnosti (Aging Psychology: Structural-Content Processes of Person Development), Moscow, 1999.
7. Fiofanova O. A. 2007 “Pedagogicheskoe proektirovanie modal'nostej vzroslenija v vospitatel'nom prostranstve” (Pedagogical Projecting of Modalities of Aging in Educational Space), in Izvestija Rossijskogo gosudarstvennogo universiteta im. A. I. Gercena, Saint-Petersburg, 2007, vol. 9, pp. 236–242.

Tereshchenko Vladimir

Egorov Il'ia