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

The study analyzes the experience of promoting values in the contents of education in the UK. The authors identify four stages from 1988 to present and associate them with the development of a Unified curriculum and Education Reform Act in the UK (1987–1988); the adoption of the Education Law and the National Forum for Values (1992–1996); the adoption of Education Laws in 2002 and in 2005 (2002–2005); and the adoption of the Law on promoting British values in education in 2014 (2014 to present). The paper represents actual data on promoting social, cultural, spiritual and moral development of pupils in British schools; characterizes the conditions of promoting religious education in school; gives examples of modern rethinking of the concept of multiculturalism, the role of religion in modern school and society, as well as the issues on how a secular state should support religious diversity and tolerance.

religious education, religious education, and spiritual development of pupils, content of education, values in the content of education

1. Viazemskii E. E. Sovremennaia sistema obrazovaniia v Velikobritanii // Novye issledovaniia v obrazovanii: Problemy sovremennogo obrazovaniia. 2010. № 6. P. 68–83.
2. Kontseptsiia dukhovno-nravstvennogo razvitiia i vospitaniia lichnosti grazhdanina Rossii. URL: http://mosmetod.ru/metodicheskoe-prostranstvo/nachalnaya-shkola/inklyuzivnoe-obrazovanie/fgos/kontseptsiya-dukhovno-nravstvennogo-razvitiya-ivospitaniya-lichnosti-grazhdanina-rossii.html.
3. Strategiia razvitiia vospitaniia v Rossii do 2025 goda. URL: http://rg.ru/2015/06/08/vospitanie-dok.html.
4. «Troianskii kon'» islamizma. URL: http://www.svoboda.org/a/25359609.html.
5. Further and Higher Education Act 1992. URL: http://www.legislation.gov.uk/ukpga/1992/13.
6. Handbook for secondary teachers in England www.nc.uk.net Key stages 3 and 4 Revised 2004. URL: http://www.education.gov.uk/publications/eOrderingDownload/QCA-04-1374.pdf.
7. Promoting and evaluating pupils’ spiritual, moral, social and cultural development. URL: http://www.gloucester.anglican.org/content/pages/documents/1354799219.pdf.
8. SCAA (1996b) The National Forum for Values in Education and the Community: Consultation on Values in Education and the Community. L.: SCAA.
9. School Curriculum and Assessment Authority (1996) Education for Adult Life: The Spiritual and Moral Development of Young People: A Summary Report, SCAA, Discussion papers № 6.
10. School Curriculum and Assessment Authority (1996b) // The National Forum for Values for Values in Education and the Community: Final Report and Recommendations, SCAA/96/43, London: SCAA.

Skliarova Tat'iana

This article provides a description of the empirical studies on the impact of social and group activities on the development of value-semantic sphere of the personality of pupils of different age groups. Value-semantic sphere of the individual student is viewed from the position of one of its essential components — moral sphere. The development of value-semantic sphere of personality is studied from the position of formation of the student semantic structures, including the nature of the interaction with the world at the level of behavior. As criteria of value-semantic sphere of personality examines the ways of meaning refl ections of a student of the world, the involvement of the student in the event of life and a wide range of significant objects and phenomena of the surrounding world. Detailed description received pedagogical possibilities of the proposed methods of their conduct. Presents the results of empirical studies on the levels of development of moral sphere of the personality of the student, confirmed the effectiveness of the impact of social and group activities on the development of the moral qualities of the personality in educational process of elementary, middle, and high school.

value-semantic sphere of the personality, moral sphere of the personality, involvement in the events of life, social role forms of group activity, the involvement in a life situation, a wide range of important facilities

1. Kontseptsiia dukhovno-nravstvennogo razvitiia i vospitaniia lichnosti grazhdanina Rossii / A. Ia. Daniliuk, A. M. Kondakov, V. A. Tishkov, sost. Moscow, 2009.
2. Potanina L. T. Obrazno-simvolicheskoe myshlenie kak sredstvo razvitiia tsennostno-smyslovoi sfery lichnosti shkol'nika: Avtoref. dis. ... d-r psikhol. nauk. Moscow, 2015.
3. Shchurkova N. E. Klassnoe rukovodstvo: Igrovye metodiki. Moscow, 2008.
4. Shchurkova N. E. Sobran'e pestrykh del: Metodicheskii material dlia shkol'nogo pedagoga. Vladimir, 1993.

Potanina Leila

This paper discusses the problem of teacher-pupil interaction in the process of spiritual and moral education on the basis of a secular and religious approach to derive the following conclusions. Pedagogical interaction depends on the harmonious combination of three factors: (1) activity, (2) activity arrangements, and (3) pedagogical relationships, with the latter factor breaking down into two types: objective (external pedagogical infl uence) and subjective (inner spirit). These considerations are truly relevant to development of a spiritual and moral education system that is based on a synthesis between religious and secular pedagogical ideas. This can be achieved under three pedagogical principles: cultural anthropology, interactivity, and complementarity. Religious education, as a component of spiritual and moral education, is comprised of the rational and sacred levels. The way a pupil develops at these levels is through making free choices in the domains of external (moral) and internal (spiritual) freedom. Mastering these levels by the pupil is thought to be through development of morality (external freedom at the rational level) in connection and harmony with development of spirituality (internal freedom at the sacred level) of the pupil in the child-adult environment, through open and creative spiritual teacher-pupil interactions.

educational relationships, pedagogical interaction, rational and sacred levels of religious education, spiritual and moral education, free choice, self-development

1. Materialisty Drevnei Gretsii. Moscow, 1956.
2. Mudrik A. V. Sotsial'naia pedagogika: Uchebnik dlia stud. ped. vuzov / V. A. Slastenin, red. Moscow, 2000.
3. Pisarenko V. I. Problema vospitaniia v sovremennoi pedagogike // Izvestiia IuFU: Tekhnicheskie nauki. URL: http://cyberleninka.ru/article/n/problema-vospitaniya-vsovremennoy-pedagogike.
4. Skliarova T. V. Traditsii i sovremennoe sostoianie pravoslavnogo vospitaniia v Rossii: Avtoref. dis. ... kand. ped. nauk. Moscow, 1995.
5. Tvoreniia sviatogo ottsa nashego Ioanna Zlatousta, arkhiepiskopa Konstantinopol'skogo. Saint-Peterburg, 1905. T. 11. Kn. 2.
6. Ushinskii K. D. O nravstvennom elemente v vospitanii // Sobranie sochinenii: V 11 t. T. 2: Pedagogicheskie stat'i. 1857–1861 gg. Moscow; L., 1948. P. 446.
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Abramov Sergei

The aim of the article is to analyze the obedience of preschool children as the psychological and pedagogical problems. The methodological framework is based on a study of the works of orthodox thinkers and secular psychological and pedagogical sources dedicated to both obedience in general and, especially preschoolers’ obedience. Analysis of Orthodox literature shows that the virtue of obedience is important in the patristic teaching. Some authors have increasingly focused on the education of obedience from the monks, others — from the laity. Some Holy Fathers consider obedience not just as a church virtue, but as a pedagogical category, are the spiritual mentors for the younger generation. Analysis of the psychological and educational literature allows selecting a number of causes of child disobedience. Among them there are the irrational love of parents to children, lack of parental authority, spoiled child, taking into account the absence of age and individual characteristics of children. It was revealed that the organization of children's behavior should combine control with the provision of reasonable autonomy. Any technique should encourage the child to conscious obedience, without causing the internal resistance of adult requirements. Parents and caregivers need to carefully analyze the situation, to choose and develop the right individual approach to the child.

virtue, obedience, patristic teaching, preschool age, education, preschool psychology, preschool pedagogy, child-parent relationship

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Fedorov Ivan, priest

The ideas of the Christian apologist of the 3d-4th centuries on the issues of self-education of a person, his anthropological status and possible boundaries of self-care have been investigated. The author shows how the sustaining power of the individual can use mundane and transcendential external factors of support. Based on the analysis of key works of Lactantius (Institutiones Divinae, Epitome divinarum institutionem, De ira Dei, De opificio Dei, De mortibus persecutorum), the author shows the conviction of the Latin apologetic at the same time of securing a righteous man cares about himself and at the same time the impossibility to reach such care, the pious results of self-education and fight with oneself just alone, by analogy with ancient philosophy. In the article theLactantius’s thesis has been reconstructed and defined that from his point of biew only with the help of God and otherpeople theChristian care of the person about himself is possible.

care of the self, self-transformation, Christian and pagan upbringing, Late Roman Empire, Lactantius, latin apologetics, self-education

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3. Bezrogov V. G. Kontseptsiia zaboty o sebe adversus nationes: votserkovlenie Arnobiia Afra // Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia. 2016. Vol. 3 (43). P. 51–60.
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Bezrogov Vitalii

The article deals with the origin and history of writing a Small catechism by the founder of the reformation, Martin Luther. At fi rst, the author analyzes the catechism as a genre of religious and educational literature and identifies key periods in a special type of didactic manual, and describes its characteristic features. Further, we consider the basic stages of folding of the catechism of Martin Luther. The author notes a number of significant events that influenced the course of the reformation, the religious and educational views of Luther. In their series, such as the invention of printing and its role in the events of the reformation, the reformer interaction with representatives of other religious teachings (community «Czech brothers»), low education of the population in matters of faith (revealed by the Visitation of 1527). Also, mention of some separate editions of the catechisms of Luther and works close them by genre, stand out their features. The Small catechism is characterized not only from the standpoint of «the Bible for the laity» (Luther’s phrase), but is treated as a special didactic manual of the Christian faith. The author comes to the conclusion that the small catechism contains the essential features of the textbook and in combination with the Large catechism (written for teachers and pastors), illustrative tables and list of basic prayers represents educational-methodical complex, aimed not only at mastering the basics of the faith, but also a communion of believers to life in Christian community that is fully consistent with the objectives and program of the reformation.

catechism, catechesis, dialogue, sermon, Decalogue, Creed, prayer, Haustafel

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Poliakova Mariia

This article is devoted to one of the possible sources of St. Feofan the Recluse,s pedagogical and psychological ideas i.e. F. Hegel,s «Philosophy of Spirit» (the third part of his Encyclopedia of the Philosophical Sciences). Despite the fact that St. Feofan could not accept Hegel,s views, he might have borrowed the whole range of his observations on preschool-age childhood and adolescence as well as the idea of a conscious vow to be a Christian which is the key issue in St Feofan's conception of Christian upbringing. The similarities which were found show that St. Feofan selected this useful material despite the ideological disagreements with his opponent.

Hegel,s anthropology, age-related pedagogy of St. Feofan the Recluse, preschool-age childhood, adolescence, vow

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16. Feofan Zatvornik, svt. Slovo v den' rozhdeniia blagochestiveishego Gosudaria Imperatora Aleksandra Nikolaevicha // Feofan Zatvornik Vyshenskii, svt. Polnoe sobranie tvorenii: V 40 t. / Izdatel'skii sovet RPTs. T. 2: Slova S.-Peterburgskoi akademii rektora arkhimandrita Feofana. Moscow, 2012. P. 106–124. URL: http://theophanica.ru/books/?book=tom2# (20.06.2015). Publikuetsia po: Slova S.-Peterburgskoi akademii rektora arkhimandrita Feofana. Saint-Petersburg, 1859. P. 115–136.
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Nikulina Elena

Some theoretical perspectives of moral psychology are considered: psychoanalytical, cognitive developmental perspective, leaning perspective, prosocial development, personality perspective. Psychoanalytical, cognitive developmental perspective, leaning perspective are «justice-based» moral development approach. Theories of prosocial development and personality perspective are based on «ethics of care». Moral motivation problem is a fundamental problem of moral psychology. This article addresses the question of how morality comes to be an integral part of the structure of our personality from perspective that draws on personality, prosocial development, cognitive developmental, psychoanalytical, leaning perspective traditions. Theory of moral development for decades has focused on the roles of moral reasoning and moral emotions. A new personality approach in moral psychology that positions moral identity as an important source of moral development is considered. Several key questions about moral identity are considered. Different approaches of moral psychology are based upon a theories of personality which are rooted in a different ethic’s traditions. Integrative thinking in moral psychology is required metatheoretical analyses of diff erent approaches. The ethic-oriented dialogical approach is considered.

moral development, moral understanding, moral identity, personality, dialogue

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Kolpakova Marianna

The article discusses emotions in the context of interdisciplinary studies of morality. Special attention is paid to the negative moral emotions and their social function — the cohesion of the group through the actualization of identity. On the basis of two case studies we considered the role of negative moral emotions in the formation of the new identities and the group cohesion. It is revealed that the source of emotion is the assessment of the situation as unfair. In the first case, in-group is seen as the subject of injustice, in the other — outgroups are the subject and the object of injustice. Outgroup-«aggressor» is endowed with the features of the «ancient enemy». An indignation becomes the key emotion and it forms the basis of the group cohesion. Reputation risk for the in-group generates «image shame», which, in turn, becomes a source of aggression towards any observer, as a potential witness of the «loss of face».

social cohesion, moral emotions, social identity, shame, anger, justice

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Kozlova Mariia

The article discusses the problem of moral development of the child's personality and inclination to lie in the modern psychological and pedagogical science. There are two main ways of the behavior of children, conventionally called «false» and «true» and, in turn, two intermediate options that are emerged in the situation of motivational conflict when on the one side there is the desire to win, and on the other side there is a true assessment of their success in solving problems. The particular attention is paid to the disclosure of the features of self-esteem and the interpersonal relationships with the peers of children with varying degrees of tendency to lie, since the consideration of the problem leads to the conclusion that the reasons of child's lying may be the peculiarities of the emotional-personal sphere. The study of preschool children has showed that self-esteem of the children with the lowest propensity to lie is more adequate; they give themselves more accurate estimation. In children with a pronounced tendency to lie, on the contrary, self-esteem was overstated and undifferentiated for most indicators. Preschoolers, who are prone to lie, occupy a very safe position among the peers according to the quality of the relationship. In contrast, children, who differ by truthful behavior, are experiencing some difficulties in communication. For the more productive and deep consideration of the problem, the authors conducted the data analysis and the results obtained previously and now, allowing to compare the dynamics of the manifestations of false behavior and its relationship with the interpersonal relationships.

moral and ethical development of the child's personality, situation of motivational conflict, tendency to lie, diff erentiated/undiff erentiated self-esteem, interpersonal relationships of children

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Dorofeeva Nina

In article analyzes the factors that determine the importance of the formation of intercultural competence of the person in the system of multicultural education. This process of globalization in the world today, an increase of migration, the crisis of multiculturalism, ethnic and political conflicts in different countries. The attention is focused on the reflection of multiculturalism to federal state educational standards of preschool and primary education. The article reveals the essence of intercultural competence. Also analyzes the pedagogical conditions that ensure the success of the formation of the foundations of intercultural competence in preschool educational institutions. The example of tolerance as one of the components of intercultural competence describes the content, forms and methods of work with preschool children. Research has shown that it is advisable to work with children to spend on such basic units as motivational and evaluative, cognitive, emotional and volitional behavior. Formation of bases of intercultural competence is the basis for informed choice baby value system taking into account the prevailing socio-cultural traditions in society, standards and rules of conduct on the basis of the dialogue of cultures.

multicultural education, competence, affective, cognitive and strategic component of intercultural competence, tolerance, preschool education

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Grimovskaia Liudmila