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

The paper deals with notions and concepts of religious subject range in the context of religious and cultural education at school. The integration of religious knowledge in school education is a topical pedagogical problem nowadays. The inclusion of religious knowledge in school education involves creating moral standards and values for students, increasing their general intellectual level as well the enrichment of their vocabulary. The paper pays special attention to the educational potential of studying religious concepts in school classes of religious subjects. It considers pedagogical prerequisites, methods and techniques of terminological and conceptual work, and focuses on methodological features of work with religious concepts and notions. The paper also emphasises the importance and relevance of identifying not only the lexical meaning but also the spiritual content of words of religious sphere. It is known that educational material of religious content today causes some confusion among teachers. The author proposes a system of work with key concepts of the lesson and describes the algorithm of implementation of this system. Special attention is addressed to the concept of word, which allows us to reveal its content in specifi c denominational, national and cultural spheres.

Orthodox culture, religious term, religious and cultural education, integration of religious knowledge in school education, concept, conceptual analysis

Alekseeva M. O., “Terminologiy a pravoslaviya s pozicij kognitivnoj lingvistiki”, in: Izvestie RPGU im. A. I. Gercena, 2009, 119, 197-201.
Divnogorceva S. Iu., Teoreticheskaya pedagogika: uchebnoe posobie dlya studentov vuzov, obuchayushchihsya po pedagogicheskim special'nostyam.V 2 chastyah. Ch. 2. Teoriya obucheniya.Upravlenie obrazovatel'nymi sistemami, Moscow, 2009.
Erofeeva I. V., Aksiologiya mediateksta v rossijskoj kul'ture (cennostnaya refl eksiya zhurnalistiki nachala HKHI veka), Chita, 2009.
Ivina L. V., Lingvo-kognitivnye osnovy analiza otraslevyh terminosistem, Moscow, 2003.
Kozyrev F. N., Gumanitarnoe religioznoe obrazovanie, St. Petersburg, 2010.
Levitskij A. V., Metodologicheskie osobennosti prepodavaniya kompleksnogo uchebnogo kursa «Osnovy religioznyh kul'tur i svetskoj ehtiki»: uchebno-metodicheskoe posobie, Ekaterinburg, 2011.
Stepanov Iu. S., Konstanty: slovar' russkoj kul'tury. Opytissledovaniya, Moscow, 1997.
Zybina T. M., Ot slova – k Slovu. Integrirovannoe obuchenie religioznoj leksike: uchebnometodicheskoe posobie, Smolensk, 2014.

Urbanovich Liubov'

Тhe paper deals with the problem of parental disruptiveness at an inclusive school. Parental disruptiveness is the most extreme form of realisation of parental functions. Parental aggressiveness is a consequence of social and psychological factors. The paper describes causes of parental disruptiveness in educational relations, namely hyperprotection, own inadequacy, the “complex of the excellent school student”, the need to occupy a certain social niche, unachieved social and cultural claims, the rejection of their own child, fear for the future of their child, the transition to a system of individual educational services, the development of inclusive education. The most common cases of parental disruptiveness can be divided into the following types: intervention in the educational process, illegal actions, pressure on teachers or school administration. Parental disruptiveness does not have distinctive features as to the gender. Interaction with parents of a disabled child can prevent cases of parental disruptiveness. It can also make activities of parents more benefi cial for the school, increase the likelihood of concurrence of expectations of the school and the family, allow parents to understand the objectives of school education better.

parental disruptiveness, types of parental disruptiveness, inclusive school, interaction with parents

Bol'shoj ehnciklopedicheskij slovar', URL: http://www.vedu.ru/bigencdic/73256/.
Kodeks Rossij skoj Federacii ob administrativnyh pravonarusheniyah ot 30.12.2001 № 195-FZ (red. ot 30.12.2015), URL: http:// www.consultant.ru/document/cons_doc_LAW_34661/.
Kont-Sponvil' A., Filosofskij slovar', Moscow, 2012.

Alekhina Ekaterina

In many countries, creating conditions for professional education and employment of persons with disabilities is an important and socially signifi cant task. In presentday Russia, special (correctional) boarding schools aim to provide socio-pedagogical support for professional self-identifi cation of their students, namely children with mental retardation. The paper deals with various approaches to the phenomenon of professional choice. The authors propose their understanding of factors that positively influence the professional choice of graduates of boarding schools of type 8. They also consider the content and methodology of supporting the professional choice of students with disabilities. Special attention is paid to those conditions, the implementation of which will lead to the effi ciency of social and pedagogical support in the professional choice of graduates of boarding schools. The results of the study can be applied in modernisation of social and pedagogical practices as well as in vocational work in special (correctional) boarding schools.

social and pedagogical support, professional choice of students of boarding school of type 8, professionally oriented forms of recreational activities, volunteer work

Akimova O. A., Ob osobennostyah professional'nogo samoopredeleniya vypusknikov special'nyh (korrekcionnyh) shkol VIII vida, in: Sibirskij pedagogicheskij zhurnal, 2012, № 2, URL: http://cyberleninka.ru/article/n/ob-osobennostyah-professionalnogo-samoopredeleniya-vypusknikovspetsialnyh-korrektsionnyh-shkol-viiivida#ixzz4HXa7Xf6S.
Bonkalo T. I., Nikitina N. I., Pchelinova V. V., Cygankova M. N., Metodicheskie rekomendacii po podgotovke i organizacii professional'nogo orientirovaniya obuchayushchihsya s invalidnost'yu i OVZ v inklyuzivnyh shkolah, Moscow, 2015.
Grebennikova V. M., Nikitina N. I., Nekotorye aspekty social'no-pedagogicheskogo soprovozhdeniya proforientacii obuchayushchihsya s ogranichennymi vozmozhnostyami zdorov'ya, in: Aktual'nye problemy gumanitarnyh i estestvennyh nauk, 2015, № 9–3; 30–34.
Invalidnost' i zdorov'e. Osnovnye fakty, in: Informacionnyj byulleten' Vsemirnoj organizacii zdravoohraneniya №352, Dekabr' 2015, URL: http://www.who.int/mediacentre/factsheets/fs352/ru/.
Klimov E. A., Psihologiya professional'nogo samoopredeleniya, Moscow, 2004.
Kommentarij press-sluzhby Mintruda Rossii otnositel'no publikacii v gazete «Kommersant»» 01 marta 2016, in: Sajt Ministerstva truda i social'noj zashchity RF, URL: http://www. rosmintrud.ru/social/invalid-defence/304.
Lifi ncev D. V., Seryh A. B., Ancuta A. N., Social'naya podderzhka: sopostavitel'nyj analiz politiko-pravovogo i social'no-psihologicheskogo podhodov, in: Vestnik PSTGU. Ser. IV: Pedagogika. Psihologiya, 2016, 41, 7-14.
Mendelevich B. D., Zabolevaemost' psihicheskimi rasstrojstvamii rasstrojstvami povedeniya detskogo naseleniya Rossij skoj Federacii, in: Ehlektronnyj nauchnyj zhurnal «Social'nye aspekty zdorov'ya naseleniya», URL: http://vestnik.mednet.ru/content/view/135/30/lang,ru/.
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Nesterova A. A., Profkonsul'tacionnaya rabota s uchashchimisya, imeyushchimi ogranichennye vozmozhnosti zdorov'ya: zarubezhnyj i otechestvennyj opyt, in: Social'naya politika i sociologiya, 2013, 3–2 (95), 244-250.
Nikitina N. I., Proforientacionnaya rabota s det'mi-invalidami, in: Nikitina N. I., Gluhova M. F. Metodika i tekhnologiya raboty social'nogo pedagoga, Moscow, 2005, 268-276.
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Nikitina Natal'ia

The paper deals with the primary systematisation of data on social and territorial distribution of boarding schools in Russia in connection with the level of criminalisation and victimisation of underage students. The paper also provides information on the number of boarding school students in various regions of the Russian Federation. The regions are grouped into three clusters, namely successful, unsuccessful, and unstable. The paper demonstrates statistically signifi cant diff erences between regions. Federal districts diff er considerably from each other only in terms of crime and victimisation of minors, but not in the number of boarding schools and their students as well as in the density of their placement. Based on the application of correlational and regressional analysis, the paper shows substantial contribution of “institutionalised childhood” to the level of teenage crime. The average number of children in boarding schools and Muslim character of certain regions appeared to be insignifi cant variables. The fi rst variable is important for the forecast and planning of work in orphanages, which is referred to in the Letter of the Ministry of Education and Science of the Russian Federation of 1.09.2014. The second variable is necessary for analytic reconstruction of those factors which determine interregional fl uctuations in the number of boarding schools and their students.

(de)institutionalisation, territorial diff erentiation, orphanages and boarding schools, criminalisation, victimisation

Ban'kina V. N., Barinova G. S., Osvoenie osnov fi nansovoj gramotnosti kak sredstvo social'noj adaptacii detej-sirot, URL: http://www.vspc34.ru/index.php?option=com_content&view=article&id=1362 .
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Morcan O. A., Ban E., Causes and eff ects regarding the juvenile delinquency. Intervention project ARAD. Delinquency service, in: Mirovozzrencheskie i povedencheskie strategii socializacii molodezhi v global'nom mire: sb. trudov mezhdunar. nauch.-prakt. konf., prof. V. N. Belov, red., Saratov, 2010, 300-305.
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Ratter M., Pomoshch' trudnym detyam, in: A. S. Spivakovskaya, obshch. red., Moscow, 1987.
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Vasil'kova Yu. V., Metodika i opyt raboty social'nogo pedagoga, Moscow, 2001.

Kazakova Anna

The paper deals with the problem of diagnostics of the environment of the educational organisation. It discusses existing pedagogical approaches to the diagnosics of intangible components of the environment and also gives examples of employing various methods of diagnostics of the environment in social and educational activities. The author examines the following methods: V. Iasvin’s method of vector modelling of environments; the method of examination of psychological and pedagogical organisation of educational environment of the same author; I. Kalinauskas’ and G. Reinin’s method of qualitative structures; content analysis of the emotional component of the environment in the temporary creative group, V.I. Ivanova’s technique of studying motives of educational activity; Wenger’s drawing tests. For the purpose of diagnosics of family environment, the author proposes drawing tests by Wenger and the role game New purchase. Diagnosics of family environment shows the need of an in-depth study of this environment as well as the need of strengthening family values in Russian society. The paper comes to a conclusion about the necessity of integrating ideas of pedagogical science and practice with the aim of improving the quality of the environment of educational institutions.

social and educational activities, environment, educational environment, diagnostics of educational environment, method of vector modelling of environments, environment of children’s camp, content analysis, Wenger’s drawing tests, family environment, rol

Bityanova M. R., Poroshinskaya L. G., Iasvin V. A., Kachestvo obrazovatel'nyh uslovij: mekhanizmy proektirovaniya, ehkspertizy i ocenki, Moscow, 2010.
Doronina T. V., Vozrastnye osobennosti vospriyatiya prostranstvenno-predmetnogo komponenta obrazovatel'noj sredy, in: Psihologicheskaya nauka i obrazovanie, 2012, № 1, URL: http://psyedu.ru/journal/2012/1/2774.phtml .
Iasvin V. A., Obrazovatel'naya sreda: ot modelirovaniya k proektirovaniyu, Moscow, 2001.
Kolesnikova N. S., Necenko O. V., Pal'chikova M. I., Obrazovatel'naya sreda i povyshenie ehff ektivnosti social'no-pedagogicheskoj deyatel'nosti, in: Social'nye i social'nopedagogicheskie problemy: poiski i modeli resheniya: mezhvuzovskij sbornik nauchnyh trudov, Vypusk 13, Voronezh, 2016, 47–48.
Leonildo Pereira Formosoda Costa, Sem'ya v risunkah russkih i inostrannyh studentov, in: Social'nye i social'no-pedagogicheskie problemy: poiski i modeli resheniya: mezhvuzovskij sbornik nauchnyh trudov. Vypusk 10.,Voronezh, 2012,146–150.
Necenko O. V., Formirovanie metodicheskoj kompetentnosti social'nogo pedagoga: monografiya, Voronezh, 2013.
Novikova L. I., Shkola i sreda, Moscow, 1985.
Rejnin G., Tajny tipa. Modeli. Gruppy, Priznaki, Moscow, 2009.
Shakurova M. V., Social'noe vospitanie v shkole: ucheb.posobie dlya stud. Vuzov, Moscow, 2004.
Venger A. L., Psihologicheskie risunochnye testy: illyustrirovannoe rukovodstvo, Moscow, 2003.

Netsenko Olga

The paper discusses problems of implementing the principle of subject approach and its complicated history in science. The reasons for these complications are considered to be the anthropological vagueness of studies dealing with the notion of subject. It is argued that not every anthropological context of the notion of “subject” is productive. The evolutionary conception of man, on which Russian science of the Soviet period had to be established, was a serious obstacle for research of subject and subjectivity. The paper puts forward the idea that a huge potential of the principle of subjective approach, which is the basic methodological dominance of modern psychology and pedagogy, can only be employed in the context of Orthodox Christian anthropology. The paper provides historiographical and methodological evidence for this point of view. The history and prehistory of the principle of subjective approach are traced together with the dialectics of the concept “subject” in philosophical thought. The author systematises the Orthodox Christian view of man and, based on this, gives defi nitions of the terms “subject”, “subjectivity” and “subjectiveness”. These defi nitions are in line with the theories of subject developed by S. Rubinshtein and V. Slobodchikov.

principle of subjective approach, methodological crisis, dialectics of “subject”, anthropological context of “subject”, Orthodox Christian anthropology

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Barabanshchikov V. A., Rubinshtejn i B. F. Lomov: preemstvennost' nauchnyh tradicij , in: Problema sub"ekta v psihologicheskoj nauke, Moscow, 2000, 43–52.
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Fel'dshtejn D. I., Psihologo-pedagogicheskie problemy postroeniya novoj shkoly v usloviyah znachimyh izmenenij rebenka i situacii ego razvitiya, in: Problemy sovremennogo obrazovaniya, 2010, № 2, 5–12.
Gegel' G. V-F., Nauka logiki. Kniga pervaya. Uchenie o bytii, Moscow, 1970.
Gegel' G. V-F., Ehnciklopediya fi losofskih nauk. T. 3. Filosofi ya duha, Moscow, 1977.
Hajdegger M., Vremya i bytie, Moscow, 1993.
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Zen'kovskij V. V., prot. Problemy vospitaniya v svete hristianskoj antropologii, Klin, 2002.

Voitenko Tatiana

The paper considers some essential foundations of Russian culture that serve as the foundation of Russian spiritually oriented psychology. It is shown that spiritually oriented dialogue by T.A. Florenskaia continues the tradition of Russian psychology that was interrupted at the beginning of the 20th century. The paper also identifi es the principles of comprehension and cognition in Russian spiritual psychology which are determined by patristic psychological knowledge. These are the diff erentiation between methods of perception of a thing and a person; understanding the inner life of the person not in the light of sensory and material conditions, but also in the light of its inner substance, from within; understanding the person as developing, self-determining, and endowed with free will. One of the basic problems of spiritually oriented psychology is the problem of fi nding the method of study which would be adequate for the object being studied. It is shown that the methodology of the interlocutory psychology by T. A. Florenskaia is a methodology of the new type. It realises principles that are in line with the patristic tradition of cognition. The method of study in the interlocutory psychology is at the same time the method of actualisation of the object of study and the method of assisting the interlocutor. The interlocutory methodology requires a special dialogic attitude to the partner, the establishment of a dialogic connection with him or her.

personality, personal development, dialogue, culture, internal dialogue, dominants of culture

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Kolpakova Marianna

The paper examines main characteristics of competent care as well as those qualities of caring subject that provide the realisation of care. These characteristics and qualities can serve as the reference point of the caring subject’s self-improvement, which is a necessary condition for his or her personal development, especially in adulthood. The key feature of competent care is its event-related and developing character. This makes it possible to manifest their subjectivity for both the care-recipient and the care-provider, to achieve a higher level of psychological maturity and consciousness. Qualities which determine the ability of the person to provide competent care are sensitivity to the other person, trust, consideration, high intellectual level, strength of character, emotional stability. Psychological maturity and high level of consciousness, constituting the basis for deeper understanding of people, can be considered as essential characteristics of the person as a subject care.

care, competent care, self-care, self-improvement, self-realisation, individual welfare, coёxistence, empathy, growing up, moral position, psychological maturity

Andreeva M. V., K voprosu o psihologicheskom mekhanizme zaboty: materialy 1 mezhdunarodnoj nauchnoj konferencii «Nauka v sovremennom mire» 22–23 maya 2015 g., in: Zhurnal nauchnyh publikacij «Aktual'nye problemy gumanitarnyh i estestvennyh nauk», Moscow, 2015, № 6 (77) iyun' 2015. Ch. 4., 93-94.
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Andreeva Mariia

The paper presents the results of study of components of civil worldview of young people studying at religious and secular institutions of higher education. These include the level of personal maturity, direction of self-improving, moral ideals, attitudes to past events, present-day and future Russia. The data obtained is analysed in the comparative perspective. It is shown that the level of personal maturity is higher among students of religious educational institutions. In response to the question about the moral ideal, students of religious institutions often mention prophets and saints, whereas students of secular institutions point to parents and political fi gures. More than half of students of religious institutions have a view of the country’s future. Those students who have this view, usually describe the future in eschatological terms. All the surveyed students generally demonstrate a positive attitude to their home country

civil worldview, religious higher educational institutions, secular higher educational institutions, personal maturity, directions of improvement, ideal, event perception, attitude to the country

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Egorov I. V., Grazhdanskoe mirovospriyatie i mirovozzrenie lichnosti: skhodstvo, razlichiya, diagnostika, in: Ezhegodnik nauchnometo dologicheskogo seminara «Problemy psihologo-pedagogicheskoj antropologii»: sbornik nauchnyh statej, I. V. Egorov, L. B. Filonov, eds., Pyatyj vypusk. St. Petersburg, 2015, 54-62.
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Rasskazova I. N., Simanina A. I., Idealy studentov pedagogicheskogo universiteta v soderzhanii ih grazhdanskogo mirovospriyatiya, in: Sibirskij pedagogicheskij zhurnal, 2015, № 5, 45-49.
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Volovikova M. I., Issledovanie predstavlenij uchashchejsya molodezhi o nravstvennom ideale, in: Nacional'no-kul'turnaya identichnost' v sovremennoj Rossii: istoki, osobennosti, perspektivy: sb. st., St. Petersburg, 2015, 151–165.

Rasskazova Irina

The paper, proceeding from the framework of post-non-classical, Christian-oriented psychology, raises the problem of psychological aspects of transformation of fi ne arts and tries to identify its underlying reason. The most signifi cant transformation is associated with avant-garde. The paper analyses the dynamics in the change of graphic style of creative work of several artists standing at the origin of avant-garde, and shows that these dynamics generally correspond to the reverse order of developing graphic skills of the child. Such forms of new art as installation, performance and actionism are analysed as well. It is considered that the dynamics of their transformation correspond to the reverse order of development of imagination of the child back to the earliest stage. This stage is characterised by binary operations that tend to be distorted as a result of degradation to absurdity and nonsense. The application of the principle of development in traditional psychology can hardly give any defi nite evaluation of these phenomena. There is no answer to the question in what direction and for what reason the person has to develop, the main point being that he or she should be changing and doing something new. However, this problem can be solved in psychology which is oriented to Christian anthropology. Аny degradation is moving away from God.

new art, graphic activity, degradation, image of the Other, image of the world, binary operations, absurdity

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Mironova Marina