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

The paper examines the emergence of interest (in Russian pedagogical culture) in the textbook A World of Things Obvious to the Senses Drawn in Pictures written by the great Moravian educator Jan Amos Comenius. Through the study of the West European editions with handwritten marginalia and unpublished manuscripts containing translations of this textbook from German and Latin into Russian, stages of the prehistory of the fi rst complete edition of Orbis sensualium pictus in Russian are reconstructed. The fi rst survived Russian translations date from the 1710s, when “German schools” ceased to work in Moscow and there appeared an “educational vacuum” in the teaching of foreign languages. The second stage is the period of the 1730s, when the necessity of a multilingual manual emerged. There were attempts at transforming the Latin-German textbook into German-Latin-French-Russian. Approximately semicentennial period of increasing interest in the Orbis pictus results in the Latin-Russian-German-Italian- French edition of 1768, which is based on the four-language Nürnberg edition of 1755. The study of contacts between several pedagogical cultures related to the preparation of textbooks appears to be a signifi cant part of the research into the history of primary education in the Orthodox region.

elementary education, Jan Amos Komenský (Jan Amos Comenius), school, translation, bilingual and multilingual education

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Bezrogov Vitalii

The paper deals with theories of civil education proposed by the two prominent pedagogical scholars of the early modern period, Jan Amos Komenský (1592–1670) and Giambattista Vico (1668–1744). Special attention is paid to the “education of passions” as a constituent part of the pedagogical programme of both scholars, and to the meaning and usage of pivotal rhetorical and medical terms (animus, conatus, favella) in Vico’s works. Our approach in this paper includes a comparative analysis of conceptions of the “sensible topics” and “common sense” in Komenský’s and Vico’s works (topica sensilibis, orbis sensualium). It is shown that according to Komenský, the civil prudence is constituted by the so-called “emendation of cases” (emendatio casus) and is considered in terms of Christian-Stoic asceticism, whereas in Vico’s system the civil paideia primarily concerns the pre-refl ective virtue and is based on topica and rhetoric.

Jan Amos Komenský (Jan Amos Comenius), G. Vico, topica, F. Bacon, civil prudence, pre-refl ective virtue, conatus

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Stile A. Il sapere dell'animus // Giambattista Vico e l'enciclopedia dei saperi / A cura di A. Battistinie P. Guaragnella. Lecce, 2007. P. 221–234.
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Vico G. Oratio VI // Joh. Bapt. Vici orationes quinque. Napoli, 1869. P. 65.
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Sokolov Pavel

The paper analyses certain similarities between the works of the prominent Jewish philosopher, theologian and educator Judah Loew ben Bezalel, also known as Maharal of Prague, and the famous early modern Christian educator John Amos Comenius, who wrote his Didactica magna ca. 70 years later. These parallels have long led researchers to assume either a direct borrowing or an infl uence, at least oblique, but the sources available provide no indication that John Amos Comenius was familiar with Maharal’s works. Without proposing a fi nal solution to this problem, this paper shows that even if such a borrowing or infl uence were the case (compare, for example, both authors’ concepts of “nature”, of the correct order of learning and the importance of constant revision of what one has learned), it was not an act of copying, but a signifi cant, at times even radical, reworking that was due to fundamental diff erences between the two authors’ cultural backgrounds, worldviews, and objectives.

Maharal, John Amos Comenius, education, pedagogy, nature, reviewing

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Levinson Kirill

The aim of the paper is to identify and describe the dynamic, structure and content of visual images as a tool for “Sovietist” indoctrination in ABC books for North Caucasus schools from the period of 1927–1932. The author recommends the defi nition of the term “Sovietness”, which up to now has not been clearly conceptualised, and puts forward the idea that the most prominent feature of “Sovietness” was strong opposition of the Soviet canon to the “strange”. The latter was usually associated with the pre- Soviet period (monarchic and/or pre-revolutionary) and the Western world (bourgeois, capitalistic). Six ABC books were used as sources for the study. Each of them was published in the 1920s and 1930s for primary schools of North Caucasus. 494 pages have been looked through, 444 of them contain visual images. Methodologically, the first part of the paper follows the framework of the formal semiotic analysis of illustrations and visual images based on C. Pearce’s typology of signs. The second part of the paper employs P. Sztompka’s conception of the structural interpretation in the form of an INIS scheme. The aim is to interpret deeper social structures refl ected in the illustrations. The paper off ers two special terms, namely the “integral mark of Sovietness” and “visual mark of Sovietness”. Empirical data shows that the “Sovietness” visual index increased by 3.5 times from 1930 to 1932, when the integrated method of teaching was replaced with an education system involving various school subjects. At the same time, the role of text images in the sovietisation of primary school children became more prominent than that of visual ones. It appeared much easier to internalise Soviet ideals in the child’s mind by means of an ideologically tinted text than through a picture, as it was the case in the 1920s. In this particular situation, there is no reason to consider ABC books of the 1920s and 1930s to be a “concentrate” of “Sovietness”.

ABC book, visual images, “Sovietness”, indoctrination, North Caucasus, 1920– 1930s

Barannikova N. B., Bezrogov V. G., Tendrjakova M. V., Pravilo v(z)gljada: k teorii semantiko-pedagogicheskogo analiza illjustracii v uchebnike dlja nachal'noj shkoly, in: «Kartinki v moem bukvare»: Pedagogicheskaja semantika illjustracij v uchebnike dlja nachal'noj shkoly, Moscow, 2013, 9–60.
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Shtompka P., Vizual'naja sociologija: Fotografija kak metod issledovanija, Moscow, 2010. Volkov V. V., Harhordin O. V., Teorij a praktik, St. Petersburg, 2008.

Rozhkov Alexandr

The paper presents theoretical and methodological foundations of V. M. Bekhterev’s conception of education from the perspective of levels of methodological knowledge. The philosophical basis of this conception is constituted by Russian classical pedagogy. The author points out that Bekhterev explained the essence of the education process through the theory of evolutionary monism. Medical vision of educational problems allowed the scientist to focus on the origin and existence of processes directly related to education and personal development. As a representative of experimental pedagogy, the scientist was one of the fi rst who applied the method of experiment to pedagogical phenomena. The paper off ers a formulation of the approach that was essential to V. M. Bekhterev’s conception of teaching. Based on the analysis of pedagogical works of the scientist, the paper describes in detail the integrated model of child’s preschool education.

history of Russian pedagogy, theoretical and methodological foundations, V. M. Bekhterev, education, Russian classical pedagogy, evolution theory, experimental pedagogy, pedagogical concept, preschool age children, model of education, integrated approach

Bim-Bad B. M., Pedagogicheskie techeniia v nachale dvadtsatogo veka: Lektsii po pedagogicheskoi antropologii i filosofii obrazovaniia, Moscow, 1998.

Snegireva Ksenia

The paper sets out an understanding of self-image and subjective feeling of emotional well-being which is associated with the existential direction of the study. Under the subjective experience of emotional well-being the authors imply the following factors: conscious acceptance of all emotions, including unpleasant and painful; considerate handling of one’s own emotions that takes into account one’s own subjectivity and openness to the living space in contact with the other. From the authors’ point of view, the image of I includes a system of conscious (to a greater or lesser degree) ideas about oneself, one’s abilities, social intentions related to self-esteem. This image also includes physical, intellectual, emotional, social and other personal properties that provide the validity in behavioral patterns of a certain relationship of the person to him-/herself and to others. The paper describes the results of the drawing test “Silver” for teenagers of 14–15 years of age brought up in diff erent socio-psychological conditions, namely, the presence or absence of the family, educational environment (school, rehabilitation centre, orphanage). The authors have carried out a comparative analysis of average values, a qualitative analysis of drawings and stories attached to them. As a result, the three groups of adolescents have been distinguished, provisionally titled as follows: emotionally positive, emotionally ambivalent, and emotionally disfunctional. The conducted study allows us to identify in each of the above-mentioned groups distinctive features as to the relationship between the self-image and subjective feeling of emotional well-being of adolescents that have varying levels of individual experience, education and upbringing. The paper also identifi es necessary conditions for the development of an integrated self-image for teenagers.

self-concept, subjective experience of emotional well-being, adolescents, adolescence, socio-psychological conditions, educational environment, individual experience, emotions, identity, drawing test, psychological trauma

Bondareva M. Ju., Tkach E. N., Osobennosti sub’ektivnogo perezhivanij a jemocional'nogo blagopoluchij a lichnosti v podrostkovom vozraste, in: Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2014, 3 (34), 97–109.
Bondareva M. Ju., Tkach E. N., Specifika projavlenij a sub’ektnosti v podrostkovom vozraste, in: Akmeologija, 2015, № 3 (55), 158–160.
Langmejer J., Matejchik Z., Psihicheskaja deprivacija v detskom vozraste, Praga, 1984.
Lebedeva L. D., Nikonorova Ju. V., Tarakanova N. A., Jenciklopedija priznakov i interpretacij v proektivnom risovanii i art-terapii. St. Petersburg, 2010.
Mjej R., Chelovek v poiskah sebja, Moscow, 2013.
Silver R., Kopytin A. I., Risunochnyj test Silver diagnostika kognitivnoj i jemocional'noj sfer lichnosti: metodicheskoe rukovodstvo, St. Petersburg, 2006.

Bondareva Marina

The paper presents the study of religiosity as a structure, reveals relationships between its components and analyses the integration of these components into an entity. Results of the empirical research allow us to state that the identifi cation component of religiosity creates prerequisites for the formation of religiosity as a system, but does not provide it. The value component of religiosity determines the acceptance of the value of religion in one’s own life. The cognitive component of religiosity is a complex system characterised by two main indicators of knowledge, namely meaningful (volume of knowledge) and dynamic (the tendency to develop or to stop developing the existing knowledge about religion). The emotional component of religiosity is characterised by two indicators, qualitative and procedural. The behavioral component of religiosity implies the possibility of realising religiosity in cult behavior and in everyday social interaction. In the course of the empirical study, a signifi cant variation in the manifestation of cognitive, emotional and behavioral components has been revealed, which is due to diff erences in the attitude to religion in terms of its value to the person. It is the value indicator of religiosity that ensures the existence of religiosity as a system, the coherence of its components within its integrated entity.

religiosity, structure, value, identity, cognitive, emotional, behavioral components

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Vojskunovskij A. E., Skripkin S. V., Kachestvennyj analiz dannyh, in: Vestnik Moskovskogo universiteta. Ser. 14. Psihologija, 2001, 2, 93–109.

Maliavina Svetlana

The paper deals with the problem of relationship between types of religious identity of the psychotherapist and the client. The aim of the study is to analyse ethical and psychological implications of diff erences in the psychotherapist’s and the client’s religious identity. The type of religiosity of the therapist aff ects principles of work with the client as well as techniques that he or she prefers, the vision of goals and objectives of therapy, the style of work with the client. Diff erent variants of distribution of the therapist’s and the client’s types of religiosity aff ect the course of the psychotherapeutic interaction, the therapist’s rapport with the client, ways of interpretation, the nature of the intervention, etc. Modern Russian psychotherapeutic sphere demonstrates a wide range of religious and spiritual orientations, and is fi lled with diverse ideological and philosophical content, which is still insuffi ciently researched. It is argued that the expansion of Western psychotherapeutic schools in the national psychotherapy and practical psychology, which began during the Perestroika period, is continuing today and is aimed at the alteration of the consciousness of Russian customers. Religious identity of many customers appears rather immature; moreover, many of them can be vaguely aware of their own moral principles. These clients may experience intrapersonal confl icts related to the therapist’s interpretations, particularly if he or she has a diff erent type of religiosity, which may lead to mutual misunderstanding.

religious identity, spirituality, relationship between therapist and client, spiritual development of personality, ideology, moral choice, ethics, subconscious beliefs, moral principles, Christianity, humanism

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Veselova Elena

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 cause. The most signifi cant transformation is associated with avant-garde. The paper analyses 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 children. 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 traditional psychological principle of development 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 towards 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