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

This article deals with the problem of integrating hagiographic literature into the content of school education. It gives reasons for the topicality and relevance of addressing hagiographic literature in teaching the humanities and spiritual and religious disciplines in the secondary school. The article reveals the aspect of moral education of a saint’s life in the context of culturological education and spiritual upbringing in accordance with the requirements of the Federal State Educational Standard. It pays attention to specifi c features of hagiographic material, namely its genrerelated, eventrange, biographical, historical and cultural, moral and axiological parameters. The article gives criteria for selecting hagiographic literature that can be used in classes of Orthodox culture, suggests the algorithm of the teacher’s activity in preparing for a teaching session that involves hagiographic material, emphasises the solution of general tasks of pedagogy on the basis of religion-oriented study material. The article also sets out methods and techniques of work with hagiographic literature which support the achievement of subject-related, interdisciplinary and personality-related results. Specifi c methodological recommendations are off ered as well.

hagiography, life of saint, spiritual values, historical and cultural standard, Orthodox culture, religion-oriented disciplines, spiritual and moral education

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6. Kologrivov Ioann, ierom., Ocherki po istorii russkoj svjatosti, Moscow, 1991.
7. Koncepcija novogo uchebno-metodicheskogo kompleksa po otechestvennoj istorii, available at: http://www.apkpro.ru/doc/koncepn_umk.pdf
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9. Kuraev A. V., Osnovy duhovno-nravstvennoj kul'tury narodov Rossii. Osnovy pravoslavnoj kul'tury, Moscow, 2012.
10. Lukashenkova Zh. V., Formirovanie duhovnonravstvennyh cennostej u shkol'nikov na uroke i vo vneurochnoj dejatel'nosti, Smolensk, 2013.
11. Podvizhniki nuzhny kak solnce, available at: http://www.stoletie.ru/sozidateli/podvizhniki_nuzhny_kak_solnce_2010-01-29.htm.
12. Religija i SMI, available at: http://www.religare.ru/20_54557.html.
13. Urbanovich L. N., “M. M. Manaseina o celi i naznachenii vospitanij a”, in: Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2013, 4 (31), 89–102.
14. Urbanovich L. N., Prepodavanie religioznokul'turologicheskih disciplin v kontekste shkol'nogo obrazovanija: teorija i metodika: uchebnoe posobie, Smolensk, 2016.

Urbanovich Liubov'

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

In the last third of the 18th and early 19th centuries, religious education within courses in natural history appears to be important evidence that reveals the historical and cultural dialogue between the two pedagogical traditions. This article is based on a study of original and translated textbooks by J. Blumenbach, G. Große, G. Raff , V. Zuev (Russ. В. Зуев), N. Ozeretskovsky (Н. Озерецковский) and V. Severgin (В. Севергин), K. Ushinsky (К. Ушинский). The analysis demonstrates conscious and nonconscious differences in comprehending and explaining the role and place of God with regard to nature and humankind. In translated books (e.g. Naturgeschichte für Kinder by Raff ), we can see three levels of the presence of the Lord in nature (in terms of each living creature, their groups and communities, the cosmos as an interrelated system). In similar Russian books only the fi rst of them is regularly presented, if presented at all. The border between nature and God in Russian books on natural history is drawn more distinctly, the boundary between books about God and about nature is less transparent than in Germany. Such a distinction is eff ected by the features of the dialogue between education and religion, characteristic of these countries.

textbook, natural history, religious education, 1700-1799, 1800-1861, Russia, Germany

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2. Bachmann-Medick D., Cultural Turns. Neuorientierungen in den Kulturwissenschaften, Reinbek bei Hamburg, 2006, 2007, 2009, 2010, 2014.
3. Bahmann-Medik D., Kul'turnye povoroty: novye orientiry v naukah o kul'ture, Moscow, 2017.
4. Chernichkina A. A., “Naturfi losofi ja nemeckogo romantizma: kul'tura i estestvoznanie”, in: Metafizika, 2016, 2 (20), 153–166.
5. Chernichkina A. A., “Priroda i religija v romanticheskoj metafizike”, in: Metafizika, 2013, 2 (8), 35–46.
6. Cross A. G., “The British in Catherine’s Russia: A Preliminary Study”, in: Garrard J.G., ed. The Eighteenth Century in Russia, Oxford, 1973.
7. Idelson-Shein I., “The Beginning of the End: Jews, Children and Enlightenment Pedagogy”, in: The Jewish Quarterly Review, 2016, 106:3, 383–395.
8. Kogman T., “Baruch Lindau’s Rešit limmudim (1788) and Its German Source: A Case Study of the Interaction between the Haskala and German Philantropismus”, in: Aleph, 2009, 9:2, 277–305.
9. Kogman T., “The emergence of scientifi c literature in Hebrew for children and youth in the nineteenth century: preliminary directions for research”, in: Jewish Culture and History, 2016, 17, 3, 249–263.
10. Oelkers J., “Elementary Textbooks in the 18th century and their Theory of the Learned Child”, in: Campi E.; De Angelis S.; Goeing A.-S.; Grafton A.T., eds. Scholarly knowledge: textbooks in early modern Europe, Geneva, 2008, 409–432.
11. Papastergiadis N., The Turbulence of Migration. Globalization, Deterriorialization and Hybridity, Cambridge, 2000, 125–126.
12. Rajkov B. E., Puti i metody estestvennonauchnogo prosveshhenija, Moscow, 1960.
13. Stalla B. J. „Christian Raff (1748 bis 1788) und sein Werk „Naturgeschichte für Kinder“, in: Die Gestalt. Vierteljahreszeitschrift für bildnerische Erziehung, 2000, 62, 1, 20–21.
14. Uchebnyj plan kantona Aargau v Shvejcarii, available at: https://www.ag.ch/de/bks/kindergarten_volksschule/unterricht_schulbet rieb/lehrplan_lehrmittel_volksschule/realien/realien.jsp
15. Wolpe R., “The True Way to Loving God: Nature in the Haskala”, in: The University of Toronto Journal of Jewish Thought, 2013, 3, 1–28, available at: http://tjjt.cjs.utoronto.ca/articles-2/

Bezrogov Vitaly

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Tendryakova Maria

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The work on the article was supported by the grants 17-06-00066a and 17-06-00288 by the Russian Foundation of the Basic Research (Dept.of the Humanities and Social Sciences).

This article compares the heritage of the two salient authors and educationalists of the middle and latter half of the 19th century, namely the British Edward Hughes and Russian Konstantin Ushinsky, as well as a number of other British and Russian contemporary authors. The article compares their approaches to the arrangement and structuring of educational texts, to the use of illustrative material, as well as their ethical and ideological backgrounds. Comparative analysis of the books selected for the study would be impossible without a fairly detailed outline of their content. It will help the reader to evaluate the amount of eff orts of the authors, their insights and vision, didactical techniques and many other aspects. It will also allow the reader to comprehend the spirit of pedagogical practices developed by the Russian and British authors. In order to achieve its aims, the article carries out a comparative analysis not only of the structure but also of the range of topics and the manner of presenting the material chosen by both authors, the degree of its orientation towards the dialogue and instructiveness.

Konstantin Ushinsky, Edward Hughes, reading book, literary heritage, pedagogic, didactic, interactive approach, education, enlightenment, educational material, child’s psychology

1. Barannikova N. B., Bezrogov V. G., Tendrjakova M. V., “Prazdnik vstrechi Peterburga i Berlina: k istorii russko-nemeckih kontaktov v razvitii uchebnikov dlja nachal'noj shkoly”, in: Prazdnik i povsednevnost': jevristicheskij potencial detstva: sbornik nauchnyh trudov. St. Petersburg, 2017, 345–352.
2. Bezrogov V. G., Tendrjakova M. V., “Chto nemcu dialog, to russkomu uchitel': ot «Estestvennoj istorii» Raff a k «Detskomu miru» Ushinskogo”, in: Psihologo-pedagogicheskij poisk, 2017, 3 (43), 58–70.

Artemova Yulia

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The work on the article was supported by the grant 17-06-00066а supported by the Russian Foundation of the Basic Research.

As is well known, 2017 marks 100 years since the beginning of persecutions of Orthodox Christians in Russia, 100 years since the inception of the Regional Council of the Russian Church, as well as 80 years since the beginning of a new phase of mass repression in the USSR. This article discusses the theological and apologetic heritage of the prominent public fi gure, educationalist, renowned professor of Moscow Theological Academy Sergey Sergeyevich Glagolev (1865–1937; Russ. Сергей Сергеевич Глаголев), who was a member of the Regional Council of 1917–1918 and was repressed and executed in 1937. Having analysed a range of sources, namely speeches to students, articles in the Theological Bulletin (Богословский вестник) of Moscow Theological Academy as well as other works, this paper aims to demonstrate the signifi cance and relevance of Professor S. Glagolev’s ideas for the fruitful development of Orthodox scientifi c apologetics in the context of the system of religious education and catechism. Glagolev’s apologetic legacy is marked by a harmonious synopsis of scientifi c conceptions, Biblical revelation and the ecclesiastical tradition, which implies the development of relevant apologetic patterns based on this synthesis. The patterns of this synopsis, in their turn, serve the main purpose, namely the building of the integrated Christian worldview in the 21st century.

apologetic patterns, persecution of Russian church, scientifi c apologetics, Moscow Theological Academy, Orthodox mission, religious education, catechesis, scientifi c and religious dialogue, Church and school, Christian worldview

1. “Glagolev Sergej Sergeevich”, in: Biografi cheskij spravochnik «Za Hrista postradavshie», available at: http://www.pstbi.ccas.ru/bin/db.exe/docum/no_dbpath/ans/newmr/?TYZCF2JMTdG6Xbu1eu0XfeiZcW0FdS0XdOYUYOLUcuKZceXb
2. Glubokovskij N. N., Hronologij a Vethogo i Novogo Zaveta, Moscow, 1996.
3. Grigorij Nisskij , svt., O zhizni Moiseja zakonodatelja, ili o sovershenstve v dobrodeteli, Moscow, 1999.
4. Kazarjan A. T., “Glagolev Sergej Sergeevich”, in: Pravoslavnaja jenciklopedija, Moscow, 2006, XI, 536–538.
5. Kiselev A., diak., Istorija Moskovskoj Duhovnoj Akademii (1870–1900). Chast' II: Letopis' nauchnoj zhizni akademii, Zagorsk, 1974.
6. Kolyvanov G. E., “Golubinskij Dmitrij Fedorovich”, in: Pravoslavnaja jenciklopedija. Moscow, 2006, XI, 718–719.
7. Lomonosov M. V., “Javlenie Venery na Solnce: Pribavlenie”, in: Polnoe sobranie sochinenij . T. 4. Trudy po fizike, astronomii i priborostroeniju 1744–1765 gg. Moscow-Leningrad, 1955, 373–374.
8. Mumrikov O., svjashh., “Estestvennonauchnaja apologetika kak celostnaja disciplina: obshhij obzor”, in: Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, Moscow, 4 (15), 2009, 28–41.
9. Mumrikov O., svjashh., Koncepcii sovremennogo estestvoznanija: hristiansko-apologeticheskij aspekt. Uchebnoe posobie dlja duhovnyh uchebnyh zavedenij, Sergiev Posad-Moscow, 2014.

Mumrikov Oleg, archpriest

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article is written in 2018 within the framework of the project "Church and School in Russia in the period 1900-1918" supported by PSTGU Development Foundation.

The article deals with the pedagogical activity and views of some hierarchs of the Russian Orthodox Church, who were later glorifi ed as saints. The basis of the article is the database “New Martyrs and Confessors of the Russian Orthodox Church of the 20th Century» developed at St. Tikhon’s Orthodox University, as well as scientifi c works, publications of sermons and pedagogical works of the martyrs. The author of the article comes to the following conclusion: realising the complexities and risks of the political and sociocultural situation in Russia in the late 19th and early 20th centuries, the clergy of the Russian Church made very signifi cant attempts to overcome the indiff erent and negative attitude of the population towards Orthodox religion. As a result of the analysis of their activities, the article identifi es three main areas of their work, which are: measures to improve the eff ectiveness of teaching and enhance the impact of religious education; strengthening the socio-methodological and scientifi c-methodological directions in addressing this issue; expansion of religious and educational activities among all strata of the population; appeal to the future priests and teachers, to the congregation through preaching, the call for spiritual and moral perfection through the printed word and publication of works on religious education and upbringing.

new martyrs and confessors of Russian Orthodox Church, pedagogical activity, religious education, upbringing, enlightenment

1. Kanonizirovannye novomucheniki i ispovedniki Russkoj Pravoslavnoj Cerkvi, available at: http://martyrs.pstbi.ru/bin/code.exe/frames/mcanonf.html?/ans
2. Kozlov V. F., Eparhial'nyj dom v Moskve. Hronika zhizni doma i Knjaz'-Vladimirskogo hrama 1902–1918 gg., Moscow, 2015.
3. Krivosheeva N. A., Mysli svjatitelja Tihona ob obrazovanii i vospitanii, available at: http:// www.taday.ru/text/1240402.html
4. Mitrofanov Georgij, prot., Istorija Russkoj Cerkvi (1900–1927) godov, St. Petersburg, 2002.

Divnogortseva Svetlana

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

The article is written in 2018 within the framework of the project "Church and School in Russia in the period 1900-1918" supported by PSTGU Development Foundation.

Vasiliy Zenkovsky (1881–1962; Russ. Василий Зеньковский), the renowned philosopher, theologian and educationalist, was a founder of one of the earliest Russian systems for psychological analysis of religion. His ideas are associated with the most important achievements in the psychology of religion of the early 20th century, e.g. the works by William James and Theodore Flournoy. Zenkovsky’s system was also infl uenced by Husserl’s phenomenology, as well as by Dilthey’s ideas. This paper addresses the role played by the culture of Russian émigrés, especially its perception of events in Russia, critical attitude to the theory and practice of militant atheism. The paper discusses methodological principles of psychology of religion (biological, phenomenological, social psychological) proposed by Zenkovsky, his view of the structure of religious life and the place of emotion and intellect in this structure, his understanding of child’s religiosity and main factors of religious upbringing. In the fi nal section, the paper draws conclusions as to the signifi cance of Zenkovsky’s ideas about psychology of religion and its place in the history of psychology of religion in Russia.

Zenkovsky, childhood psychology, psychology of religion, religious feeling, religious upbringing, Flournoy

1. Damte D. S., G. I. Chelpanov i problemy psihologii religii, available at: https:// istina.msu.ru/conferences/presentations/37974287/
2. Flurnua T., “Principy religioznoj psihologii”, in: Religo: Al'manah Moskovskogo religiovedcheskogo obshhestva, Moscow, 2008, 1, 1, 203–222.
3. Frejd Z., Totem i tabu: Psihologija pervobytnoj kul'tury i religii, Moscow-Praga, 1923.
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6. Letcev V. M., “Kievskij period tvorchestva V. V. Zen'kovskogo. Reforma metafi zicheskih osnovanij psihologii”, in: Vestnik PSTGU. I. Bogoslovie. Filosofija, 2006, I: 16, 93–104.
7. Losskij N. O., Istorija russkoj filosofii, Moscow, 2007.
8. Serbinenko V. V., “Filosofsko-psihologicheskij dialog: V. Zen'kovskij i Z. Frejd”, in: Vestnik MGTU. Trudy Murmanskogo gosudarstvennogo tehnicheskogo universiteta, 2013, 16, 2, 374–377.
9. Vul'f D. M., “Fenomenologicheskaja psihologija i religioznyj opyt”, in: Sovremennaja zapadnaja psihologij a religii. Hrestomatija, Moscow, 2017, 311–335.
10. Vysheslavcev B. P., Jetika preobrazhennogo Jerosa. Parizh, 1931, 62–64.
11. Zen'kovskij V. V., “Delacroix. La religion et la foi i dr. knigi”, in: Put', 1926, 2, 149–152.
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13. Zen'kovskij V. V., “O znachenii voobrazhenija v duhovnoj zhizni. (Po povodu knigi B. P. Vysheslavceva «Jetika preobrazhennogo jerosa». Parizh. 1931.)”, in: Put', 1932, 32, 90–102.
14. Zen'kovskij V. V., “Pamjati prof. G. I. Chelpanova”, in: Put', 1936, 50, 53–56.
15. Zen'kovskij V. V., “Religioznoe dvizhenie sredi russkoj molodezhi za granicej”, in: Put', 1925, 1, 121–127.
16. Zen'kovskij V. V., Besedy s junoshestvom o voprosah pola, Parizh, 1929.
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19. Zen'kovskij V. V., Pedagogika, Moscow, 1996.
20. Zen'kovskij V. V., Problemy vospitanija v svete hristianskoj antropologii, Parizh, 1934.
21. Zen'kovskij V. V., Psihologija detstva, Leipzig, 1924, 236.
22. Zenkovskiyj V., “Die religiose Erfahrung”, in: Der Russische Gedanke, 1930, II.

Antonov Konstantin

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Kolkunova Ksenia

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Supported by the grant of RFH 16-03-00799 "Psychology of religion in Russia: XIX - early XXI".

This article deals with the anthropological ideas of the Russian philosopher and theologian V. I. Nesmelov (Russ. В.И. Несмелов) in the context of the problem of the search of the meaning of life. The study of this issue opens perspectives for the deeper understanding of spiritual and moral development and the search of self-identifi cation of the person in the present-day world. The study applies a historical method of systematisation of ideas and sets out the scholar’s view of this issue. Nesmelov considers the person from the point of view of three directions, namely Orthodoxy, philosophy and psychology of his time. He termed his doctrine religious and philosophical anthropology. The scholar associates the meaning of life with social benefi ts, moral duty of the person, the principle of self-denial and the sublime freedom of the person. He also distinguishes various principles of life: the meaning of life, the ideal, to which the person attempts to adjust his or her life; pleasures of life; reality which requires the person to adapt. It is just the struggle of these principles, elements of self-consciousness, that explicates the problem of the meaning of life. Only with the emergence of Christianity in the doctrine of the New Testament revelation was this problem raised and solved.

Russian religious philosophy, Victor Nesmelov, self-identity, religious and philosophical anthropology, meaning of life, individual moral duty, benefi ts of life, Christian philosophy, philosophy of duty, existential questions, self-denial

1. Dvoreckaja M. Ja., “Psihologicheskoe uchenie o cheloveke v trudah V. A. Snegireva i V. I. Nesmelova”, in: Psihologicheskaja podgotovka pedagoga v Rossii: istorija i sovremennost', 2006, 35–41.
2. Poltorackij N. P., ed., Russkaja religiozno-fi losofskaja mysl' XX veka, Pittsburg, 1975.

Dvoretskaya Marianna

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Turina Anna