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

This article studies the approaches and methods to designing the programme of the subject “Orthodox Culture” as part of the compulsory educational module “Fundamentals of Spiritual and Moral Culture of Peoples of Russia” which is taught in forms 5‒9. The article points to the main conceptual elements of the design of the content of the subject, namely the logical continuation of the module “Fundamentals of Orthodox Culture” studied at primary school; the focus of the subject on solving the problems of general education; compliance with requirements of educational standards in terms of the formation of subject-, metasubject-related and person-oriented results of education. The design of person-oriented outcomes in studying the subject programme is based on sociocultural lines of development of adolescents (M. R. Bityanova): the formation of world outlook and self-conscience, development of identity and self-refl ection, the personal choice of values and the ability to cooperate and lead a dialogue. The characteristics of personal results in education achieved during the study of Orthodox culture are also given in the article. Besides, the article sets forward a model of construction of the content of education in this subject including the main and supplementary lines of content and describing their characteristics. The article formulates main topics of study for each academic year, proposes goals and objectives. It highlights the leading principles of structuring the subject, shows the basic and variable themes for each year of training. The draft programme of the subject “Orthodox Culture” within the framework of the basic general education is presented in table form.

general education, educational standards, Orthodox Culture, spiritual and moral culture, sociocultural lines of development of adolescents, formation of ideology, identity development

1. Pis'mo Minobrnauki Rossii «O metodicheskih rekomendacijah», available at: http://mosmetod.ru/metodicheskoe-prostranstvo/odnknr/normativno-pravovaya-dokumentatsiya/pismo-minobrnauki-rossii-ot-19-01-2018-g-08-96-o-metodicheskikh-rekomendatsiyakh-odnkr.html
2. Pis'mo Minobrnauki Rossii ot 25.05.2015 g. № 08-761 «Ob izuchenii predmetnyh oblastej: «Osnovy religioznyh kul'tur i svetskoj jetiki» i «Osnovy duhovno-nravstvennoj kul'tury narodov Rossii», available at: http://mosmetod.ru/metodicheskoe-prostranstvo/nachalnaya-shkola/inklyuzivnoeobrazovanie/normativno-pravovaya-dokumentatsiya/pismo-minobrnauki-rossii-ot-25-05-2015-g-08-761-ob-izuchenii-predmetnykh-oblastej-osnovy-relig.html
3. Prilozhenie k pis'mu Ministerstva obrazovanija Rossijskoj Federacii organam upravlenija obrazovaniem subjektov Rossijskoj Federacii ot 22.10.2002 № 14-52-876 in/16. Primernoe soderzhanie obrazovanija po uchebnomu predmetu «Pravoslavnaja kul'tura», Moscow, 2002.
4. Skljarova T. V., Bitjanova M. R., Beglova T. V., Cennosti v sovremennom shkol'nom obrazovanii: opyt pedagogicheskogo proektirovanija, Penza, 2017.

Sklyarova Tatiana

*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.

Trunina Olga

The article is written in 2018 within the framework of the project "All-Russian Olympiad of schoolchildren "Fundamentals of Orthodox culture"" supported by Presidential grant Foundation.

This article deals with current issues in arranging religious education in European countries. Our analysis has allowed us to distinguish main patterns of cooperation between the state, religious institutions and society in the sphere of education depending on historical and political prerequisites of a certain country. These patterns range from a total refusal of the state to provide religious education to delegating educational functions to religious institutions. The existing balance in this cooperation is currently being altered by the present-day trend to Europeanisation. Besides, the article examines the on-going debate related to the choice of educational approach. The prevailing approaches (e.g. typical of religious studies, phenomenological or confession-related) pursue opposing and sometimes competing educational and ideological objectives. Besides, each of them has certain limitations, e.g. technical (specialised training of staff ), pedagogical (the relevance to intellectual abilities and age-related tasks), political and ideological. The latter are connected with the contradiction to ideas of multiculturalism and pluralism or are caused by the intention to secure national identity in the face of globalisation.

religious education, confessional education, catechesis, indoctrination, religious studies, phenomenological approach, pluralism, multiculturalism, standardization and Europeanization of religious education

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15. Jensen T., “Religioznoe obrazovanie v gosudarstvennyh shkolah: vazhnejshie tendencii (preimushhestvenno na primere Skandinavii)”, in: Gosudarstvo, religija, cerkov' v Rossii i za rubezhom, 4, 2017, 46–71.
16. Joppke C., “The retreat is real — but what is the alternative? Multiculturalism, muscular liberalism, and islam”, in Constellations, 21 (2), 2014, 286–295.
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20. McGheea D., Zhangb Sh., “Nurturing resilient future citizens through value consistency vs. the retreat from multiculturalism and securitisation in the promotion of British values in schools in the UK”, in: Citizenship studies. 21 (8), 2017, 937–950.
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Razbaeva Ekaterina

I would like to express my gratitude to my supervisor SV Divnogortseva for support, assistance in editing and recommendations for improving the article.

This article deals with topical reasons for the changes in the training of prospective teachers for their educational activity within the framework of general and supplementary education of children. These changes are mainly related to the integration of modern scientifi c knowledge about education into the process of teacher training for educational activities at school. The changes are also connected with the updating of educational and methodological background of teacher education. Besides, the process of upgrading teacher education should take into account not only the current achievements of educational science but also those changes in the teaching routine that have been introduced by new normative and methodical documents. The article examines advantages and drawbacks in the currently existing programme-related, educational and methodical background of teacher education. We also point to key problems in training prospective teachers for educational work. Solving these problems is supposed to increase the competitiveness of graduates. Special attention is paid to theoretical fundamentals of preparing future teachers for their work in the system of general and supplementary education.

character education, student, teacher, teacher training, educational organisation, systematisation, theoretical background

1. Kolesnikova I. A., Titova E. V., Pedagogicheskaia praksiologiia: ucheb. posobie dlia stud. vyssh. ped. ucheb. zavedenii, Moscow, 2005.
2. Malenkova L. I., Teoriia i metodika vospitaniia: Ucheb. posobie, Moscow, 2002.
3. Novikov A. M., Osnovaniia pedagogiki. Posobie dlia avtorov uchebnikov i prepodavatelei, Moscow, 2010.
4. Selivanova N. L., Vospitanie v sovremennoi shkole: ot teorii k praktike, Moscow, 2010.
5. Stepanov P. V., “Motivatsiia pedagogov kak vospitatelei”, in: Narodnoe obrazovanie, 2, 2009, 190–196.

Selivanova Natalia

*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.

Stepanov Paul

*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.

Stepanova Irina

*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 № 27.7091.2017/ БЧ of Institute for strategy of education development of the Russian academy of education.

This article is devoted to the ideas of two Russian representatives of traditionalist pedagogical views the late 19th — early 20th centuries, namely Konstantin Pobedonostsev (Russ. Константин Победоносцев), Ober-Procurator of the Holy Synod, and the “all-Russian father” St. John Of Kronstadt (Св. Иоанн Кронштадтский). During that troubled times, Russia experienced a rise in various previously unheard-of ideologies: revolutionary, liberal, nihilistic, radical, etc. The vast majority of intellectuals tended to adhere to these ideas. Against this background, everything traditional seemed old and obsolescent. Hence the image of Pobedonostsev as a narrow-minded “guardian”, retrograde, which, unfortunately, is still alive and is propagated in fi ction, cinema, journalism and thus is fi rmly rooted in mass consciousness. Meanwhile, Pobedonostsev and John of Kronstadt created entirely novel educational systems, the former for the whole country, the latter within the confi nes of his city. These two examples of traditionalist education reforms demonstrate how entirely new and innovative socioeducational systems can grow on national historic soil.

traditionalism, pedagogy, school history, K. P. Pobedonostsev, St. John of Kronstadt, school system, innovation, education, education in Russia, upbringing and education

1. Aleksandr Semenov (Tjan-Shanskij ), ep., Otec Ioann Kronshtadtskij, Parizh, 1955.
2. Belenchuk L. N., Janushkjavichene O. L., Istorija zarubezhnoj i russkoj pedagogiki, Moscow, 2011.
3. Belenchuk L. N., Nikulina E. N., eds., Hrestomatija po istorii pedagogiki, Moscow, 2016, 1.
4. Boguslavskij M. V., Kudrjashev A. V., Milovanov K. Ju., Strategii reformirovanija i modernizacii rossijskogo obrazovanija v pervoj treti XX v.: Monografija, Moscow, 2017.
5. Divnogorceva S. Ju., Stanovlenie i razvitie pravoslavnoj pedagogicheskoj kul'tury v Rossii, Moscow, 2010.
6. Ioann Kronshtadtskij , sv. prav., O vospitanii detej, available at: http://www.orthedu.ru/roditeli/1539-svyatoj-pravednyj-ioannkronshtadtskij-o.html
7. Konstantin (Gorjanov), mitr., “Sovremenniki: svjatoj pravednyj Ioann Kronshtadtskij i revoljucionnyj svjashhennik Georgij Gapon. Stanovlenie ih lichnostej i vlijanie kazhdogo na mirovozzrenie russkogo naroda”, in: Rodnaja Ladoga, 2, 2017, 32.
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9. Pobedonoscev K. P., Sochinenija, St. Petersburg, 1996.

Belenchuk Larisa

*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 № 27.8089.2017/БЧ of Institute for strategy of education development of the Russian academy of education.

This article provides a brief overview of the development of church school eduation in Russia since the time of emergence of the very fi rst church schools (Russ. церковно-приходские школы). It also describes the system of parish schools in the late 19th — early 20th centuries and examines K. P. Pobedonostsev’s work on the development of parish schools in Russia at the beginning of the 20th century. The parish school is regarded as a result and one of the tasks of K. P. Pobedonostsev in his state policy. K. P. Pobedonostsev’s views on the arranging of schools were, in the main, formed by the ecclesiastic consciousness, understanding of the importance of faith and the church for society. His pedagogical views were implemented in parish schools that reached their peak in the period in question. The study of the state of church schools during the period of 1900–1907, the arrangement of the educational process which refl ects the influence and care of the Ober-Procurator for schools, made it possible to conclude that there was a powerful system of church and parish schools created and guided by the Holy Synod, which made a great contribution to the development of education in Russia. The article also highlights the importance of research into the structure of this type of school for the modern system of Russian school education.

K. P. Pobedonostsev, Holy Synod, church parish school, primary schools, development of education, upbringing, worldview

1. Goncharov M. A., Plohova M. G., “Cerkovnoprihodskie shkoly i ih mesto v podgotovke uchitelej v Rossii v konce XIX — nachale XX v.”, in: Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, № 2 (25), 2012, 101–117.
2. Pobedonoscev K. P., “Uchen'e i uchitel': ped. zametki”, in: Sochinenija. St. Petersburg, 1996, 472–508.

Svetlova Nastasya

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.

This article deals with the role of teachers’ corporation of Tver Theological Seminary in the sphere of education of prospective priests of Russian Orthodox Church at the beginning of the 20th century. At the end of the 19th century, an attempt of carrying out reforms of the theological school was made. It was caused by the beginning crisis of the secondary theological school. The signs of crisis in the theological seminary were decrease in study results, bad discipline and disorders. In connection with this, the whole teachers’ corporation, supervising authorities, the management of the seminary and the diocese had to rally in order to resist those external infl uences and internal tumult which had spread onto institutions of secondary spiritual education. The teachers’ corporation was recommended to pay attention to the involvement of high school students to practical participation in church services, to familiarising students with patristic works during school time and as an extracurricular activity. Despite the difficult pre-war period and wartime, complicated fi nancial position (compared to secular educational institutions), many teachers remained faithful to their pedagogical duty up to the closure of Tver Theological Seminary.

teaching, teachers’ corporation, clergy, Tver Theological Seminary, ruling archbishop, seminary, pastoral care, religious and moral education, reform of seminaries

Simora Vitalij, priest

*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.

This article analyses the social-pedagogical system proposed by the renowned German educationalist of the latter half of the 19th — early 20th centuries Georg Kerschensteiner, a proponent of civil education. Main approaches to the study of this problem are systematising, historical and culturological. They have allowed us to identify essential characteristic features and specifi cities of the educational process in Germany in the period in question. The fundamentals of civil education were put forward by Kerschenstein in his works Grundfragen der Schulorganisation, Das Grundaxiom des Bildungsprozesses und seine Folgerungen für die Schulorganisation, Begriff der Arbeitsschule,Theorie der Bildung. According to Kerschenstein, the aim of civil education is building a humanistic socium that brings the state closer to higher ideals. Kerschenstein’s works highlighted the concept of civil education as building solidarity, lawfulness, ability to deny own interests, respect for social order, love for one’s home country. The article can be of use to teachers and to organisers of educational work with students and will familiarise them the life and work of the outstanding German educationalist and public fi gure Georg Kerschensteiner.

Georg Kerchensteiner, civil education, labour school, elementary public school, education

1. Levinson K. A., “Modernizacija i shkola v Germanii na rubezhe XIX i XX vv.”, in: Novoe literaturnoe obozrenie, 2010, 105, 33–56.
2. Ryzhov A. N., Novye podhody k vospitanij u i vospitaniju rebenka v teorii obrazovanija i praktike zapadnoevropejskih stran i Rossii v konce XIX — nachale XX v., Moscow, 2006.
3. Tutikova I. A., “Fundamental'nye idei grazhdanskogo obrazovanija Georga Kershenshtejnera”, in: Vestnik Orenburgskogo gosudarstvennogo universiteta, 4, 15, 2006, 14–22.
4. Vasil'eva Z. I., Istorija obrazovanija i pedagogicheskoj mysli za rubezhom i v Rossii, Moscow, 2006.

Belentsov Sergei

*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 work was prepared with the support of the Russian Foundation for Basic Research (project No. 17-06-00013).

This article discusses the issues of intergenerational cultural transmission, with primers published for Russian children in Latvia in the 1920‒30s as an example. The conceptual framework of the study is made up by classical and contemporary theories of social cohesion and intergenerational cultural transmission. In textbooks published during the liberal period of the 1920s, the child is motivated to his own development of values and behavioural practices while the adult community provides the relevant media, namely knowledge and education. Thus the community orients the child towards the inclusion in the network of “weak ties”, reducing the internal cohesion but preparing the child for the integration into the dominant culture. In the primer published a decade later, we identify certain signs of the “isolating” of the group, namely the “immutability” of transmitted values, the illusion of stability, which, making the community more uniform both horizontally and vertically, provides intra-group cohesion and as a cocoon protects the group from cultural diff usion and assimilation. Comparison of the identified strategies with the results of the content analysis of textbooks published in different cultural and political contexts, allows us to estimate the described patterns as a universal strategy of adaptating minorities to the changing attitudes and politicies of the majority.

intergenerational cultural transmission, Russian emigration, alphabet book, terminal and instrumental values, social cohesion, adaptation of migrants

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17. Rjabichenko T. A., Lebedeva N. M., “Psihologicheskoe blagopoluchie detej v russkih sem'jah Latvii (Shodstvo cennostej s roditeljami i sverstnikami)”, in: Obshhestvennye nauki i sovremennost', 2, 2016, 121–135.
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Kozlova 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 article is written in 2018 within the framework of the project № 17-06-00071а supported by RFBR Foundation.

St. Theophan the Recluse created an original concept of Christian age pedagogy, a prominent feature of which is psychological characterisation of young age, the age to which Russian pedagogical theory of the 19th century paid little attention. This article deals with one of the “dangers” of youth (in St. Theophan’s conception), namely relations with the opposite sex. These relations were considered by St. Theophan not only in the context of chastity, traditional for the patristic thought, but rather from a psychological point of view, as an emergence of emotional attachment (the state of being in love) and resistance to it. The article looks at possible reasons for St. Theophan’s negative attitude to being in love refl ected in his writings. Among these is an essential diff erence of the state of being in love, a passionate state accompanied by the “loss of self” as a person, from emotionless Christian love (¿γÀπη), the fruit of Holy Spirit and the pinnacle of Christian perfection. Other reasons are the practice of arranging marriages in the 19th century which discouraged premarital romance, St. Theophan’s personal experience as a monk (which is indirectly confi rmed by the biographers) as well as his addressees’ requests. St. Theophan analysed various stages of infatuation from the viewpoint of Christian asceticism and contemporaneous psychology and proposed ways of struggling with it. The author of the paper assumes that a possible reason for the strident attention to this theme might have been a love aff air experienced in youth.

St. Theophan’s the Recluse age pedagogy, age periodisation, psychological characteristic of young age, communication problems in young age, infatuation, Christian love (aγάπη)

1. Apresjana R. G., “Slova ljubvi: eros, philia, agape”, in: Filosofija i kul'tura, 8, 2012, 27‒40.
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Nikulina Elena

*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.

This article analyses the views of the authors of the collection of papers Vekhi (“Milestones”) and the views of K. N. Wentzel on the choice of the way to reform Russia and to educate the new man. The turning to the topics of the Vekhi is connected in this context with the fact that spiritual quests of Russian philosophers of the early 20th century (N. Berdyaev, S. Bulgakov, M. Gershenzon, B. Kistyakovsky, P. Struve, S. Frank, A. Izgoev) and of K. Wentzel coincided in time. It was a logical consequence rather than a mere coincidence. A comparison of their ideas as to education and upbringing shows a striking similarity of their views, observations and conclusions. They gave an accurate diagnosis of social and moral diseases of intelligentsia and young intellectuals and identifi ed the directions of spiritual quests for positive life-building goals. Despite all the diff erence in the world outlook of these thinkers, their quests were built on the same grounds, namely on the foundation of spiritual transformation of the growing personality. They related the outcomes of educations to the infl uence of the family, school, social milieu. Up to now, the ideas proposed by them are relevant to our society and pedagogy.

history of national pedagogy, early 20th century, Vekhi, K. N. Wentzel, education, creative self-consciousness

1. Vehi. Intelligencija v Rossii: sb. st. 1909–1910, Moscow, 1991.

Chmeleva Elena

*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.

Cognitive closure represents an aspect of cognitive activity that allows the person to make a non-ambiguous choice and cut off superfl uous, contradictory and interfering information. In psychology of religion, the cognitive closure is usually correlated with the phenomena of dogmatism, conservatism and religious fundamentalism. We have conducted a comparative study collating results of two groups: Orthodox Christians (70 respondents) and atheists (70 respondents) employing the test “The Need for Closure Scale”. The outcome results were compared by Student’s T-distribution for samples with unequal variances. The experiment has shown that the cognitive closure of the Orthodox Christians is the same as of the control group. We have not noticed any statistically signifi cant diff erences as to the scales of closed-mindedness and the desire for life-orderliness. It has turned out that the Orthodox Christians have the lower level of decisiveness, they tend to delay decision-making and spend time on careful weighing up and examination of alternatives. The Orthodox Christians have the higher need to forecast events and people’s behaviour, to live according to a certain plan; they have the lower level of readiness to encounter unexpected events and people’s acts.The Orthodox respondents have the stronger desire for discreteness and critical thinking.

psychology of religion, cognitive processes, cognitive psychology, cognitive closure, determination, predictability, collective nature, Orthodoxy

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Yasin Miroslav

*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.

Guseva Evgenia