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

This article is an attempt at theoretical understanding from positions of contemporary ontological pedagogy (pedagogy of being, humanities-related pedagogy) of the essence and ways of implementing the culturological approach in teaching Elements of Orthodox Culture.The authors of the article distinguish three aspects in the cultirulogical approach as a methodological benchmark of teaching Elements of Orthodox Culture, i.e. maintaining the secular character of education, implementing the principle of cultural feasibility in its contemporary pedagogical interpretation, and reasonable demonstration of symbols of Orthodox culture. In providing grounds for the structure of Orthodox culture, the authors of the article distinguish those components which are signifi cant from the point of view of educational and upbringing-related tasks. Examining the possibilities of a culturological approach from the point of view of providing secular character of education, the authors pay special attention to the necessity of studying Orthodox culture from culturological positions of moral, aesthetic, and sacred constituents in their integrity. Analysing the special features of implementing the principle of cultural feasibility, particular attention is paid to to the necessity of taking into account such characteristics of Orthodox culture as the uniqueness that allows one to identify the special features of Orthodox culture, symbolism that orientates teachers and students towards discovering senses of Orthodox culture, dynamics that creates the foundation for understanding the link between tradition and modernity in Orthodox culture. It should be noted that especially full and consistent implementation of the principle of cultural feasibility is achieved on condition of correct organisation in the process of teaching value- and sense-related interrelationship within the framework of the triad of “student — teacher — culture”. The article also describes such methods of studying phenomena of Orthodox culture as a problem-raising question, refl ective techniques which allow one to identify the features of Orthodox culture, i.e. uniqueness, symbolism, and dynamics.

ontological pedagogy, Orthodox Christian culture, culturological approach, characteristics of culture, principles of teaching, principle of cultural congruence, spiritual education, values, meanings, value-meaning interaction, problem question, problem-solving task, refl ection

1. Abramov S. (2016) “Problema vzaimodeistviia pedagoga i vospitannika v protsesse dukhovnonravstvennogo vospitaniia” [Problem of Interaction between the Teacher and Student in the Process of Spiritual and Moral Education]. Vestnik PSTGU. Ser. IV. Pedagogika. Psikhologiia, vol. 4 (43), pp. 32–40 (in Russian).
2. Divnogortseva S. (2015) “Dukhovnye dominanty pravoslavnoi pedagogicheskoi kul'tury” [Spiritual Keynotes of Orthodox Pedagogical Culture]. Slovo.ru: Baltiiskii aktsent, vol. 4, pp. 105–112 (in Russian).
3. Ianushkiavichene O. (2015) “Metodologiia prepodavaniia Pravoslavnoi Kul'tury” [Methodology of Teaching Orthodox Culture]. Pravoslavnoe obrazovanie, vol. 1 (11), pp. 56–63 (in Russian).
4. Petrakova T. (2016) “Dukhovno-nravstvennoe vospitanie shkol'nikov v tsennostnom kontekste sovremennogo obrazovaniia” [Spiritual and Moral Education of School Students in Value- Related Context of Contemporary Education]. Iaroslavskii pedagogicheskii vestnik, vol. 5, pp. 15–20 (in Russian).
5. Skliarova T. (2012) “Teoriia i metodika prepodavaniia religioznoi kul'tury v shkole” [Theory and Techniques of Teaching Religious Culture at School]. Vestnik PSTGU. Ser. IV. Pedagogika. Psikhologiia, vol. 4 (27), pp. 7–12 (in Russian).
6. Skliarova T. (2015) “Razvitie sub»ektnoi pozitsii uchashchikhsia v protsesse izucheniia religioznykh tsennostei” [Development of Subjective Stance of Students in Studying Religious Values]. Vestnik PSTGU. Ser. IV. Pedagogika. Psikhologiia, vol. 4 (39), pp. 22–28 (in Russian).

Solovtsova Irina

*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.

Sirotina Elena

In this part of her book “Jewish Literacy in Roman Palestine” Catherine Hezser trying to understand what and how Jewish children were taught by primary teachers. She demonstrates how the representations from rabbinical texts are combined with information from other written sources, and how, in general, it is consistent with the Greco-Roman educational practice. Hezser maintains that the image of Torahcentricity of Jewish education was not a Pharisaic-rabbinic peculiarity. The notion that the Torah was the national Jewish heritage probably shared by wider circles in ancient Jewish society. Just as the reading of Homer in Graeco-Roman schools, the focus on the Torah in Jewish education will have both integrated and differentiated between the Jewishly educated. The rabbinic image of Jewish primary education, which focused on the reading of Hebrew letters and portions of the Torah, may have had some basis in reality. Its goal was to create a pool of men with a basic religious education who could serve as Torah readers in synagogues. But this type of education did not have any practical advantages. The loud reading and reciting in Greco-Roman schools is very reminiscent of the rabbinic traditions which tell of children reading or reciting texts with their teacher. In ancient Jewish society instruction in writing was generally given to laypeople only when, where, and to the degree in which it was actually needed for a particular purpose, rather than being considered part of regular primary education. One might argue that in the tannaitic period instruction in writing was basically limited to scribes, but it was available for all children in amoraic times. Such an argumentation is not based on any evidence, however, and is therefore not very persuasive.

Keywords: Roman Palestine, Jewish literacy, Torah, primary education, rabbinic texts, rabbinic texts,

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Hezser Catherine

This article deals with offi cial working hours of Soviet academic staff members and university researchers, i.e. how it was regulated, used, structured, perceived and discussed. The period studied in 1945‒1991; the research takes into account both professors and teachers of higher educational institutions and researchers of scientifi c institutions in the system of the Academy of Sciences of the USSR, Academy of Medical Sciences, Academy of Pedagogical Sciences, as well as branch ministries, because many of them combined or alternated work at university with work for an academic institute. Besides, this allows us to make exciting comparisons. The study draws on the data of questionnaire interviewing carried out by Yu. Sheinin in the early 1970s through Literaturnaia gazeta, interviewing carried out by the author of the article by email in 2018, as well as relevant memoirs. The article makes the following conclusion: working hours in Soviet science and higher school in the postwar decades were regulated mainly with the aim of maintaining “labour discipline” as a means of administrative control on all levels rather than a care for increasing effi ciency of scholarly work. This regulation was implemented according to the model of all state instutions, with minimal consideration of the specifi city of academic and educational institutions. As Stalin’s militarised forms of administration were gradually giving way to a gentler practice, the control of labour discipline (the main part of which was coming to work in due time and being present in the offi ce) was losing its severity and consistence, and towards the end of the Soviet period in certain institutions it transformed into non-regular and often imitational campaigns. Staff ers do not remember any attempts to really restrict their working day by means of limits established by law.

Soviet history, Soviet academia, Soviet professors, Soviet scholars, working time, working day, day-off , vacation, leave, fixed working hours, irregular working hours, presence at workplace

1. Blokhintsev D. (1977) Rozhdeniye mirnogo atoma [The Birth of the Peaceful Atom]. Moscow (in Russian).
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3. Sheinin Yu., Parkov E., Simonenko O. (1971) “Kak vam rabotaetsia?” [How Do You Feel About your Work?]. Literaturnaya Gazeta, August 4, 1971, p. 10 (in Russian).
4. Sheinin Yu. (1980) “Usloviia nauchnogo truda” [Conditions of Scholarly Work], in L. Bazhenov, M. Akhundov (eds.). Nauka v sotsial'nykh, gnoseologicheskikh i tsennostnykh aspektakh [Social, Gnoseological and Value Dimensions of Science]. Moscow, pp. 77–95 (in Russian).
5. Shuleykin V. (1972) Dni prozhitye [Days Lived]. Moscow (in Russian).
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Levinson Kirill

*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 results of a study of professional and civil identity of young people studying at universities in Russia and Belarus in the context of social orientation to leaving the country. The author of the article studies the mutual dependence of professional and civil identity of the young personality in connection with such an undesirable phenomenon in Russian reality as intellectual losses, the so-called brain- drain. The article demonstrates the importance of intrapersonal confl icts in the system of social orientation as a factor determining the development of the professional and civil self-consciousness of the personality of young people, their professional and civil identity. Based on the empirical study of university students aged 17‒25 in Russia (397 persons in total) and Belarus (196 persons), the article shows similar features in groups of students in Russia and Belarus. Both groups have a high level of professional identitity; positive civil identity prevails; in both groups most young people choose the social orientation characteristic of an intrapersonal confl ict connected with leaving the country (between “cannot/can and do not want/want to leave the country”). The subsequent comparison of professional and civil identity of students in Russia and Belarus has shown that meaningful differences between the groups are seen in the levels of negative and hyperpositive civil identity. Respondents from Belarus have a higher level of hyperpositive and negative civil identity compared with those in Russia. Students from Russia who have low professional identity more often have the social orientation “I cannot and do not want to leave the country”.

cross-cultural study, university students, professional identity, civil identity, attitudes to leaving the country, intrapersonal confl ict of unrealised desire, development of personality

1. Antsupov A., Shipilov A. (2009) Slovar' konfl iktologa [Dictionary of a Conflictologist]. St. Petersburg (in Russian).
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3. Barrett M., Riazanova T., Volovikova M. (eds.) (2001) Razvitie natsional'noi, etnolingvisticheskoi i religioznoi identichnosti u detei i podrostkov [Development of National, Ethnolinguistic and Religious Identities in Children and Adolescents]. Moscow (in Russian).
4. Borisov R. (2013) “Teoretiko-kontseptual'noe osmyslenie fenomena grazhdanskoi identichnosti” [“Theoretical and Conceptual Understanding of Civil Identity”]. Psikhologiia obrazovaniia v polikul'turnom prostranstve, № 4, pp. 5–12 (in Russian).
5. Borisov R. (2016) “Grazhdanskaia identichnost' v terminakh psikhodiagnostiki” [“Civil Identity in Terms of Psychodiagnostics”]. Vestnik Dagestanskogo gosudarstvennogo universiteta, № 31, pp. 95–99 (in Russian).
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13. Shneider L. (2007) Lichnostnaia, gendernaia i professional'naia identichnost': teoriia i metody diagnostiki [Personal, Gender-Related, and Professional Identity: Theory and Methods of Diagnosis]. Moscow (in Russian).
14. Shneider L. (2018) “Attitiudy patriotizma v otsenke zhelaniia i vozmozhnosti ot»ezda iz svoei strany: kross-kul'turnoe issledovanie” [Attitudes of Patriotism in the Assessment of the Desire and Possibility of Departure from the Country: Cross-Cultural Study]. Aktual'nye problemy psikhologicheskogo znaniia. Teoreticheskie i prakticheskie problemy psikhologii, № 3, pp. 101–112. (in Russian).
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Egorov Ilya

*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 reported study was funded by RFBR according to the research project №18-513-00003 Bel_a.

This article deals with the question about possible relationship between the autocratic personality and career- and value-related orientations. Based on the study of relevant literature, the author of the article comes to the conclusion that there are studies that examined the problem of infl uence of several factors on the autocratic personality, among which are the level and character of education. Students of the humanities have the level of autocracy lower than those who study science. The content of education also affects the level of autocracy. Thus, if students are taught dialogical thinking, the level of autocracy is lower. In the course of professionalisation, the personality builds certain career orientations. Students are in such a stage of the professionalisation, where they internalise basics of their profession and assimilate standards and values of the profession, as well as adjust their career orientations. Cultural traditions also infl uence the development of value-related orientations in career. This study was carried out with participation of students from Russia, mainly those who study the humanities. The author of the article made use of techniques for measuring the autocratic syndrom by T. Adorno and career orientations of “Anchors of a Career” by E. Shein. In the course of the study, it was discovered that the core of the autocratic syndrom with the group in question is made up by such features as autocratic aggression and autocratic submission, stereotypes, and the “complex of power”. The leading career orientations of young people are challenge, stable work, autonomy, integration of the lifestyle. The article makes the conclusion that such career orientations as challenge, stable work and service can be incorporated into the structure of the autocratic syndrom and are additional implicit characteristics of an autocratic personality.

young people, career orientations, values, attitudes, autocratic syndrom, authoritarianism, adept, professionalisation, career, socialisation

1. Blau M. (1994) “Razlichnye tochki zreniia na sotsial'nuiu strukturu i ikh obshchii znamenatel'” [Diverse Points of View on the Social Structure and their Common Denominator], in V. Dobren'kov (ed.) Amerikanskaia sotsiologicheskaia mysl': Teksty [Americal Sociological Thought: Texts]. Moscow, pp. 8–29 (in Russian).
2. Egorov I. (2017) Grazhdanskoe mirovospriiatie molodezhi: fenomenologiia, diagnostika i psikhologo- pedagogicheskie usloviia formirovaniia [Civil World Outlook of Young People: Phenomenology, Diagnostics and Psycholo-Pedagogical Conditions of Formation]. Moscow (in Russian).
3. Gulevich O. (2007) Psikhologiia mezhgruppovykh otnoshenii [Psychology of Relations within a Group]. Moscow (in Russian).
4. Mogilevkin E., Novgorodov A. (2011) “Issledovanie vedushchikh motivov kar'ernogo samoopredeleniia u studentov vuza” [Study of Leading Motives in Career Choice among University Students]. Territoriia novykh vozmozhnostei. Vestnik Vladivostokskogo gosudarstvennogo universiteta ekonomiki i servisa, № 1, pp. 61–78 (in Russian).

Naumova Diana

*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 presents results of study by students of pedagogical university of their own experiences in primary school. The relevance of this topic is connected with the study of most signifi cant emotional experiences of school children that come to be fi xed in memory. The goal of the study was to identify and give a psychological analysis of emotion-generating situations of school life in memories of students in the course of study of psychology of early school age. In the study, 156 students of the 2 nd and 3 rd years of pedagogical universities of Moscow and Nizhny Novgorod took part. This research combined a study and psychotherapeutic practice with students aimed at overcoming negative experiences related to their school life in childhood. Students analysed their own emotion-generating school situations according to a scheme based on the stages in rational and emotive counselling by A. Ellis. As a result, the following situations causing emotional tension in school life have been identifi ed: public negative assessment of the student; getting a bad mark; quarrels with classmates. Positive emotional memories of students are related to the situation of success, external encouragement of success (marks, diplomas), situations of social interest (feelings of friendship, emotional support, personal empathy). The activation by students of their own childhood memories helps them thoroughly feel the child’s susceptibility to uneasy situations in school life. It is important for the teacher not to lose the bond with his own childhood and perceive well various specifi c features in children’s behaviour. As this study has shown, the process of work with students itself, the retrospective analysis of emotional experiences at school help prospective educators to realise the direction of solution to their own emotional problems and to comprehend the directions in helping children to develop skills of coping with school problems.

retrospective analysis of school experiences, emotions, primary school age, student-teacher relationship, problem of school success, development of pedagogical reflection

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2. Ellis A. (2002) Gumanisticheskaia psikhoterapiia: Ratsional'no-emotsional'nyi podkhod [Humanist Psychotherapy: Rational and Emotional Approach]. St. Petersburg; Moscow (in Russian).
3. Fominova A. (2014) Razvitie zhiznestoikosti uchashchegosia v shkole [Developing Tenacity in Life in School Students]. Moscow (in Russian).
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5. Miasishchev V. (2011) Psikhologiia otnoshenii [Psychology of Relations]. Moscow (in Russian).
6. Tsukerman G. (2006) “Vzaimodeistvie rebenka i vzroslogo, tvoriashchee zonu blizhaishego razvitiia” [Interaction of the Adult and Child Which Creates a Zone of Nearest Development]. Kul'turno-istoricheskaia psikhologiia, № 4, pp. 61–73 (in Russian).

Fominova Alla

*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.

Mayasova Tatiana

*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.