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

St. Tikhon’s University Review IV :59

PEDAGOGICAL SCIENCE

Sklyarova Tatiana; Ageeva Antonina

Educational issues in the documents of the Holy Synod of the Russian Orthodox Church in the period of 1991–2008

Ageeva Antonina, Sklyarova Tatiana (2020) "Educational issues in the documents of the Holy Synod of the Russian Orthodox Church in the period of 1991–2008 ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 11-23 (in Russian).

DOI of the paper: 10.15382/sturIV202059.11-23
This article analyses proceedings of the meetings of the Holy Synod in the period from 1991 to 2008 which dealt with issues in education. The article also identifi es priorities of educational activities of the church in this period. The chronological framework of the study is determined by the fact that in 1991 the Department of religious education was established, and 2008 was the year when Patriarch Alexy II, who was responsible for the educational policy of the church in this period, fi nished his service as Patriarch. The article collects and classifi es data on the following areas: opening and functioning of theological educational institutions; setting up new departments of the Patriarch’s offi ce aimed at organising educational activities; preparation of key documents refl ecting the position of the Russian Orthodox Church as to the domain of education and upbringing; organisation of and participation in various conferences in which issues in education were raised; publishing activity of the Russian Orthodox Church in this period. The article concludes that the educational activity of the church was aimed at the collection of information and supervising the process of setting up new theological schools, at implementing theological education of lay persons on various levels (at Sunday schools, Orthodox gymnasiums, theological institutes and faculties of theology at state universities); academic and methodological support of the educational activity took place primarily through organising all-church and diocesan educational readings; members of the Holy Synod determined the current agenda on the issues in religious education, while educational initiatives were discussed in meetings of the Holy Synod after a considerable timespan, as e.g. the introduction of the new curricilum (“standard”) in theology and running Christmas educational readings. It is these directions of development of educational activity of the Russian Orthodox Church that came to be in the centre of attention of the church administration in the fi nal years of the studied period, i.e. in 2007–8.
religious education, theological education, history of education, educational activities of Russian Orthodox Church, Orthodox education system, Holy Synod of Russian Orthodox Church, history of pedagogy
  1. Doklad arkhiepiskopa Vereiskogo Evgeniia, predsedatelia Uchebnogo komiteta pri Sviashchennom Sinode, na Iubileinom Arkhiereiskom Sobore Russkoi Pravoslavnoi Tserkvi 13–16 avgusta 2020 g. [Presentation of Archbishop Evgeniy of Vereya, Chairman of the Educational Committee of the Holy Synod, at the Anniversary Archbishops’ Council of the Russian Orthodox Church, 13–16 August, 2020], available at https://mospat.ru/archive/2000/08/s2000r25/ (16.10.2020).
  2. Khronika [Current events]. Zhurnal Moskovskoi Patriarkhii, 1991, 8, p. 51 (in Russian).
  3. Khronika [Current events]. Zhurnal Moskovskoi Patriarkhii, 1992, 9, p. XVI (in Russian).
  4. Kruglyi stol po religioznomu obrazovaniiu i diakonii [Workshop in religious education], available at http://www.rondtb.msk.ru/about/ru/about_ru.htm (16.10.2020).
  5. Obshchie svedeniia o Sinodal'nom OROiK [General information on the Department of religious education], available at https://pravobraz.ru/informaciya-ob-otdele/obshhaya-informaciya/ (16.10.2020).
  6. Opredelenie “O zadachakh Tserkvi v oblasti religioznogo obrazovaniia” [Defi nition of the “Tasks of the church in religious education”], available at http://www.patriarchia.ru/db/text/527249.html (16.10.2020).
  7. Yashin V. (ed.) (2012) Petrovskii sbornik. Sbornik vospominanii i nauchnykh rabot, posviashchennyi pamiati Aleksandra Ivanovicha Petrova (1953–2000) [Petrov’s collection. Collection of memoirs and scientific papers for the memory of Alexander Ivanovich Petrov (1953–2000)]. Omsk (in Russian).

Sklyarova Tatiana


Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Professor;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 407, 9/2, Jlovaiskaya str., 109651, Moscow, Russian Federation;
Post: Senior Lecturer;
ORCID: 0000-0002-1169-5624;
Email: tsklyarova@mail.ru.

*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.


Ageeva Antonina


Academic Degree: Candidate of Sciences* in Education;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 407, 9/2, Jlovaiskaya str., 109651, Moscow, Russian Federation;
Post: Senior Lecturer;
ORCID: 0000-0001-7259-1821;
Email: armusya@yandex.ru.

*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 № 19-013-00228
Komashinskaia Tatiana

Issues in teacher training: the situation in Primorsky Krai as an example

Komashinskaia Tatiana (2020) "Issues in teacher training: the situation in Primorsky Krai as an example ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 24-35 (in Russian).

DOI of the paper: 10.15382/sturIV202059.24-35
The article discusses problems of modern education in Primorsky Krai. At the moment, the main problems are the lack of schools and the lack of teachers. It also discusses the problem of low wages, the inability of the education system of the region to increase the number of school children, the problem of “double negative selection”. The article provides statistical data which show that without eff ective measures taken in the near future, these problems will only aggravate. The article also gives a brief description of the laws adopted in Primorsky Krai aimed at increasing the salary and prestige of the teaching profession. It proposes a hypothesis that these measures will partially resolve the accumulated problems. The second part of the article discusses the image of a modern teacher. The author presents results of a survey of students of the School of Education at the Far Eastern Federal University. Students of pedagogy claim that young specialists are ready to work in the fi eld of education, but do expect improvement in their material and social working conditions. Students are aware of the problems of the education system and are ready to participate in solving these problems. According to the respondents, in the contemporary education system there is not enough love. However, students do not associate the concept of love with the concept of faith. The main conclusion drawn by the author of the article is that it is necessary to increase the infl ux into the educational sphere of talented young people with a pedagogical education. For this, it is necessary to increase the number of applicants to educational institutions of teacher training, to improve their material and technical equipment, to raise the general level of education and upbringing, and promote traditional spiritual and moral values.
education, upbringing, problems in education, pedagogical activity, teacher training institutions, school, reforms
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  2. Churkin K., Nurieva L., Kiselev S. (2014) “K voprosu o potrebnosti v pedagogicheskikh kadrakh” [On the need for teaching staff ]. Ekonomika obrazovaniia, 4, p. 11–21.
  3. Komashinskaia T. O roli traditsionnykh tsennostey v formirovanii informatsionnogo obshchestva [On the role of traditional values in forming the information society], available at https://mirnauki.com/PDF/81PDMN218.pdf (22.03.2019).
  4. Komashinskaia T. Ob otnoshenii k informatsii v informatsionnom obshchestve [The attitude to information in an information society], available at https://sfk-mn.ru/PDF/09SCSK118.pdf (28.09.2020).
  5. Lysenko O. (2016) “Pro «neuspeshnykh» uchiteley: sushchestvuiet li «dvoinoi negativnyy otbor» v pedagogike?” [On “unsuccessful” teachers: is there a “double negative selection” in pedagogy?”]. Labirint. Zhurnal sotsial'no-gumanitarnykh issledovanii, 3–4, p. 26–39.
  6. Nikon (Vorob'iev), hegumen (2014). O nachalakh zhizni [On the beginnings of life]. Moscow (in Russian).
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  8. Ofitsial'noe internet-predstavitel'stvo Prezidenta Rossii v seti Internet. O Strategii ekonomicheskoi bezopasnosti Rossiiskoy Federatsii na period do 2030 goda [Official Internet Offi ce of the President of Russia. On the strategy of economic safety of the Russian Federation for the period up to 2030], available at http://kremlin.ru/acts/bank/41921 (22.03.2019).
  9. Ofitsial'nyy sayt Zakonodatel'nogo sobraniya Primorskogo kraya. Zakon № 389-KZ ot 23.11.2018, available at http://monitoring.zspk.gov.ru/%D0%97%D0%B0%D0%BA%D0%BE%D0%BD/1942661 (12.03.2019).
  10. Postanovleniie administratsii Primorskogo kraia ot 5 fevralia 2019 goda № 55-pa “Ob ustanovlenii velichiny prozhitochnogo minimuma na dushu naseleniia i po osnovnym sotsial'nodemograficheskim gruppam naseleniia Primorskogo kraia za IV kvartal 2018 goda”, available at https://rg.ru/2019/02/05/primorie-post55-reg-dok.html (28.02.2019).
  11. Sait Federal'noi sluzhby gosudarstvennoi statistiki Rosstata. Ofitsial'naia statistika, available at http://www.gks.ru/wps/wcm/connect/rosstat_main/rosstat/ru/statistics/accounts/ (13.03.2019).
  12. Territorial'nyi organ Federal'noi sluzhby gosudarstvennoi statistiki po Primorskomu kraiu. Ofitsial'naia statistika, available at http://primstat.gks.ru/wps/wcm/connect/rosstat_ts/primstat/ru/statistics/population/ (13.03.2019).
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  14. Tkachenko Ie., Konopleva N. (2012) “Teoretiko-metodologicheskiie podkhody k analizu lichnosti uchitelia: istoriia i sovremennost'” [Theoretical and methodological approaches to the analysis of the personality of the teacher: history and modernity]. Vestnik Buriatskogo gosudarstvennogo universiteta. Pedagogika. Filologiia. Filosofiia, 1, p. 24–28.
  15. Zagviazinskii V. I. (2016) “O tsennostno-orientatsionnykh osnovaniiakh obrazovatel'noi sistemy strany” [On the value- and orientation-related foundations of the educational system of the country]. Obrazovaniye i nauka, 6, p. 11–22. DOI:10.17853/1994-5639-2016-6-11-22.
  16. Zakon o predostavlenii mer sotsial'noi podderzhki pedagogicheskim rabotnikam, available at: http://uss.dvfu.ru/fi les/documents/2018/Zakon_o_predostavlenii_mer_sots_podderzhki_pedagogam.pdf (12.03.2019).

Komashinskaia Tatiana


Academic Degree: Candidate of Sciences* in Physical and Mathematical Sciences;
Academic Rank: Associate Professor;
Place of work: Far Eastern Federal University, Ussuriysk Branch (School of Education); 35 Nekrasova Str., 692508, Ussuriysk, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-0628-8215;
Email: tskom2010@mail.ru.

*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.

Urbanovich Liubov

On the current necessity for mentoring in the sphere of spiritual education

Urbanovich Liubov (2020) "On the current necessity for mentoring in the sphere of spiritual education ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 36-47 (in Russian).

DOI of the paper: 10.15382/sturIV202059.36-47
The article discusses the vital issue of introducing mentoring as a form of professional support for teachers who deal with subjects of spiritual and moral education. It considers present-day problems in the fi eld of spiritual and moral education which initiate the search for feasible ways to solve them. The article carries out a comparative analysis of tutoring and mentoring activities. Attention is drawn to the current necessity for the reintroduction of long-forgotten mentoring to the sphere of spiritual and moral education, as it has the initial semantic relationship to spiritual growth and moral improvement, and is also a historically justifi ed form of transmission of pedagogical experience in Russia’s education system. It is noted that this method of enhancing pedagogical skills in teaching spiritual and moral disciplines and of improving the system of spiritual and moral education refl ects modern trends, i.e. the introduction of mentors in school education at the level of the Ministry of Education of the Russian Federation. As a result of the analysis the author’s defi nitions of a mentor and mentoring in the sphere of spiritual and moral education are proposed, goals and objectives are formulated. It is stated that mentoring in the sphere of spiritual and moral education is focused on achieving certain results; promising research topics in the context of the studied area are outlined.
mentor, mentoring, tutor, professional support, teaching of spiritual and moral disciplines, special competences
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  5. Krivykh S., Kuzina N. (eds) (2014) Osobennosti t'iutorskogo soprovozhdeniia razvitiia professional'noi kompetentnosti pedagogov v usloviiakh postdiplomnogo obrazovaniia. Chast' 1. Uchebnometodicheskoe posobie [Peculiarities of the tutor's support of development of professional competence of teachers in the conditions of postgraduate education. Part 1. Educational and methodical manual]. St. Petersburg (in Russian).
  6. Nekliudova L. (2012) Osobennosti organizatsii nepreryvnoi kursovoi podgotovki pedagogov v sisteme povysheniia kvalifi katsii [Peculiarities of the provision of continuous course upgrading for teachers in the system of advanced training]. Fundamental'nye issledovaniia, 11, p. 1395–1399 (in Russian).
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Urbanovich Liubov


Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Smolensk Orthodox Seminary; 5 Timiriazeva Str., Smolensk 214000, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0001-7776-8745;
Email: urbanus-l@yandex.ru.

*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.

Sokolova Alexandra

The essence and types of the pedagogical partnership between family and infant school for building of foundations of the musical culture of children

Sokolova Alexandra (2020) "The essence and types of the pedagogical partnership between family and infant school for building of foundations of the musical culture of children ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 48-65 (in Russian).

DOI of the paper: 10.15382/sturIV202059.48-65
The article studies such kind of infant schoolʼs activity as the partnership between kindergarten and family for building the musical culture foundations of children. The article states that according to the Federal State Educational Standard of Preschool Education, the educational collaboration between kindergarten and family is an important activity of an educational organisation. The basis of personal growth of a preschool child is his or her family. A kindergarten is the fi rst educational organisation that interacts with parents in the education, growth and upbringing of children. For the both parts, an important point of the pedagogical collaboration is to achieve the goal of effective and holistic growth of a child within the “teacher-child-parent” system based on a partners’ relationship founded on trust and dialogue. It is important to take into account that in the “teacher-child-parent” system the pedagogical collaboration takes place not only on the “teacher-child’ and “teacher-family” levels but also relates to the support by parents of innovations, interests and successes of a child in the process of education and upbringing; it is the support that especially important in the process of artistic, aesthetic and creative development of children. According to the Federal State Educational Standard of Preschool Education, children’s musical culture is a field of artistic and aesthetic development and is a priority in preschool education. In accordance with the Federal State Educational Standard of Preschool Education, this article presents lines and kinds of work in the field of pedagogical partnership between preschoolt educational organisation and family for building the musical cultural foundations of children.
family, parents, teacher, child, pedagogical interaction, pedagogical partnership, music, musical culture, forms of work with family
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  16. Loskutova R. (2009) “Rol' doshkol'nogo obrazovatel'nogo uchrezhdeniia i sem'i v muzykal'nom vospitanii detei” [The role of preschool educational institutions and families in the musical education of children]. Vestnik Mariiskogo gosudarstvennogo universiteta. Yoshkar-Ola, vol. 4, p. 105–107 (in Russian).
  17. Loskutova R. (2009) “Vzaimodeistvie detskogo sada i sem'i v muzykal'nom vospitanii detei doshkol'nogo vozrasta” [Interaction of kindergarten and family in musical education of preschool children]. Detskii sad ot A do IA, 4 (40), p. 55–59 (in Russian).
  18. Loskutova R. (2009) Vzaimodeistvie doshkol'nogo obrazovatel'nogo uchrezhdeniia i sem'i v muzykal'nom vospitanii detei: uchebnoe posobie [Interaction of preschool educational institutions and families in the musical education of children: a textbook]. Yoshkar-Ola (in Russian).
  19. Pis'mo ot 28 fevralia 2014 g. № 08-249 Kommentarii k FGOS doshkol'nogo obrazovaniia, available at http://mcko.ru/uploads/pismo-ot-28-fevralya-2014-g-n-08-249-kommentarii-k-fgosdoshkolnogo-obrazovaniya-781fc9364e06288c.pdf (15.12.2019).
  20. Prigodich E. (2016) “Vospitatel'nyi potentsial sem'i i uchrezhdenii predprofessional'noi podgotovki v formirovanii lichnosti iunogo muzykanta” [Educational potential of the family and institutions of pre-professional training in the formation of the personality of a young musician], in Muzykal'naia kul'tura v teoreticheskom i prikladnom izmerenii: sbornik nauchnykh statei [Musical culture in the theoretical and applied dimension: collection of scientific articles]. Kemerovo, vol. 3, p. 118–121 (in Russian).
  21. Prikaz Minobrnauki Rossii ot 17 oktiabria 2013 g. № 1155 Ob utverzhdenii FGOS DO, available at: http://mcko.ru/uploads/prikaz-minobrnauki-rossii-ot-17-oktyabrya-2013-g-n-1155-obutverzhdenii-fgos-do-f2d83556a0a5e042.pdf (15.12.2019).
  22. Primernaia osnovnaia obrazovatel'naia programma doshkol'nogo obrazovaniia (protokol ot 20 maia 2015 g. № 2/15), available at: http://mcko.ru/uploads/poop_do_v-reestr-46bbc62e28676c7a.pdf (15.12.2019).
  23. Prishchepa S., Kamenskaia O. (2019) “Kollektivnoe tvorcheskoe delo kak osnova pedagogicheskoi tekhnologii sotrudnichestva DOO i sem'i v muzykal'nom razvitii detei 6–7 let” [“Collective creative work as the basis of pedagogical technology of cooperation between DOE and family in the musical development of children 6–7 years old”], in Obrazovatel'noe prostranstvo detstva: istoricheskii opyt, problemy, perspektivy: sbornik nauchnykh statei i materialov VI mezhdu narodnoi nauchno-prakticheskoi konferentsii [Educational space of childhood: historical experience, problems, prospects: collection of scientific articles and materials of the VI international scientifi c and practical conference]. Kolomna, p. 127–134 (in Russian).
  24. Prishchepa S., Kamenskaia O. (2019) “K voprosu ob otsenke eff ektivnosti sotrudnichestva doshkol'noi obrazovatel'noi organizatsii i sem'i v muzykal'nom razvitii detei starshego doshkol'nogo vozrasta” [“On the issue of evaluating the eff ectiveness of cooperation between a preschool educational organization and a family in the musical development of older preschool children”], in Detstvo, otkrytoe miru: sbornik materialov Vserossiiskoi nauchno-prakticheskoi konferentsii [Childhood open to the world: collection of materials of the all-Russian scientific and practical conference]. Omsk, p. 217–220 (in Russian).
  25. Ukaz prezidenta Rossiiskoi Federatsii O natsional'noi strategii deistvii v interesakh detei na 2012–2017 gody, available at: http://mcko.ru/uploads/ukaz-prezidenta-rossiyskoy-federatsii-onatsionalnoy-strategii-deystviy-v-interesah-detey-na-2012-2017-gody-6da3d098bad0b723.pdf (15.12.2019).
  26. Veraksa N., Komarova T., Vasil'eva M. (2014) Ot rozhdeniia do shkoly. Primernaia obshcheobrazovatel'naia programma doshkol'nogo obrazovaniia (pilotnyi variant) [From birth to school. Approximate General education program of preschool education (pilot version)]. Moscow (in Russian).
  27. Zvereva O., Krotova T. (2005) Obshchenie pedagoga s roditeliami v DOU: metodicheskii aspect [Teacher's communication with parents in preschool: methodological aspect]. Moscow (in Russian).

Sokolova Alexandra


Student status: Graduate student;
Student status: Graduate student;
Place of study: St. Tikhon's Orthodox University for the Humanities; 9-2 Ilovaiskaya Str., 109651, Moscow, Russian Federation;
ORCID: 0000-0002-8097-3173;
Email: rozova5@rambler.ru.
Nikulina Elena

Adolph Diesterweg as a christian educationalist: theory and methodology of primary religious education in his manual for teachers "Der Unterricht in der Klein-Kinder-Schule"

Nikulina Elena (2020) "Adolph Diesterweg as a christian educationalist: theory and methodology of primary religious education in his manual for teachers "Der Unterricht in der Klein-Kinder-Schule" ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 66-78 (in Russian).

DOI of the paper: 10.15382/sturIV202059.66-78
The article studies the reception in Russian pedagogy of the heritage of foreign pedagogical thought and deals with a little-known aspect of Friedrich Adolph Wilhelm Diesterweg’s work, who is considered to be the classic of German pedagogy. He is well-known to the Russian reader by his didactic rules and principles of cultural conformity and environmental conformity in education and training. In Russian historical and pedagogical literature, Diesterweg is presented as a supporter of secular nature of the elementary public school, while in Germany he is ranked among the classics of religious pedagogy. This characteristic is confi rmed by the analysis of the original text of one of A. Diesterweg’s teachers’ books, Der Unterricht in der Klein-Kinder-Schule, in which the author appears as a believer and a thoughtful teacher of religion, off ering a methodology of initial Christian education, skilfully adapted to childhood. The article summarises the previous publications and represents an attempt to formulate the theoretical principles and methodology of primary religious education as seen by A. Diesterweg, and also partially continues the topic of “K. D. Ushinsky as a translator”.
Friedrich Adolph Diesterweg, primary education, theory and methodology of primary religious education, nature conformity of upbringing and education, history of religious education, reception of heritage
  1. Barannikova N. (ed.) (2013) Pedagogicheskaia klassika: A. Disterveg, G. Spenser: khrestomatiia [Pedagogical classics: A. Diesterweg, G. Spencer: a textbook]. Moscow (in Russian).
  2. Belenchuk L. N., Ianushkiavichene O. L. (2011) Istorii zarubezhnoi i russkoi pedagogiki [History of foreign and Russian pedagogy]. Moscow (in Russian).
  3. Dienst К. (1989) “Friedrich Adolph Wilhelm Diesterweg (1790–1866)” in Schröer H., Zilleßen D. Klassiker der Religionspädagogik. Frankfurt am Main.
  4. Disterveg F. A. V. (1956) Izbrannye pedagogicheskie sochineniia [Selected pedagogical essays]. Moscow (in Russian).
  5. Horst F. Rupp (1987). Religion und ihre Didaktik bei Fr. A.W. Diesterweg. Ein Kapitel einer Geschichte der Religionsdidaktik im 19. Jahrhundert. Weinheim.
  6. Horst F. Rupp (2016) “Jeder Lehrer — ein Religionslehrer”. Religion und ihre Didaktik bei Fr. A. W. Diesterweg. Ein Kapitel einer Geschichte der Religionsdidaktik im 19. Jahrhundert. 2., ergänzte Auflage. Blaufelden.
  7. Nikandrov N. D. (ed.) (2007) Istoriia pedagogiki: uchebnik dlia aspirantov i soiskatelei uchenoi stepeni kandidata nauk [History of pedagogy: textbook for post-graduate students and applicants for the degree of candidate of Sciences]. Moscow (in Russian).
  8. Nikulina E. N. (2019) “Adol'f Disterveg o religioznom vospitanii v nachal'noi shkole: po materialam posobiia dlia uchitelei «Der Unterricht in der Klein-Kinder-Schule»” [Adolf Diesterweg on religious education in primary schools: based on the materials of the teacher's manual «Der Unterricht in der Klein-Kinder-Schule»]. Psikhologo-pedagogicheskii poisk, 2019, 3 (51), p. 110–119 (in Russian).
  9. Nikulina E. N., Bezrogov V. G. (2018) Neizvestnyi Adol'f Disterveg: k voprosu o perevode K. D. Ushinskim klassika germanskoi pedagogiki [Unknown Adolf Diesterweg: on the question of K. D. Ushinsky's translation of the classic of German pedagogy]. Psikhologopedagogicheskii poisk, 2018, vol. 2 (46), pp. 39–50.
  10. Nikulina E.N. (2019) “Garmoniia zemnogo i nebesnogo: k voprosu o kontseptsii nachal'nogo obrazovaniia v knige dlia uchitelei Adol'fa Distervega «Der Unterricht in der Klein-Kinder- Schule»” [“Harmony of the earth and the sky: on the concept of primary education in the book for teachers by Adolf Diesterweg «Der Unterricht in der Klein-Kinder-Schule»”] in Istochniki issledovaniia o pedagogicheskom proshlom: interpretatsii problem i problemy interpretatsii: sbornik nauchnykh trudov Mezhdunarodnoi nauchno-prakticheskoi konferentsii: Pervye Mezhdunarodnye istoriko-pedagogicheskie chteniia Instituta «Vysshaia shkola obrazovaniia» FGBOU VO «Moskovskii pedagogicheskii gosudarstvennyi universitet» 20–21 sentiabria 2019 g. [Sources of research on the pedagogical past: interpretations of problems and problems of interpretation: collection of scientific papers of the International scientifi c and practical conference: First International historical and pedagogical readings Of the Institute «Higher school of education» Moscow state pedagogical University 20–21 September 2019]. Moscow, pp. 308–313 (in Russian).
  11. Piskunov A. I. (ed.) (2001) Istoriia pedagogiki i obrazovaniia. Ot zarozhdeniia vospitaniia v pervobytnom obshchestve do kontsa KhKh v.: uchebnoe posobie dlia pedagogicheskikh uchebnykh zavedenii [History of pedagogy and education. From the origin of education in primitive society to the end of the twentieth century: a textbook for pedagogical educational institutions]. Moscow (in Russian).
  12. Ushinsky K. D. (trans.) (1959) Disterveg A. “Nachatki detskogo shkol'nogo ucheniia” [“The chief of the children's school exercises”] in Struminskii V. Ia. (ed.) Arkhiv K. D. Ushinskogo v 4 tomakh [Archive of K. D. Ushinsky in 4 volumes]. Moscow, vol. 2, pp. 106–173 (in Russian).

Nikulina Elena


Academic Degree: Candidate of Sciences* in Education;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 6/1 Likhov pereulok, Moscow, 127051, Russian Federation;
Post: Senior Lecturer;
ORCID: 0000-0001-9954-2501;
Email: nikulina-e-n@yandex.ru.

*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.

Belenchuk Larisa

Development of didactics of the Church in the late 19th century and early 20th century

Belenchuk Larisa (2020) "Development of didactics of the Church in the late 19th century and early 20th century ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 79-90 (in Russian).

DOI of the paper: 10.15382/sturIV202059.79-90
The article is devoted to the topic of the development of didactics by two eminent Church teachers of the turn of the XIX–XX centuries — Father John of Kronstadt and archbishop Thaddeus (Uspensky). These teachers, who were constantly engaged in practical teaching, the fi rst — in schools of diff erent departments, the second — in theological seminaries, formulated the main provisions of general and Church didactics. Christian universalism made their conclusions accessible to any school, and special studies in the fi eld of teaching the God’s Law and the Church Slavonic language allowed the main didactic principles and provisions of these disciplines to be confirmed. As the sources of this didactics appeared to be the works of the Fathers of the Church, starting from the fi rst to the contemporary authors, St. Theophan, the Recluse of Vysha, as well as works of secular teachers — K. D. Ushinsky, S. A. Raczynsky, P. F. Kapterev. Synthesizing the conclusions of two pedagogical schools, the authors come to their own original and valuable conclusions, the main of which is that didactics cannot be exclusively a science of learning, but also includes educational topics. Teaching the Church Slavonic language has a special didactic meaning: this language has sublime concepts, there are no ordinary or low words in it, besides, its study and constant inevitable comparison with the Russian language inevitably develop children’s skills of comparative linguistics and understanding of the way of development of the native language. At the same time, scholars agree that it is didactically irrelevant which language to begin teaching a child from — Russian or Church Slavonic.
didactics, education, Church Slavonic language, Father John of Kronstadt, New Hieromartyrs Thaddeus (Uspensky), archbishop of Tver, God’s Law, Christian universalism
  1. Belenchuk L. N. (2005) Istorija otechestvennoj pedagogiki [History of Russian pedagogy]. Moscow (in Russian).
  2. Divnogorceva S. Ju. (2013) Osnovy pravoslavnoj pedagogicheskoj kul'tury [Fundamentals of Orthodox pedagogical culture]. Moscow (in Russian).
  3. Ioann Kronshtadtskij , sv. prav. O vospitanii detej, available at http://www.orthedu.ru/roditeli/1539-svyatoj-pravednyj-ioann-kronshtadtskij -o.html (14.12.2018).
  4. Ioann Kronshtadtskij , sv. prav. Otvet Ioanna Kronshtadtskogo L'vu Tolstomu na ego obrashhenie k duhovenstvu, available at https://azbyka.ru/otechnik/Ioann_Kronshtadtskij /otvet-ioannakronshtadtskogo-lvu-tolstomu-na-ego-obrashenie-k-duhovenstvu/ (14.12.2018).
  5. Pedagogicheskij slovar', available at https://pedagogical_dictionary.academic.ru/976/%D0%94%D0%B8%D0%B4%D0%B0%D0%BA%D1%82%D0%B8%D0%BA%D0%B0 (14.12.2018).
  6. Davydov V. V. (ed.) (1993–1999). Rossijskaja pedagogicheskaja jenciklopedija v 2-h tomah. Moscow, available at https://www.gumer.info/bibliotek_Buks/Pedagog/russpenc/05.php (14.01.2019).
  7. Mizherikov V. A. (ed.) (2014) Slovar'-spravochnik po pedagogike [Dictionary-reference book on pedagogy]. Moscow (in Russian).
  8. Spicyn E. Ju. (2015) Rossijskaja imperija XVIII — nachala XX v. Polnyj kurs istorii Rossii dlja uchitelej, prepodavatelej i studentov [The Russian Empire of the XVIII — early XX centuries. Full course of Russian history for teachers, teachers and students]. Moscow, book 2 (in Russian).
  9. Thaddeus (Uspensky), archbishop of Tver, new Hieromartyrs (2004). Tvorenija. Kniga II. Zapiski po didaktike [Creations. Book 2. Notes on didactics]. Tver' (in Russian).

Belenchuk Larisa


Academic Degree: Candidate of Sciences* in History;
Place of work: Centre for the History of Pedagogy and Education, Institute of Education Development Strategy of the Russian Academy of Education; 5/16 Makarenko Str., Moscow 105062, Russian Federation;
Post: leading researcher;
ORCID: 0000-0002-8859-3634;
Email: ya.lbel@yandex.ru.

*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.

Badma-Khalgaeva Olga; Pichugina Victoria

The heroic epic of Jangar as an anthology of kalmyk wisdom: its russian translations and pedagogical content

Pichugina Victoria, Badma-Khalgaeva Olga (2020) "The heroic epic of Jangar as an anthology of kalmyk wisdom: its russian translations and pedagogical content ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 91-104 (in Russian).

DOI of the paper: 10.15382/sturIV202059.91-104
The heroic epic of Jangar is a prominent monument of folklore of the Oirat group of peoples and, primarily, of the Kalmyks. The Jangar consists of several poemsongs which in a generalised artistic form refl ect the history, customs, life and traditions of the Kalmyk people. This article studies the history of translation of the Jangar into Russian until its publication in 1940 in S. I. Lipkin’s translation. The article also contains an analysis of comments, discussions and scientifi c controversy which took place in the process of publication of the Jangar into Russia. It studies the pedagogical value of this monument of folklore, as well as the anthological nature of its content. It is shown that “The Kalmyk reading-book for Kalmyk public schools”, which was compiled by A. M. Pozdneev and had several editions, became the fi rst anthology experiment, where fragments from the Jangar were placed for educational purposes. Some compositional features of the heroic epic of the Jangar are described in the article, which allows one to see it as an anthological text, united by plot proximity and narrating about the military valour of the heroes, the virtues of their wives, and peculiarities of training and education of a new generation of warriors who must learn to respect and love their land and its nature.
anthology, the epic of Jangar, Jangariada, ethnopedagogy, pedagogical content of the epic of Jangar, didactic value of the epic of Jangar, Russian translations of the epic of Jangar
  1. Alekseev P. Je. (ed.) (1988) “Dzhangar” i dzhangarovedenie: bibliografi ja [The epic of Jangar and Jangar study: bibliography]. Jelista.
  2. Basangov B. (trans., ed.) (1940) Dzhangar. Kalmyckij narodnyj jepos: otryvki [Jangar. The Kalmyk folk epic: excerpts]. Moscow (in Russian).
  3. Bergman V. (2004) “Pesnopenie” [“Chanting”] in Dzhangar. Materialy issledovanij a [Dzhangar. Research materials]. Moscow, pp. 8–24.
  4. Bitkeev N. C. (1990) Kalmyckij geroicheskij jepos “Dzhangar”. Problemy tipologii nacional'nyh versij [The Kalmyk heroic epic of Jangar. Problems of typology of the national versions]. Jelista.
  5. Bordzhanova T. G. (1999) Magicheskaja pojezij a kalmykov: issledovanie i materialy [Magic poetry of Kalmyks: research and materials]. Jelista.
  6. Gorodovikov O. I. (1977) “Bogatyrskaja pojema kalmyckogo naroda” [“The heroic epic of the Kalmyk people”] in Dzhangar. Kalmyckij narodnyj jepos [Dzhangar. Kalmyk folk epic]. Jelista, pp. 5–8.
  7. Habunova T. Je. (2002) “Ritual'naja pojetika geroicheskogo jeposa «Dzhangar»” [“Ritual poetics of the heroic epic of Jangar”] in Mir Central'noj Azii. T. IV. Ch. II. Jazyki. Fol'klor. Literatura: materialy mezhdunarodnoj nauchnoj konferencii [World of Central Asia. Vol. IV. Ch. II. Languages. Folklore. References: proceedings of the international scientifi c conference]. Ulan-Udje, pp. 147–152.
  8. Kaljaeva Je. S. (1997) “«Dzhangr» ili «Dzhangar»? K istorii russkogo perevoda” [““Jangr” or “Jangar”? To the history of the Russian translation”]. Literaturnoe obozrenie, 1997, vol. 2, pp. 51–69, available at http://www.elzabair.ru/cntnt/lmenu/biblioteka/lyubimye_s1/kalyaeva_e.html (20.04.2020).
  9. Kotvich V. L. (1929) Opyt grammatiki kalmyckogo razgovornogo jazyka [Grammar experience of Kalmyk spoken language]. Rzhevnice u Pragi (in Russian).
  10. Kozin S. A. (1998) Dzhangariada [Jangariada]. Jelista (in Russian).
  11. Lipkin S. (trans.) (1940) Dzhangar: kalmyckij narodnyj jepos [Jangar. The Kalmyk folk epic]. Moscow (in Russian).
  12. Lipkin S. (trans.) (1977) Dzhangar. Kalmyckij narodnyj jepos [Jangar. The Kalmyk folk epic] Jelista (in Russian).
  13. Lipkin S. (trans.), Mozol'kov E. S. (ed.) (1940) Dzhangar: kalm. nar. jepos [Jangar. The Kalmyk folk epic]. Moscow (in Russian).
  14. Mandzhieva B. B. (2016) “Motiv «triedinstvo bogatyrja» v kalmyckoj bogatyrskoj skazke i geroicheskom jepose «Dzhangar»” [“The motive of the “trinity of the hero” in the Kalmyk heroic tale and the heroic epic of Jangar”]. Novaja nauka: strategii i vektory razvitija, 2016, vol. 118, pp. 177–179 (in Russian).
  15. O. F. (1934) “O literature Kalmykii” [“About Kalmyk literature”]. Revoljucija i nacional'nosti, 1934, vol. 6, pp. 43–45 (in Russian).
  16. “Ot redakcii” [“By the edition”]. Detskaja literatura, 1940, vol. 10, pp. 26–29.
  17. Ovalov Je. B. (2004) Tipologija motivov i sjuzhetov v jepose mongol'skih narodov. Nauchnoe izdanie [Typology of motives and plots in the epic of the Mongolian peoples. Scientifi c publication]. Jelista (in Russian).
  18. Pashkov B. K. (1977) “«Dzhangariada» — velichestvennyj kalmyckij jepos” [““Jangariada” — the majestic Kalmyk epic”] in Lipkin S. (trans.) (1977) Dzhangar. Kalmyckij narodnyj jepos [Jangar. The Kalmyk folk epic]. Jelista, pp. 9–16.
  19. Seleeva C. B. (2015) “Specificheskoe i universal'noe v obraze geroja kalmyckoj bogatyrskoj skazki i jeposa «Dzhangar»” [“Specific and universal in the image of the hero of the Kalmyk heroic fairy tale and the epic of Jangar”]. Vestnik Kalmyckogo instituta gumanitarnyh issledovanij RAN, 2015, vol. 2, pp. 151–155.
  20. Shklovskij V. (1940) “Jepos — detjam” [“Epic for children”]. Detskaja literatura, 1940, vol. 10, pp. 26–29.
  21. Ul'janov G. K. (ed.) (1930) Obzor literatury po voprosam kul'tury i prosveshhenij a narodov SSSR [Literature review on the issues of culture and enlightenment of the peoples of the USSR]. Moscow-Leningrad (in Russian).
  22. Vladimircov B. Ja. (2004) “Mongolo-ojratskij geroicheskij jepos” [“Mongol-Oirat heroic epic”] in Dzhangar. Materialy issledovanija [Dzhangar. Research materials]. Moscow, pp. 52–108.
  23. Zakrutkina V. A. (ed.) (1940) Kalmyckij jepos «Dzhangar» [The Kalmyk epic of Jangar]. Rostov-on-don (in Russian).

Badma-Khalgaeva Olga


Place of work: “Academy of the Future ProfessoriUm”; 6 Yu. Klykova Str., 358000 Elista, Republic of Kalmykia, Russian Federation;
Post: president;
ORCID: 0000-0002-2621-5865;
Email: olya-bx@yandex.ru.

Pichugina Victoria


Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Institute for Strategy and Th eory of Education of Russian Academy of Education; 16 Zhukovskogo Str., Moscow 105062, Russian Federation;
Post: Leading Researcher in the Laboratory of History of Pedagogy and Education;
ORCID: 0000-0002-1195-725X;
Email: Pichugina_V@mail.ru.

*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.

PSYCHOLOGY

Voronin Sergey, диакон

Communicative and personal aspects of liturgical service in the dimension of the categorical framework of psychological cognition

Voronin Sergey (2020) "Communicative and personal aspects of liturgical service in the dimension of the categorical framework of psychological cognition ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 107-119 (in Russian).

DOI of the paper: 10.15382/sturIV202059.107-119
Participation in the Liturgy has always been an important part of Christian life. In this article, based on the positions of various authors, researchers of the divine Liturgy, as well as the model of the categorical framework of psychological knowledge, an attempt is made to theoretically analyse the communicative and personal aspects of liturgical service. First of all, attention is drawn to the identifi cation of communicative and personal aspects in the analysis of liturgical service. This division sets out the overall direction of the analysis. Nevertheless, remembering the words of the Apostle Paul, “you are all one in Christ Jesus” (Gal. 3:28), it emphasises a certain conventionality of this division. The aim of the analysis proposed in this article is not to contrast conciliarity and individuality in liturgical service, but their separate consideration,which presupposes a certain understanding of the participant of the divine Liturgy, where the believer is an individual, I, a person who participates in public worship, shares the value of conciliarity and identifi es with the church as a community. In the present article, there is a certain symbiosis of psychological and liturgical analysis, which is subordinated to the above-mentioned purpose of the study. As a theoretical basis for such an analysis, the model of categorical framework of psychological knowledge of RAO academicians A. V. Petrovsky and M. G. Yaroshevsky was used. The author considers the liturgical service on the basis of “conditional verticals”, consisting of psychological categories, selected by the RAO academicians. Each of the “verticals conventional” content reflects the personal or communicative aspects of the liturgical celebration and includes four psychological categories of diff erent diffi culty levels (pathopsychological, basic, metapsychological, exceptionalities). At the end of the article the conclusions concerning the degree of independence and interrelation of the investigated aspects of liturgical service are formulated.
distinction, attitude, communication, participation, organism, individual, self, personality, readiness, attitude, orientation
  1. Averkii (Taushev), archbishop (2000) Liturgika [Liturgics]. Moscow (in Russian).
  2. Gurbolikov V. (2015) Hristianskaja ljubov'… k sebe [Christian love... for yourself]. Foma, vol. 10 (150), pp. 14–15 (in Russian).
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Voronin Sergey, диакон


Academic Degree: Candidate of Sciences* in Education;
Place of work: Sochi State University; 94, Plastunskaya Str., Sochi, 354000, Russian Federation;
Post: Associate Professor, Department of Psychology and Defectology;
ORCID: 0000-0002-3530-1001;
Email: voronin.sochi@mail.ru.

*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 Natalia

The problem of studying the spiritual foundations of the inner freedom of the individual in russian psychology

Stepanova Natalia (2020) "The problem of studying the spiritual foundations of the inner freedom of the individual in russian psychology ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 120-135 (in Russian).

DOI of the paper: 10.15382/sturIV202059.120-135
Internal freedom is understood by most modern Russian authors as the achievement of a highly organised self-governing successful personality, but the spiritual component of internal freedom is insuffi ciently studied, which makes the understanding of the phenomenon of freedom in psychology one-sided and limited. This article presents an analysis of the legacy of L. S. Vygotsky and L. I. Bozhovich in terms of understanding of the grounds and driving forces of the phenomenon of self-liberation. L. S. Vygotsky considered all psychology the science of freedom. He understood the essence and content of the process of human self-liberation as the desire for conscious and meaningful movement in the living space to achieve the public good, based on the power of reason, will and motivation. L. S. Vygotsky's ideas about inner “freedom for”, meaningfulness of life, self-regulation and self-transcendence, in many respects identical to the ideas of modern existentialist psychologists, found their continuation in the concept of personality of L. I. Bozhovich. She considers free a harmonious, internally consistent personality, aspiring to the realisation of universal values, and as ontogenetic stages of development of internally free personality. Her works describe the stages of development of the will, the highest of which is post-spontaneity, which implies the realisation of the highest human values and meanings without the internal struggle of motives, which is the essence of true spiritual inner freedom. The ideas of L. I. Bozhovich about the developed morality, the priority of universal values in the harmonious internally free personality, living for the benefi t of others, remained without due attention. Modern authors, following their foreign colleagues, shift the emphasis in the study of freedom towards awareness, subjectivity and self-determination. The most complete inner freedom as a manifestation of spirituality is presented in the approach of V. Frankl, but his ideas are largely complementary to the ideas of L. S. Vygotsky, L. I. Bozhovich and a number of other Russian philosophers and psychologists who emphasise the importance of spiritual determination. Based on the analysis, the article proposes the author's defi nition of inner freedom and its spiritual foundations and shows that spirituality can be the main mechanism for the development of inner freedom, allowing one to realise the truly human in a person. Such emphasis in the study of the phenomenon of freedom will signifi cantly enrich the methodological basis of the psychological concept of inner freedom and make a signifi cant step towards the universalisation of this concept.
psychology of freedom, inner freedom, self-liberation, spirituality, spiritual determination of freedom, universal values, self-transcendence, self-regulation, meaningfulness, personality
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Stepanova Natalia


Academic Degree: Candidate of Sciences* in Psychological Sciences;
Place of work: School No. 1360 of Moscow; 21A Krasnobogatyrskaya Str., 107564, Moscow, Russian Federation;
Post: educational psychologist;
ORCID: 0000-0003-0976-996X;
Email: natalia0663@yandex.ru.

*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.

Pavlenko Tatiana; Kirsanova Veronika

Individual psychological differences in the experience of terrorist threats among students

Pavlenko Tatiana, Kirsanova Veronika (2020) "Individual psychological differences in the experience of terrorist threats among students ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2020, Iss. 59, pp. 136-148 (in Russian).

DOI of the paper: 10.15382/sturIV202059.136-148
The article discusses the problem of experiencing the terrorist threat by young people. The experience of a terrorist threat is defi ned as a subjective assessment of the risk of becoming a victim of a terrorist attack. According to modern research, the terrorist threat is a high-intensity stressor. The intensity of this experience depends on the individual psychological characteristics of a person. It was established that young people experience a terrorist threat more intensively than the adult population. Studying the peculiarities of experiencing a terrorist threat by young people is an urgent problem. The article presents these features of coping with the experience of the terrorist threat in students and studies the relationship between the degree of this experience and personal characteristics, namely the ability to adapt, the nature of coping behavior and basic beliefs. The relationship of the terrorist threat experience index with the listed individual psychological characteristics in a sample of young men and women is also examined. Increasing the level of experience of a terrorist threat in males and females depends on different basic beliefs. The conclusion is drawn about the need for further study of the experience of the terrorist threat in young people and the use of the data obtained in the practice of crisis counseling, in organising effective psychological assistance in the framework of the psychological service of educational institutions.
experiencing a terrorist threat, students, basic personal beliefs, coping strategies, stress, coping strategies, socio-psychological adaptation, individual psychological characteristics, belief in the favor and meaningfulness of the world
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  19. Znakov V. V. (2016) “Social'no-demografi cheskie i psihologicheskie razlichij a v ponimanii moskvichami terroristicheskoj ugrozy” [“Socio-demographic and psychological diff erences in the understanding of the terrorist threat by Muscovites”], in Psihologija povsednevnogo i travmaticheskogo stressa: ugrozy, posledstvija, sovladanie [Psychology of everyday and traumatic stress: threats, consequences, coping], Moscow: Izd-vo “Institut psihologii RAN”, pp. 64–99 (in Russian).
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Pavlenko Tatiana


Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Degree: Candidate of Sciences* in Psychological Sciences;
Place of work: Moscow City University; 4 Vtoroy Sel’skokhozyastvennyi proezd, 129226, Moscow, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0001-6313-5576;
Email: tatiana_pavlenco@mail.ru.

*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.


Kirsanova Veronika


Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Academy of Social Management; 8 Vtoroy Starovatutinsky proezd, 129281, Moscow, Russian Federation;
Post: Head of Department of Methods of Upbringing and Further Education;
ORCID: 0000-0001-5104-0641;
Email: kirsanova.v@bk.ru.

*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.