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

St. Tikhon’s University Review IV :62

PEDAGOGICAL SCIENCE

Ivanova Julia; Sokolov Pavel

The public space of the City of the ancient regime and the birth of the school as reflected in the rationes studiorum and manuals of “civility”

Ivanova Julia, Sokolov Pavel (2021) "The public space of the City of the ancient regime and the birth of the school as reflected in the rationes studiorum and manuals of “civility” ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 11-28 (in Russian).

DOI of the paper: 10.15382/sturIV202162.11-28
This article deals with the forms the disciplinary practices of the early modern French city find their ways to the 17th century rationes studiorum and manuals on "civility" (civilité). The article examines the manuals created for Jesuit schools, "small schools" of Jean-Baptiste de la Sales, and Charles Démia’s schools of the Christian Brothers. So, we were primarily interested in educational institutions that accepted for teaching children of the "third estate" and declassed elements. The study of these three types of schools made it possible to identify three alternative models of prescribed school behavior both in school and outside it. In all three cases, the bodily manifestations of students, their movements in space, the mode of speaking and silence, interaction with each other, with teachers and school leaders were subjected to detailed regulation, but the meaning and the teleology of this regulation was different. In Jesuit schools, discipline was accompanied by the encouragement of students' independence and activity, which found expression in an abundance of interactive forms of education, the organization of disputes and initiative circles ("academies"). The educational activity of the Jesuit school also spread beyond the school: this school opened itself to the city in the form of public disputes (actus), school dramas and discussions about school subjects and devotional practices, which students were encouraged to lead right on the city streets. The task of the "small schools" was different: not so much to educate the apostles of enlightenment and Christian morality, but to keep the lower strata of society under control. This led to the primacy of the process over the result and the textbook over the teacher in educational practice, special attention to the learning of the rules of behavior by students (the students were obliged to learn textbooks on "civic education" by heart), significant restrictions imposed on freedom of speech in the classroom and the widespread use of non-verbal means of communication. Finally, the third model, presented by Démia's schools of the Christian Brothers, was also focused primarily on socializing students, eliminating criminality in cities and replenishing the labor force for manufactories, but these goals were achieved through various kinds of role-playing games (creating “orders of knighthood” and communities of missionaries from schoolchildren, etc.), the extension of school control to the parents of the students, and the school taking over medical care of its students (school-sponsored medical care for disadvantaged students).
petites écoles, civilité, Charles Démia, Jean-Baptiste de la Salles, ratio studiorum, urban sociology, Richard Sennett
  1. Aureli Pietro V. (2011) The Possibility of an Absolute Architecture. Cambridge, MA; London: MIT.
  2. Ball S. J. (1990) Foucault and Education: Disciplines and Knowledge. London: Routledge.
  3. Cohen G. B., Szabo F. A. J. (eds) (2008) Embodiments of Power. Building Baroque Cities in Europe. New York. Oxford: Bergahn Books.
  4. Franklin J. (2001) The Science of Conjecture: Evidence and Probability Before Pascal. Johns Hopkins University Press.
  5. Gay J.-P. (2016) “Jesuit Probabilism and González’s Probabilism”, in Id. Jesuit Civil Wars. Theology, Politics and Government under Tirso González (1687–1705). New York: Routledge, pp. 79–154.
  6. Gillgren P., Snickare M. (eds) (2012) Performativity and Performance in Baroque Rome. Burlington: Ashgate.
  7. Grendler P. F. (2019) Jesuit Schools and Universities in Europe 1548–1773. Leiden; Boston: Brill.
  8. Harms W. (1970) “Wörter, Sachen und emblematische ‘Res’ im Orbis sensualium pictus des Comenius”, in Hofmann D. (ed.) Gedenkschrift für William Foerste. Köln: Böhlau, pp. 531–542.
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  11. Sale J. (2001) Pauperismo architettonico e architettura gesuitica. Dalla casa ad aula al Gesù di Roma. Milan: Jaca Book.
  12. Salomoni D. (2017) Scuole, maestri e scolari nelle communità degli stati Gonzagheschi ed Estensi tra il tardo mediovo e la prima età moderna. Avignon: Université d’Avignon.
  13. Sennett Richard (2002) The Fall of the Public Man. Moscow: Logos (Russian translation).
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  16. Vizgin Viktor P. (1995) “Mishel’ Fuko teoretik civilizacii znaniya” [“Michel Foucault as a Theoreticain of the Civilization of Knowledge”]. Voprosy filosofii, 1995, vol. 4, pp. 116–126 (in Russian).
  17. Wanner R. (1975) Claude Fleury (1640–1723) as an Educational Historiographer and Thinker. The Hague: Martinus Nij hoff .

Ivanova Julia


Academic Degree: Candidate of Sciences* in Philology;
Place of work: University of Cologne; 137 Weyertal Str., Cologne 50931, Germany; Independent Moscow University; 17 Bol,shoi Levschinsky per., Moscow, 119034, Russian Federation;
Post: lecturer at the Institute of slavic studies; project manager at the “Laboratory of unnecessary things”;
ORCID: 0000-0002-6847-2595;
Email: juliaivanova@list.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.


Sokolov Pavel


Academic Degree: Candidate of Sciences* in Philosophy;
Academic Rank: Associate Professor;
Place of work: National Research University “Higher School of Economics”; 20 Myasnitskaya ul., Moscow, 101000, Russian Federation;
Post: associate professor;
ORCID: 0000-0001-5817-2671;
Email: alharizi12@gmail.com.

*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 research was funded by RFBR according to the project № 20-013-00535 «The Image of the City in the 16th — 18th c. Didactic Literature: From Medieval Traditions to the Modern Practices».
Levinson Kirill

The representation of cities in the reader “German children’s friend”

Levinson Kirill (2021) "The representation of cities in the reader “German children’s friend” ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 29-43 (in Russian).

DOI of the paper: 10.15382/sturIV202162.29-43
The article deals with the question of how cities in general and metropolitan cities in particular were represented in the reader entitled The German Children’s Friend. This book, intended for urban elementary and secondary school students, was written around 1800 by Friedrich Philipp Wilmsen and then reprinted by him and his successors more than 250 times throughout the nineteenth and early twentieth centuries, enjoying great popularity in Germany. An analysis of the various editions of The German Children’s Friend shows that Wilmsen and his successors presented young German readers with an increasingly outdated picture of the city and city life that was not adequate to the changing reality. The texts almost completely ignored such important modernity phenomena as the emergence, growth, and spread of industrial cities, the changing nature of urban life in large capitalist cities, and the emergence of new socio-professional groups of urban population, e.g. industrial workers, engineers, and transport workers. This neglect of important segments of reality in school textbooks may have contributed to the fact that many late nineteenth-century Germans, confronted with the new phenomena, insuffi ciently mastered during secondary socialisation, were unable to accommodate it as a legitimate and positive part of their worldview. This, in turn, manifested itself in their anti-modernism and sympathy for early twentiethcentury “conservative revolution”.
readers, history of Germany, history of schoolbooks, industrialisation, urbanisation
  1. Belinskii V. (1955) “Retsenzii i zametki. Yanvar’ — mart 1844 g.” [Book reviews and articles. January — March, 1844], in Polnoe sobranie sochinenii [Complete collection of works], vol. 8. Stat’i i retsenzii. 1843–1845 [Articles and reviews. 1843–1845]. Мoscow (in Russian).
  2. Düwell К., Köllmann W. (eds) (1983) Rheinland-Westfalen im Industriezeitalter. 2 vols. Wuppertal.
  3. Köllmann W., Korte, H., Petzina D. et al. (1990) Das Ruhrgebiet im Industriezeitalter. Geschichte und Entwicklung. Düsseldorf.
  4. Osterhammel J. (2009) Die Verwandlung der Welt. Eine Geschichte des 19. Jahrhunderts. München.
  5. Vorsteher D. (1983) Borsig. Eisengießerei und Maschinenbauanstalt zu Berlin. Berlin.
  6. Zimmel’ G. (2018) Bol′shie goroda i dukhovnaia zhizn′ [Large cities and spiritual life]. Moscow (in Russian).

Levinson Kirill


Academic Degree: Candidate of Sciences* in History;
Place of work: National Research University «Higher School of Economics»; 20 Miasnitskaya, Moscow, 101000, Russian Federation;
Post: Leading Researcher;
ORCID: 0000-0002-3106-5574;
Email: klevinson@hse.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.

Poznanskaya Anna

The city and the capital in the illustrations of russian primers of the 1860s — 1910s

Poznanskaya Anna (2021) "The city and the capital in the illustrations of russian primers of the 1860s — 1910s ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 44-59 (in Russian).

DOI of the paper: 10.15382/sturIV202162.44-59
This article is part of a large-scale research project dedicated to the study of the image of the city in the educational literature of the New and Modern Times. Unlike most studies related to this topic, this work is focused not on historical but on art-historical analysis of the illustrations of Russian Primers. The chronological scope of this work is between the second half of the 19th century and the fi rst decade of the 20th century. This choice is due to the fact that up to the middle of the 19th century, Russian primers rarely contained illustrative material, and the topic of cities became relevant in the design of the book only at the turn of the century. The study of a wide selection of numerous sources, primarily primers as fi rst books for teaching reading, allows us to draw conclusions not only about the artistic diversity of illustrations but also about the various methodological approaches chosen by the designers and publishers, depending on their task.
education in Russia, ABC-books, city, capital city, city view, illustration
  1. Barannikova N., Bezrogov V., Kozlova M. (eds) (2013) “«Kartinki v moem bukvare»: pedagogicheskaia semantika illiustratsii v uchebnike dlia nachal′noi shkoly” [“Pictures in my primer”: pedagogical semantics of illustrations in a textbook for primary school], in Trudy seminara “Kul,tura detstva: normy, tsennosti, praktiki” [Proceedings of the seminar “Culture of childhood: norms, values, practices”], vol. 15. Moscow (in Russian).
  2. Romashina E. (2018) “«Elka» A. M. Daragan: opyt monografi cheskogo issledovaniia azbuki serediny XIX veka” [“Elka” by A. M. Daragan: The experience of monographic research of the alphabet of the middle of the XIX century”]. Tul,skii kraevedcheskii al′manakh, 2018, pp. 194–208 (in Russian).
  3. Romashina E. (2016) “Metodologicheskie problemy issledovanii vizual,nogo riada shkol,nykh uchebnikov (po materialam rossiiskikh azbuk i bukvarei vtoroi poloviny XIX veka)” [Methodological problems of research of the visual range of school textbooks (based on the materials of Russian ABC-books and elementary readers of the 2nd half of the 19th century)], in Orlov A. (ed.) Metodologicheskie problemy mezhdistsiplinarnykh issledovanii v sfere nauk ob obrazovanii [Methodological problems of interdisciplinary research in the fi eld of education sciences]. Tula, pp. 253–259 (in Russian).
  4. Romashina E., Teterin I. (2018) “«Ucheniki k kartine tak vse i tianutsia»: rukovodstvo k nagliadnomu obucheniiu gramote N. A. Korfa” [“Students are drawn to the picture so much”: a guide to visual literacy training by N. A. Korf]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2018, vyp. 51, pp. 73–81 (in Russian).

Poznanskaya Anna


Academic Degree: Candidate of Sciences* in Art Criticism;
Place of work: Pushkin state museum of fine arts; 12 Ul. Volkhonka., Moscow, 119019, Russian Federation;
Post: deputy head of the Department of art of the countries of Europe and America of the XIX–XX centuries;
Email: poznanskaya.anna@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.

Romashina Ekaterina

Civitas solis or the city on the Neva river? Urban discourse of Sverchkov’s primer

Romashina Ekaterina (2021) "Civitas solis or the city on the Neva river? Urban discourse of Sverchkov’s primer ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 60-71 (in Russian).

DOI of the paper: 10.15382/sturIV202162.60-71
This article considers the primer Pioneer by I. Sverchkov with drawings by Ivan Simakov (editions of 1924, 1925). It identifi es and analyses the city locations that are present in this textbook. It is demonstrated that the city in Sverchkov’s primer had the features of real Leningrad, with recognisable houses, factories and streets together with mythical loci that had nothing to do with the city on the Neva river. It was emphasised that all such “fantastic objects” were oriented towards the ideological component of the textbook and were a kind of “messages for the future” –– the expected, but not yet come. Thus, the urbanistic discourse of the textbook combined the real and the “ideal” urban space, creating the eff ect of understanding the City as a metaphor of the new life, rather than as a socio-economic phenomenon or a geographical area. Such a city turned out to be a concentration of meanings, a certain kind of ideological position, which adults transmitted to children. The section “Street” is analysed in detail, as well as urban plots in other chapters of the textbook (“Factory”, “School”, “Working family”, “Children’s organisation”). The study has revealed the methodology of teaching literacy, proposed by the author of the primer: examination of the illustration, a short conversation between the teacher and the students; individual and choral reading aloud; breakdown of sentences into words and words into syllables; composing new words from the letters of the movable alphabet; drawing objects and copying text into a notebook. In the recommendations to the teacher, the author proclaimed the main feature of the Primer: “the ideological unity of all the material”, which helps the child “to become aware of the social and labour life around him”. The textbook was modeled in accordance with the programmes of the State Academic Council; the city depicted it being one of the “complex topics”.
textbook, primer, history of education, city, urban discourse
  1. Bezrogov V. G. (2020) “City images as presented in elementary schoolbooks in the mid- 19th century”. Gumanitarnye vedomosti TGPU im. L. N. Tolstogo, 2020, vol. 1, pp. 193–213.
  2. Bezrogov V. G. (2020) “Dialogi o shkol′nom uchebnike” [Dialogues about a school textbook]. The Times of Ssience — Vremia nauki, 2020, vol. 2, pp. 5–68 (in Russian).
  3. Bezrogov V. G., Tendriakova M. V. (2019) “Gorod i Korf: fi gura urbis novae v uchebnykh knigakh dlia zemskoi shkoly” [Gorod i Korf: fi gura urbis novae in educational books for the Zemstvo school]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2019, vyp. 55, pp. 110–127 (in Russian).
  4. Bezrogov V. G., Tendriakova M. V. (2019) “Korf i Gorod: fi gura urbis capitis v uchebnoi literature dlia zemskoi shkoly” [Korf and the City: fi gura Urbis capitis in the educational literature for the Zemstvo school]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2019, vyp. 54, pp. 96–117 (in Russian).
  5. Biller F. S. (1929) Za kollektivnyi trud: Rabochaia kniga dlia derevenskikh obshcheobrazovatel,nykh shkol vzroslykh [For collective work: A workbook for village secondary schools for adults]. Rostov na Donu (in Russian).
  6. Makarevich G. V., Bezrogov V. G. (2011) “Ideia modernizatsii v detskikh vizual,nykh obrazakh: bukvari 1930kh godov” [“The idea of modernization in children's visual images: ABC books of the 1930s”] in Bukvar’ — eto molot! Uchebniki dlia nachal'noi shkoly na zare sovetskoi vlasti [The primer is a hammer! Primary school textbooks at the dawn of Soviet power, 1917–1932]. Moscow, 2011, pp. 125–132 (in Russian).
  7. Melnikova L. Odin iz pervykh [One of the first]. Khudozhnik, 1980, vol. 9, pp. 42–64 (in Russian).
  8. Romashina E. Iu. Obraz stolitsy kak metafora national'noi identichnosti: rossiiskie azbuki i bukvari 1900–1925 gg. (The image of the capital as a metaphor of national identity: Russian ABC books and ABC Books 1900–1925). Gumanitarnye vedomosti TGPU im. L. N. Tolstogo, 2020, vol. 3, pp. 135–153 (in Russian).

Romashina Ekaterina


Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Professor;
Place of work: Tula state Lev Tolstoy pedagogical university; 125 Pr. Lenina, Tula, 300026, Russian Federation;
Post: dean of the Faculty of arts, social sciences and humanities;
ORCID: 0000-0003-0655-2183;
Email: katerinro@yandex.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.

The study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of scientific project No. 20-013-00246.
Egorova Anastasia

“The Kremlin is the main symbol of the earth”: the city in the ABC-books and primers for national schools of the USSR, 1940–1991

Egorova Anastasia (2021) "“The Kremlin is the main symbol of the earth”: the city in the ABC-books and primers for national schools of the USSR, 1940–1991 ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 72-81 (in Russian).

DOI of the paper: 10.15382/sturIV202162.72-81
The article is devoted to the analysis of ABC-books and primers for national schools of the USSR from 1940 to 1991. Previously, the following research questions were formulated: is urban space represented in textbooks of this type?; if this is the fact, which city(s) is it?; what characteristics of the concept of the “city” and what functions of urban lifestyle are presented to the child by the authors of textbooks?; do the textbooks for national schools diff er from those of the all-Union schools in this aspect? It was found that in most textbooks for national schools, only one city is represented, i.e. Moscow; in some cases it is the capital of a union or autonomous republic, or a region (Mordovia, Belarus). First of all, the city is represented as a symbol of state or local power through images of the Kremlin and government buildings. It is worth noting that when presenting the urban space to a child, the compilers of ABC-books and primers chose and emphasised only one thing, namely the political characteristic of the city. In this case, Moscow is a symbol of the whole country, a point of “attraction” and “gathering” of national suburbs. In the primers published for the central regions of the USSR, the urban space was represented more widely than in the national ones. Less common is the version of the city as a platform, a “stage” for everyday events of a child’s life. Thus, during the period in question, there was a tendency to present the city as exclusively metropolitan, noted in the pre-revolutionary ABC-books by V. G. Bezrogov and M. V. Tendryakova, and in the manuals of the fi rst years of Soviet power by E. Yu. Romashina. Both national and all-Union textbooks trace the general state policy of ideologising the fi rst educational book for children.
alphabet, primer, national school, national textbook, urban space, capital, Moscow, Kremlin, ideology, junior schoolchildren
  1. Afteniy M. K., Dotsenko P. S. (1954) Abechedar [Abechedar]. Kishinev.
  2. Bayburtyan N. A. (1981) Bukvar’: Dlia II klassa armianskoi shkoly [Bukvar: For the II class of the Armenian School]. Yerevan.
  3. Bednyakov A. S. (1954) Bukvar’: uchebnik russkogo iazyka dlia 1 klassa gorno-altaiskikh shkol [Primer. Textbook of the Russian language for the 1st class of Gorno-Altaisk schools]. Gorno- Altaisk.
  4. Bezrogov V. G., Tendryakova M. V. (2019) Gorod i Korf: fi gura urbis novae v uchebnykh knigakh dlia zemskoi shkoly [The City and Korf: fi gura urbis novae in the study books for the Zemstvo school]. Vestnik PSTGU. Ser. IV. Pedagogika. Psikhologiia, vol. 55, pp. 110–127.
  5. Grevs I. M. (1921) Monumental’nyi gorod i istoricheskie ekskursii [Monumental city and historical excursions]. Petrograd.
  6. Zhukova A. N., Ikavav M. F., Agin I. S. (1986) Bukvar’ [Primer]. Leningrad.
  7. Gerieva E. Ya. (1955) Bukvar’ [Primer]. Ordzhonikidze.
  8. Depolovich L. P. (1955) Bukvar’ [Primer]. Kiev.
  9. Zaborova E. N. (2014) Gorodskoe upravlenie [City administration]. Yekaterinburg.
  10. Kurilov G. N. (1987) Bukvar’ [Primer]. Yakutsk.
  11. Kutovoy A. A. (1942) Bukvar’ [Primer]. Abakan.
  12. Morozova P. P., Nosova M. S., Radaev V. K. (1981) Bukvar’ [Primer]. Saransk.
  13. Romashina E. Yu. (2020) “«My s toboi rodnye brat’ia»: smychka goroda i derevni v bukvariakh i azbukakh Sovetskoi Rossii 1925–1927 gg.” [“«We are brothers with you»: the link between the city and the village in the ABCs and ABCs of the USSR 1925–1927 gg.”]. Istoriya. Historians. Sources, 2020, vol. 4, pp. 80–89.
  14. Sivko N. I. (1954) Bukvar' [Primer]. Minsk.

Egorova Anastasia


Student status: Graduate student;
Place of study: Tula state pedagogical university; 125 Prosp. Lеnina, Tula, 300026, Russian Federation;
ORCID: 0000-0002-6036-1233;
Email: anasego1994@mail.ru.
The study was sponsored by RFBR in the framework of a research project № 20-013-00246.
Kurovskaya Yulia; Shchetinskaya Vera

“O, bloom, happy Motherland, my sunny Home Country”: conceptualisation of the notion of the “city” in soviet textbooks of native languages

Kurovskaya Yulia, Shchetinskaya Vera (2021) "“O, bloom, happy Motherland, my sunny Home Country”: conceptualisation of the notion of the “city” in soviet textbooks of native languages ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 82-96 (in Russian).

DOI of the paper: 10.15382/sturIV202162.82-96
The article studies the image of the Soviet city contained in the books for reading “Native Language” for grades 1–3 of primary school, approved by the Ministry of Education of the RSFSR (the authors of the books are M. S. Vasilieva, L. A. Gorbushina, E. I. Nikitina, M. I. Omorokova). In the course of studying the image of the city in the books for reading “Native Language”, it was found what the conceptual urban space looks like in terms of content and structure; and, in particular, what lexicographic meanings of the term “city” were refl ected in the analysed textbooks, what cognitive features formed the concept of “city” in the educational material and how they characterised the urban landscape, as well as what means of linguistic expressiveness were used in the “Native Language” for the emotional and evaluative description of the city. It was also found that the urban space presented in the books under consideration had several dimensions. Its chronotope was clearly marked: horizontally, the Soviet city was depicted in three projections of time, i.e. heroic past – happy present – bright future; vertically, in three projections: top view – ground view – underground view. The Soviet city acted as a place that connected the most important events and names for Russia and thus determined the student’s relation and involvement in the country, culture, nation, and epoch. Through the city, the student joined the selfl ess feat of the Soviet people, learned to love, protect his great country and live for its prosperity. The city was the guardian of the memory of the valiant pages of the life of the motherland, a memory that made it possible to live happily in the present and instilled boundless faith in a beautiful future.
History of pedagogy, urban discourse, conceptualization, image of the city, educational literature, Soviet textbook, native language
  1. Afonasina A. S., Bezrogov V. G., Vedeshkin M. A., Lur’e Z. A., Kargal,cev A. V., Koreckaya M. A., Mozhajskij A. Yu., Perfilova T. B., Pichugina V. K., Svetlov R. V., Smirnov S. A., Stepanova A. S., Surikov I. E., Shcheglov A. D. (2021) in Pichugina V. K. (ed.) Obrazovatel'nye prostranstva i antropopraktiki goroda [Educational spaces and anthropopractics of the city]. Moscow (in Russian).
  2. Bezrogov V. G., Tendryakova M. V. (2019) “Gorod i Korf: fi gura urbis novae v uchebnyh knigah dlya zemskoj shkoly” [“City and Korff : fi gura urbis novae in textbooks for the rural school”]. Vestnik PSTGU. Ser. IV. Pedagogy. Psychology, vol. 55, pp. 110–127. doi: 10.15382/sturIV201955.110-127 (in Russian).
  3. Eremia M., Toma L., Sanduleac M. (2017) The Smart City Concept in the 21st Century. Procedia Engineering, vol. 181, pp. 12–19. doi: https://doi.org/10.1016/j.proeng.2017.02.357.
  4. Hennings W., Horst U., Kramer J. (2016) Die Stadt als Bühne. Macht und Herrschaft im öffentlichen Raum von Rom, Paris und London im 17. Jahrhundert. Edition Kulturwissenschaft, vol 63. Bielefeld: Transcript Verlag. doi: https://doi.org/10.14361/9783839429518.
  5. Ivanova S. V. (2018) “Neskol,ko rassuzhdenij o sovremennoj pedagogicheskoj nauke” [“Reasoning on modern pedagogical science”]. Tsennosti i smysly, vol. 3 (55), pp. 6–15 (in Russian).
  6. Kurovskaya Yu. G., Shchetinskaya V. A. (2020) “«Ya znayu — gorod budet, ya znayu — sadu cvest,»: obraz goroda v «Mire v rasskazah dlya detej» V. i E. Vahterovyh” [“«I know — the city will be, i know — the garden will blossom»: the image of the city In «The world in the stories for children» by V. and E. Vakhterov”]. Tsennosti i smysly, 6 (70), 141–152. doi: 10.24411/2071-6427-2020-10060. (in Russian).
  7. Lampugnani V. M. (2011) Die Stadt im 20. Jahrhundert. Visionen, Entwürfe, Gebautes. 2 Bände. Berlín: Wagenbach Verlag.
  8. Levinson K. (2020) “«Predstav’ rost chisla bol’shih gorodov grafi cheski!» Ob issledovanii reprezentacij goroda v uchebnoj literature Novogo i Novejshego vremeni” [“«Represent the growth of big cities graphically!» Studying representations of the city in early modern and modern educational literature”]. Vestnik PSTGU. Ser. IV. Pedagogy. Psychology, vol. 57, pp. 108–122. doi: 10.15382/sturIV202057.108-122 (in Russian).
  9. Lotman Yu. M. (1984) “Simvolika Peterburga i problemy semiotiki goroda” [“St. Petersburg Symbolics and Problems of City Semiotics”] in Semiotika goroda i gorodskoi kul'tury. Peterburg. Uchenye zapiski Tartuskogo gosudarstvennogo universiteta. Trudy po znakovym sistemam [Semiotics of the city and urban culture. Acta et Commentationes Universitatis Tartuensis], issue 664, vol. XVIII, pp. 30–45 (in Russian).
  10. Lukatskiy M. A. (2019) “Metodologiya istoricheskogo poznaniya” [“Methodology of historical knowledge”]. History of Education Journal, vol. 1, pp. 101–122 (in Russian).
  11. Mumford L. (1961) The City in History: Its Origins, Its Transformations, and Its Prospects. Harcourt. New York: Brace & World.
  12. Ozhegov S. I., Shvedova N. Yu. Tolkovyj slovar’ russkogo yazyka [Explanatory dictionary of the Russian language], available at: http://ozhegov.info/slovar/?ex=Y&q=ГОРОД/ (05.02.2021) (in Russian).
  13. Romashina E. Yu. (2020). “Obraz stolicy kak metafora nacional'noj identichnosti: rossij skie azbuki i bukvari 1900–1925 gg.” [“The image of the capital as a metaphor for national identity: Russian alphabet and primers of 1900–1925”]. Gumanitarnye vedomosti TGPU im. L. N. Tolstogo, vol. 3 (35), pp. 135–154. doi 10.22405/2304-4772-2020-1-3-135-154 (in Russian).
  14. Siebel W. (2015) Die Kultur der Stadt. Berlin: Suhrkamp Verlag.
  15. Stepanov B. E. (2021) “Konstruirovanie obraza goroda v uchebnikah po rodinovedeniyu (1870-e — 1910-e gody)” [“Representation of the city in rodinovedenie textbooks (1870s –1910s)”]. Otechestvennaya i zarubezhnaya pedagogika, vol. 1, (75), pp. 112–129 (in Russian).
  16. Tendryakova M., Bezrogov V. (2019) “Korf i gorod: figura urbis capitis v uchebnyh knigah dlya zemskoj shkoly” [“Korff and the city: fi gura urbis capitis in elementary textbooks for rural school of the 2nd half of the 19th century”]. Vestnik PSTGU. Ser. IV. Pedagogy. Psychology, vol. 54, pp. 84–105. doi: 10.15382/sturIV201954.84-105 (in Russian).
  17. Vasil’eva M. S., Gorbushina L. A., Nikitina E. I., Omorokova M. I. (eds.) (1972) Rodnaya rech’: kniga dlya chteniya v 1-m klasse [Native language: a reading book in the 1st form]. Moscow (in Russian).
  18. Vasil’eva M. S., Gorbushina L. A., Nikitina E. I., Omorokova M. I. (eds.) (1980) Rodnaya rech’: kniga dlya chteniya vo 2-m klasse [Native language: a reading book in the 2nd form]. Moscow (in Russian).
  19. Vasil’eva M. S., Gorbushina L. A., Nikitina E. I., Omorokova M. I. (eds.) (1980) Rodnaya rech’: kniga dlya chteniya v 3-m klasse [Native language: a reading book in the 3rd form]. Moscow (in Russian).

Kurovskaya Yulia


Academic Degree: Candidate of Sciences* in Philology;
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Institute for strategy of education development of the Russian academy of education; 16 Zhukovskogo Str., 105062, Moscow, Russian Federation;
Post: deputy head of the Chair on global education;
ORCID: 0000-0001-7832-9402;
Email: kurovskaja@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.


Shchetinskaya Vera


Place of work: Institute for strategy of education development of the Russian academy of education, 16 Ul. Zhukovskogo, Moscow, 105062, Russia;
Post: assistant director;
ORCID: 0000-0001-7788-9950;
Email: verash17@yandex.ru.
The research was carried out with the financial support of the RFBR in the framework of scientific project No. 20-013-00246.

PSYCHOLOGY

Litvinova Svetlana; Chelisheva Julia

Digital transformation of educational environment of a preschool educational institution

Litvinova Svetlana, Chelisheva Julia (2021) "Digital transformation of educational environment of a preschool educational institution ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 99-112 (in Russian).

DOI of the paper: 10.15382/sturIV202162.99-112
The current trend of the educational system in the world is personalisation and digitalisation, which requires a person to constantly develop, follow innovations, and improve their competencies. At the same time, the activity of a specialist in any field, including education, is accompanied by digital technologies that are designed to help solve complex problems, redistribute some of the complex or routine functions in work, and in some cases, replace a person. Modern digital technologies and digital environment are a means that corresponds to a qualitatively new content of child’s development and learning, which increases the eff ectiveness of the educational process organisation in a kindergarten. The purpose of the article is to describe the results of the study of the ideas of preschool teachers about digital transformation of the educational environment. The research methodology is based on a combination of the ecosystem approach employing the Smart City concept in education, the ontological approach, and the principles of system analysis and integration. By the digital transformation of preschool educational environment, we mean the ecosystem changes from the point of view of technologies, the content of activities, information resources and communicative educational models, as well as the structure of digital literacy of a preschool teacher. The article considers digital transformation in preschool education taking into account the peculiarities of preschool children developing in a new socio-cultural situation of the digital world. Based on the analysis of various scientifi c approaches to the concepts of research, the paper defi nes the essential characteristics of digital literacy of preschool teachers. The components of digital literacy of a preschool teacher include: computer literacy, information and communication literacy, literacy in the fi eld of visualisation of educational content and literacy in creation of educational media products. The research presented refl ects the results of self-assessment of preschool teachers in the use of digital tools and technologies for designing modern educational environment of a kindergarten. Defi cits in the fi eld of digital literacy of preschool teachers in the context of the theory of generations are revealed. The model of a digital kindergarten and the structural components of digital educational environment of a preschool educational organization are presented.
digitalisation, digital transformation of preschool education, digital literacy of a teacher, digital kindergarten, Smart City, ecosystem, digital tools
  1. Baiborodova L. V. (2020) “Transformatsiia didakticheskikh printsipov v usloviiakh tsifrovizatsii obrazovaniia” [“Transformation of didactic principles in the conditions of digitalization of education”]. Pedagogika, 2020, vol. 7, pp. 22–30 (in Russian).
  2. Bondarchuk O. A. (2019) “Osobennosti formirovaniia mirovozzreniia doshkol'nika pod vliianiem informatsionnykh tekhnologii” [“Features of the formation of the worldview of a preschool child under the infl uence of information technologies”]. Nauchnyi al’manakh, 2019, vol. 5–3 (55), pp. 136–138 (in Russian).
  3. Soldatova G. U. (2019) “Osobennosti ispol'zovaniia tsifrovykh tekhnologii v sem'iakh s det'mi doshkol'nogo i mladshego shkol'nogo vozrasta” [“Features the use of digital technologies in families with children of preschool and younger school age”]. Natsional’nyi psikhologicheskii zhurnal, 2019, vol. 4, no. 4 (36), pp. 12–27 (in Russian).
  4. Shabas S. G. (2020) “Psikhologo-pedagogicheskoe soprovozhdenie sub’ektov distantsionnogo doshkol’nogo obrazovaniia” [“Psycho-pedagogical support of preschool subjects of distance education”]. Mir nauki. Pedagogika i psikhologiia, 2020, vol. 8, no. 3, available at: https://mirnauki.com/PDF/53PSMN320.pdf (21.06.2021) (in Russian).
  5. Veraksa N. E. (2020) “Problema sredstv v tsifrovom obuchenii” [“The problem of means in digital learning”]. Pedagogika, 2020, vol. 4, pp. 19–26 (in Russian).

Litvinova Svetlana


Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Zelenograd Branch of Institute of Business Administration, Moscow City University; 4 Vtoroy Sel'skokhozyaystvennyi proezd, Moscow, 129226, Russian Federation;
Post: director;
ORCID: 0000-0002-4589-3688;
Email: _litsveta_@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.


Chelisheva Julia


Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Moscow city pedagogical university; 4 Vtoroi Sel,skohoziaistvennyi proezd, Moscow, 129226, Russian Federation;
Post: associate professor;
ORCID: 0000-0001-7533-5938;
Email: cherishevauv@mgpu.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.

Shneider Lidia; Ekaterina Diatlova

Psychological and pedagogical facilitation of the development of personal and professional potential of students in higher education

Shneider Lidia, Ekaterina Diatlova (2021) "Psychological and pedagogical facilitation of the development of personal and professional potential of students in higher education ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 113-126 (in Russian).

DOI of the paper: 10.15382/sturIV202162.113-126
Currently, every young specialist is expected to show creative manifestations of personal and professional potential. It is assumed that its formation should be carried out in the process of higher education. In the article, personal and professional potential is understood as a holistic integrative education based on the consistency of the personal characteristics of students and their educational and professional activities, with a pronounced goal-setting, providing an eff ective higher education. Its conditions and indicators can include meaningful educational and professional awareness and personal awareness, a desirable way of learning and its awareness, evaluation of educational and professional achievements and self-monitoring, inclusion in the educational and professional reality and self-organization, anticipation of the future and professionally-oriented intentions, satisfaction with educational and professional activities and emotional mood. According to these blocks, a single questionnaire consisting of 50 questions was compiled, which was used for conducting an empirical study. A total of 133 respondents took part in the study, all of them students of Moscow universities. The results obtained indicate that the professional self-determination of students is poorly determined by the attitudes towards the development of personal and professional potential and needs psychological and pedagogical facilitation. Its targeted target can be a creative attitude, provided that the student is professionally involved in the educational process and the educational environment of the university, as well as in the presence of his self-organization, orientation to self-development and professional self-realization. At the same time, the educational policy of the university should be aimed at providing the necessary assistance to the student in the disclosure and implementation of his personal and professional potential, the possibility of its application and use with a high effi ciency.
student, teacher, personal and professional development, potential, creative attitude, facilitation, professional self-determination
  1. Astapenko E. V. (2016) “Motivatsionnye resursy lichnosti dlia uspeshnogo obucheniia i samosovershenstvovaniia” [“Motivational resources of the individual for successful learning and self-improvement”]. Vestnik Orenburgskogo gosudarstvennogo universiteta, 2016, vol. 3, available at: https://vestnik. osu.ru/doc/1226/article/8869/lang/0 (11.09.2020) (in Russian).
  2. Delor Zh. (1996) Obrazovanie: sokrytoe sokrovishche. Osnovnye polozheniia Doklada Mezhdunarodnoi komissii po obrazovaniiu XXI veka [Education: hidden treasure. The main provisions of the Report of the International Commission on Education of the XXI century]. Moscow (in Russian).
  3. Leont’ev A. N. (2009) “Potrebnosti, motivy i emotsii” [“Needs, motives and emotions”] in Gippenreiter Iu. B., Falikman M. V. (eds.) Psikhologiia motivatsii i emotsii [Psychology of motivation and emotions]. Moscow: AST, Astrel’ (in Russian).
  4. Maksimenko N. V. (2018) “Problemy aktualizatsii motivatsii akademicheskikh dostizhenii studentov kak faktory povysheniia kachestva obucheniia v universitete” [“Problems of actualization of motivation of academic achievements of students as factors of improving the quality of education at the university”]. Vestnik Orenburgskogo gosudarstvennogo universiteta, 2018, vol. 6 (218), pp. 40–45.
  5. Shneider L. B. (2019) Psikhologiia identichnosti: uchebnik i praktikum dlia bakalavriata i magistratury [Psychology of identity: a textbook and a practical course for undergraduate and graduate studies]. Moscow (in Russian).
  6. Shneider L. B., Akbieva Z. S., Tsaritsentseva O. P. (2018) Psikhologiia kar'ery: uchebnik i praktikum dlia bakalavriata i magistratury [Career psychology: a textbook and a practical course for bachelor’s and master’s degrees]. Moscow (in Russian).
  7. Shneider L. B., Iakimovich A. A. (2018) “Lichnostno-professional’nye predpochteniia i namereniia, obuchaiushchikhsia na etape zaversheniia bakalavriata” [“Personal and professional preferences and intentions of students at the stage of completion of the bachelor’s degree”]. Chelovek. Obshchestvo. Inkliuziia, 2018, vol. 2 (34), pp. 78–95 (in Russian).
  8. Sleptsova A. E., Baisheva M. V. (2018) “O sushchnosti i soderzhanii poniatii «kompetentsiia» i «kompetentnost'»” [“On the essence and content of the concepts «competence» and «competence»”] in Sovremennye tendentsii razvitiia sistemy obrazovaniia [Modern trends in the development of the education system]. Cheboksary: PH “Sreda”, pp. 72–75 (in Russian).
  9. Ul’ianina O. A. (2018) “Kompetentnostnyi podkhod v nauchnoi paradigme rossiiskogo obrazovaniia” [“Competence approach in the scientifi c paradigm of Russian education”]. Psikhologo-pedagogicheskie issledovaniia, 2018, vol. 10, no. 2, pp. 135–147 (in Russian).

Shneider Lidia


Academic Degree: Doctor of Sciences* in Psychological Sciences;
Academic Rank: Professor;
Place of work: Moscow State University of Education; 88 Prosp. Vernadskogo, Moscow, 119571, Russian Federation;
Post: professor;
ORCID: 0000-0001-7015-3828;
Email: lid-der@yandex.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.


Ekaterina Diatlova


Place of work: Sechenov University; 22/1 Ul. Akademika Anokhina, Moscow, 119602, Russian Federation;
Post: assistant of the department of nursing management and social work;
ORCID: 0000-0001-7682-2359;
Email: DyatlovaEkat@yandex.ru.
Pavlenko Tatiana; Kirsanova Veronika

Features of the value-semantic sphere of students of pedagogical specialisations with various structures of individual religiosity

Kirsanova Veronika, Pavlenko Tatiana (2021) "Features of the value-semantic sphere of students of pedagogical specialisations with various structures of individual religiosity ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 127-141 (in Russian).

DOI of the paper: 10.15382/sturIV202162.127-141
The relevance of the research is due to the necessity of studying the sphere of values and meanings of the personality of prospective teachers. The goal of this research is an identifi cation of features of values and meaning-related system of students with various structures of religiosity as well as the correlation of the individual religiosity with basic beliefs. The research was carried out on the base of Moscow State Regional University with the use of the following methods: individual religiosity structure test by U.V. Shcherbatykh, method of “Determination of the formation of value orientations” by B. S. Kruglov, scale of basic beliefs (R. Yanoff -Bulman, O. Kravtsova’s adaptation). It was revealed that the most strong, signifi cant and positive connection of the components of individual religiosity were discovered with the terminal values: equality, happy family; with instrumental values: politeness, honesty, tolerance. The more various components of religiousness are expressed, the fewer goals of providing oneself with material wealth and the realisation of active and concentrated life remain as life perspective (terminal values), the less courage in defending one’s views, opinions, as well as the sense of duty and ability to keep one’s word are seen as resources of achieving these goals. Such component of individual religiousness as faith in Creator and higher powers is connected with formation of basic opinion about the meaningfulness of life. The less religious a person is, the more basic belief he or she has about the world’s favour, about one’s own value, the ability to rule the events. Of particular importance is the further study of the values and meanings of future teachers with diff erent attitudes towards religious confessions in order to determine the degree of infl uence of the views and beliefs of teachers on students.
structure of individual religiosity, terminal values, instrumental values, students of pedagogical specialisations, student youth, basic personal beliefs, belief in the benevolence and meaningfulness of the world
  1. Afanasenko I. V. (2014) “Spetsifi ka individual'noi religioznosti i vyrazhennosti samoaktualizatsii u predstavitelei razlichnykh konfessii (na primere pravoslavnykh khristian i iudaistov)” [“The specifics of individual religiosity and the severity of self-actualization in representatives of various confessions (on the example of Orthodox Christians and Judaists)”]. Severo-Kavkazskii psikhologicheskii vestnik, 2014, vol. 1, pp. 10–11 (in Russian).
  2. Afanasenko I. V., Spivak D. L. (2015) “Religiozno psikhologicheskie ustanovki molodezhi: gendernyi aspekt (na primere musul'man)” [“Religious and psychological attitudes of youth: gender aspect (on the example of Muslims)”] in Psikhotekhniki i izmenennye sostoianiia soznaniia. Sbornik materialov Vtoroi nauchnoi konferentsii (12–14 dekabria 2013) [Psychotechnics and altered states of consciousness. Collection of materials of the Second Scientifi c Conference (December 12–14, 2013)]. St. Petersburg, pp. 244–253 (in Russian).
  3. Artemenko O. M. (2016) Religioznaia identichnost' lichnosti kak psikhologicheskii fenomen. Akademicheskoe issledovanie i kontseptualizatsiia religii v XXI veke: traditsii i novye vyzovy: sb. materialov Tret'ego kongr. ros. issledovatelei religii. V 6 t. [Religious identity of a person as a psychological phenomenon. Academic research and conceptualization of religion in the XIX century: traditions and new challenges: collection of materials of the Third congr. Russian researchers of religion. In 6 voles]. Vladimir, vol. 3 (in Russian).
  4. Balich N. L. (2015) “Religioznaia identichnost’ v kul'ture sovremennogo obshchestva” [“Religious identity in the culture of modern society”]. Sotsiologicheskii al'manakh, 2015, vol. 6, pp. 234–243 (in Russian).
  5. Bulanova I. S. (2015) “Religioznoe obrashchenie kak povtornaia narrativizatsiia zhizni” [“Religious conversion as a repeated narrativization of life”] in Antonov K. M., Malevich T. V., Folieva T. V. (eds.) Psikhologiia religii: mezhdu teoriei i empirikoi: Sbornik nauchnykh statei [Psychology of religion: between theory and empiricism: A collection of scientific articles]. Moscow, pp. 107–120 (in Russian).
  6. Egorov I. V. (2018) “Idealy kak dinamicheskaia osnova attitiudov i ikh sviaz' lichnostnymi kharakteristikami studencheskoi molodezhi” [“Ideals as a dynamic basis of attitudes and their connection with personal characteristics of student youth”]. Vestnik PSTGU. Ser. IV. Pedagogika. Psikhologiia, 2018, vol. 50, pp. 57–72 (in Russian).
  7. Egorov I. V., Naumova D. V., Pavlenko T. A., Rasskazova I. N. (2021) “Sistema tsennostei devushek-studentok pedagogicheskikh vuzov s raznym urovnem antisotsial'noi kreativnosti” [“The system of values of female students of pedagogical universities with different levels of antisocial creativity”]. Perspektivy nauki i obrazovaniia, 2021, vol. 3, pp. 375–389. doi:10.32744/pse.2021.3.26 (in Russian).
  8. Freid Z. (1991) Ia i ONO: trudy raznykh let, v 2-kh t. [I and IT: Works of different years, in 2 vols.]. Tbilisi, vol. 2 (in Russian).
  9. Fromm E. (1993) Psikhoanaliz i etika [Psychoanalysis and ethics]. Moscow (in Russian).
  10. Fromm E. (1994) Anatomiia chelovecheskoi destruktivnosti [Anatomy of human destructiveness]. Moscow (in Russian).
  11. Gruzdev N. V., Spivak D. L. (2004) “Religiozno-psikhologicheskie orientatsii sovremennykh rossiian i amerikantsev: novye dannye” [“Religious and psychological orientations of modern Russians and Americans: new data”]. Tochki/Puncta, 2004, vol. 4, pp. 274–284 (in Russian).
  12. Gustova L. V. (2012) “Issledovanie vzaimosviazi individual'nogo urovnia religioznosti i lichnostnykh kachestv” [“Investigation of the relationship between the individual level of religiosity and personal qualities”]. Vestnik Kostromskogo gosudarstvennogo universiteta im. N. A. Nekrasova. Seriia: Pedagogika. Psikhologiia. Sotsial'naia rabota. Iuvenologiia. Sotsiokinetika, 2012, vol. 18, no. 3, pp. 62–67 (in Russian).
  13. Janoff -Bulman R. (1989) “Assumptive worlds and the stress of traumatic events: Applications on the schema construct”. Social Cognition, 1989, vol. 7, no. 2, pp. 113–136.
  14. Kruglov B. S. (1989) “Sotsial'naia napravlennost' lichnosti” [“Social orientation of the individual”] in Dubrovina I. V. (ed.) Formirovanie lichnosti starsheklassnika [Formation of the personality of a high school student]. Moscow, pp. 12–14 (in Russian).
  15. Lazutkina M. A. (2012) “Teoreticheskii analiz struktury religioznoi identichnosti i sposobov ee izmereniia” [“Theoretical analysis of the structure of religious identity and methods of its measurement”]. Gramota, 2012, vol. 67, no. 12, part I, pp. 79–82 (in Russian).
  16. Leont'ev D. A. (1992) Metodika izucheniia tsennostnykh orientatsii [Methods of studying value orientations]. Moscow (in Russian).
  17. Losskii N. O. (1994) Bog i mirovoe zlo [God and the world evil]. Moscow (in Russian).
  18. Maslou A. (1997) Psikhologiia bytiia [Psychology of Being]. Moscow; Kiev (in Russian). Miagkov I. F., Shcherbatykh Iu. V., Kravtsova M. S. (1996) “Psikhologicheskiĭ analiz urovnia individual'noĭ religioznosti” [“Psychological analysis of the level of individual religiosity”]. Psikhologicheskiĭ zhurnal, 1996, vol. 17, no. 6, pp. 120–122 (in Russian).
  19. Pavlenko T. A. (2018) “Fizicheskii perfektsionizm. Osobennosti proiavleniia u studencheskoi molodezhi” [“Physical perfectionism. Features of manifestation in student youth”] in Materialy Vserossiiskoi nauchno-prakticheskoi konferentsii 5–6 aprelia 2018 «Rebenok v sovremennom obrazovatel'nom prostranstve megapolisa». Izvestiia instituta pedagogiki i psikhologii obrazovaniia MGPU [Materials of the All-Russian scientifi c and practical conference on April 5–6, 2018 “A child in the modern educational space of a megapolis”. Proceedings of the Institute of Pedagogy and Psychology of Education of the Moscow State Pedagogical University], available at: http://ippo.selfip.com:85/izvestia/pavlenko-t-a-fi zicheskiy-perfekcioniz/ (28.06.2021) (in Russian).
  20. Ponimanie i tsennosti (norma i patologiia). Monografiia. [Understanding and values (norm and pathology). Monograph] Ekaterinburg, 2018.
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  22. Shorokhova V. A. (2014) “Religioznaia identichnost’ v zarubezhnykh psikhologicheskikh issledovaniiakh: teoreticheskie modeli i sposoby izucheniia” [“Religious identity in foreign psychological research: theoretical models and methods of studying”]. Sotsial’naia psikhologiia i obshchestvo, 2014, vol. 5, no. 4, pp. 44–61 (in Russian).
  23. Shvarts Sh., Butenko T. P., Sedova D. S., Lipatova A. S. (2012) “Utochnennaia teoriia bazovykh individual’nykh tsennostei: primenenie v Rossii” [“Refi ned theory of basic individual values: application in Russia”]. Psikhologiia. Zhurnal Vysshei shkoly ekonomiki, 2012, vol. 9, no. 1, pp. 43–70 (in Russian).

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.

Naumova Diana

Personal characteristics of young people who are tolerant and intolerant towards uncertainty

Naumova Diana (2021) "Personal characteristics of young people who are tolerant and intolerant towards uncertainty ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2021, Iss. 62, pp. 142-156 (in Russian).

DOI of the paper: 10.15382/sturIV202162.142-156
The article analyses data from a study conducted in 2019, before the era of the pandemic. A review of domestic and foreign scientifi c works devoted to the problem of global threats, diffi cult life situations, uncertainty is made. It is noted that in anticipation of a crisis and global threats, the personality is contradictory: on the one hand, there is an increase in distrust of social and state institutions; on the other hand, there is a growing adherence to norms, traditions, social attitudes, there is an increase in the feeling of loneliness and loss of personal identity, an increase in intolerance towards uncertainty. Intolerance/tolerance in the article is considered as indicators of activity, level of maturity, ability to cooperate. The study involved young people, mostly students. Based on the results of S. Badner’s methodology, the author divided the sample into three groups: according to high indicators of novelty in an uncertain situation, complexity and undecidability. The scales were analysed according to the method of T. Adorno, aimed at identifying the authoritarian syndrome, and according to the FPI method, aimed at studying personality characteristics: neuroticism, sociability, isolation, poise, extraversion/introversion. Methods of mathematical statistics (comparison of means, Pearson correlation analysis) were used, on the basis of which the indicators were compared in three groups. The sample was also divided into two groups: people with a high index of intolerance and a low index of intolerance. The second group is conventionally named “tolerance”. Comparison of these two groups was carried out using the same scales of the methods of T. Adorno and FPI. As a result, it was concluded that people who subjectively assess the situation as new, or diffi cult, or insoluble have diff erences in such characteristics as isolation, openness, sociability, as well as diff erences in such social attitudes as conservatism, a complex of power, projectivity, authoritarian submission and authoritarian aggression. The author came to the conclusion that, in general, the level of intolerance is associated with the level of the authoritarian syndrome. In the groups “intolerant” and “tolerant”
difficult life situation, intolerance to uncertainty, tolerance, authoritarian syndrome, personality profile
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Naumova Diana


Academic Degree: Candidate of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Moscow City University; 4 Vtoroy Sel’skokhozyaystvennyi proezd, Moscow, 129226, Russian Federation;
Post: associate professor, Department of psychology, Institute of educational psychology and pedagogy;
ORCID: 0000-0001-7427-0079;
Email: seroglazka3@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.