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

This article describes the development of theological education and research in Russia from the emergence in 1993 of the fi rst state standard in the educational discipline “Theology” to the introduction in 2015 of the passport of the academic specialisation “Theology” into the classifi er of the Higher Attestation Commission of the Russian Federation. The article records the chronology of introducing the four generations of educational standards in theology, describes the main documents that illustrate the dynamics of the development of theology in the sphere of education and research, lists the key facts that show the specifi c geatures of this phenomenon in the landscape of the present-day education in Russia. The article continues the study of the educational activity of the Russian Orthodox Church in the period of 1990–2015 and is designed to characterise the entirety of precesses in religious education, educational initiatives, institutions and conditions of education, administrative and managementrelated decisions implemented by representatives of the Russian Orthodox Church in the sphere of research and higher education in the period in question. In this study, the domain of implementing religious education of the Russian Orthodox Church includes the experience of establishing and operating theological seminaries and academies, Orthodox institutes and universities as well as departments of theology and/ or other departments in state and private educational institutions that run educational programmes in theology. As for the educational initiatives of the Russian Orthodox Church, the article examines suggestions of offi cial representatives of the churchrelated community in the sphere of theology in higher education and academic community. Organisational and pedagogical conditions of theological education and research are compared with educational initiatives of the church and in accordance with regulatory and legislative documents of the state. The administrative decisions of the Russian Orthodox Church are examined in the context of the documents adopted by the Patriarch and the Holy Synod as to the development of religious education and theological education and research. Drawing on the analysis of educational standards, orders of the Ministry of Education and Science, resolutions of academic conferences, the article considers such specifi c facts as openings of departments of theology, activities of the Educational and Methodological Unit in theology, offi cial statements of supporters and opponents of theology, publication of study materials in theology in the period in question, licensing and accreditation of educational institutions in the sphere of theology, opening of dissertation councils and establishing the expert council in theology at the Higher Attestation Commission.

religious education, theological education, theology, history of education, educational initiatives, educational activities of the Russian Orthodox Church

1. Arkhiv standartov GOS VPO 1993–1999 gg., available at: http://fgosvo.ru/archivegosvpo/156/155/2/19 (26.09.2021).
2. Doklad mitropolita Volokolamskogo Ilariona na zasedanii Uchenogo soveta RGGU, available at: http://www.patriarchia.ru/db/text/963037.html (26.09.2021).
3. Iz postanovlenii Sviashchennogo Sinoda ot 21 avgusta 2007 g., zhurnal № 43, available at: https://mosmit.ru/library/vedomosti/27/349/ (26.09.2021).
4. Izdatel’skii dom “Poznanie”: proekt podgotovki korpusa uchebnykh posobii “Uchebnik bakalavra teologii,” available at: http://poznaniye.ru/uchebnik/about/ (26.09.2021).
5. Kirill, Patriarkh Moskovskii i vseia Rusi. Vystuplenie na soveshchanii “Teologiia v vuzakh: vzaimodeistvie Tserkvi, gosudarstva i obshchestva”, available at: https://pravobraz.ru/vystupleniesvyatejshego-patriarxa-kirilla-na-soveshhanii-teologiya-v-vuzax-vzaimodejstvie-cerkvi-gosudarstva-i-obshhestva/ (26.09.2021).
6. Kirill, Sviateishii Patriarkh Moskovskii i vseia Rusi (2009) “Dukhovnoe obrazovanie Russkoi Pravoslavnoi Tserkvi na sovremennom istoricheskom etape. Problemy, zadachi i perspektivy” [“Spiritual education of the Russian Orthodox Church at the present historical stage. Problems, tasks and prospects”] in Vystuplenie na soveshchanii rektorov dukhovnykh uchebnykh zavedenii Russkoi Pravoslavnoi Tserkvi [Speech at the meeting of rectors of theological educational institutions of the Russian Orthodox Church]. Moscow, available at: http://www.doctorantura.ru/ru/news/520-4den (26.09.2021).
7. Mezhreligioznyi sovet Rossii, available at: http://www.patriarchia.ru/db/text/3456392.html (26.09.2021).
8. Minobrnauki RF ne planiruet vnosit’ teologiiu v spisok nauchnykh spetsial’nostei, available at: http://www.interfax-religion.ru/dialog/?act=news&div=28919 (26.09.2021).
9. Nazarov V. N. (2004) Vvedenie v teologiiu. Uchebnoe posobie [Introduction to theology. Textbook]. Moscow (in Russian).
10. Obrashchenie 1700 uchenykh k prezidentu RF po povodu vvedeniia pravoslaviia v shkolakh i teologii v vuzakh, available at: http://portal-credo.ru/site/print.php?act=news&id=62834 (26.09.2021).
11. Obrashchenie 227 doktorov i kandidatov nauk k prezidentu RF v sviazi s vvedeniem uchenykh stepenei po teologii i prepodavaniem v shkolakh distsiplin o religiiakh, available at: http://www.interfaxreligion.ru/orthodoxy/?act=documents&div=716 (26.09.2021).
12. Otkrytoe pis'mo prezidentu Rossiiskoi Federatsii V. V. Putinu akademikov Rossiiskoi akademii nauk, available at: https://scepsis.net/library/id_1346.html (26.09.2021).
13. Perechen’ dukhovnykh uchebnykh zavedenii Russkoi Pravoslavnoi Tserkvi s ukazaniem realizuemykh imi obrazovatel’nykh program, available at: http://www.uchkom.info/uchebnyy-komitet/uchebnye-zavedeniya/ (26.09.2021).
14. Nazarov V. (2004) Vvedenie v teologiiu. Uchebnoe posobie [Introduction to theology. A textbook]. Moscow (in Russian).
15. Petrov A., Mel’nikov B. (2012) “Teologicheskoe obrazovanie — novyi tip gumanitarnogo obrazovaniia v Rossii” [Theological education as a new type of education in the humanities in Russia] in V. Iashin (ed.) Petrovskiǐ sbornik. Sbornik vospominanii i nauchnykh rabot, posviashchennyi pamiati Aleksandra Ivanovicha Petrova (1953–2000) [Petrovsky collection. Collection of memoirs and articles dedicated to the memory of Alexander Ivanovich Petrov (1953–2000)]. Omsk (in Russian).
16. Pravoslavnye bogoslovy prosiat ministra obrazovaniia Rossii vydelit’ teologiiu kak samostoiatel’nuiu gruppu spetsial’nostei, available at: http://www.interfax-religion.ru/?act=news&div=52065 (26.09.2021).
17. Prikaz Ministerstva obrazovaniia i nauki RF ot 15 aprelia 2014 goda № 317 “Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel’nogo standarta po napravleniiu podgotovki 48.06.01 Teologiia (uroven’ podgotovki kadrov vysshei kvalifi katsii)”, available at: http://fgosvo.ru/uploadfiles/fgosvoasp/480601_Teologia.pdf (26.09.2021).
18. Shokhin V. (2002) Teologiia. Vvedenie v bogoslovskie distsipliny. Uchebno-metodicheskoe posobie [Theology. Introduction to theological disciplines. Educational and methodological manual]. Moscow (in Russian).
19. Teologiia prishla v aspiranturu, available at: https://www.rbc.ru/society/29/10/2013/56c05bd49a7947299f72daed (26.09.2021).
20. Teologiia v Rossii, available at: https://pstgu.ru/theology/ (26.09.2021).
21. Teologiia: Uchebno-metodicheskie materialy po programme professional’noi perepodgotovki [Theology: Educational and methodological materials for the professional retraining programme]. Moscow, 2016 (in Russian).
22. Vorob’ev V., priest (2006) “Vstupitel’noe slovo na otkrytii konferentsii “Problemy razvitiia religioznogo obrazovaniia v vysshei shkole v svete ee reformirovaniia” [“Opening speech at the conference «Problems of the development of religious education in higher education in the light of its reform»”]. Vestnik PSTGU. Pedagogika. Psikhologiia, 2006, vyp. 3, pp. 7–19 (in Russian).
23. Vorob’ev V., priest (2007) “O znachimosti teologicheskogo obrazovaniia v Rossiiskoi Federatsii” [On the significance of theological education in the Russian Federation]. Vestnik PSTGU. Pedagogika. Psikhologiia, 2007, vyp. 4 (7), pp. 7–19 (in Russian).
24. Vozmozhno, uzhe v aprele v nomenklature Vysshei attestatsionnoi komissii poiavitsia novaia nauchnaia spetsial’nost’ — teologiia, available at: http://www.ras.ru/digest/showdnews.aspx?id=e1cfcd54-eedb-42d2-bf77-e607c3fbe748&print=1 (26.09.2021).

Sklyarova Tatiana

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

The reported study was funded by RFBR according to the research project № 19-013-00228.

Modern educational information systems collect and store a huge amount of data on the learning tracks of schoolchildren and students during the academic year, as well as the actions of the teaching staff. This data makes it possible to analyze the digital footprints of users, study various learning paths, investigate educational materials and their impact on the educational environment, identify information gaps in education, compare the results of knowledge control with preconditions for obtaining them, etc. Nevertheless, the collection and analysis of such data is associated with a large number of difficulties: inconsistent data, data retrieval in source databases, the volume of transfer data, problems associated with data gateways for external consumers, infrastructure performance, visualization and interpretation of such data. This article discusses several cases of using big data analysis for pedagogical research: identification and analysis of the most popular didactic materials created by teachers in the environment of the Moscow Electronic School (MES), analysis of the filling of the tree of didactic units of the thematic framework of the MES library with educational materials, analytics dynamics of the composition of homework by type, identification of teachers and students, the most active users of the MES and analysis of the relationship of this activity with other parameters. In addition, the author describes the problems encountered by the authors at the stage of data transfer and analysis and how to solve them; The main results are generalization of experience with big data MES, identification of opportunities, problems and limitations of big data for the implementation of pedagogical research.Opportunities — analysis of digital methods of users, studying the results of researching digital teaching methods, researching educational materials and their impact on the educational environment, identifying information gaps in education, comparing the results of knowledge control with the conditions for obtaining them, etc. Problems — data search in original undocumented databases, data inconsistency, data visualization, large amount of data, data interpretation. Limitations — data gateways, infrastructure performance, personal data.

big data, data analysis, Moscow Electronic School, MES, digital footprint, data visualization, pedagogical research, Educational Data Mining, homeworks, digital activity

1. Barannikov K., Lesin S. (2020) “Metodologiia analiza bol′shikh dannykh v obrazovanii. Sistemnometodologicheskii podkhod, osnovannyi na analize obrazovatel’nykh dannykh, poiske strategii priniatiia upravlencheskikh i organizatsionno-pedagogicheskikh issledovanii” [Metho dology of big data analysis in education. A systematic and methodological approach based on the analysis of educational data, the search for a strategy for making managerial and organisationalpedagogical research]. Narodnoe obrazovanie, 2020, vol. 2, pp. 81–89 (in Russian).
2. Вarannikov K., Lesin S., Vachkova S., Suleimanov R., Kupriianov R. (2020) “Application of educational data analysis methods in the evaluation of lesson scenarios in Moscow Electronic School”. Revista inclusions, 2020, 7, vol. 3/3, pp. 1–8.
3. Levin I. (2016) “Cyber-physical Systems as a Cultural Phenomenon”. International Journal of Design Sciences and Technology, 2016, 22 (1), available at https://www.tau.ac.il/~ilia1/levin_i_cyber-physical_syst.pdf (16.06.2021).
4. Patarakin E., Vachkova S. (2019) “Setevoi analiz kollektivnykh deistvii nad tsifrovymi obrazovatel′nymi ob»ektami” [Network analysis of collective actions on digital educational objects]. Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta. Seriia: Pedagogika i psikhologiia, 2019, vol. 4 (50), pp. 101–112 (in Russian).
5. Petriaeva E., Vachkova S. (2020) “Tsifrovoi profi l’ avtora stsenariev urokov MESh” [Digital profile of the author of the MES lesson scenarios], in Bo’′shie dannye v obrazovanii. Sbornik statei po itogam mezhdunarodnoi konferentsii [Big data in education. Conference papers], 2020, pp. 79–94 (in Russian).
6. Vachkova S., Obydenkova V., Zaslavskii A., Kats S. (2020) “O prichinakh vostrebovannosti stsenariev urokov «Moskovskoi elektronnoi shkoly»” [On the reasons for the demand for scenarios of lessons of Moscow Electronic School]. Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta. Seriia: Pedagogika i psikhologiia, 2020, vol. 1 (51), pp. 8–24 (in Russian).
7. Vachkova S., Patarakin E., Petriaeva E. (2020) “Content Quality of Lesson Scenarios in Moscow E-School”. SHS Web of Conferences Theory and Practice of Project Management in Education: Horizons and Risks, 2020, vol. 79.
8. Vachkova S., Petriaeva E., Kupriianov R., Suleymanov R. (2021) “School in Digital Age: How Big Data Help to Transform the Curriculum”. Information, 2021, vol. 12 (1), 33, available at https://www.mdpi.com/2078-2489/12/1/33 (17.01.2021).

Vachkova Svetlana

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

Kagan Edward

Kozin Svyatoslav

Homework is a global debate issue. No consensus regarding the role of homework assignments in educational achievements has been found. Students are obviously overwhelmed with homework assignments. Therefore, government staff has mechanisms to regulate homework and student's workload. Digital transformation exaggerated the issue of homework assignments, self-isolation and the transition to distance education increased negative feedback from parents about the homework assignments. The educational community is reassembling the studying process in the new reality that requires issuing, collecting, checking, and evaluating homework assignments. The MES has introduced digital recommended homework assignments intended for independent extracurricular work. The assignments contain advisory digitalized educational materials from the MES Library, partner's services, and other resources. The paper presents the research results obtained by analysis of the content of homework assignments to track changes in their intent in the educational process of Moscow schools during the period of distance education. The research is based on MES data on 18 subjects of general education. The homework analysis was carried by an expert in the framework of the specially developed expert card. The paper presents results of this analysis in the following areas: method of performance, review of the material, and preparation for tests, reproductive problems or problems requiring a creative solution, informational resources, individual problems. The data analysis revealed that the majority of homework assignments are written problems. However, homework assignments during the distance education process are frequently targeting studying new material, solving problems, and working on skills developed during classes, rather than reviewing the material. The homework assignments which contain tests are not a large fraction of the general assignment's database. A textbook is not an exclusive information source used by students, although it remains a primary resource. Students receive more homework assignments with outside resources rather than with MES. The data shows a weak trend towards individual homework assignments and differentiated assignments for groups of students.

Moscow electronic school, MES, homework, Educational Data Mining, distance learning

1. Iakimenko T. (2019) “Tsifrovoe domashnee zadanie” [Digital homework]. Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta. Seriia: informatika i informatizatsiia obrazovaniia, 2019, vol. 2 (48), pp. 94–99 (in Russian).
2. Osmolovskaia I., Uskova I., Munina N. (eds) (2020) Domashniaia rabota shkol’nikov: puti sovershenstvovaniia: Materialy Mezhdunarodnoi nauchno-prakticheskoi konferentsii (Moskva, 19 noiabria 2020 goda) [School students’ homework: ways of improvement: Conference materials (Moscow, November 19, 2020)]. Moscow (in Russian).

Petryaeva Elena

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

Fedorovskaya Maria

In the system of modern Russian education, the process of teaching religion again exists and is developing. However, there are still no works in domestic pedagogy devoted to the scientific analysis, generalization and development of experimentally confirmed methodological recommendations for the implementation of an effective process of religious education of the individual. The purpose of the article is to analyze the problems of scientific and pedagogical research devoted to the problem of religious education, identify and designate those tasks, the solution of which will contribute to the formation and development of a new branch of knowledge and academic discipline of the university - the methodology of teaching religion.Materials and methods. The leading research methods were the search and analysis of the problems of scientific and pedagogical research devoted to the indicated problem, synthesis, generalization and comparison of material on general and private didactic research.Results. The search and analysis of scientific works carried out in the Russian Federation, according to the methodology of teaching religion, led the author of the article to a statement of the fact that there was no pedagogical research, primarily in the field of teaching religion in confessional-oriented educational institutions. At the same time, the established practice of religious education in Russia requires its deep scientific analysis and generalization, on the one hand, and, on the other, the development of conceptual positions and approaches to teaching religion. They may be different depending on the tasks that scientists will see as priorities in teaching religion, on the age characteristics of students, on the types of educational institutions that implement the process of religious education of students.Conclusions. The author of the article proposes to consider the task of religious and moral development and upbringing of the individual as a priority in the development of a strategy for the religious teaching of schoolchildren in confessional-oriented educational institutions, indicates possible principles, methods and technologies of teaching aimed at solving it.

religious education, methods of teaching religion, methods of teaching Orthodox faith, didactics, principles of teaching, teaching methods and techniques

1. Alekseev V. (2018) “Trudnosti prepodavaniia religii v Rossii” [Diffi culties in teaching religion in Russia], in Nauka i obrazovanie tret[ego tysiacheletiia [Science and education of the third millennium]. Moscow, pp. 131–132 (in Russian).
2. Alfeev G. (2018) “Teologiia i prepodavanie religii v shkole” [Theology and teaching of religion at school]. Tserkov’ i vremia, 2018, vol. 1 (82), pp. 19–28 (in Russian).
3. Balabeikina O. (2021) “Razvitie metodiki prepodavaniia Zakona Bozhiia v Rossiiskoi Imperii nachala XX v. kak napravlenie deiatel£nosti pravoslavnogo dukhovenstva: protoierei Apollonii Temnomerov” [Development of the methodology for teaching religion in the Russian Empire at the beginning of the 20th century as the direction of activity of the Orthodox clergy: Archpriest Apollonii Temnomerov”]. Vestnik Istoricheskogo obshchestva Sankt-Peterburgskoi Dukhovnoi Akademii, 2021, vol. 1 (6), pp. 31–40 (in Russian).
4. Balakina E., Sidorenko N. (2016) “Sistema dukhovnogo obrazovaniia detei v praktike voskresnoi shkoly” [The system of spiritual education of children in the practice of Sunday school], in Poliparadigmal’nost’ sovremennogo obrazovaniia: podkhody i napravleniia: materialy nauchnoprakticheskoi konferentsii [Polyparadigmality of modern education: approaches and directions. Conference materials]. Barnaul, pp. 162–164 (in Russian).
5. Barabanov V., Grigorenko A. (2013) “K voprosu o prepodavanii «Osnov religioznykh kul’tur i svetskoi etiki» v shkolakh” [“On the issue of teaching Fundamentals of Religious Cultures and Secular Ethics at schools”]. Universum: Vestnik Gertsenovskogo universiteta, 2013, vol. 2, pp. 92–102 (in Russian).
6. Bogomilova N. (2015) “Modeli i «filosofiia» prepodavaniia religii v sovremennoi Evrope” [“Models and «philosophy» of teaching religion in modern Europe”]. Nauchnyi rezul’tat. Seriia: Sotsial′nye i gumanitarnye issledovaniia, 2015, vol. 1, no 1 (3), pp. 27–31 (in Russian).
7. Bokova O., Karandashov V. (2016) “O nekotorykh voprosakh prepodavaniia distsipliny «Sovremennaia filosofiia religii»” [On some issues in teaching the discipline “Modern philosophy of religion”]. Vestnik Leningradskogo gosudarstvennogo universiteta im. A. S. Pushkina, 2016, vol. 3, pp. 212–220 (in Russian).
8. Boretskaia V. (2016) “Prepodavanie kursa o religii v situatsii sovremennogo polikonfessional′nogo pol′skogo obshchestva” [“Teaching religion in the situation of modern multi-denominational Polish society”]. in Religiia i obshchestvo [Religion and society]. Mogilev, pp. 284–286 (in Russian).
9. Chicherina A. (2018) “Kontseptual’nye polozheniia sviashchennomuchenika Faddeia (Uspenskogo) o metodike prepodavaniia distsipliny «Zakon Bozhii»” [“Conceptual provisions of Hieromartyr Faddei (Uspensky) on the methodology of teaching religion”]. Vestnik Nauki i Tvorchestva, 2018, vol. 5 (29), pp. 27–31 (in Russian).
10. Chumakov M., Chumakova D. (2020) “Psikhologiia religii v universitete: osobennosti prepodavaniia” [“Psychology of religion at university: features of teaching”], in Strategicheskie orientiry sovremennogo obrazovaniia [Strategic guidelines of modern education]. Ekaterinburg, pp. 251–253 (in Russian).
11. Divnogortseva S. (2015) “Metodika prepodavaniia pravoslavnoi kul’tury kak novaia oblast’ didakticheskoi nauki” [“Methods of teaching Orthodox culture as a new area of didactic science”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2015, no. 2 (37), pp. 89–97 (in Russian).
12. Evseev N. (2019) “Osobennosti prepodavaniia kursa ¤Istoriia religii″ v ramkakh teologicheskogo obrazovaniia” [“Features of teaching History of Religions in the framework of theological education”]. Tul′skoe obrazovatel’noe prostranstvo, 2019, vol. 4–2, pp. 37–38 (in Russian).
13. Ianushkiavichene O. (2018) “Postizhenie smyslov i tishina na uroke pravoslavnoi kul′tury” [“Comprehension of meanings and silence in the lesson of Orthodox culture”], in Khristian stvo i pedagogika: istoriia i sovremennost’. Materialy IV Mezhdunarodnoi nauchno-prakticheskoi konferentsii [Christianity and pedagogy: History and modernity. Conference materials]. Penza, pp. 113–120 (in Russian).
14. Ivanov I. (2020) “K voprosu o metodologii prepodavaniia istorii nekhristianskikh religii v dukhovnykh shkolakh” [“Methodology of teaching the history of non-Christian religions in theological schools”]. Trudy kafedry bogosloviia Sankt-Peterburgskoi dukhovnoi akademii, 2020, vol. 1 (5), pp. 64–72 (in Russian).
15. Kabanova Kh. (2018) “Opyt prepodavaniia religii v Gretsii” [“The experience of teaching religion in Greece”], in Pedagogika i psikhologiia v sovremennom mire: teoreticheskie i prakticheskie issledovaniia [Pedagogy and psychology in the modern world: theoretical and practical studies]. Moscow, pp. 48–53 (in Russian).
16. Konviser V. (2008) “Prepodavanie religii v shkolakh Germanii” [“Teaching religion in schools in Germany”]. Prepodavanie istorii i obshchestvoznaniia v shkole, 2008, vol. 8, pp. 58–62 (in Russian).
17. Korskova A. (2018) “«Dolzhen li byt” v shkole otdel′nyi urok o religii?». Prepodavanie «Osnov pravoslavnoi kul′tury» na primere munitsipal’nogo avtonomnogo obshcheobrazovatel’nogo uchrezhdeniia «Litsei № 21» goroda Tambova” [“Should there be a specifi c lesson about religion at school?” Teaching Fundamentals of Orthodox Culture at Lyceum 21 in Tambov]. Gerodot Science, 2018, vol. 1, pp. 67–70 (in Russian).
18. Kozyrev F. (2006) “Metodologicheskie resursy povysheniia kachestva prepodavaniia religii v srednei shkole” [“Methodological resources for improving the quality of teaching religion at a secondary school”]. Izvestiia Rossiiskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gertsena, 2006, vol. 6, no 14, pp. 191–204 (in Russian).
19. Levin V. (2012) “Problema prepodavaniia religii v gosudarstvennoi shkole RF” [“The problem of teaching religion in the state school of the Russian Federation”]. Izvestiia Penzenskogo gosudarstvennogo pedagogicheskogo universiteta im. V. G. Belinskogo, 2012, vol. 28, pp. 833–836 (in Russian).
20. Rozin V. (2011) “Religiia vchera i segodnia i o prepodavanii dukhovnykh distsiplin” [Religion yesterday and today and the teaching of theological disciplines]. Filosofskie nauki, 2011, vol. 2, pp. 7–25 (in Russian).
21. Skliarova T. (2012) “Teoriia i metodika prepodavaniia religioznoi kul′tury v shkole” [“Theory and methods of teaching religious culture at school”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2012, vyp. 4 (27), pp. 7–12 (in Russian).
22. Stanovskaia T. (2020) “Izuchenie pravoslavnogo bogosluzheniia v shkolakh Rossii: istoriia i sovremennost’” [“The study of Orthodox worship in Russian schools: history and modernity”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psikhologiia, 2020, vyp. 56, pp. 57–71 (in Russian).
23. Urbanovich L. (2015) “Evangel’skie pritchi v mezhpredmetnoi integratsii shkol′nogo obrazovaniia” [“Gospel parables in the interdisciplinary integration of school education”]. Vestnik Russkoi Khristianskoi gumanitarnoi akademii, 2015, vol. 16, no. 4, pp. 222–232 (in Russian).
24. Zen’kovskii V. (1996) Pedagogika [Pedagogy]. Moscow; Paris (in Russian).

Divnogortseva Svetlana

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

This article presents the results of an analysis of children's literature published from the 1800s to the 1830s, which depicts characters involved in economic relations: receiving an inheritance and managing money, earning and saving money, shopping and charitable giving, and helping the poor. Literature traditionally condemns man's criminal attraction to money, as wealth is opposed to spirituality, but the analysis of children's fiction of the 19th century shows that in works the authors often express a favorable attitude toward money. The analysis revealed 43 texts in which children manage their own or the family's money, are owners of an inheritance, or reflect on wealth and poverty from the perspective of material gain. The disposition of money and economic planning in works for children demonstrates the hero's social position and prescribed patterns of female and male monetary behavior. Descriptive characteristics of children in the novels of 1800-1830s, in contrast to the previous period, become more complex and acquire a more pronounced gender identity: heroes have names, age, social status, relationships in the family, etc. The conclusion considers the relationship between the age and gender of the protagonist in the context of monetary behavior and socio-economic relations, evaluates the disposition of money: reasonable and unreasonable use of money, the consequences of unreasonable use and factors influencing the economic socialization of boys and girls.

children's literature of the first half of the 19th century, gender in children's literature, economic socialization, the hero of children's literature, monetary behavior, charity

1. Gessen V. (1927) Trud detei i podrostkov v Rossii s XVII veka do Oktiabr′skoi revoliutsii [Labour of children and adolescents in Russia from the 17th century to the October Revolution]. Vol. 1. Moscow, Leningrad (in Russian).
2. Sinova I. (2019) Pravovoe polozhenie, trud i povsednevnaia zhizn[ detei vo vtoroi polovine XIX — nachale XX veka [Legal status, work and everyday life of children in the second half of the 19th — early 20th centuries]. Moscow (in Russian).

Dimianenko Anna

*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 study was supported by the Russian Foundation for Basic Research under the scientific project "Pedagogical Concepts of Gender Socialization in Russian Children’s Literature" (№ 19-013-00381; 2019-2021)

The biography of a famous person is used by writers and educators to demonstrate to children the best qualities and actions and sets social-role models of behavior. The article examines the collection of biographies "The Youth of Famous People" by Eugene Muller from the point of view of gender stereotypes proposed by the writer in connection with the reader's addressing .The main task of the work is to establish which hero was prescribed by E. Muller to the girl reader, what is the specificity of the types of heroes of biograms selected for girl. E. Muller addresses the biographies of famous personalities, retelling the life stories of L. van Beethoven, J. Haydn, G. Galileo, Horace, J.-B. Moliere, V.A. Mozart, N. Paganini, H. Columbus, Napoleon I Bonaparte, P.P. Rubens, E.M. Falcone. In the collection "The Youth of Famous People" the author for several evenings tells the children stories about heroes who are called upon to raise a person with an exemplary character. Muller, using a narrative game with reader addressing, attempted to show different types of child readers to whom certain biographical material corresponds. The 1897 edition (translated by V.D. Vladimirov) contains one hundred and ten biographical episodes, and in the 1912 edition (translated by N. S. Kuteinikov) the number of biographies increased by complementing Russian biographies (Metropolitan Platon, M.V. Lomonosov, M.S.Schepkin, I.A.Krylov, A.S. Pushkin, V.G. Belinsky, N.M. Karamzin, A.V. Suvorov). In gender biographical narratives are uneven. Among one hundred and ten biographies only five images devoted to women: Sophie Germain, Anne Lefebvre, Veronica Maleguzzi, Maria Agnesi, Delphine de Girardin.

biography, children's reading, "The youth of famous people", Eugene Muller, reader's addressing, gender, non-fiction, biogram, biographical narrative, biographical history, career biography

1. Luchkina O. (2018) “«Iskry Bozhii»: otbor biografi i v reestr dlia detskogo chteniia (na materiale pegadogicheskoi kritiki detskoi literatury” [“Sparks of God”: selection of biographies for children’s reading (based on pedagogical criticism of children’s literature)]. Vestnik Leningradskogo Gosudarstvennogo universiteta imeni A. S. Pushkina, 2018, vol. 2, pp. 141–153 (in Russian).
2. Meshcherkina E. (1994) “Vvedenie” [Introduction], in Biograficheskii metod v sotsiologii. Istoriia, metodologiia i praktika [Biographical method in sociology. History, methodology and practice]. Moscow, p. 5–10 (in Russian).
3. Popova T. (2015) “Bioistorioopisanie v kontekste nauchnykh traditsii: kontsepty i modeli” [Writing biohistory in the context of scientifi c traditions: conceptions and patterns]. Dialog so vremenem, 2012, vol. 53, pp. 34–35 (in Russian).

Luchkina Olga

The research was done with the fi nancial support of the Russian Foundation for Basic Research within the framework of the the scientifi c project 19-013-00381 «Pedagogical concepts of socialization in Russian children's literature».

Based on the material of Soviet children's literature, the author traces the relationship between the representation of the child's mobility and his point of view. A child traveler can be represented in works of various genres and styles: adventure prose and poetry, a realistic short story, and travel writing. The depiction of the child's path is directly dependent on the narrative structure of the work: in the travelogue, the path becomes the main content of the work, in the adventure story — a condition for the development of the plot, but not the plot. Taking into account the genre specificity of the work, the article presents the results of studying the literary representations of the movements of children in a reliable realistic space in the works of Sergey Rozanov, Arkadiy Gaidar and Boris Zhitkov. The modernist and avant-garde concept of the child as an active subject of knowledge of the world has led to the emergence of works in which the child has an active role of an observer. In contrast to the previous tradition of travel literature, the child in the works of Sergey Rozanov, Arkadiy Gaidar and Boris Zhitkov is presented as a bearer of visual skills conditioned by developmental physiology and psychology. The perspective, scale, coverage of the observer's vision are determined by growth, receptive skills, and cognitive characteristics of a preschool child. This causes the absence of geographical, ethnographic, etc. information about space and the presence of specific object images (things, landscape objects, people) observed by the child. The perspective of children's perception, on the one hand, determined the selectivity of the space presented in the works, on the other hand, it allowed writers to create convincing representations of the visual experience of a person of 4-6 years old. The gender specificity of the visual perception of space cannot be revealed: all the depicted observers are boys, there are no girls-observers in the period under study in the children's literature.

Soviet children's literature, mobility, point of view, narrator, child-observer, gender, Sergey Rozanov, Arkadiy Gaidar, Boris Zhitkov

1. Dimianenko A. (2019) “Deti-puteshestvenniki v detskoi literature pervoi poloviny XIX veka: geroi i marshruty” [Children-Travellers in children’s literature in the fi rst half of the 19th century: characters and routes”]. Siuzhetologiia i siuzhetografiia, 2019, vol. 2, pp. 127–139 (in Russian).
2. Kaverin V. (1939) “Sovetskii shkol’nik (i zadachi detskoi literatury)” [Soviet school student (and the tasks of children’s literature)]. Literaturnaia gazeta, 1939, no. 61 (840), 7 November (in Russian).
3. Kozlovskaia A., Kozlova A. (2020) “Detskaia agentnost’ kak predmet teoreticheskoi diskussii i prakticheskaia problema (antropologicheskii kommentarii)” [Children’s agentivity as a theoretical problem and a practical concern (an anthropological remark)]. Antropologicheskii forum, 2020, vol. 45, pp. 11–25 (in Russian).
4. Kon L. (1938) “Posledniaia kniga Zhitkova (B. S. Zhitkov «Chto ya videl»)” [Zhitkov’s last book (B. S. Zhitkov “What I Saw”)]. Detskaia literatura, 1938, vol. 18–19, pp. 133–134 (in Russian).
5. Lekmanov F. (2014) “«Ia shel negotovymi dorogami»: k voprosu o zhanre «Chto ya videl» Borisa Zhitkova” [“I walked unprepared roads”: the problem of the genre of “What I Saw” by Boris Zhitkov]. Russkaia filologiia. 25. Sbornik nauchnykh rabot molodykh filologov. Tartu, 2014, pp. 243–253 (in Russian).
6. Maslinskaia S. (2019) “Pravo na mobil’nost: traektorii peremeshcheniia geroev detskoi literatury 1920kh godov” [“The right of mobility”: trajectories of movements of characters of the Russian children’s literature of the 1920s]. Siuzhetologiia i siuzhetografiia, 2019, vol. 2, pp. 140–150 (in Russian).
7. Osorina M. (1999) Sekretnyi mir detei v prostranstve mira vzroslykh [Secret world of children in the space the adult world]. St. Petersburg (in Russian).
8. Pertsov V. (1939) “O luchshem” [About the best]. Literaturnaia gazeta, 1939, no. 41 (820), 26 July (in Russian).
9. Shklovskii V. (1938) “Boris Zhitkov”. Detskaia literatura, 1938, vol. 18–19, pp. 132–133 (in Russian).

Maslinskaya Svetlana

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

The work was supported by the RFBR grant 19-013-00381-OGN.

The article analyses result of research of the link of student’s perception teacher’s personal qualities and academic’s perfomance. The analysis of theory shows the advantages and disadvantages of each form of education. There are determined the reasons for the decrease or increase in the academic success of education, and prospects for the use of each of the forms of education in higher education in the future. Among the most popular reasons for the decline in academic success of students and full-time and distance learning are: organizational difficulties; psychological difficulties. Specific difficulties for distance learning students are: problems of "beginners" (low computer literacy); technical difficulties (work in different programs); psychological difficulties (lack of live interaction with all members of the educational process, a sense of loneliness). The aim of the study was to identify the relationship between students' ideas about the personality of a university teacher and the academic performance of distance learning students in comparison with full-time students. To achieve the goal of the study, the authors relied on the methodological approaches of A.A. Bodaleva, A.A. Reana, J.L. Kolominsky on the social and perceptual side of communication in the educational process. In the empirical part of the study, the following methods were used: T. Leary's questionnaire, analysis of educational documentation, methods of descriptive and inductive statistics, the method of correlation pleiades. The results of the empirical study showed statistically significant, direct relationships between the academic success of students of both forms of education (full-time and distance learning) and the authoritarian personality traits of the teacher. But, at the same time, among full-time students, a direct relationship was found between academic performance and egocentricity, distance and rivalry of the teacher. And for distance learning students, a statistically significant relationship was found between academic success and the teacher's mistrustful and skeptical attitude towards other people in his character traits. At the same time, among full-time students, a statistically significant inverse relationship was found between academic success and dependence on others, a willingness to listen to the opinions of others.

Full-time education, distance education, academic performance, student’s opinion on unversity’s teachers, personal qualities, real image, correlation analysis

1. Antsiferova A. (2016) “Vzaimodeistvie prepodavatelia i studenta kak faktor vozdeistviia na lichnostnyi i professional′nyi rost obuchaiushchegosia” [The interaction of a teacher and a student as a factor infl uencing the personal and professional growth of a student]. Elektronnyi nauchno-metodicheskii zhurnal Omskogo GAU, 2016, vol. 3 (6), pp. 144–147 (in Russian).
2. Ashmarov I. (2014) “Vliianie lichnostnykh kachestv studentov v protsesse obucheniia na rezul’tativnost’ protsessa professional’nogo stanovleniia i razvitiia” [The infl uence of students’ personal qualities in the learning process on the eff ectiveness of the process of professional formation and development]. Professional′naia orientatsiia, 2014, vol. 1, pp. 2–19 (in Russian).
3. Ashyrbekova A. (2019) “Psikhologo-pedagogicheskie faktory akademicheskoi uspevaemosti i neuspevaemosti studentov v protsesse stanovleniia spetsialistami” [Psychological and pedagogical factors of academic performance and academic failure of students in the process of becoming specialists]. Sovremennye problemy nauki i obrazovaniia, 2019, vol. 3, pp. 42–60 (in Russian).
4. Bostanov R., Gerbekov Kh., Khalkecheva I. (2017) “Vozmozhnosti distantsionnykh obrazovatel’nykh tekhnologii dlia povysheniia kachestva i dostupnosti obucheniia” [Opportunities of distance learning technologies to improve the quality and accessibility of education]. Vestnik RUDN. Seriia: Informatizatsiia obrazovaniia, 2017, vol. 3, pp. 365–370 (in Russian).
5. Egorov I. (2013) “Issledovanie predstavlenii studentov ob obraze prepodavatelia pedagogicheskogo vuza” [Research of students’ ideas about the image of a teacher of a pedagogical university]. Vestnik PSTGU. Ser. IV. Pedagogika. Psikhologiia, 2013, vyp. 4 (31), pp. 123–134 (in Russian).
6. Eyong B., Schniederyans M. (2004) “The role of personality in web-based distance education courses”. Communications of the ACM, 2004, vol. 47, issue 3, pp. 95–98.
7. Guzhva I., Pobokin P. (2020) “Obraz prepodavatelia v predstavlenii sovremennykh studentov v usloviiakh uchebno-vospitatel£nogo processa” [The image of a teacher as seen by modern students in the context of educational process]. Yaroslavskii pedagogicheskii vestnik, 2020, vol. 6 (117), pp. 139–145 (in Russian).
8. Lapshova A. (2018) “Vliianie lichnosti prepodavatelia na kachestvo professional£noi podgotovki studentov vuza” [The infl uence of the teacher’s personality on the quality of professional training of university students]. Problemy sovremennogo pedagogicheskogo obrazovaniia, 2018, vol. 60, pt. 3, pp. 198–200 (in Russian).
9. Mineva S. (2021) “Distantsionnoe universitetskoe obrazovanie: mezhdu akademicheskoi traditsiei i tsifrovoi dementsiei” [Distance university education: between academic tradition and digital dementia]. Noosfernye issledovaniia, 2021, vol. 1, pp. 99–105 (in Russian).
10. Pereslegin S., Koroliov A., Kurashova S. (2019) “Distantsionnoe obrazovanie. Principial£nye problemy. Opyt aprobatsii v tekhnicheskom universitete” [Distance education. Fundamental problems. Approbation at a technical university]. Sovremennoe pedagogicheskoe obrazovanie, 2019, vol. 3, pp. 24–30 (in Russian).
11. Rudykh L. (2020) “Distantsionnoe obuchenie v vuze: problemy i perspektivy” [Distance learning at a university: problems and prospects”]. Molodiozhnyi vestnik IrGTU. Gumanitarnye nauki, 2020, vol. 10, no. 2, pp. 158–162 (in Russian).
12. Shishliannikova L. (2019) “Primenenie korreliatsionnogo analiza v psikhologii” [Correlation analysis in psychology]. Psikhologicheskaia nauka i obrazovanie, 2009, vol. 14, no. 1, pp. 98–107 (in Russian).
13. Vaindorf-Sysoeva M. (ed.) (2017) Metodika distantsionnogo obucheniia [Distance learning methodology]. Moscow (in Russian).
14. Vodolad S., Zaikovskaia M., Kovaleva T., Savel'eva G. (2010) “Distantsionnoe obuchenie v vuze” [Distance learning at a university]. Uchenye zapiski: elektronnyi nauchnyi zhurnal Kurskogo gosudarstvennogo universiteta, 2010, vol. 1(13), pp. 129–138 (in Russian).

Egorov Ilya

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

Tulush Anastasia

The article describes the study of students ' difficulties caused by the negative status of a teenager in the educational team. The data is presented based on a survey for primary school students and teachers. The survey involved 314 teachers, 203 students of grades 6-8. The questions concerned the negative status of the student, the conditions for the formation of favorable relations between students, the well-being of the student in the school class, his role there, the difficulties faced by students, which can create a situation of rejection of the child in the school team, which can help him overcome this situation, pedagogical actions necessary to support a child with a negative status, etc. Based on the analysis, a number of conclusions are made: the main reason for the negative status of a child in the team is primarily considered his personal characteristics and the nature of his interaction with classmates; negative status affects the success in learning; to support a child with a low status, it is necessary to create conditions for joint activities of children, their communication; schoolchildren believe that common interesting things and the manifestation of friendly feelings can help a classmate to establish relations in the classroom; the most valuable thing for modern teenagers is friendly communication with classmates; teachers note that relations between classmates depend primarily on the teacher; teachers note the following difficulties of modern teenagers in communication: the inability to cope with a conflict situation, to give in, the inability to interact with others. In conclusion, the article provides methodological recommendations for the formation of a child-adult community in interaction with schoolchildren.

negative status, friendly communication, interaction, joint activity, child-adult community, student's difficulties, educational team

1. Alexandrova E., Kuznetsova K. (2018) Kak formirovat’ emotsional’nyi intellekt shkol’nika [How to form the emotional intellect of a school student]. Moscow (in Russian).
2. Detskaia obshchnost’ kak ob’ekt i sub’ekt vospitaniia (2012) [Children’s community as an object and subject of education]. Moscow (in Russian).
3. Karakovsky V. (2008) Vospitanie dlia vsekh [Education for all]. Moscow (in Russian).
4. Makarenko A. (1988) Kollektiv i vospitanie lichnosti [The collective and education of the personality]. Chelyabinsk (in Russian).
5. Moreno Ia. (2001) Sotsiometriia. Eksperimental’nyi metod i nauka ob obshchestve [Sociometry. Experimental method and the science of society]. Moscow (in Russian).
6. Novikova L. (1978) Pedagogika detskogo kollektiva (Voprosy teorii) [Pedagogy of children’s collective (Issues in theory)]. Moscow (in Russian).
7. Poliakov S. (2016) Ot proshlogo k budushchemu. Psikhologo-pedagogicheskie ocherki o sociokul′ turnom kontekste razvitiia otechestvennoi shkoly [From the past to the future. Psychological and pedagogical essays on socio-cultural context of the development of the national school]. Moscow (in Russian).
8. Selivanova N. (2010) Vospitanie v sovremennoi shkole: ot teorii k praktike [Education in the presentday school: from theory to practice]. Moscow (in Russian).
9. Shustova I. (2018) Vospitanie v detsko-vzrosloi obshchnosti [Education in the child-adult community]. Moscow (in Russian).
10. Sukhomlinsky V. (1981) Metodika vospitaniia kollektiva [Methods of collective education]. Moscow (in Russian).

Shustova Inna

*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.

In the conditions of modern society, the problem of spiritual and moral formation and development of young people does not lose its relevance. Of course, in the process of achieving this goal, an important task is the churchification of young people, bringing them into the bosom of the Church. However, the church formation of young people is impossible without their acceptance of the basic values of the Orthodox faith. One of the main forms of existence of these values is Christian virtue. The article analyzes the main Christian virtues based on the analysis of the Apostolic epistles and scientific literature on the problem of research. The empirical part of the work examines the attitude of young men and women with different accentuations of character to the main Christian virtues. The attitude to virtue is considered as a kind of emotional component of its development, along with cognitive (knowledge of it) and behavioral (desire for its development) components. This emotional component is an intermediate link in the development of virtue. It is he who often contains the gap between a person's knowledge of various virtues and the desire to develop them in himself. It is important to note that the concept of accentuation in the study is understood in accordance with the interpretation of Karl Leonhard. With this approach, accentuation is considered as a variant of the norm with some strengthening of certain features that determine the originality, uniqueness of the individual and to some extent set the vector of her personal and spiritual growth. In the process of empirical research, a number of interesting patterns have been established regarding the attitude to Christian virtues among young men and women with different character accentuations. The study analyzes the results obtained on a sample of boys and girls separately, and also provides data on a comparative analysis of the results between these samples.

character accentuation, trait, virtue, spiritual and moral development, attitude, personality, attribute, norm

1. Bezrukikh O., priest (2018) “Klassifikatsiia dobrodetelei” [Classifi cation of virtues], in Materialy XIII Mezhdunarodnogo foruma: Zadonskie Sviato-Tikhonovskie obrazovatel′nye chteniia [Materials of the 13th International Forum: Zadonsk St. Tikhon’s educational readings]. Zadonsk, 2018, pp. 62–64 (in Russian).
2. Gushchina A. (2016) “Vospitanie dobrodetelei kak velenie vremeni” [Teaching virtues as a command of the time]. Problemy i perspektivy razvitiia obrazovaniia v Rossii, 2016, vol. 44, pp. 7–11 (in Russian).
3. Gushchina A. (2017) “O «vospitanii vo mne dobrodetelei»” [About “teaching virtues in me”], in Materialy XII mezhdunarodnoi nauchno-prakticheskoi konferentsii: Vysshee gumanitarnoe obrazovanie XXI veka: problemy i perspektivy [Materials of the XII international сonference “Higher Education in the Humanities of the 21st century: problems and prospects”]. Moscow, 2017, pp. 85–89 (in Russian).
4. Gushchina A. (2018) “Vospitanie dobrodetelei kak pedagogicheskaia problema” [Teaching virtues as a pedagogical problem”]. Povolzhskii pedagogicheskii vestnik, 2018, vol. 3, pp. 40–46 (in Russian).
5. D’iachenko G., archpriest (2007) Polnyi tserkovno-slavianskii slovar’ [Full Church Slavonic dictionary]. Moscow (in Russian).
6. Feofan Zatvornik (2006) Tolkovanie poslaniia apostola Pavla k Korinfianam [Interpretation of the Epistle of Apostle Paul to the Corinthians]. Moscow (in Russian).
7. Fromm E. (2011) Iskusstvo lyubit′ [The art of loving]. Moscow (Russian translation).
8. Ierofei (Vlakhos), metropolitan (2005) Pravoslavnaia psikhoterapiia [Orthodox psychotherapy]. Holy Trinity St. Sergius Lavra (in Russian).
9. Lazutin D. (2015) “Khristianskie dobrodeteli v svete ucheniia sviatogo apostola Pavla” [Christian virtues in the light of the teaching of Apostle Paul]. Trudy Saratovskoi Pravoslavnoi Dukhovnoi seminarii, 2015, vol. 9, pp. 85–124 (in Russian).
10. Leongard K. (2000) Aktsentuirovannye lichnosti [Accentuated personalities]. Rostov-na-Donu (in Russian).
11. Litvina S., Bogomaz S. (2015) “Gendernye stereotipy molodezhi v otsenkakh znachimosti i vyrazhennosti lichnostnyh dobrodetelei cheloveka” [“Gender stereotypes of young people in assessing significance and degree of expression of personal virtues of a person”], in Materialy III nauchno-prakticheskoi konferentsii “Kategoriia social′nogo v sovremennoi pedagogike i psikhologii” [Materials of the 3rd conference “The category of the social in modern pedagogy and psychology”]. Ulianovsk, 2015, pp. 211–215 (in Russian).
12. Litvina S., Bogomaz S. (2014) “Individual’nye dostoinstva kak prediktory udovletvorennosti cheloveka svoei zhizn’yu” [“Individual merits as predictors of a person’s satisfaction with their life”]. Sibirskii psikhologicheskii zhurnal, 2014, vol. 54, pp. 211–221 (in Russian).
13. Mar’ina L., Grishanina M. (2019) “Fenomenologicheskie osobennosti aktsentuatsii kharaktera: tekhnologiia izucheniia” [“Phenomenological features of character accentuations: technology of studying”], in 21 vek: fundamental′naia nauka i tekhnologii. Materialy XIX mezhdunarodnoi nauchno-prakticheskoi konferentsii [The 21st century: fundamental science and technology. Materials of the 19th international conference]. North Charleston, 2019, vol. 2, pp. 45–48 (in Russian).
14. Meshcheriakov B., Zinchenko V. (2003) Bol’shoi psikhologicheskii slovar’ [Large psychological dictionary]. St. Petersburg (in Russian).
15. Nazarenko S., Leonova L. (2017) “Psikhologiia kharaktera i khristianskoe uchenie o dobrodeteliakh” [“Psychology of the character and Christian teaching about virtues”]. Trudy Saratovskoi Pravoslavnoi Dukhovnoi seminarii, 2017, vol. 11, pp. 336–362 (in Russian).
16. Orlova A. (2017) “Dobrodetel’ kak kachestvo lichnosti” [Virtue as a quality of personality], in Materialy Mezhdunarodnoi (zaochnoi) nauchno-prakticheskoi konferentsii: Nauka, obrazovanie, innovatsii: aprobatsiia rezul′tatov issledovaniia [Materials of the International conference “Science, Education, Innovation: approbation of research results”]. Neftekamsk, 2017, pp. 581–593 (in Russian).
17. Petrovskii A., Iaroshevskii M. (1999) Osnovy teoreticheskoi psikhologii [The foundations of theoretical psychology]. Moscow (in Russian).
18. Shekhovtsova L., Grishina E., Legostaeva M. (2014) Preodolenie strasti asketicheskimi i psikhologicheskimi metodami [Overcoming passion by ascetic and psychological methods]. Moscow (in Russian).
19. Sidorenko E. (2002) Metody matematicheskoi obrabotki v psikhologii [Methods of mathematical processing in psychology]. St. Petersburg (in Russian).

Voronin Sergey, диакон

*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.