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

St. Tikhon’s University Review IV :64

PEDAGOGICAL SCIENCE

Milovanov Konstantin

Modernization of domestic education as a historically determined process

Milovanov Konstantin (2022) "Modernization of domestic education as a historically determined process ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 11-20 (in Russian).

DOI of the paper: 10.15382/sturIV202264.11-20
This article is devoted to the problem of studying the methodology and strategies of modernization of education in the Russian socio-cultural tradition. The modernization process currently underway in the national education system of Russia and domestic pedagogical science actualizes the need to analyze educational transformations over the past century. This circumstance is of extremely important fundamental and scientific and practical importance for the development of strategic parameters for the comprehensive modernization of the modern national education system. The methodological significance of the study lies in the urgent need for a projective-analytical reconstruction of the multidimensional process of development of promising strategies for modernization and reform of education. The chronological and analytical correlation of the evolution of Russian studies of educational systems at this historical stage within the dynamics of socio-cultural development is essential here. It also seems timely to study the pedagogical dimensions of the development of the national education system based on the study of the contribution of leading Russian scientists to the understanding of modernization processes. This will allow to harmonize and integrate various research models of the national pedagogical tradition, which will contribute to the development of the theory and practice of the functioning of educational systems. The applied significance of the research is connected with the urgent tasks of rethinking the existing experience of the strategic development of national education systems. A certain research interest is the process of scientific, methodological and analytical support for the formation of mechanisms for the introduction of strategic models of modernization and concepts of reforming modern domestic education. This research will contribute to the accumulation of knowledge about the current state and development of the complex of sciences of education and their role in the process of modernization and reform of Russian education. It will also make it possible, in the conditions of increasing globalization, to scientifically design promising and futurologically meaningful models of strategic development and management practices in the national education system.
education reform, modernization of education, social transformation, education system, education sciences, history of pedagogy, history of education
  1. Aleksandrov D. (2006) Vysshaia pedagogika. Moscow (in Russian).
  2. Andreev A. (2008) Rossiiskoe obrazovanie: sotsial’no-istoricheskie konteksty. Moscow (in Russian).
  3. Bezrogov V., Belenchuk L., Boguslavskii M. (2018) “Prognoz perspektiv rossiiskikh issledovanii v oblasti istorii pedagogiki i obrazovaniia”, in Ian Amos Komenskii i sovremennost’ Moscow, p. 9−25 (in Russian).
  4. Bermus A. (2008) Modernizatsiia obrazovaniia: filosofiia, politika, kul’tura. Moscow (in Russian).
  5. Birich I., Panchenko O. (2010) V poiskakh novoi metodologii otechestvennogo obrazovaniia: istoriia, sovremennost’, prognozy. Moscow; Ekaterinburg (in Russian).
  6. Chetverikova O. (2020) Intellektual’nyi regress kak oborotnaia storona “tsifrovoi shkoly”. Narodnoe obrazovanie, 2020, 1, p. 31–44 (in Russian).
  7. Dneprov E. (2011) Noveishaia politicheskaia istoriia rossiiskogo obrazovaniia: opyt i uroki. Moscow (in Russian).
  8. Gorshkov M., Kliucharev G. (2011) Nepreryvnoe obrazovanie v kontekste modernizatsii. Moscow (in Russian).
  9. Miasnikov V., Ovchinnikov A., Kozlova G. (2013) Istoriografiia obrazovatel’noi shkoly RSFSR. Moscow (in Russian).
  10. Zapesotskii A. (2002) Obrazovanie: filosofiia, kul’turologiia, politika. Moscow (in Russian).
  11. Zaslavskaia T. (2004) Sovremennoe rossiiskoe obshchestvo: sotsial’nyi mekhanizm transformatsii. Moscow (in Russian).

Milovanov Konstantin


Academic Degree: Candidate of Sciences* in History;
Place of work: Institute of Education Development Strategy of the Russian Academy of Education; Moscow, Russia;
ORCID: 0000-0002-6242-2378;
Email: milkonst82@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.

Belenchuk Larisa

Modernisation of education: reforms of Peter I and the present day

Belenchuk Larisa (2022) "Modernisation of education: reforms of Peter I and the present day ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 21-31 (in Russian).

DOI of the paper: 10.15382/sturIV202264.21-31
The article is devoted to the issues of reforming education in transitional periods of historical development. An attempt is made to compare two eras of innovative transformations - the time of Peter the Great's educational reforms (the first quarter of the XVIII century) and the recent period of our history (the 90s of the XX century - present. time). These difficult periods have a lot in common: the radical restructuring of school education, the transition to Western European models in culture, the rejection of traditional, "old" spiritual forms of education and training. Both reforms had different goals and consequences: in the Peter the Great period it was a search for new knowledge and new meanings of education, in the modern era it was an attempt to completely rethink and remake the Soviet education system.The time of Peter's reforms was evaluated by Russian thinkers in different ways, but almost everyone saw them as a process of modernization of society, an attempt to put it on new technological rails. Liberal and Westernizing thinkers evaluated Peter's reforms exclusively in a positive way, considering them a real revolution in the field of education, which led Russia to an unprecedented strengthening and flourishing. A galaxy of conservative thinkers who assessed the transformations of Peter I as a "storm" and a "thunderstorm" that overturned the old "Moscow" education, believed that they were inevitable, but had many negative consequences, in particular, the division of education into spiritual and secular, uncritical borrowing of its content from the Western European tradition, the forcible planting of schools alien to the spirit of the population.Modern innovative transformations, which are largely contradictory in nature, are still waiting for the evaluation by researchers and teachers.
Peter I, reforms, education, innovations, spiritual and moral education, school, conservative thought, modernization, L.A. Tikhomirov, Slavophiles
  1. Boguslavskii M., Milovanov K., Kudriashev A. (2017) Strategii reformirovaniia i modernizatsii rossiiskogo obrazovaniia v pervoi treti XX veka. Moscow (in Russian).
  2. Divnogortseva S. (2013) Osnovy pravoslavnoi pedagogicheskoi kul’tury. Moscow (in Russian).
  3. Khomiakov A. (2008) Vsemirnaia zadacha Rossii. Moscow (in Russian).
  4. Kireevskii I. (2002) Razum na puti k istine. Moscow (in Russian).

Belenchuk Larisa


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

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

Ryzhov Alexey

“To be admitted to lectures on an equal basis with men”. Statistics of women̓s secondary and higher education at the beginning of the 20th century

Ryzhov Alexey (2022) "“To be admitted to lectures on an equal basis with men”. Statistics of women̓s secondary and higher education at the beginning of the 20th century ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 32-51 (in Russian).

DOI of the paper: 10.15382/sturIV202264.32-51
The proposed article attempts to expand modern ideas about the scale of development of women's education in Russia on the eve of the events of 1917. The results obtained during the analysis of several hundred archival and published sources fill in the gaps in statistical information reflecting the development of education in the pre-revolutionary period, and eliminate inaccuracies and errors encountered in research. Such an expansion of the informational boundaries of women's education will be presented by examples of the dynamics of the growth in the number of secondary and higher educational institutions and the number of women studying in them, the accessibility of these educational institutions for representatives of different social groups. The structure of the presentation of factual material makes it possible to characterize the dynamics and direction of the government's efforts in the field of women's education in the Russian Empire. The proposed data are of an overview and statistical nature and are preliminary results of the conducted research. The results presented for the first time allow us to take a fresh look not only at the history of the development of women's education in our country, to assess the scale of this development, but also to revise the well-established cliches about the infringement of women's rights to receive secondary and higher education.
Russia at the beginning of the XX century, history of education, women's education, education statistics, accessibility of education, the number of students
  1. Dneprov E. (2011) Rossiiskoe obrazovanie v XIX — nachale XX veka. Vol. 2. Stanovlenie i razvitie sistemy rossiiskogo obrazovaniia: istoriko-statisticheskii analiz. Moscow (in Russian).
  2. Ivanov A. (1991) Vysshaia shkola Rossii v kontse XIX — nachale XX veka. Moscow (in Russian).
  3. Krasnova I. (2018) “Grazhdanskaia pravosposobnost’ zhenshchin v Rossii v imperskii period”. Vestnik IuUrGU. Seriia “Pravo”. 2018, vol. 18, no. 2, pp. 90–93 (in Russian).
  4. Kodzhaspirov G. (ed.) (2021) Pedagogika vysshei shkoly: uchebnoe posobie. Moscow (in Russian).

Ryzhov Alexey


Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Moscow City Pedagogical University; Moscow, Russia;
Post: Associate Professor;
ORCID: 0000-0002-8953-2884;
Email: ranik2006@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.

Krat Anna

Historical and educational prerequisites, conditions and factors of the opening of orthodox secondary schools in the contemporary history of Russia

Krat Anna (2022) "Historical and educational prerequisites, conditions and factors of the opening of orthodox secondary schools in the contemporary history of Russia ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 52-64 (in Russian).

DOI of the paper: 10.15382/sturIV202264.52-64
The article analyzes the historical and pedagogical prerequisites, conditions and factors of the emergence of Orthodox general education schools in the domestic educational space in the period from the beginning of the 90s of the twentieth century to the present. The restoration and characterization of the genesis of the process of creating Orthodox general education schools is carried out on the example of educational organizations in the city of Moscow. The use of statistical, comparative-comparative, reconstructive, historical-retrospective, as well as methods of interviewing, discussing and analyzing materials from official websites, reports on activities, information provided by directors, teachers and staff of Orthodox secondary schools made it possible to establish the following. The emergence of Orthodox general education schools is an innovative phenomenon in the modern history of Russia: before the revolution of 1917, starting with the Baptism of Rus, Orthodoxy was the state religion, including compulsory for teaching at school, which determined its way of life. but rather, schools of different confessions or, for example, digital (under Peter the Great) were in the indicated period a kind of pedagogical innovation; in the period after the revolution of 1917 and until the end of the 1980s, religious education in all forms and forms in the USSR was prohibited, and only from the beginning of the 90s of the twentieth century in the Russian Federation, in other historical conditions - now a secular democratic state, open for cooperation with religious organizations of traditional confessions, it became allowed to open private schools of confessional orientation. The conditions for the functioning of Orthodox general education schools in these realities were the activities of Sunday schools, the initiative of parishioners and the support of this initiative on the part of the parish rectors, as well as on the part of the city authorities. Among the factors that influenced the emergence of the first Orthodox general education schools in Russia were the conversion of people to the Orthodox faith, the revival of churches and the revitalization of parish life, the desire of parents to educate their children on the basis of the Orthodox worldview and in conditions of communication with like-minded people and fellow believers.
Orthodox general education schools, religious education, Orthodox education system, history of pedagogy, historical experience, Orthodox pedagogy
  1. Divnogortseva S. (2019) “Teologiia i pedagogika v sovremennoi vuze: osnovy sinergii”. Problemy sovremennogo obrazovaniia. 2019, no. 2, pp. 18–27 (in Russian).
  2. Ianushkiavichene O. (2021) “Metodologiia istoriko-pedagogicheskogo issledovaniia pravoslavnogo vospitaniia”. Niva Gospodnia. Vestnik Penzenskoi dukhovnoi seminarii. 2021, no. 2 (20), pp. 119–124 (in Russian).
  3. Men'shikov V. (2011) “Zachem izuchat’ religiiu v obshcheobrazovatel'noi shkole?”. Vestnik PSTGU. Seriia Pedagogika. Psikhologiia. 2011, vyp. 4 (23), pp. 37–45 (in Russian).
  4. Ostapenko A. (2012) “Antropologicheskie modeli obrazovaniia: ot obraza Bozhiia k… neognostitsizmu?” Vestnik PSTGU. Seriia Pedagogika. Psikhologiia. 2012, vyp. 1 (24), pp. 80–104.
  5. Petrakova T. (2008) “Tsel’ i ob»ekt dukhovno-nravstvennogo vospitaniia. Zametki o religioznom obrazovanii”. Vestnik PSTGU. Seriia Pedagogika. Psikhologiia. 2008, vyp. 2 (9), pp. 40–57 (in Russian).
  6. Shestun E. (1998) Pravoslavnaia pedagogika: Istoricheskie psikhologo-pedagogicheskie ocherki. Samara (in Russian).

Krat Anna


Student status: Graduate student;
Student status: Graduate student;
Academic Rank: Member of the Russian Academy of Sciences;
Place of study: St. Tikhon’s Orthodox University for the Humanities; Moscow, Russia;
ORCID: 0000-0001-5183-5372;
Email: annakrat@mail.ru.
Nikulina Elena

Distant technology in theological education: methodological foundations of “classical” distance learning and possibilities of remote support for full-time courses with the example of the discipline “Typicon and hymnography” of the theological professional retraining programme

Nikulina Elena (2022) "Distant technology in theological education: methodological foundations of “classical” distance learning and possibilities of remote support for full-time courses with the example of the discipline “Typicon and hymnography” of the theological professional retraining programme ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 65-75 (in Russian).

DOI of the paper: 10.15382/sturIV202264.65-75
The article analyses and compares methods of teaching theological disciplines using distant technologies on the Faculty of Advanced Further Education and in the Institute of Distance Learning at St. Tikhon’s Orthodox University, as well as the experience of transferring full-time education to distance learning in spring of 2020 using the example of the discipline “Typicon and Hymnography” taught at the Theological professional retraining programme. It is shown that the transfer of the full-time course “Typicon and Hymnography” to distance learning encouraged the methodological convergence of two forms of education (full-time and part-time with the usage of distant educational technology) and at the same time identifi ed distinctive features of each of them. Full-time course was enriched by the inclusion of the distance learning technology tools with technical means, which added methodological orderliness. Moodle platform’s technical facilities allowed the teachers to keep practical orientation of the course (theory combined with the experience of attending church services) and integration of full-time course into the church calendar. The article also examines methodological opportunities of both forms of education, in context of an educative (that brings a person to church) mode of the course in Typicon and Hymnography. The article also describes features that form the communication between the teacher and students in full-time and in part-time education using distant educational technologies at the Institute of Distance Learning of St. Tikhon’s Orthodox University.
St. Tikhon’s Orthodox University, distance learning, distant educational technology, liturgics, educative learning, teaching methodology in higher education, additional professional education, theological education, further professional education
  1. Abramian G., Katasonova G. (2020) “Osobennosti organizatsii distantsionnogo obrazovaniia v vuzakh v usloviiakh samoizoliatsii grazhdan pri virusnoi pandemii”. Sovremennye problemy nauki i obrazovaniia. 2020, no. 3, pp. 1–9 (in Russian).
  2. Guseinov A., Turchin G. (2007) “Razvitie printsipa nagliadnosti v istorii pedagogiki”. Izvestiia Saratovskogo universiteta. 2007, vol. 7, pp. 64–67 (in Russian).
  3. Nikulina E. (2019) “Liturgika dlia mirian: Metodologicheskie osnovy obucheniia vzroslykh v ramkakh programm professional'noi perepodgotovki i povysheniia kvalifi katsii”. Vestnik PSTGU. Seriia IV: Pedagogika. Psikhologiia. 2019, vyp. 54, pp. 44–52 (in Russian).
  4. Shibanova E., Abalmasova E., Egorov A., Zakharova U., Semenova T. (2020) “Otsenka vozmozhnosti perevoda kursov na distantsionnye formy obucheniia”. Shtorm pervykh nedel': kak vysshee obrazovanie shagnulo v real'nost' pandemii. Sovremennaia analitika obrazovaniia. 2020, vyp. 6 (36), pp. 46–54 (in Russian).
  5. Tsener T., Oshkina A. (2020) “Osobennosti obucheniia v onlain-formate v vysshei shkole v forsirovannykh usloviiakh”. Mezhdunarodnyi zhurnal gumanitarnykh i estestvennykh nauk. 2020, no. 5–3 (44), pp. 170–177 (in Russian).
  6. Zakharova U., Vilkova K., Egorov G. (2021) “Etomu nevozmozhno obuchit' onlain: prikladnye spetsial'nosti v usloviiakh pandemii”. Voprosy obrazovaniia. 2021, no. 1, pp. 115–137 (in Russian).

Nikulina Elena


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

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

Gulov Artem

Differences between the tasks of the regional and final stages of the all-russian schoolchildren’s olympiad in the english language

Gulov Artem (2022) "Differences between the tasks of the regional and final stages of the all-russian schoolchildren’s olympiad in the english language ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 76-88 (in Russian).

DOI of the paper: 10.15382/sturIV202264.76-88
The issues of preparation for the All-Russian Olympiad of schoolchildren in English are relevant in the light of the increased interest in this intellectual competition from students. The state policy in the field of the development of giftedness encourages higher educational institutions to accept Olympiad winners without entrance tests, which also raises the prestige of the competition. In our article, we analyze the differences between the sets of regional and final stages of the 2020-21 school year, highlight the main differences and offer certain recommendations for preparation. A number of tasks are integrated, which increases their complexity and causes problems when solving them. At the Olympiad, listening and reading, a lexico-grammatical test and reading are integrated. The article analyzes scientific research on the topic, including the method of content analysis of the tasks. We are also studying official documents of the Central Subject-Methodological Commission, including methodological recommendations and protocols of the regional and final stages of the 2020-21 academic year. We emphasize the importance of developing creative thinking skills for the successful solution of complex logical tasks that are offered to students at Olympiad. The article identifies universal competencies, the development and formation of which allows developing the creative abilities of schoolchildren. We analyze our empirical experience in preparing Moscow schoolchildren as part of working with the Moscow city team from 2017 to 2021, including identifying the reasons for the unsuccessful participation of individual students. Our recommendations can be used to design educational courses in different regions of the country.
Olympiad exam, language assessment, Olympiad preparation, assessment criteria, gifted children, key competences, subject olympiads
  1. Berg A. (2021) “Statistical analysis of the international mathematical Olympiad”. Mathematical Intelligencer. 2021. 43/1, pp. 105–112.
  2. Cullen P., Jakeman V., French A. (2014) The Official Cambridge Guide to IELTS Student’s Book with Answers. Cambridge University Press.
  3. Elgrably H., Leikin R. (2021) “Creativity as a function of problem-solving expertise: Posing new problems through investigations”. ZDM — Mathematics Education. 2021, vol. 53 (4), pp. 891–904.
  4. Fisher D., Frey N. (2021) “A distance learning instructional framework for early literacy”. Reading Teacher. 2021, vol. 74, issue 6, pp. 827–831.
  5. Gorodetskaia L. (2019) “Integrirovannye zadaniia po audirovaniiu i chteniiu na regional'nom i zakliuchitel'nom etapakh vserossiiskoi olimpiady shkol'nikov po angliiskomu iazyku”. Vestnik Moskovskogo universiteta. Seriia 19: Lingvistika i mezhkul'turnaia kommunikatsiia. 2019, no. 1, pp. 51–61 (in Russian).
  6. Gulov A. (2021) Great Lengths. The All-Russian School Olympiad: Preparation for Municipal, Regional and Final Stages. Pearson Education.
  7. Kurasovskaia Iu. (2016) “Primery zadanii Vserossiiskoi olimpiady shkol'nikov po angliiskomu iazyku na proverku sotsiolingvisticheskoi i sotsiokul’turnoi kompetentsii uchashchikhsia”. Inostrannye iazyki v shkole. 2016, no. 3, pp. 72–78 (in Russian).
  8. Kurasovskaia Iu. (2018) “Vserossiiskaia olimpiada shkol'nikov kak pokazatel' kachestva obucheniia inostrannomu iazyku”. Inostrannye iazyki v shkole. 2018, no. 11, pp. 32–47 (in Russian).
  9. Kurasovskaia Iu. (2021) “Transformatsiia formata zadanii EGE v zadaniiakh Vserossiiskoi olimpiady shkol'nikov”. Pedagogicheskie izmereniia. 2021, no. 1, pp. 71–79 (in Russian).
  10. Kurasovskaia Iu., Borisova A., Simonian T. (2016) Vserossiiskaia olimpiada. Angliiskii iazyk: Zadaniia shkol'nogo, munitsipal'nogo, regional’nogo i zakliuchitel’nogo etapov. S otvetami i kommentariiami. Moscow (in Russian).
  11. Maksimchik O. (2020) “Prakticheskie rekomendatsii po sostavleniiu zadanii Vserossiiskoi olimpiady shkol'nikov po angliiskomu iazyku (na primere munitsipal'nogo etapa v Samarskoi oblasti)”. Samarskii nauchnyi vestnik. 2020, vol. 9, no. 2 (31), pp. 258–265 (in Russian).
  12. Pogrebnaia I. (2020) Predmetnaia olimpiada po angliiskomu iazyku: teoriia i praktika. Rostov-na-Donu (in Russian).
  13. Popov A. (2017) “Studencheskie olimpiady kak sredstvo formirovaniia psikhologicheskoi gotovnosti k tvorcheskoi deiatel’nosti v usloviiakh konkurentnoi bor’by”. Alma mater: Vestnik vysshei shkoly. 2017, no. 6, pp. 65–71 (in Russian).
  14. Simonian T. (2019) “Trenirovochnye zadaniia razdela Use of English″ dlia podgotovki k olimpiadam po angliiskomu iazyku”. Inostrannye iazyki v shkole. 2019, no. 4, pp. 62–72 (in Russian).
  15. Smith K. N., Jaeger A. J., Thomas D. (2021) “Science olympiad is why I’m here″: The influence of an early STEM program on college and major choice”. Research in Science Education. 2021, vol. 51, suppl., issue 1, pp. 443–459.

Gulov Artem


Academic Degree: Candidate of Sciences* in Education;
Place of work: Federal state autonomous educational institution “Centre of Pedagogical Knowledge”; Moscow, Russia;
Post: methodologist;
ORCID: 0000-0001-7192-5316;
Email: gulov@tea4er.org.

*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.

Borodina Elena

Patriotic education of children in sunday schools and the use of fine arts materials

Borodina Elena (2022) "Patriotic education of children in sunday schools and the use of fine arts materials ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 89-106 (in Russian).

DOI of the paper: 10.15382/sturIV202264.89-106
In the first part of the article, the author reveals the theoretical substantiation of the problem: aspects of the patriotism of an Orthodox Christian as a virtue, a spiritual and moral quality. The phenomenon of patriotism is presented in the context of the works of the Church Fathers of the 19th and 20th centuries and the main provisions of the social concept of the Russian Orthodox Church; the canon of the Orthodox view on the problem posed is adhered to in substantiation. For an objective understanding of the semantic essence of the concept of patriotism, the author turned to scientific literature, explanatory and encyclopedic dictionaries, philosophical and pedagogical works of compatriots. Having analyzed a number of scientific points of view, the author states about the spirituality and religiosity of patriotism, highlighting the semantic connection with morality. In the second part of the article, the author examines the effectiveness of the use of paintings of battle, historical, portrait and everyday life in the process of patriotic education in Sunday school. The article reveals the content and characteristics of problem-value communication, describes the stages of the methodology based on problem-value communication in the process of cognitive conversation based on the painting of patriotic themes: the first stage is cognitive (the contradictions between acceptance and rejection, admiration and indifference are resolved); the second stage is evaluative-semantic (evaluative-semantic activity is carried out - the correlation of new ideas, concepts, values, with already existing and previously acquired knowledge and value attitudes and beliefs); the third stage is motivational and activity (the child appropriates a personal spiritual and moral meaning, in which the basic national value - patriotism, becomes valuable and significant, a regulator of the patriotic mentality, a motive for action). The author reveals the potential of the methods of art pedagogy: “the method of unity of perception and creation in artistic action”, “the method of getting used to it” or “the method of revitalization”, describing the process of emotional and sensory empathy with the main characters of paintings.
Patriotism, patriotic education, Sunday school, children, informative conversation, problem-value communication, painting
  1. Berdiaev N. (1999) O cheloveke, ego svobode i dukhovnosti. Moscow (in Russian).
  2. Borodina E. (2015) Teoriia i praktika nravstvenno-patrioticheskogo vospitaniia detei v polikhudozhestvennoi deiatel’nosti. Ekaterinburg (in Russian).
  3. Borodina E. (2018) “Didakticheskaia igra v nravstvenno-patrioticheskom vospitanii detei”. Pedagogicheskoe obrazovanie v Rossii. 2018, no. 1, pp. 154–158 (in Russian).
  4. Il’in I. (1993) O natsional'nom vospitanii. Put’ dukhovnogo obnovleniia. Moscow (in Russian).
  5. Likhachev D. (2000) Russkaia kul'tura. Moscow (in Russian).
  6. Ozhegov S. (2008) Slovar’ russkogo iazyka. Moscow (in Russian).
  7. Zen'kovskii V. (2004) Pedagogika. Klin (in Russian).

Borodina Elena


Academic Degree: Candidate of Sciences* in Education;
Place of work: Ural State Pedagogical University; Yekaterinburg, Russia;
Email: borodina_elena75@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.

PSYCHOLOGY

Abakumova Irina; Godunov Mikhail

Cultural and confessional factors of psychological differences in adaptive and preadaptive meaning-related regulation

Godunov Mikhail, Abakumova Irina (2022) "Cultural and confessional factors of psychological differences in adaptive and preadaptive meaning-related regulation ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 109-121 (in Russian).

DOI of the paper: 10.15382/sturIV202264.109-121
The relevance of studying the features of the meaning regulation of a person is due to the need to describe the mechanisms of the formation of meanings under the influence of cultural, social, historical and ideological aspects of his life. The authors present a theoretical analysis of the features of the formation of the system of personal meanings of people belonging to Western and Eastern Christianity. The purpose of the article is to identify the cultural and confessional factors of psychological differences in adaptive and preadaptive meaning regulation that exist among representatives of the Catholic and Orthodox branches of the Christian world. The paper analyzes the influence of various cultural and confessional factors on the meaning regulation of representatives of Catholicism and Orthodoxy. Catholicism and Orthodoxy, as the western and eastern branches of Christianity, have corresponding differences in the field of religious priorities: God's descent to earth at Christmas and likening to man against the divine Resurrection as a sacrifice for man; worldview: anthropocentrism against сhristocentrism; epistemological views: logical analysis and materialistic rationalism of the intellect and against the sacred unity of the relationship between man and nature; value attitudes: acceptance of one's imperfection against the desire for a divine prototype; cultural priorities: welfare versus sanctity; ethical beliefs: primacy of individual rights versus duties to the soul's conscience; social identities: self-affirmation based on law versus religious humility before spiritual precepts; political preferences: individual freedom versus the common good; legal concepts: legal contract versus moral union. Based on the analysis of the scientific works presented in this study, it is proposed to consider the cultural and confessional features of Catholicism as correlating mainly with the adaptive orientation of meaning-forming strategies, and Orthodoxy as correlating mainly with the preadaptive orientation of meaning-forming strategies.
personal meaning, meaning sphere, meaning regulation, strategy of meaning formation, adaptivity, preadaptivity, Catholicism, Orthodoxy
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Abakumova Irina


Academic Degree: Doctor of Sciences* in Psychological Sciences;
Place of work: Don State Тechnical University; Rostov-on-Don, Russia;
ORCID: 0000-0003-2202-2588;
Email: abakira@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.


Godunov Mikhail


Academic Degree: Candidate of Sciences* in Psychological Sciences;
Place of work: Don State Тechnical University; Rostov-on-Don, Russia;
Post: associate professor;
ORCID: 0000-0003-3696-7347;
Email: godunmv997@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 article was supported by the Russian Foundation for Basic Research RFBR (Project No. 18-29-22004 (2018) «Psychological and genetic studies of users’ behavior predictors that determine the perception of Internet content of various informational orientation»).

BOOK REVIEWS

Nikulina Elena

Rev. of Антология педагогического наследия Средних веков, Возрождения и Реформации / сост. В. В. Рыбаков, В. К. Пичугина, В. Г. Безрогов; под ред. В. Г. Безрогова, В. В. Рыбакова. М.: Русское слово, 2021. 576 с.

Nikulina Elena (2022) Rev. of Antologiia pedagogicheskogo naslediia Srednih vekov, Vozrozhdeniia i Reformatsii / sost. V. V. Ribakov, V. K. Pichugina, V. G. Bezrogov; pod red. V. G. Bezrogova, V. V. Ribakova. M.: Russkoe slovo, 2021. 576 s., Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 64, pp. 125-129 (in Russian).

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Nikulina Elena


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

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