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

St. Tikhon’s University Review IV :65

PEDAGOGICAL SCIENCE

Zabegaylova Irina

Ideas on moral personal development in V. Stoyunin’s pedagogical legacy

Zabegaylova Irina (2022) "Ideas on moral personal development in V. Stoyunin’s pedagogical legacy ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 11-28 (in Russian).

DOI of the paper: 10.15382/sturIV202265.11-28
Russian teachers when considering the problems of the spiritual and moral formation of a person, often address the theoretical heritage of the past. One of the outstanding representatives of the national pedagogy of post-reform Russia was Vladimir Yakovlevich Stoyunin, in the second half of the 19th century. At the present stage of the development of pedagogical science, the views of the scientist on solving the problems of finding and forming the ideal of the spiritual and moral growth of the individual, as well as determining the specific content of the moral education of the child, are of particular importance. The article presents an overview of the pedagogical views of V.Ya. Stoyunin on issues of spiritual and moral education of children of preschool and primary school age. The relevance of the scientist's ideas about the components of the moral education of the individual through the aspiration for self-improvement and the moral ideal is shown. The role of the Christian doctrine of faith in the moral upbringing of the child is determined and comprehended. The author of the article focuses on description of grades of a moral personality and the conditions for their growth, developed by V.Ya. Stoyunin in a detail.The aim of the article is to study the pedagogical ideas of V.Ya. Stoyunin about the formation of ideal of spiritual and moral development of an individual to identify approaches to the problem of professional and personal growth of teachers. As a result, the pedagogical views of V.Ya. Stoyunin on problem of spiritual and moral education of children in the period of preschool and primary school ages, his pedagogical recommendations on development of positive and leveling negative personal qualities of pupils have been classified. The position of the scientist on the issue of personal qualities of teachers, which have a significant impact on growth of spiritual sphere of the child, is presented. The attention is focused on Stoyunin’s understanding of personal moral qualities as the fulfillment the basic Christian ethical norms - Christian commandments by teachers.
V.Ya. Stoyunin, spiritual and moral development, moral ideal, Christian doctrine of faith, moral qualities of a person, content of moral education, Christian ethical norms
  1. Belenchuk L. (2016) “Natsional′noe i obshcheevropeiskoe v pedagogicheskom tvorchestve V. Ia. Stoyunina” [The national and the common European in V. Ia. Stoyunin’s educational work], in Sbornik nauchnykh trudov Vserossiiskoi nauchno-prakticheskoi konferentsii, posviashchennoi 190-letiiu so dnia rozhdeniia V.Ia. Stoyunina [Proceedings of the conference on the occasion of the 190th anniversary of V. Ia. Stoyunin]. Moscow, рp. 46–62 (in Russian).
  2. Boguslavskii M. (2016) “Ideal vospitaniia prosveshchennogo cheloveka i grazhdanina v kontseptsii V. Ia. Stoyunina” [An ideal of educating an enlightened man and citizen in V. Stoyunin’s teaching]. Otechestvennaia i zarubezhnaia pedagogika, 2016, 6, рp. 7–18 (in Russian).
  3. Boguslavskii M. (2016) “Formirovanie aksiologicheskikh osnov rossiiskogo obrazovaniia v pedagogicheskoi deiatel′nosti V. Ia. Stoyunina (k 190-letiiu so dnia rozhdeniia)” [Providing axiological foundations for the Russian education in V. Stoyunin’s educational work]. Problemy sovremennogo obrazovaniia, 2016, 5, рp. 97–110 (in Russian).
  4. Stoyunin V. (1991) “Vospitatel′nitsam grupp maloletnego otdeleniia Moskovskogo vospitatel′nogo doma” [To the nursery teachers of groups of the underage department of Moscow educational house], in G. Savenok (ed.) V. Ia. Stoyunin. Izbrannye pedagogicheskie sochineniia [Selected works on education]. Moscow. Pр. 104–110 (in Russian).
  5. Stoyunin V. (1991) “Zametki o russkoi shkole” [Notes on the Russian school], in G. Savenok (ed.) V. Ia. Stoyunin. Izbrannye pedagogicheskie sochineniia [Selected works on education]. Moscow. Pр. 148–199 (in Russian).
  6. Stoyunin V. (1991) “O vospitanii” [On education], in G. Savenok (ed.) V. Ia. Stoyunin. Izbrannye pedagogicheskie sochineniia [Selected works on education]. Moscow. P. 111–137 (in Russian).
  7. Stoyunin V. (1991) “Pedagogicheskie zametki (v otvet raznym litsam)” [Pedagogical notes (as an answer to various persons)], in G. Savenok (ed.) V. Ia. Stoyunin. Izbrannye pedagogicheskie sochineniia [Selected works on education]. Moscow. Pр. 282–288 (in Russian).

Zabegaylova Irina


Student status: Graduate student;
Place of study: St. Tikhon Orthodox Humanitarian University;
Post: Postgraduate student of the Department of Pedagogy;
ORCID: 0000-0002-9617-8502;
Email: irina_butovo@mail.ru.
Danko Yury

Current issues and special features of teacher training in the context of the Bologna process

Danko Yury (2022) "Current issues and special features of teacher training in the context of the Bologna process ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 29-39 (in Russian).

DOI of the paper: 10.15382/sturIV202265.29-39
This article examines the organization of training of future teachers for the secondary education system in the context of the Bologna process. The Bologna Declaration(1999) marked the beginning of a new stage of higher education in Europe, one of the most important goals of which was the introduction of a multilevel education system, which by 2005 had become a unified standard for most training programs, including teacher education. In the context of teacher training, the undergraduate and graduate levels are of great relevance. One of the most important issues at present is the preparation of a bachelor's degree in teacher education as a sufficient level to start teaching, as well as the role of a master's degree in the context of teaching practice.Within the framework of this study, both theoretical issues of teaching on a two-level model in general, and its features on the example of individual countries are considered. An analysis of previous work in this area, regulatory documents shows that although the Bologna Process is a generally accepted standard, additional conditions may be required to start a professional activity. It has been determined that in some countries the completion of a bachelor's degree is a sufficient condition, while in others it is only an admission to obtaining the right to further pedagogical training.
Bologna process, higher education, competencies, teacher education, bachelor's, master's, postgraduate education, teacher training structure
  1. Ananin D. (2010) “Osobennosti traditsionnoi i sovremennoi modelei podgotovki uchitelei v Federativnoi Respublike Germaniia” [Special features of traditional and present-day teacher training in Germany]. Obrazovanie i nauka, 2010, vol. 1 (69) (in Russian).
  2. Burlakova I. (2018) “Formy organizatsii podgotovki uchitelei v Velikobritanii” [Ways of organising teacher traning in the UK], in Britaniia: istoriia, kul′tura, obrazovanie: sbornik statei po materialam mezhdunarodnoi nauchnoi konferentsii [Britain: history, culture, education. Conference proceedings]. Yaroslavl. Pp. 466–471 (in Russian).
  3. European Commission. Improving the Quality of Teacher Education. Communication from the Commission to the Council and the European Parliament. Brussels, 2007.
  4. European Commission/EACEA/Eurydice, 2020. The European Higher Education Area in 2020: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union, available at https://eacea.ec.europa.eu/national-policies/eurydice/national-description_en (accessed 16.03.2022).
  5. FIT: Formazione Iniziale Tirocinio, available at https://www.miuristruzione.com/fi t-formazioneiniziale-tirocinio/ (accessed 03.01.2022).
  6. Luchkina T., Gracheva E. (2010) “Rol′ internatury v professional′nom stanovlenii nachinaiushchego uchitelia v Germanii” [The role of internship in the professional development of the teacher in Germany]. Aktual′nye problemy gumanitarnykh i estestvennykh nauk, 2010, vol. 9, pp. 281–290 (in Russian).
  7. Nos N., Goncharova A. (2016) “Modeli professional′noi podgotovki uchitelei v Germanii” [Patterns in the professional training of teachers in Germany]. Aktual′nye problemy gumanitarnykh i estestvennykh nauk, 2016, vol. 9/1, pp. 206–210 (in Russian).
  8. Ob obrazovanii v Rossiiskoi Federatsii: Federal′nyi zakon ot 29.12.2012 № 273-FZ (red. ot 13.01.2022) [On education in the Russian Federation: Federal law of 29.12.2012 № 273-FZ (version of 13.01.2022)], available at https://legalacts.ru/doc/273_FZ-ob-obrazovanii/ (accessed 16.01.2022).
  9. Orekhova E., Polunina L. (2014) “Podgotovka uchitelei v magistrature: evropeiskii opyt” [Teacher training in Master’s programmes: European experience]. Sovremennye problemy nauki i obrazovaniia, 2014, vol. 3, pp. 213–221 (in Russian).
  10. Professional′nye standarty [Professional standards], available at https://inlnk.ru/WR30B (accessed 16.01.2022).
  11. Romaeva N., Strunkina Iu. (2012) “Pedagogicheskoe obrazovanie v Velikobritanii i Rossii v kontekste Bolonskogo protsessa” [Teacher training in the UK and in Russia in the context of Bologna process]. Ekonomicheskie i gumanitarnye issledovaniia regionov, 2012, vol. 2, pp. 33–39 (in Russian).
  12. Semenova Iu. (2009) “Professional′naia pedagogicheskaia podgotovka uchitelei vo Frantsii” [Professional teacher training in France]. Vysshee obrazovanie v Rossii, 2009, 10 (in Russian).
  13. Seriakova S. (2011) “Printsipy perekhoda vysshego pedagogicheskogo obrazovaniia na urovnevuiu podgotovku v kontekste Bolonskogo protsessa” [Principles of tranferring the higher education of teachers to the level-based system in the context of Bologna process]. Pedagogicheskoe obrazovanie i nauka, 2011, vol. 8, pp. 22–26 (in Russian).
  14. Surina I. (2011) Osobennosti professional′noi podgotovki uchitelei v pol′skikh vuzakh [Special features of teacher training in Polish universities], available at https://scienceandeducation.pdpu.edu.ua (accessed 10.01.2022).
  15. Vinogradov V. (2013) Teoriia i tekhnologiia podgotovki uchitelei v SShA: konspekt lektsii [Theory and techniques of training teachers in the USA: lecture notes]. Kazan (in Russian).
  16. Zhidkova I. (2016) “Nepreryvnoe obrazovanie uchitelei: rossiiskaia i evropeiskaia modeli” [Continuous training of teachers: Russian and European patterns]. Nauchnoe obespechenie sistemy povysheniia kvalifikatsii kadrov, 2016, vol. 1 (26) (in Russian).

Danko Yury


Student status: Graduate student;
Place of study: Sevastopol State University; Sevastopol, Russia;
ORCID: 0000-0001-5958-9866;
Email: bonifacius-zs@yandex.ru.
Mikhaleva Marina

Hermeneutical practice of moral education in a small town

Mikhaleva Marina (2022) "Hermeneutical practice of moral education in a small town ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 40-48 (in Russian).

DOI of the paper: 10.15382/sturIV202265.40-48
The authors of the article investigate the upbringing role of a real pedagogical situation, since a human act carries a possible expression of understanding a particular text, its interpretation. When students, together with a teacher, reconstruct a particular cultural norm, a text, assuming all their experience in them. This is where the variability of interpretations is manifested, thanks to which the hermeneutic approach to the educational situation is realized. Within the framework of this approach, the activities of the educator are carried out on the basis of deep understanding, penetration into the specifics of thinking, feelings, experiences of the child (pupil). The decisive role here is played by the appeal not so much to pedagogical facts and phenomena as to what stands behind them: subjective meanings, unconscious motives of behavior. Hermeneutic educational practice is built as work with the experiences of children, their memories, expectations, fantasies. Children's poems, amateur songs, essays, autobiographical notes, diaries, letters are becoming important attributes of the educational process. These products of children's verbal creativity should be accepted by the educator: not analyzed and evaluated, but recognized as a personal value of a growing up person who is allowed to be himself. Hermeneutic acceptance of a child is impossible without reflection of the educator himself of his own childhood experience, his childhood experiences, “living” memories from childhood. Such a teacher will not lead the child, instruct him, but will be able to cooperate with him as a senior comrade.
event richness, educational situation, hermeneutics, variability of interpretations, meaning, conscience, culture
  1. Gessen S. (1995) Osnovy pedagogiki. Vvedenie v prikladnuiu filosofiiu [Elements of educational science. Introduction to applied philosophy]. Moscow (in Russian).
  2. Krasnov S. (2018) “Proektirovanie intentsional′noi pozitsii podrostka v organizatsionno-deiatelnostnoi igre” [Mapping the intention-related position of a teenager in an organisation- and activity-oriented game]. Zhurnal pedagogicheskikh issledovanii, 2018, no. 3/3, рp. 44–65 (in Russian).
  3. Serikov V. (1994) Lichnostnyi podkhod v obrazovanii: kontseptsiia i tekhnologii [Personality-oriented approach in education: conception and techniques]. Volgograd (in Russian).

Mikhaleva Marina


Student status: Graduate student;
Student status: Graduate student;
Academic Rank: Professor;
ORCID: 0000-0002-0402-1269;
Email: mia826@mail.ru.
Gusakova Victoria

“Ideal” and “life path” as concepts of spiritual and moral education of present-day schoolchildren

Gusakova Victoria (2022) "“Ideal” and “life path” as concepts of spiritual and moral education of present-day schoolchildren ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 49-62 (in Russian).

DOI of the paper: 10.15382/sturIV202265.49-62
In the article «The Religion and philosophical bases of the content the spiritual and moral education of the pupils today» is given the pedagogical substantiation of the expediency of education to the religious and philosophical thought of Russia as to bases for staffing of the content of the spiritual and moral education of contemporary pupils. The relevance of this content consists in the need for comprehension by the schoolboys of anthropological ideal and sense of life of man in the period of pluralism in the choice of values and behavioral stereotypes. Age-related education to the values, which are stored in the traditions of orthodox culture and by those being been the object of religious and philosophical thought, being been the object of religious and philosophical thought, through the study of the works of Russian literature and art, makes possible for pupils to master the ideal of humanity of Jesus Christ and to see moral guidances in life of the saints at four levels: literal (lowest, simplest), semiotic, moral and highest anagogical. Appealing to the religious and philosophical thought in orthodox culture is caused by the presence in orthodoxy of the appeared anthropological ideal – God-man Jesus Christ. For the effectiveness of this mastering one should integrate verbal and painterly or icon-painterly images in the didactic unit. Special position in the article is given to the idea of the transfiguration of man, which at the literal and semiotic levels they be present in the fairy tales, and finds expression on the moral and anagogical levels in the works of literature, and to the theme of the beauty, in developed in detail in the religious and philosophical heritage. The disclosure of the theme of beauty occurs on the basis of reflection above the means of Jesus Christ in the works by F. M. Dostoyevsky and K. D. Ushinsky, and also based on the example of picture A. A. Ivanov « The Appearance of Christ Before the People». So that the acquaintance of pupils with the religious and philosophical thought would be organic and valuable necessary to acquaint them with the traditions of orthodox culture by the means of literature and art and from the early years to bring up the aesthetical perception of peace and value relation to its manifestations.
spiritual and moral education, life path, anthropological ideal, pupils, idea, literature, art
  1. Kazin A. (2014) Homo Russicus. St. Petersburg (in Russian).
  2. Kliuchevskii V. (2003) Drevnerusskie zhitiia sviatykh kak istoricheskii istochnik [Old Russian lives of saints as a historical source]. Moscow (in Russian).
  3. Kontseptsiia dukhovno-nravstvennogo razvitiia i vospitaniia grazhdanina Rossii [Doctrine of spiritual and moral education of the citizen of Russia] (2009). Moscow (in Russian).
  4. Lepakhin V. (2002) Ikona i ikonichnost̓ [Icon and iconicity]. St. Petersburg (in Russian).
  5. Ushinskii K. (1950) Materialy k tret′emu tomu “Pedagogicheskoi antropologii” [Materials for the 3rd volume of “Educational anthropology”], in Sobranie sochinenii [Collected works], vol. 10. Moscow; Leningrad (in Russian).
  6. Vinogradov I. (ed.) (2001) Aleksandr Ivanov v pis̓makh, dokumentakh, vospominaniiakh [Alexander Ivanov in letters, records, memoirs]. Moscow (in Russian).

Gusakova Victoria


Academic Degree: Candidate of Sciences* in Art Criticism;
ORCID: 0000-0002-2924-6886;
Email: victoryspb78@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.

Metlik Igor

The problem field of development of teaching orthodox culture in the Russian school: approaches to the study

Metlik Igor (2022) "The problem field of development of teaching orthodox culture in the Russian school: approaches to the study ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 63-77 (in Russian).

DOI of the paper: 10.15382/sturIV202265.63-77
Annotation. The article discusses approaches to the study of the problem of the development of teaching Orthodox culture (the Basics of Orthodox culture) in the Russian general education state and municipal school as an independent academic subject (course, module) at the choice of the family, parents (legal representatives) of underage schoolchildren. The formation of this practice, which began in the late 1990s in the education system of the Russian Federation, in the regions, in schools, has stagnated in the last decade, has not developed to the extent and quality necessary to achieve its goals. The study of this problem is relevant, the search for possible ways to solve it. The initial marking of the problem field is carried out in the article, the main aspects of the problem consideration are highlighted: socio-cultural, pedagogical, socio-psychological. Within their framework, issues of modern legal support for this practice and opportunities for its improvement, the relations of participants in this education, including the organizations of the Russian Orthodox Church, the state of the pedagogical base (state and church educational documents and materials, school teachers teaching Orthodox culture, their status and training, textbooks and manuals on Orthodox culture, educational and methodological support, etc.). In the pedagogical aspect, the most important issue of understanding the goals of teaching Orthodox culture in the general education of children, their upbringing and training, the expected educational results (personal and subject) and the reflection of this understanding in the main educational documents on Orthodox culture, in the subject areas "Fundamentals of religious cultures and secular ethics", "Fundamentals of spiritual and moral culture of peoples" is highlighted Russia" in the education system.
Key words: secondary school, secular school, teaching Orthodox culture, spiritual and moral education, religious education, church-state relations, participants of educational relations, legislation on education
  1. Aktual′nye problemy metodiki prepodavaniia pravoslavnoi kul′tury (2016) [Current issues in the methodology of teaching Orthodox culture]. Moscow (in Russian).
  2. Ushinskii K. (1988–1990) “O neobkhodimosti sdelat′ russkie shkoly russkimi” [On the necessity of making Russian schools Russian], in Pedagogicheskie sochineniia v shesti tomakh [Pedagogical works in 6 vols]. Moscow, vol. 2, рр. 358–363 (in Russian).

Metlik Igor


Email: metlik@list.ru.
Sedankina Tatyana

Theocentric model of moral education in theology: a theoretical and methodological foundation

Sedankina Tatyana (2022) "Theocentric model of moral education in theology: a theoretical and methodological foundation ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 78-99 (in Russian).

DOI of the paper: 10.15382/sturIV202265.78-99
Aim. Implementation of the theoretical and methodological substantiation of the theocentric model of upbringing a student in the field of training 48.04.01 "Theology".Methodology. In this article, which is an introduction to the block of subsequent ones devoted to a detailed understanding of the elements of the theocentric model, the analysis of modern scientific research concerning the possibility of introducing elements of this model of education into the pedagogical process of higher education is carried out. In the process of research, the theoretical method of scientific knowledge, the general philosophical dialectical method, as well as abstraction, induction and deduction, analysis and synthesis, mental modeling were used.Results. To substantiate the theoretical and methodological base of the theocentric model of upbringing a student of the field of study 48.04.01 "Theology", an analysis of modern research, one way or another related to the declared topic, was carried out, as a result of which either the complete absence or insufficient development of issues related to the consideration of the possibilities of the theocentric model was revealed education, which indicates both the relevance and the possibility of mutual enrichment of ideas both about pedagogical methods and techniques of education, and about the methodology of theology. Also, the article presents a set of scientific approaches that make up the methodological basis of the theocentric model of education.Research implications. A methodological basis is proposed, which is the interaction of the systemic, hermeneutic, dialectical, phenomenological, philosophical and cultural, axiological, existential and theological approaches, contributing to a comprehensive understanding of the theocentric model of education, which can become a step towards the further development of the methodology of theology.
theology, theocentric model of education, structure of the theocentric model, elements of the model of education, methodological basis, methodology of theology, theologian-researcher.
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  21. Nikulina N., Devitian M., Shevchenko S. (2015) “Sistemnyi podkhod v pedagogike kak obshchemetodologicheskii printsip nauki” [Systematic approach in educational science as a general methodological scientific principle]. Politematicheskii setevoi elektronnyi nauchnyi zhurnal Kubanskogo gosudarstvennogo agrarnogo universiteta. 2015, 111, available at https://cyberleninka.ru/article/n/sistemnyy-podhod-v-pedagogike-kak-obschemetodologicheskiyprintsip-nauki/viewer (data obrashcheniia: 14.08.2021) (in Russian).
  22. Oseledchik M. (2016) “Fenomenologicheskii podkhod k znaniiu” [Phenomenological approach to cognition]. Sotsial′no-gumanitarnye znaniia. 2016, vol. 4, pp. 303–318 (in Russian).
  23. Piliak S. (2020) “Razvitie germenevticheskogo podkhoda v izuchenii fenomenov kul′tury” [Development of hermeneutic approach in the study of culture phenomena], pt. 1. Filosofskaia mysl′. 2020, 8, pp. 30–38 (in Russian).
  24. Podliniaev O. (2012) “Ekzistentsial′nyi podkhod v psikhologii” [Existential approach in psychology]. Izvestiia irkutskogo gosudarstvennogo universiteta. 2012, 1/1, p. 62–68 (in Russian).
  25. Protopopov I. (2020) “Dialekticheskii metod i poniatie otritsaniia v fi losofi i Gegelia” [Dialectic method and the notion of negation in Hegel’s philosophy]. Vestnik Leningradskogo gosudarstvennogo universiteta imeni A. S. Pushkina. 2020, vol. 1, pp. 25–32.
  26. Sitarov V. (2018) “Tsennostnye orientiry v vospitanii sovremennoi molodezhi” [Axiological benchmarks in educating present-day young people]. Znanie. Ponimanie. Umenie, 2018, vol. 1, pp. 47–57 (in Russian).
  27. Smirnov V., Astakhov O., Shunkov A. (2019) “Aktualizatsiia kul′turnogo samosoznaniia kak uslovie razvitiia teologicheskogo obrazovaniia v vuzakh kul′tury” [Actualising cultural self-con sciousness as a condition of developing teological education in institutes of culture]. Vestnik KemGUKI. 2019, vol. 49, pp. 168–175 (in Russian).
  28. Teoriia kultury. Ch. 1. Vvedenie v teoriiu kul′tury (2009) [Theory of culture. Pt. 1. Introduction tomthe theory of culture]. St Petersburg (in Russian).
  29. Shibakova E. (2011) “Dialekticheskii metod poznaniia v filosofii” [Dialectic method of cognition in philosophy]. Intellektual'nyi potentsial XXI veka: stupeni poznaniia. 2011, vol. 5/2, pp. 114–117 (in Russian).
  30. Shmonin D. (2014) “Bogoslovie obrazovaniia: kontekstnyi poisk” [Theology of education: context-based search]. Khristianskoe chtenie. 2014, no. 5, pp. 112–134 (in Russian).
  31. Shubaro O. (2018) “Kategoriia sakral′nogo i fenomen sakral′nogo teksta v istorii i v sovremennoi kul′ture” [The category of the sacred and the phenomenon of the sacred text in history and in contemporary culture]. Filosofsko-kul'turologicheskie issledovaniia: sbornik statei. 2018, vol. 3. Minsk, pp. 261–295 (in Russian).
  32. Shutenko A. (2013) “Sotsiokul′turnye izmeneniia pedagogicheskogo protsessa v vysshei shkole” [Sociocultural shifts of the educational process in institutions of higher education]. Znanie. Ponimanie. Umenie. 2013, 4, pp. 249–251 (in Russian).
  33. Vakh I. (1994) “Sotsiologiia religii” [Sociology of religion], in Sotsiologiia religii: klassicheskie podkhody: khrestomatiia [Sociology of religion: classical approaches: an anthology]. Moscow (in Russian).
  34. Zakirova A. (2008) “Kontseptual′nye osnovaniia pedagogicheskoi germenevtiki” [Conceptual framework of educational hermeneutics]. Vestnik Tiumenskogo gosudarstvennogo universiteta. 2008, vol. 5, pp. 8–18 (in Russian).
  35. Zakirova A., Semenova L. (2015) “Formirovanie rossiiskoi natsional′noi identichnosti studentov vuza: germenevticheskii podkhod” [Developing the Russian national identity in university students: hermeneutic approach]. Obrazovanie i nauka. 2015, no. 7 (126), pp. 165–180 (in Russian).

Sedankina Tatyana


Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Associate Professor;
ORCID: 0000-0001-5241-6479;
Email: tatiana-svetlaya@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.

The article was prepared with the support of the grant program of the Institute for the Integration of Knowledge IKI Academy.
Muller Olga

Applying digital technologies in the inclusive education at universities

Muller Olga (2022) "Applying digital technologies in the inclusive education at universities ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 100-110 (in Russian).

DOI of the paper: 10.15382/sturIV202265.100-110
The article analyzes theoretical and practical aspects of the use of digital technologies in a university environment, notes the main problems and opportunities for integrating digital technologies into inclusive education. On the basis of the studied material, the author compiled the visual structure of the digital inclusive educational environment, demonstrating the multidimensionality and complexity of the digitalization process of inclusive education. A high level of preparation of students with special educational needs in the digital environment is an urgent task in the educational system, which can be ensured through the implementation of certain pedagogical conditions. The purpose of the article is to confirm the effectiveness of the implementation of pedagogical conditions for the formation of information competence of students with special educational needs by means of e-learning. As the designated pedagogical conditions, the following are described: the development of electronic information and educational environment and the development of interactive educational content by means of information technology. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of information competence of students with special educational needs by means of e-learning. The theoretical significance of the work is presented by the results of the selection and systematization of the results of scientific research on the problem under study, which provides an objective and comprehensive view when assessing the prospects for the use of digital technologies in the context of inclusive education at a university. The practical significance of the work is presented by the developed pedagogical conditions that can be applied in the practice of teaching universities in order to improve the quality of training for students with special educational needs. Research methods: generalization, analysis and synthesis of information, comparison.
inclusive education, digital technologies, students with special educational needs, pedagogical conditions, information competence, electronic education, university
  1. Aleksandrova N., Gavrilova E. (2020) “Proekt £Sozdanie “govoriashchikh” uchebnikov dlia studentov s narusheniiami zreniia″ kak sredstvo formirovaniia inkliuzivnoi obrazovatel′noi sredy vuza [The project “Making ‘talking’ textbooks for visually impaired students as means of developing inclusive university environment], in Perspektivy i prioritety pedagogicheskogo obrazovaniia v epokhu transformatsii, vybora i vyzovov: VI Virtual'nyi Mezhdunarodnyi forum po pedagogicheskomu obrazovaniiu: sbornik nauchnykh trudov. Ch. II [Prospects and priorities of teacher training in the era of transformation, choice and challenges: 6th virtual international forum in teacher training: collection of articles. Pt. 2]. Kazan, 2020, pр. 12–19 (in Russian).
  2. Akhmetova D. et al. (2020) “Tsifrovizatsiia i inkliuzivnoe obrazovanie: tochki soprikosnoveniia” [Digitalisation and inclusive education: points of interaction]. Vysshee obrazovanie v Rossii. 2020, no. 2, pp. 141–150 (in Russian).
  3. Galimov A., Khadiullina R. (2019) “Elektronnaia informatsionno-obrazovatel′naia sreda vuza kak instrument povysheniia kachestva obrazovatel′nogo protsessa” [Electronic informationand education-based university environment as a tool in improving the quality of education]. Vestnik Tomskogo gosudarstvennogo universiteta. 2019, no. 443, pp. 241–254 (in Russian).
  4. Ermoshkin N. (2013) “Elektronnoe obuchenie” [Electronic instruction]. Obrazovatel'nye tekhnologii. 2013, no. 2, pp. 51–56 (in Russian).
  5. Fokina M. (2021) “Problemy i perspektivy inkliuzivnogo obrazovaniia v usloviiakh tsifrovizatsii” [Problems and prospects of inclusive education in conditions of digitalisation]. Studencheskii elektronnyi zhurnal STRIZH. 2021, no. 2–1 (37), pp. 82–84 (in Russian).
  6. Freire C. et al. (2020) “The potential of distance education for the inclusion of students in higher education”, in Determining the Reliability of Online Assessment and Distance Learning. Handbook of Research. Hershey, 2020, pp. 379–401.
  7. Lazzari M. (2016) “Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training”, in M. Lazzari (ed.) Proceedings of the 10th International Conference on e-Learning 2016. Funchal, July 1–2, 2016, pp. 199–203.
  8. Lomasko P. (2017) “Rol′ interaktivnogo tsifrovogo kontenta pri realizatsii onlain-obucheniia v sovremennom universitete” [The role of interactive digital content in implementing online instruction in the present-day university]. Sovremennoe obrazovanie. 2017, no. 4, pp. 143–151 (in Russian).
  9. Muller O., Stolbova A. (2021) “Opytno-eksperimental′naia rabota po formirovaniiu informatsionnoi kompetentnosti budushchikh pedagogov sredstvami elektronnogo obucheniia” [Pilot testing in the sphere of developing information competence of future teachers by means of electronic instruction]. Tsennosti i smysly. 2021, no. 4 (74), pp. 157–164 competence.
  10. Rasskazov F., Muller O., Rotova N. (2016) “Klasternyi podkhod v inkliuzivnom obrazovanii lits s osobymi obrazovatel′nymi potrebnostiami” [Cluster approach in inclusive education of persons with specific educational needs]. Inkliuzivnoe obrazovanie: teoriia i praktika: sbornik materialov Mezhdunarodnoi nauchno-prakticheskoi konferentsii [Inclusive education: theory and practice. Conference materials]. Orekhovo-Zuevo, 2016, pp. 247–253.
  11. Romanenkova D. (2021) “Osnovnye podkhody k obespecheniiu dostupnosti inkliuzivnogo vysshego obrazovaniia sredstvami distantsionnykh tekhnologii” [Main approaches to providing the accessibility of inclusive higher education by means of distance-learning technology]. Vestnik Cheliabinskogo gosudarstvennogo universiteta. Obrazovanie i zdravookhranenie. 2021, no. 1 (13), pp. 27–32 (in Russian).
  12. Tokarskaia L., Bystrova T. (2020) “Primenenie tsifrovykh tekhnologii v protsesse inkliuzivnogo obrazovaniia detei s osobymi obrazovatel′nymi potrebnostiami” [Applying digital technologies in inclusive education of children with specifi c educational needs], in Tsifrovaia gumanitaristika i tekhnologii v obrazovanii (DHTE 2020). Sbornik materialov Vserossiiskoi nauchno-prakticheskoi konferentsii s mezhdunarodnym uchastiem. 19–21 noiabria 2020 g. [Digital humanities and technologies in education. Conference proceedings]. Ekaterinburg, 2020, pp. 203–211.
  13. Trishina S. Informatsionnaia kompetentnost' kak pedagogicheskaia kategoriia [Information competence as an educational category], available at http://www.eidos.ru/journal/2005/0910-11.htm (accessed 19.12.2021).
  14. Shadchin I. (2020) “Inkliuzivnoe professional′noe obrazovanie v usloviiakh ego tsifrovizatsii” [Inclusive professional education in conditions of its digitalisation]. Innovatsionnoe razvitie professional'nogo obrazovaniia. 2020, no. 4 (28), pp. 115–145 (in Russian).

Muller Olga


Academic Degree: Candidate of Sciences* in Education;
Place of work: Surgut State University;
ORCID: 0000-0002-8938-5386;
Email: olga_megion@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.

Allagulov Artur; Sarmutdinova Galia

The attitude of teachers to the labour-related moral education of younger schoolchildren in extracurricular activities: a comparative analysis of rural and urban schools

Sarmutdinova Galia, Allagulov Artur (2022) "The attitude of teachers to the labour-related moral education of younger schoolchildren in extracurricular activities: a comparative analysis of rural and urban schools ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 111-119 (in Russian).

DOI of the paper: 10.15382/sturIV202265.111-119
The article is devoted to the study of the problem of teachers' attitude to the labor education of younger schoolchildren in extracurricular activities in the context of a comparative analysis of rural and urban schools. The relevance of the work is due to the need for a comprehensive analysis of various approaches to the labor education of younger schoolchildren arising in rural and urban schools. The study of the process of labor education of younger schoolchildren in extracurricular activities in various socio-cultural educational spaces will allow to identify pressing problems and on this basis suggest ways to solve them. The purpose of the article is to conduct a comparative analysis of the labor education of younger schoolchildren in extracurricular activities, using the example of rural and urban schools. To study the problem, an expert survey of teachers was conducted in the period from September 2021 to January 2022 using the Google Form service. Normative documents were used as research materials: the Strategy for the Development of Education in the Russian Federation for the period up to 2025, the Strategy for the Development of Youth in the Russian Federation until 2025, Order No. 286 "On approval of the Federal State educational standard of primary general Education" dated 31.05.21; methodological recommendations on the organization of education, as well as scientific research on this problem. 183 teachers took part in the survey, including from rural schools (n = 83), schools of the city of Orenburg (n = 100). The participants of the experiment were familiarized with the purpose of the study and confirmed their consent to cooperate. In the experimental work, the questionnaire method was used, which made it possible to identify the problems of organizing the labor education of younger schoolchildren in extracurricular activities and suggest ways to solve them.
labor education, upbringing, junior high school student, extracurricular activities, teacher's attitude, attitude to labor education, rural school, urban school
  1. Nikolaeva N. (2017) “Iz opyta raboty molodezhnogo tsentra "Perspektivapro″ (g. Izhevsk) po vzaimodeistviiu s sem′ei v protsesse trudovogo vospitaniia podrastaiushchego pokoleniia” [From the experience of the work of the youth centre Perspektivapro (Izhevsk) in the sphere of interaction with the family in the process of labour education of the younger generation], in Sem'ia i trudovoe vospitanie podrastaiushchego pokoleniia v kontekste Strategii vospitaniia v Rossiiskoi Federatsii na period do 2025 goda. Opyt raboty po semeinomu trudovomu vospitaniiu na osnove natsional'nykh traditsii RF [Family and labour education of the younger generation in the context of the Strategy of education in the Russian Federation for the period till 2025. Experience of work in the sphere of family labour education based on national traditions of the Russian Federation. A colelction of articles]. Moscow, pр. 41–46 (in Russian).

Allagulov Artur


Academic Degree: Doctor of Sciences* in Education;
Place of work: Orenburg State Pedagogical University; Orenburg, Russia;
ORCID: 0000-0001-5490-6818;
Email: art_hist@bk.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.


Sarmutdinova Galia


Student status: Graduate student;
Place of study: Orenburg State Pedagogical University; Orenburg, Russia;
ORCID: 0000-0002-5586-8996;
Email: galia_biriketovna@mail.ru.
Tyaglova Svetlana; Kolbasa Viktoriya

Arousing children’s interest in choir singing in sunday schools

Tyaglova Svetlana, Kolbasa Viktoriya (2022) "Arousing children’s interest in choir singing in sunday schools ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 120-129 (in Russian).

DOI of the paper: 10.15382/sturIV202265.120-129
The article considers the possibilities of solving the problem of spiritual and moral education of the younger generation by means of choral singing in Sunday school. It was choral singing and the church that were originally inseparable in the history of Russian culture. The authors consider the reasons for the lack of interest in singing among children in Sunday schools (a small amount of time for rehearsals, an audience of different ages, etc.), and ways to solve this problem are presented. The article considers the concept of interest and ways of its development in the scientific and methodological literature, the history of the formation of Sunday schools in Russia, the possibility of developing morality and spirituality of children by means of choral art. The results of a survey of parishioners of the temples of the Tobolsk-Tyumen Diocese are presented in order to identify the interest of respondents in the development of children's choral singing in the temple. Based on the results obtained, and the experience of the authors in this field, methodological recommendations were developed for developing children's interest in joint singing in the conditions of Sunday school classes.
children's choir, choral singing, Sunday school, Russian choral music, interest, art
  1. Chabannyi V. (1986) Samodeiatel'nyi khorovoi kollektiv [Amateir choir]. Moscow (in Russian).
  2. Leont'ev A. (1960) “O formirovanii sposobnostei” [On the development of abilities]. Voprosy psikhologii. 1960, vol. 1, pp. 7–17 (in Russian).
  3. Rubinshtein S. (2002) Osnovy obshchei psikhologii [Elements of general psychology]. St. Petersburg (in Russian).
  4. Shamina L. (1988) Rabota s samodeiatel'nym kollektivom [Work with an amateur collective]. Moscow (in Russian).
  5. Shchukina G. (1971) Problema poznavatel'nogo interesa v pedagogike [The problem of cognitional interest in pedagogy]. Moscow (in Russian).
  6. Stulova G. (2014) “Khorovoe penie. Metodika raboty s detskim khorom” [Choral singing. Methods of work with children’s choir]. St. Petersburg (in Russian).
  7. Vygotskii L. (1978) Psikhologiia iskusstva [Psychology of art]. Moscow (in Russian).

Tyaglova Svetlana


Place of work: Industrial University of Tyumen;
Post: Senior Lecturer;
ORCID: 0000-0003-4010-3509;
Email: st4182@mail.ru.

Kolbasa Viktoriya


ORCID: 0000-0003-4010-3509;
Email: viktoriak_86@mail.ru.

PSYCHOLOGY

Gostev Andrey; Smirnova Elena

The role of S. L. Frank’s academic heritage in the development of psychological anthropology

Smirnova Elena, Gostev Andrey (2022) "The role of S. L. Frank’s academic heritage in the development of psychological anthropology ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 133-147 (in Russian).

DOI of the paper: 10.15382/sturIV202265.133-147
The relevance of this article is determined by the need for a scientific study of the psychological aspects of the spiritual and moral sphere of human existence against the background of the multifaceted crisis of modern civilization. The isolation of the psychological aspect in human consciousness is decided through an appeal to the domestic philosophical and psychological tradition of the pre-revolutionary period. In particular, the philosophical and psychological heritage of S.L. Frank, who was not only an outstanding Christian philosopher, but also a psychologist, is being considered. Frank's study of psychological ideas relies on the history of psychology and on the psychology of the spiritual and moral sphere of human existence. In particular, the following is considered a) the influence of Frank's scientific heritage on the "psychology of gnoseology", his contribution to b) human macrodescription; in this regard, the concepts of "soul", "mental life", "love", "consciousness", "personality" and "psychological health" are considered), and c) understanding the spiritual foundations of social life. Parallels are drawn with the understanding of other scientists of these and other psychological categories. The key theoretical and methodological provisions of Frank's creative heritage, which are important for the development of psychological science, are emphasized. The relevance of Frank's philosophical and psychological heritage is justified in the light of information and psychological psycho-manipulatory influences on a modern man. The special significance of Frank's legacy is emphasized for the development of a holistic approach to human psychology. Frank's philosophical reflections are compared with modern psychological ideas about the structure and development of the personality, about the spiritual and moral foundation of social relations. The importance of revealing the spiritual and moral foundations of interpersonal relations is emphasized. The starting point of the concept is the idea of the rootedness of human existence in God. The ways of subsequent research of the philosophical and psychological heritage of S.L Frank are outlined.
psychological science, history of psychology, historical psychology, soul, spirituality, morality, consciousness, transcendence, love, psychological health
  1. Gaponenkov A., Tsygankov A., Obolevich T. (2018) “£Lichnost′ i mir″: poslednii lektsionnyi kurs S. L. Franka [“The person and the world”: the last lecture course of S. L. Frank]. Filosofskii zhurnal. 2018, vol. 4, pp. 153–159 (in Russian).
  2. Gostev A. (2020) “Psikhologicheskie i dukhovno-nravstvennye problemy sovremennogo cheloveka: riski — ugrozy — vyzovy” [Psychological, spiritual and moral problems of present-day people: risks — threats — challenges”]. Institut psikhologii Rossiiskoi akademii nauk. Sotsial'naia i ekonomicheskaia psikhologiia. 2020, vol. 5, no. 4 (20), pp. 35–66 (in Russian).
  3. Gostev A., Borisova N. (2012) Psikhologicheskie idei v tvorcheskom nasledii I. A. Il'ina: Na putiakh sozdaniia psikhologii dukhovno-nravstvennoi sfery chelovecheskogo bytiia [Psychological ideas in I. A. Ilyin’s legacy: Towards creating the psychology of spiritual and moral sphere of human existence]. Moscow (in Russian).
  4. Mazilov V. (2019) “De anima: predmet psikhologii i granitsy ego postizheniia” [De anima: the object of psychology and limits of its comprehension]. Vysshee obrazovanie segodnia. 2019, vol. 6, pp. 70–80 (in Russian).
  5. Nekrasova E. (2000) S. L. Frank. Moscow (in Russian).
  6. Frank S. (1928) “Materializm kak mirovozzrenie” [Materialism as a worldview], in Khristianstvo, ateizm i sovremennost' [Christianity, atheism, and the present day]. Paris; Warsaw (in Russian).
  7. Frank S. (1992) Dukhovnye osnovy obshchestva: sbornik [Spiritual foundations of society: a collection]. Moscow (in Russian).
  8. Frank S. (1995) “Predmet znaniia. Ob osnovakh i predelakh otvlechennogo znaniia” [The object of knowledge. On foundations and limits of abstract knowledge], in S. Frank. Predmet znaniia. Dusha cheloveka [The object of knowledge. The soul of man]. St. Petersburg (in Russian).
  9. Frank S. (1997) Real'nost' i chelovek [Reality and man]. Moscow (in Russian).
  10. Frank S. (2003) “S nami Bog. Tri razmyshleniia” [God is with us. Three contemplations], in S. Frank. S nami Bog. Moscow (in Russian).
  11. Frank S. (2007) Nepostizhimoe [The unknowable]. Moscow (in Russian).
  12. Frank S. (2011) Svet vo t'me: Opyt khristianskoi etiki i sotsial'noi filosofii [Light in darkness: an attempt of Christian ethics and social philosophy]. Minsk (in Russian).
  13. Frank S. (2015) Dusha cheloveka. Opyt vvedeniia v filosofskuiu psikhologiiu [The soul of man. An attempt of introduction to philosophical psychology]. Moscow (in Russian).
  14. Rubinshtein S. (2003) Bytie i soznanie. Chelovek i mir [Being and consciousness. Man and the world]. St. Petersburg (in Russian).
  15. Shadrikov V. (2021) Vozvrashchenie dushi: Teoreticheskie osnovaniia i metodologiia psikhologicheskoi nauki [Return of the soul. Theoretical foundations and the methodology of psychological science]. Moscow (in Russian).
  16. Shuvalov A. (2009) “Psikhologicheskoe zdorov′e v svete khristianskogo mirovozzreniia” [Psychological health in the light of Christian worldview]. Konsul'tativnaia psikhologiia i psikhoterapiia. 2009, vol. 17, no. 3, pp. 50–82 (in Russian).
  17. Tsygankov A., Obolevich T. (2018) “Istoriia sem′i i tvorchestva S. L. Franka v perepiske L. Binsvangera i T. S. Frank” [The history S. Frank’s family and creative work in letters of L. Binsvanger and T. S. Frank]. Filosofiia. Zhurnal Vysshei shkoly ekonomiki. 2018, vol. 2, no. 2, pp. 134–155 (in Russian).
  18. Tsygankov A., Obolevich T. (2019) Nemetskii period filosofskoi biografi i S. L. Franka (novye materialy) [German period of S. Frank’s philosophical biography (new materials). Moscow (in Russian).
  19. Zinchenko V., Shchedrina T., Pruzhinin B. (2010) Istoki kul'turno-istoricheskoi psikhologii: filosofsko-gumanitarnyi kontekst [Origins of cultural and historical psychology: philosophical and humanities-related context]. Moscow (in Russian).

Gostev Andrey


Academic Degree: Doctor of Sciences* in Psychological Sciences;
Place of work: Institute of Psychology of the Russian Academy of Sciences;
Post: Leading researcher at the Laboratory of the History of Psychology and Historical Psychology;
ORCID: 0000-0002-8539-7312;
Email: aagos06@rambler.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.


Smirnova Elena


Place of work: SBI "Crisis Center for Women and Children";
Post: psychologist;
ORCID: 0000-0002-4634-2124;
Email: enamirnova@gmail.com.

CHRONICLE

X anniversary philological and pedagogical week of the department of pedagogy St. Tikhon's orthodox university for the humanities

Feliksov Sergej (2022) "X anniversary philological and pedagogical week of the department of pedagogy St. Tikhon's orthodox university for the humanities ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2022, Iss. 65, pp. 151-164 (in Russian).

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Feliksov Sergej


Academic Degree: Candidate of Sciences* in Philology;
Place of work: St. Tikhon’s Orthodox University for the Humanities; 9/2, Ilovaiskaya str., 109651, Moscow, Russian Federation;
Post: Associate Professor;
ORCID: 0000-0002-5928-3311;
Email: svfeliksov@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.