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

Introduction. In the system of modern Russian education, the process of teaching religion again exists and develops. However, there are still no works in Russian pedagogy devoted to 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, to 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 designated problem, the synthesis, generalization and comparison of material from general and particular didactic studies.Results. The search and analysis of scientific works carried out in the Russian Federation on the methodology of teaching religion led the author of the article to state the fact that there is no pedagogical research, primarily in the field of teaching religion in confession-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 hand, the development of conceptual positions and approaches to the teaching of religion. They can be different depending on the tasks that scientists will see as a priority 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 education of the individual as a priority in the development of a strategy for the religious education of schoolchildren in confession-oriented educational institutions, indicates possible principles, methods and technologies of education aimed at solving it.

religious education, methods of teaching religion, methods of teaching Orthodox dogma, didactics, teaching principles, teaching methods and technologies, Orthodox university

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11. SHmonin D.V. (2017) «Toledskie principy» i teologiya v shkole / Gosudarstvo, religiya, Cerkov' v Rossii i za rubezhom. 2017. №4. pp. 72-88. (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.

The study is in line with the problem relevant for modern pedagogical science related to the formation of competencies in future teachers necessary for the effective organization of pedagogical communication in various educational and speech situations. In this regard, the work reflects the experience of teaching such educational disciplines as "Pedagogical Rhetoric" and "Ontolinguistics," which for the first time began to be implemented in spiritual educational institutions of the Russian Orthodox Church since 2015 at the Department of Pedagogy of the Historical and Philological Faculty of PSTGU. When presenting the material, a justification is given for the relevance of including educational disciplines in the structure of educational programs aimed at the formation of rhetorical and ontopsycholinguistic competencies among students. A description of the educational programs in the disciplines "Pedagogical Rhetoric" and "Ontolinguistics" implemented within the framework of the bachelor's and master's studies of the Department of Pedagogy of PSTGU is given: their concept and content, purpose and planned results of development, as well as educational and methodological support and forms of intermediate certification are described. It is noted that the basic theoretical setting of the developed curricula is the statement that linguistic ability is a universal and distinctive feature of man as an image of God, which the teacher is called upon to constantly improve together with the spiritual and moral qualities of the person. It is concluded that the presented author's curricula of the disciplines "Pedagogical Rhetoric" and "Ontolinguistics" are to a certain extent innovative, their concept and content are due to the current trends in the development of modern humanitarian science (linguistics, pedagogy, psychology), as well as the formation of an interdisciplinary scientific approach that contributes to the formation of "whole knowledge" about the studied phenomena of pedagogical reality.

pedagogical rhetoric, pedagogical speech, rhetorical competence, ontolinguistics, linguistics of children's speech, ontopsycholinguistic competence, pedagogical communication, department of pedagogy of PSTGU

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Feliksov Sergej

*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 political, economic, social, and spiritual changes taking place in Russia at the turn of the 20th and 21th centuries contributed to the revival of religious education. The introduction of the study of religious culture in the country's educational institutions has necessitated the training of appropriate teaching staff. The opening of the educational program for distance learning "Religious culture, ethics, enlightenment and volunteering at school" within the framework of the bachelor's program on 44.03.01 "Pedagogical education" at St. Tikhon Orthodox University for the humanities has become one of the ways to solve the identified problem.The article is devoted to the consideration of the basics of designing the author's training course, which, as part of the training of teachers according to the above program, helps to fully prepare teachers of religious (Orthodox) culture and dogma.Based on civilizational, comparative, axiological, historical approaches, as well as the categorical component of the paradigm approach, lexical and contextual analysis, the author of the article defines a new definition of "School religious and educational literature", characterizes the periods of development of this literature, pointing to the role and its significance in the cause of public education, shows the continuity of religious culture from Byzantium and its influence on the formation and development of educational and religious literature in Russia. In addition, he singles out the main types of educational literature on religion, and also points out the requirements for the content and design of a textbook on the Law of God, formulated by pre-revolutionary Methodist teachers of the law.Further, the author gives the rationale for the introduction of the course "School Religious and Educational Literature", developed for students of correspondence courses studying under the program "Religious Culture, Ethics, Educational and Volunteer Activities at School" and its methodological description.

Law of God, foundations of the Orthodox faith, foundations of Orthodox culture, Orthodox education, religious and educational literature, educational book, teacher training

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2. Boguslavskij M. (2012) Istoriya pedagogiki:metodologiya, teoriya, personalii [History of pedagogy: methodology,theory, personalities]: Monografiya. – M.: FGNU ITIP RАO, Izdatel'skij tsentr IEHT, 434 p. Moscow (in Russian).
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Ivlyanova Ekaterina

The article was supported by a grant from the PSTGU Development Fund and the Living Tradition Foundation for the Development of Science, Education and Family “Scientific and methodological foundations for building the course “Methods for studying Orthodox dogma at school””

The article is devoted to the study of the issue of learning students the teaching of Orthodox culture. The issue of goal-setting in the teaching of Orthodox culture, as well as the issue of the content of the lesson of Orthodox culture, is considered. The study showed that the Federal State Educational Standard singles out spiritual and moral education and the formation of the value-semantic sphere of the individual as one of the most important goals. The risks that may arise in the situation of the formation of the value-semantic sphere of children were analyzed. The inadmissibility of violating the freedom of the child and any kind of violence in matters of the spiritual and moral development of students was emphasized. The essence of the culturological approach in teaching Orthodox culture is considered. It is emphasized that the core of the culturological approach is the goal of acquiring a value-semantic core by students. The conformity of the content of the lesson of Orthodox culture with the age specificity of students is analyzed. It is noted that in the 4th grade the thinking of children is visual-figurative. The image of God cannot be anthropomorphic; a child can perceive God only in His manifestations in relation to a person. Fifth graders enter adolescence and rethink everything. The themes of the origin of our world, the creation of man, the immortal soul, and the like are becoming topical again. Sixth graders are looking for a role model. Therefore, it is important for students of the 6th grade to get acquainted with bright moral personalities. Also in the 6th grade it is important to give students a feel for the Orthodox understanding of time, which is characterized by the existence of Eternity. 7th grade - the time of the formation of self-consciousness. At this age, it is advisable to give a course aimed at the student himself, at his internal problems. For the 8th grade, the content of an integrated nature is interesting: for example, the integration of Orthodox culture and literature. In the 9th grade, the search for one's life path begins, thoughts about the profession. Also important to consider are issues of relationships between representatives of different sexes and family issues.

value-semantic sphere of personality, training of future teachers, Orthodox culture, purpose of the lesson, content of the lesson, age characteristics, spiritual and moral education

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5. Sklyarova T. V. Theory and methods of teaching Orthodox culture at school // Vestnik PSTGU. Ser. IV: Pedagogy. Psychology. 2012. Issue. 4 (27). pp. 7–12.
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Yanushkevichiene Оlga

*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 article examines the activities of the Pedagogical Faculty of the Orthodox St. Tikhon's University for the Humanities in the field of leisure pedagogy. The fea-tures of this activity in the context of spiritual and moral education of children are analyzed and the following conclusions are drawn: Various types of practices are an important form of the leisure activity of a future Orthodox teacher in the context of spiritual and moral education of children. Practice programs should be carefully prepared and include both traditional and innovative creative pedagogical approaches. The latter include the creation of an innovative program "The soul must work", the implementation of which was carried out in the conditions of the children's sanatorium complex "Pearl of Russia" in Anapa, which is the base of the summer practice of the pedagogical faculty. The main content of the program was a system of knowledge, skills, attitudes and beliefs aimed at the formation of spirituality, morality in the organization of children's free time. The content of the program was implemented through the missionary and pedagogical system of the children's sanatorium complex "Gemchujyna Rossii" created on the basis of the pedagogical faculty, which included the following functions: Pastoral care, Missionary activity, Scientific and pedagogical activity. This system operated on the basis of a set of educational principles, methods and means of secular and Orthodox-oriented pedagogy based on the factor of a holistic approach in the formation of a child's personality, taking into account religious (spiritual and moral), ethical and patriotic values. One of the main conditions for the successful implementation of the functions of the missionary-pedagogical system was the "mutual action" of all the above-mentioned methods, forms and means, with the obligatory observance of the creative informal approach, the principles of naturalness, cooperation, voluntari-ness, variability and complementarity.The missionary and pedagogical system of the children's sanatorium complex "Pearl of Russia" has been functioning effectively for more than ten years, which determines the right direction of the activity of the pedagogical Faculty of the Or-thodox St. Tikhon's University for the Humanities in the field of leisure pedagogy.

Leisure pedagogy, missionary-pedagogical system, "mutual action", creative in-formal pedagogical approach, spiritual and moral education, children's sanatorium complex, pedagogical practice

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Abramov Sergey Ivanovich.

*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 is devoted to the problem of professional and personal development of future teachers. Modern society needs highly educated specialists who are ready for the challenges of the time. The teacher must possess not only subject competencies, but also high adaptability to updates, susceptibility to pedagogical innovations, dynamism, flexibility, mobility, digital literacy. Actual requirements for a teacher against the backdrop of rapid changes in society determine the content of his professional training, which is undergoing transformations at different levels. Attention is focused on the method of projects as a resource for the development of professional and personal characteristics of a specialist, ensuring his demand in the labor market. The project method is understood as a joint search-cognitive, creative, productive activity of a teacher and students, aimed at finding a solution to a problem that has arisen and culminating in a practical result. The experience of the successfully implemented information and creative project "Is it good to be able to read?", which became the winner of the International Festival "Children of the Rainbow: Socialization and Development of Communication Skills", 2021. More than 200 people took part in the project. Among them are students of the PSTGU pedagogical direction, children with disabilities and their parents. The work on the project included the stages of forecasting, modeling, design, actual design, testing and reflection. The final product of the project was an interactive digital content developed by students on the Microsoft Sway platform. The article analyzes the didactic, developing, diagnostic, educational possibilities of the project method. The importance of project activities for the development of professional competence of a teacher is shown. The results of a survey of students about the advantages and difficulties of project activities at the university are presented. The results of the analysis of the successful experience of project activities show its potential in the development of a future teacher with a conscious pedagogical position and readiness for active and creative activity. A conclusion is formulated about the resource of the project method, which contributes to building a constructive path for the development of a person in the profession.

project method, project activity, professional and personal development, professional training, creative project, resource, pedagogical students.

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Tikhonova 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.

The article briefly examines the history of the emergence of the All-Russian Olympiad of schoolchildren on the basics of Orthodox culture "Holy Russia, keep the Orthodox faith!"; analyzes and summarizes the experience of its conduct; notes the role of the Pedagogical Faculty of St. Tikhon's Orthodox University for the Humanities in its organization and preparation. Based on the results of the ten-year work of the Methodological Commission of the Olympiad, the main methodological recommendations for the preparation of Olympiad tasks are formulated, the stages of their preparation identified during the long-term analysis of competitive works and the most common types are outlined. The Olympiad on the Basics of Orthodox Culture, held by the Orthodox St. Tikhon's University for the Humanities, for a little more than a decade of its existence, has turned into a powerful cultural and educational project that brought together teachers and students from five countries and eighty Russian regions. The purpose of this article is to summarize the experience of the Olympiad through the eyes of one of the members of the Methodological Commission responsible for the preparation of the verification content. The main sources of the research were methodological manuals and collections of tasks published in different years, as well as posted on the Olympiad website. As the main methods, we used the analysis of the products of creative activity, synthesis, generalization, observation. The chronological boundaries cover the period from 2008 to 2018. The lower chronological boundary is characterized by the beginning of the All-Russian Olympiad of Schoolchildren on the Basics of Orthodox Culture (hereinafter referred to as the Olympiad); the upper boundary is characterized by the holding of the Jubilee X Olympiad.

Olympiad of schoolchildren, basics of Orthodox culture, methods of preparation of tasks, Orthodox education, pedagogical faculty of St. Tikhon's Orthodox University for the Humanities, generalization of experience

1. Cirkuljarnoe pis’mo Svjatejshego Patriarha Aleksija o provedenii I Vserossijskoj olimpiady po Osnovam pravoslavnoj ku’'tury. URL: https://opk.pravolimp.ru/documents/53a405d3b406394dc9000010 (accessed 10.11.2021; in Russian).
2. Konkursy i festivali, provodimye PSTGU. URL: http://www.pravolimp.ru/ (accessed 28.05.2022; in Russian).
3. Obshherossijskaja olimpiada shkol’nikov “Osnovy pravoslavnoj kul’tury” dlja uchashhihsja 4–11 klassov: sbornik zadanij (2018) / sost. A. V. Ageeva. Moscow (in Russian).
4. Obshherossijskaja Olimpiada shkol’nikov “Osnovy pravoslavnoj kul’tury”: ofi cial’nyj sajt. URL: http://opk.pravolimp.ru/ (accessed 01.06.2022; in Russian).
5. Podgotovka k uchastiju v predmetnoj olimpiade shkol’nikov po Osnovam pravoslavnoj kul’tury “Rus’ Svjataja, hrani veru Pravoslavnuju!”: metodicheskoe posobie (2010) / sost. Ju. I. Serebrjakova, A. I. Zimina. Moscow (in Russian).
6. Prazdnichnaja toponimika na ulicah Moskvy: metodicheskie rekomendacii (2011) / sost. V. M. Bychkova. Moscow (in Russian).
7. Zadanija obshherossijskoj olimpiady shkol’nikov po osnovam pravoslavnoj kul’tury “Rus’ Svjataja, hrani veru Pravoslavnuju!” (2009–2013): metodicheskoe posobie (2013) / sost. L. M. Khaslavskaia. Moscow (in Russian).

Ageeva Antonina

*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.

Environmental culture is now being more and more deeply incorporated into the general cultural and educational context of the life of modern society. Moreover, it becomes one of the guarantors of the existence of our civilization in the future. Being a complex phenomenon, it includes ecological knowledge, environmental mentality, value attitude to the surrounding nature and environmental activity. For the Department of Pedagogy of the Faculty of History and Philology of the Saint Tikhon's Orthodox University, one of the priority areas is the study of environmental culture in the context of education and religious and moral education. This article attempts to describe, analyze, classify the educational and qualification works of bachelor's and master's students devoted to the phenomenon of environmental culture and related issues. This analysis allows us to identify the most promising areas in research, namely: excursion activities as motivation and completion of school course programs, familiarity with the basics of ecology; innovative approaches to the formation of environmental knowledge and culture; the construction of systematic interdisciplinary connections between the school course "The World around" and the subject "Fundamentals of Orthodox Culture", as well as doctrinal disciplines in Sunday school; formation of environmental culture through the study of foreign experience; the study of the religious and theological aspect of environmental culture both theoretically and in its practical implementation in modern conditions. Examples of the consistent work of some students on the development of one of the topics for several years are given, as well as a complete list of educational and qualification works over the past seven years that have passed successful defense or certification

environmental protection, primary school pedagogy, Orthodox culture, environmental culture, environmental education and upbringing, environmental ministry of the Russian Orthodox Church, environmental ethics

1. Glazachev S. (2003) “Ekologicheskaia kul’tura mira — prioritet bezopasnosti planety”. Zelenyi mir, 2003, vols 9–10, pp. 17–20 (in Russian).
2. Kavtaradze D. (2018) Osnovy ekologicheskogo mirovozzreniia kak zadacha obrazovaniia dlia ustoichivogo razvitiia. Moscow (in Russian).
3. Nikol′skii A., Stepanov D. (2011) “Ernst Gekkel’ — osnovopolozhnik nauki ekologii”. Vestnik RUDN. Seriia Ekologiia i bezopasnost′ zhiznedeiatel′nosti, 2011, vol. 1; available at https://cyberleninka.ru/article/v/ernst-gekkel-osnovopolozhnik-nauki-ekologii (accessed 14.05.2022; in Russian).
4. Suravegina I. (1990) “Ekologicheskoe obrazovanie v shkole”. Sovetskaia pedagogika, 1990, vol. 12, pp. 47–49 (in Russian).

Mumrikov Oleg, archpriest

*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.

This article shows that in the system of modern Orthodox religious education, the Law of God as an academic subject in Sunday school continues its didactic and methodological development. The search for the most productive ways of teaching, upbringing, and comprehensive development of students in the course of studying doctrinal disciplines is still underway. The standard of educational activity sets a guideline for the implementation of the subject, motivating for church formation and spiritual and moral improvement through a systematic approach, active methods of teaching and upbringing, the use of non-standard forms of work with students. Students of the Department of Pedagogy of the Faculty of History and Philology of the Orthodox St. Tikhon's Humanitarian University take an active part in scientific and pedagogical research. Due to the fact that the quality of theoretical and methodological developments on the Law of God in the conditions of modern Orthodox education is insufficient and requires a new approach according to the Standard, many qualifying works are relevant scientific research devoted to the search and testing of the best ways to work with primary school children in the classroom. Therefore, the purpose of this article is to analyze students' research papers on the methodology of studying the Law of God course, generalize current pedagogical problems, identify innovative methodological developments, and compare the results of experimental research. As a result of the review of final qualifying works over the last decade, the author of the article comes to the conclusion that it is expedient for students to carry out scientific research, both for their own professional development and for the development of methods of teaching the Law of God.

the Law of God, junior high school student, final qualifying work, Department of Pedagogy, knowledge formation, cognitive activity, cognitive interest, pedagogical technologies

1. Faddei (Uspenskii, archbishop of Tver) (2003) O prepodavanii Zakona Bozhiia [Teaching religious education], in Tvoreniia. Kniga II. Zapiski po didaktike. Tver (in Russian).

Mumrikova Larisa

*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 deals with the diaries of mothers who monitored their children according to a clear plan, which was developed for them by the famous teacher and pedologist Nikolai Aleksandrovich Rybnikov (1880-1961). For the first time in Russian science, he suggested that the most effective is biographical research, which should be longitudinal, and documents of personal origin should serve as sources for analysis. The Diaries give us a lot of information - from descriptions of progressive women to n. XX century before the formation of the personality of the child. Pedology had its own target audience, on which it relied - intellectual circles, which were open to new trends in science. On the other hand, we see that such circles were, if not prosperous, at least quite well off. After the October Revolution, pedology lost its social and economic base; its defeat was a matter of time. If we touch directly on issues related to the history of psychology, then, undoubtedly, we have a unique document before us. Such observations allow us to reconstruct the development of children at the beginning of the 20th century and conduct a comparative analysis; he shows us the differences in the assessment of the development of children in the course of the history of psychology and pedagogy; it allows us to reconstruct the religious ideas of children at the beginning of the 20th century and to identify how they differ from modern ideas

psychology of religion, history of psychology of religion, children's religiosity, religiosity, research methods, religious socialization

1. Kurek N. (2004) Istoriia likvidatsii pedologii i psikhotekhniki. St. Petersburg (in Russian).
2. Mukhina V. (1969) Bliznetsy. Moscow (in Russian).
3. Rybnikova N., Rybnikova M. (eds) (1917) Pervye lastochki: Zhurnal gimnazistok-vos'miklassnits. Moscow (in Russian).
4. Zalkind A. (1928) Osnovnye problemy pedologii v SSSR: (Po tezisam Pervogo vserossiskogo pedologicheskogo s'ezda 27/12-1927 g.). Moscow (in Russian).

Folieva Tatiana

*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.