St. Tikhons' University Review. Series IV. Pedagogy. Psychology最新文献

{"title":"The relationship between self-attitude and attitude to a “significant person”, a participant in the study process among school teachers in the context of Christian anthropology","authors":"Sergey Voronin","doi":"10.15382/sturiv202267.117-133","DOIUrl":"https://doi.org/10.15382/sturiv202267.117-133","url":null,"abstract":"In the modern education system, approximately the same processes and mechanisms operate as in the world civilization as a whole. The teacher's love and positive attitude towards the participants of the educational process is both a value and an achievement. Value – because such an attitude towards people within the boundaries of the school environment not only optimizes the educational process, but makes it possible to achieve its main objectives. Achievement – because such an attitude towards the participants of the educational process is possible if a number of conditions are met. One of these conditions is a certain attitude of the teacher to himself. The article analyzes the concepts of relationship and self–relationship, discusses the concepts of \"significant other\" and concepts close to it - \"significant person\", \"neighbor\". The characteristic of the author's position regarding the studied concepts is given. At the same time, this position proceeds from the main provisions of Christian anthropology in the field of attitude towards man (neighbor). The paper formulates a research hypothesis according to which there is a positive relationship between the individual components of the school teacher's self-attitude and the attitude towards a significant person (participant in the educational process). Thus, in the empirical part of the work, the influence of various components of self–attitude on the sensual tone of attitude towards a significant person - a participant in the educational process is investigated. It is important to note that the choice of dependent and independent variables is hypothetical in the study. At the same time, the emphasis on the sensuous tone of the teacher's attitude is dictated by the desire to study the attitude to a significant person-a participant in educational relations in a more non-evaluative aspect. In the process of empirical research, a number of patterns related to the phenomena under study were established, and the interpretation of the results obtained was given.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128311391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formation of the activity-related component in the professional culture of the future teacher by means of Russian sacred music","authors":"N. Teplova","doi":"10.15382/sturiv202267.74-82","DOIUrl":"https://doi.org/10.15382/sturiv202267.74-82","url":null,"abstract":"The author raises the actual problem of the development of the professional culture of the personality of the future music teacher. The article considers the component structure of the professional culture of the personality of the future music teacher. The author analyzed a large amount of research in the field of the component structure of the professional culture of the individual, the activity sphere of pedagogical activity, and the professional training of a music teacher in a pedagogical university. The activity component, along with the motivational-value and cognitive components, stands out as one of the priorities in the structure of the professional culture of the personality of the future music teacher. It is emphasized that the formation of the activity component occupies one of the important places in the development of the professional culture of the personality of the future music teacher.The author emphasizes the importance of the chosen means influencing the process of formation of the professional culture of the future teacher. Attention is focused on the special educational potential of Russian sacred music and the inadequacy of its use in the professional training of a future music teacher.The activity component includes performing and research activities of students. The component is aimed at acquiring professional skills in the performance of Russian sacred music, the ability to analyze works of Russian sacred music in the process of performing or listening to it, as well as involving students in research activities.The article presents the results of a study of the activity component of the development of the professional culture of a future music teacher by means of Russian sacred music. The author reveals the features of the study of Russian sacred music within the framework of the author's courses, demonstrates the results of his work to increase the level of the activity component of the professional culture of the students' personality. In the course of analyzing the results of the study, the author was able to determine the level of development of the professional culture of the personality of student musicians by means of Russian sacred music.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121552614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transformation of the goals and content of religious education in England during the late 19th — early 21st centuries","authors":"Ekaterina Razbaeva","doi":"10.15382/sturiv202267.15-35","DOIUrl":"https://doi.org/10.15382/sturiv202267.15-35","url":null,"abstract":"The article offers an overview of the grounds on which the importance of the religious component in secular education in the United Kingdom, a country with a mature system of religious education, is based. These include, in particular, a change in the political situation, social expectations, the religious landscape, formed by the rivalry of various denominations and the spiritual state of the society.The features of social dialogue and reactions to modern pan-European transformations are taken into account. Observations are made about the relationship between the value of religious education and the status of the subject, which, in turn, affects all aspects of the organization of religious education at school, including expanding or narrowing the list of religions studied, changing teaching approaches, rethinking the content and others.The purpose of the article is to trace how the status of the subject, goals and attitudes towards the value of religious education have changed in a historical perspective over the course of the 20th-21st centuries.It is concluded that by now there has been a transition from confessional to liberal approaches, in which indoctrination and religious socialization have been replaced by more distant and objective ways of studying religion, as well as increased attention to social goals, such as tolerance and respect for differences and formation of individual religiosity.All these changes led to the fact that the original foundation on which British society was laid and which constituted the Christian faith was gradually washed away. The new recommendations of religious commissions propose to replace the dogmas of traditional religions with an individual set of different beliefs and secular and near-religious views, arbitrarily selected from the entire array of religious knowledge, for each student.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129138076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metamorphoses of the idea of personality and environment in Russian education: a path to Man","authors":"Dmitry Litvin","doi":"10.15382/sturiv202267.93-114","DOIUrl":"https://doi.org/10.15382/sturiv202267.93-114","url":null,"abstract":"The article reveals the features of the transformation of the idea of personality in Russian education in a historical retrospective in the context of current social priorities, and also characterizes the dynamics of the role and place of the environment as a pedagogical tool. It is shown that the idea of personality in Russian education came out of Christianity and was influenced by free pedagogy at the beginning of the 20th century. In the future, this idea is subjected to severe ideological censorship. It is established that today the main challenge for education is the \"social horizon of artificial values\", simulacra (according to J. Baudrillard). The images of a person, which, in the spirit of the People's Commissariat of Education, Socialist Education and Proletkult, are purposefully formed by the media and network communication, are the result of manipulation of a person's emotions and his motivation. The complexity and uniqueness of the individual is lost. It is assumed that education should respond to this challenge by generating and implementing clear authentic goals for the de-velopment of the individual. The experience of history shows the possibility of embedding external utilitarian goals in education, but they are not effective in the context of the true development of the individual. Receiving today a social order for a unique and inimitable personality, the education system is untenable when traditional imperative education is used. The type of personality and its unification is opposed by the complexity of personality and its diversity. The paper traces the idea that the attitude towards the environment and its place in education is undergoing significant changes. The features of the use of personality-developing environmental tools are also different. The educa-tional environment, by definition, is intended to create opportunities for a person who exists exclusively in the modality of the possible (according to D.A. Leontiev). The educational environment acquires a qualitative difference when these possibilities are refracted through the personal principle, realizing a special way of human existence associated with personal functions.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127421933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational religious literature for schools and its study as part of teacher training at St. Tikhon’s Orthodox University for the humanities","authors":"Ekaterina Ivlyanova","doi":"10.15382/sturiv202266.37-46","DOIUrl":"https://doi.org/10.15382/sturiv202266.37-46","url":null,"abstract":"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.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114627632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Does God sleep like us?” Diaries about children’s religiosity","authors":"T. Folieva","doi":"10.15382/sturiv202266.117-128","DOIUrl":"https://doi.org/10.15382/sturiv202266.117-128","url":null,"abstract":"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.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"92 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129327005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The issue of training students in teaching orthodox culture","authors":"Оlga Yanushkevichiene","doi":"10.15382/sturiv202266.47-55","DOIUrl":"https://doi.org/10.15382/sturiv202266.47-55","url":null,"abstract":"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.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133779980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Method of projects as a resource for professional and personal development of a future teacher","authors":"E. Tikhonova","doi":"10.15382/sturiv202266.67-76","DOIUrl":"https://doi.org/10.15382/sturiv202266.67-76","url":null,"abstract":"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.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124079253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Pedagogical rhetoric\" and \"Ontolinguistics\" as courses taught at the department of pedagogy of st. Tikhon’s orthodox university for the humanities","authors":"Sergej Feliksov","doi":"10.15382/sturiv202266.25-36","DOIUrl":"https://doi.org/10.15382/sturiv202266.25-36","url":null,"abstract":"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.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134133428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"All-Russian olympiad of schoolchildren in foundations of orthodox culture in 2008–2018: educational aspect","authors":"A. Ageeva","doi":"10.15382/sturiv202266.77-92","DOIUrl":"https://doi.org/10.15382/sturiv202266.77-92","url":null,"abstract":"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.","PeriodicalId":334788,"journal":{"name":"St. Tikhons' University Review. Series IV. Pedagogy. Psychology","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127863480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}