"Pedagogical rhetoric" and "Ontolinguistics" as courses taught at the department of pedagogy of st. Tikhon’s orthodox university for the humanities

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.