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

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has been a transition from confessional to liberal approaches, in which indoctrination and religious socialization have been replaced by more distant and objective ways of studying religion, as well as increased attention to social goals, such as tolerance and respect for differences and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.

religious education, educational goals, multiculturalism, content of religious education, religious education curricula, social cohesion, religious extremism, indoctrination, individual religiosity, world religions, Church of England, Christian values, phenomenological approach

1. Alexander R. (2000) Culture and Pedagogy. Oxford.
2. Barnes L. P. (2015) “Humanism, Non-Religious Worldviews and the Future of Religious Education”. Journal of Beliefs and Values, 2015, vol. 36, pp. 179–191.
3. Barnes L. P., Wright A., Brandom A. (eds) (2008) Learning to Teach Religious Education in the Secondary School. 2nd ed. London.
4. Chadwick P. (2001) “The Anglican Perspective on Church Schools”. Oxford Review of Education, 2001, vol. 27, pp. 475–487.
5. Clarke C., Woodhead L. A New Settlement: Religion and Belief in Schools, available at http://faithdebates.org.uk/wp-content/uploads/2015/06/A-New-Settlement-for-Religion-and-Belief-in-schools.pdf (accessed 17.07.2022).
6. Commission on Religious Education. Final Report-religion and Worldviews: The Way Forward. London, 2018.
7. Cooling T. (2022) “The Commission on Religious Education — a Response to L. Philip Barnes”. British Journal of Educational Studies, 2022, vol. 70 (1), pp. 103–118.
8. Copley T. (2005) Indoctrination, Education and God: The Struggle for the Mind. London.
9. Copley T. (2010) “Religious Education and Social Cohesion: Does History Off er Lessons?”, in M. Grimmitt (ed.) Religious Education and Social and Community Cohesion. Great Wakering, pp. 36–47.
10. Copley T. (2008) Teaching Religion: Sixty Years of Religious Education in England and Wales. Exeter.
11. Cox E., Cairns J. M. (1989) Reforming Religious Education: The Religious Clauses of the 1988 Education Reform Act. London.
12. Education Reform Act (ERA) 1988 Section 8 (3), available at https://www.legislation.gov.uk/ukpga/1988/40/contents (accessed 29.04.2022).
13. Erricker C. Religious Education: A Conceptual and Interdisciplinary Approach for Secondary Level. London; New York, 2010.
14. Final Report. Religion and Worldviews: The Way Forward. A National Plan for RE. Commission on Religious Education. 2018.
15. Freathy R., Parker S. (2010) “The Necessity of Historical Inquiry in Educational Research: The Case of Religious Education”. British Journal of Religious Education, 2010, vol. 32 (3), pp. 229–243.
16. Garforth F. W. (1961) “Doubts about Secondary School Scripture”. Religion in Education, 1961, vol. 28 (2), pp. 73–76.
17. Gates B. (2007) Transforming Religious Education: Beliefs and Values under Scrutiny. London, pp. 75–84.
18. Gearon L. (2008) “Religion, Politics and Pedagogy: Historical Contexts”. British Journal of Religious Education, 2008, vol. 30 (2), pp. 93–102.
19. Grimmitt M. (ed.) (2010) Religious Education and Social and Community Cohesion. Great Wakering.
20. Jackson S. (2020) Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonisation in Australia, Canada, and New Zealand. Leiden; Boston.
21. Jackson R. (2019) “Religious Education for Plural Societies: The Selected Works of Robert Jackson”. World Library of Educationalists Series. London.
22. Jackson R. (2014) Signposts — Policy and Practice for Teaching about Religions and Non-Religious Worldviews in Intercultural Education. Council of Europe.
23. Jackson R. (2007) “Some Recent Developments in Religions and Education”. British Journal of Religious Education, 2007, vol. 29 (3), pp. 213–215.
24. Johnson C. (2005) Preface. Teaching Religious Education. London; New York.
25. Jones D. K. (1977) The Making of the Educational System 1851–81. London.
26. Kozyrev F. Gumanitarnoe religioznoe obrazovanie: Kniga dlia uchitelei i metodistov, available at https://lib.rmvoz.ru/bigzal/fjodor_kozyrev/gumanitarnoe_religioznoe_obrazovanie_1-2 (in Russian; accessed 01.09.2022).
27. Lent A. (2001) British Social Movements since 1945: Sex, Colour, Peace and Power. Basingstoke.
28. Levitt M., Muir F. “›The Perfect Pupil″: Changing Aims and Changing Measures of Success in School RE”. British Journal of Religious Education, 2014, vol. 36 (2), pp. 218–233.
29. Making Sense of Religion: A Report on Religious Education in Schools and the Impact of Locally Agreed Syllabuses (2007). London.
30. Moulin D. (2012) “Religious Education in England After 9/11”. Religious Education, 2012, vol. 107 (2), pp. 158–173.
31. “Religious Education in a Global-Local World” (2016), in Berglund J., Shanneik Y., Bocking B. (eds) Boundaries of Religious Freedom: Regulating Religion in Diverse Societies. Springer International Publishing.
32. Almén E., Øster H. C. (eds) Religious Education in Great Britain, Sweden and Russia. Presentations, Problem Inventories and Commentaries. Linköping. Religious Education in English Schools: Non-Statutory Guidance 2010. Nottingham.
33. Revell L. (2008) “Religious Education in England”. Numen, 2008, vol. 55 (2/3), pp. 218–240.
34. Robinson E., Schofi eld C., Sutcliffe-Braithwaite F., Thomlinson N. (2017) “Telling Stories about Post-War Britain: Popular Individualism and the ‘Crisis’ of the 1970s”. Twentieth Century British History, vol. 28 (2), pp. 268–304.
35. Ruyter D. J., Merry D. M. (2009) “Why Education in Public Schools Should Include Religious Ideals”. Studies in Philosophy and Education, 2009, vol. 28, pp. 4295–4311.
36. Skliarova T., Dzheroian M. (2016) “Tsennosti v sovremennom shkol′nom obrazovanii: opyt Velikobritanii”. Vestnik PSTGU. Seriia IV: Pedagogika. Psikhologiia, 2016, vol. 4 (43), pp. 9–23 (in Russian).
37. Souper P. C, Kay W. K. (1982) The School Assembly Debate: 1942–82. Southampton.
38. The Durham Report on Religious Education: The Fourth R (1970). London.
39. The Non-Statutory National Framework for Religious Education (QCA/04/1336), QCA. 2004.
40. Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools. OSCE/ ODIHR, 2007.
41. Types of schools and their religious education across the UK, available at https://www.interfaith.org.uk/activity/types-of-schools-and-their-religious-education-across-the-uk (accessed 16.05.2022).
42. Viazemskii E. (2010) “Sovremennaia sistema obrazovaniia v Velikobritanii”. Problemy sovremennogo obrazovaniia, 2010, no. 6, pp. 68–83 (in Russian).
43. White J. (2004) “Should Religious Education Be a Compulsory School Subject?”. British Journal of Religious Education, 2004, vol. 26, pp. 2151–2164.

Razbaeva Ekaterina

By historical and pedagogical analysis a complex of ideas that represents the core of V.V. Zenkovsky’s Christian-anthropological concept of education was revealed. The conceptual core includes ideas: Christian anthropology, Orthodox culture, holistic synthesis. These ideas determine the content of the basic pedagogical concepts, the goals of education, the principles and content of education.Person in the Christian-anthropological concept of education V.V. Zenkovsky is the bearer of the Image Divine, the main expression of which is the beginning of personality. Education in the concept of the scientist is defined as helping the child in individual spiritual growth, in revealing the the Image Divine and mastering the “gift” of freedom through churching. The goal of education is to restore the integrity of a person.The following principles of the Christian-anthropological concept are defined: recognition of the Image Divine as the beginning of personality; Christocentricity; a holistic personality; hierarchies in the human constitution; individuality; catholicity; freedom; churching. The content of education in the concept of V.V. Zenkovsky covers all aspects of a person and includes: religious, intellectual, physical, education of discipline, moral, aesthetic, sexual, social, national education. Religious education has a priority among other directions, as it is aimed at developing the spiritual sphere of the individual, which has primacy over the psychophysical in accordance with the principle of hierarchy in the human constitution.

Ideas of Christian anthropology, V.V. Zenkovsky, V.V. Zenkovsky’s Christian-anthropological concept of education, principles of education, directions of education, religious education

1. Bobryshov S. (2020) “Razrabotka i izuchenie kontseptsii”, in V. Ryndak (ed.) Metodologiia pedagogiki. Moscow, pp. 68–81 (in Russian).
2. Strategiia natsional′noi bezopasnosti Rossiiskoi Federatsii: ukaz Prezidenta RF ot 02.07.2021 № 400 “O Strategii natsional′noi bezopasnosti Rossiiskoi Federatsii”, in Sobranie Zakonodatel'stva RF, 2021, no. 27, col. 5351, pp. 18803–18825, available at https://www.szrf.ru/issuepdf/2021/1002021027020.pdf#page=179&zoom=100 (in Russian; accessed 04.05.2022).
3. Zen′kovskii V. (1928) “O religioznom vospitanii v sem′e”. Voprosy religioznogo vospitaniia i obrazovaniia. Paris, 1928, no. 3, pp. 56–95 (in Russian).
4. Zen′kovskii V. (1929) “Religioznoe vospitanie i religioznoe obrazovanie”. Biulleten′ Religioznopedagogicheskogo kabineta. Paris, 1929, no. 4, pp. 1–2 (in Russian).
5. Zen′kovskii V. (1988) “Printsipy pravoslavnoi antropologii”. Vestnik RSKhD, 1988, no. 2 (153), pp. 5–20 (in Russian).
6. Zen′kovskii V. (1988) “Printsipy pravoslavnoi antropologii (Prodolzhenie)”. Vestnik RSKhD, 1988, no. 3 (154), pp. 67–91 (in Russian).
7. Zen′kovskii V. (1993) Problemy vospitaniia v svete khristianskoi antropologii. Moscow (in Russian).
8. Zen′kovskii V. (2002) “Sotsial′noe vospitanie, ego zadachi i puti”, in Pedagogicheskie sochineniia. Saransk, pp. 83–138 (in Russian).
9. Zen′kovskii V. (2002) “Tserkov′ i shkola” , in Pedagogicheskie sochineniia. Saransk, 191–205 (in Russian).

Bliznetsova Yuliya

The article analyzes the dynamics of changes in the wording of learning objectives according to the prefaces to the first educational books, that is, primers and alphabets, published from the 16th century up to the present day. The formation of educational literature in Russia fixed the tradition of reflecting the purpose of the book on the very first pages, so that students could understand what result they should come to in the learning process. Over the course of several centuries, this practice has undergone changes, which has become the subject of research in this article. Thus, the first educational books were a reflection of the global social and political processes taking place in the surrounding reality. The most noticeable changes are connected with the ongoing secularization, when the spiritual and moral principle was gradually ousted from education. Preserving in many respects the general structural plan, the first educational books gradually acquired purely didactic forms. Structurally, the article consists of two parts, in the first one a brief overview of the periodization of publications is made with the highlighting of the main features, primarily related to the reflection of the educational goal, in the second - the identified features are considered on specific examples. Based on the picture obtained, a conclusion is made about the tendency to blur the goals of spiritual and moral content and replace them with general educational tasks.

Learning objectives, first educational books, primers, alphabets, periodization of educational literature, spiritual and moral development and education, secularization of education.

1. Antonova S., Vakhrusheva A. (eds) (2004) Sovremennaia uchebnaia kniga: podgotovka i izdanie. Moscow (in Russian).
2. Aver′ianova L. (2015) “Itogi razvitiia knigi dlia nachal′nogo obucheniia gramote: zametki k svodu po XIX veku”, in M. Tendriakova, V. Bezrogov (eds) “V Rossii nado zhit′ po knige”: nachal′noe obuchenie chteniiu i pis′mu (stanovlenie uchebnoi knigi v XVI–XIX vv.). Moscow, pp. 583–608 (in Russian).
3. Bezrogov V. (2015) “Posleslovie k sborniku “V Rossii nado zhit′ po knige»: nachal′noe obuchenie chteniiu i pis′mu (stanovlenie uchebnoi knigi v XVI–XIX vv.)”. Moscow, pp. 609–610 (in Russian).
4. Bogdanov V., Karpiuk G., Goretskii V. (eds) (1974) Ot azbuki Ivana Fedorova do sovremennogo bukvaria. Moscow (in Russian).
5. Dal′ V. (2022) Poslovitsy russkogo naroda, in 2 parts. Pt. 1. Moscow (in Russian).
6. Filimonova O. (2015) “Osnovnye tendentsii istoricheskogo razvitiia uchebnoi literatury v Rossii”. Sovremennye issledovaniia sotsial'nykh problem (elektronnyi nauchnyi zhurnal), 2015, no. 10 (54), pp. 170–181 (in Russian).
7. Goretskii V., Kiriushin V., Shan′ko A. (1985) Bukvar'. Moscow (in Russian).
8. Goretskii V., Kiriushin V., Vinogradskaia L., Boikina M. (2019) Azbuka. 1 klass. Uchebnik dlia obshcheobrazovatel′nykh organizatsii, in 2 parts. Pt. 1. Moscow (in Russian).
9. Gurevich P. (2022) Filosofiia i istoriia obrazovaniia. Ot Antichnosti do epokhi Prosveshcheniia. Moscow (in Russian).
10. Lebedev O. (2012) “Tseli v sisteme obrazovaniia kak ob′′ekt i predmet nauchnogo issledovaniia”. Vestnik Instituta obrazovaniia cheloveka, 2012, no. 1, p. 12 (in Russian).
11. Osipov G. (2022) Sotsiologiia nauki i obrazovaniia. Indikatory obrazovaniia (metody otsenki effektivnosti): uchebnik i praktikum dlia vuzov. Moscow (in Russian).
12. Shtets A. (2019) “Kontseptsiia istorii otechestvennoi bukvaristiki X–XX vv.”, in Sistemno-deiatel'nostnyi podkhod kak uslovie realizatsii trebovanii federal'nogo gosudarstvennogo obrazovatel'nogo standarta novogo pokoleniia: materialy III Vserossiiskoi nauchno-prakticheskoi konferentsii, Sevastopol, 18–19 November 2018. Sevastopol, pp. 115–126 (in Russian).
13. Sverchkov I. Pioner. Detskii bukvar', available at http://elib.gnpbu.ru/text/sverchkov_pioner_bukvar_1925/go,98;fs,1/ (in Russian; accessed 01.05.2022).

Makarova 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 presents some aspects and features of teaching Church history in Russian schools. The first part of the article is devoted to the substantiation of the term "Church History", its relation to history as a science, as well as its place among other fields of sciences. The historical retrospective reveals the emergence and development of the subject of the God's Law in Russian schools and its structure, in which several sections were distinguished, among which were studied: catechism, the doctrine of worship, prayers, Sacred history and Church History, which was considered a continuation and complement of the latter. The main content of the article outlines the purpose, objectives, significance and some methodological features of the study of Church history in the pre-revolutionary period, which were a kind of basis for the development of the study of Church history in modern Orthodox schools in Russia. In the final part, the author gives an overview of the main manuals on Church history in the pre-revolutionary and modern period, identifies modern curricula and other individual aspects directly related to the teaching of Church history in Orthodox schools, such as the psychological and pedagogical characteristics of students studying the section of Church history and interdisciplinary connections. The article concludes with the author's reflections on the further development of teaching Church history in Russian schools.

the church history, the God's Law, the basics of the Orthodox faith, Orthodox school, the purpose of teaching, teaching methods, training manuals, methodological features

1. Divnogortseva S. (2012) Dukhovno-nravstvennoe vospitanie v teorii i opyte pravoslavnoi pedagogicheskoi kul'tury. Moscow (in Russian).
2. Fugelova T., Shanina M. (2020) “Formirovanie istoricheskogo soznaniia u detei mladshego shkol′nogo vozrasta posredstvom vkliucheniia v muzeinuiu deiatel′nost′ (na primere istoricheskogo parka ›Rossiia — moia istoriia″)”. Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiia i iskusstvovedenie, 2020, no. 8, pp. 264–274 (in Russian).
3. Istoriia khristianskoi Tserkvi. Rabochaia tetrad' dlia voskresnykh i obshcheobrazovatel'nykh shkol, available at http://pokrov-centr.pravorg.ru/rabochaya-tetrad-istoriya-xristianskoj-cerkvi/ (in Russian; accessed 02.09.2022).
4. Kropocheva T., Nalimova T., Sineva M. (2018) “Istoricheskoe obrazovanie mladshikh shkol′nikov na osnove kraevedeniia”. Vestnik Tomskogo gosudarstvennogo universiteta, 2018, no. 429, pp. 132–142 (in Russian).
5. Kulomzina S. (2012) Pravoslavnaia Tserkov': istoriia Tserkvi v rasskazakh dlia detei i vzroslykh. Moscow (in Russian).
6. Mel′kov A. (2014) “Metodologicheskie osnovy tserkovnoi istorii v nauchnom tvorchestve protoiereia Aleksandra Gorskogo”. Studia Humanitatis, 2014, no. 1–2.
7. Pasman T. (1997) “Propevdevticheskii kurs istorii: naznachenie, soderzhanie, osobennosti metodiki”. Metamorfozy istorii, 1997, vol. 1, pp. 272–278 (in Russian).
8. Perechen' primernykh programm k Standartu pravoslavnogo komponenta nachal'nogo (obshchego), osnovnogo (obshchego), srednego (polnogo) obshchego obrazovaniia dlia uchebnykh zavedenii Rossiiskoi Federatsii, available at https://pravobraz.ru/perechen-primernyx-rabochixprogramm-standarta-pravoslavnogo-komponenta-obshhego-obrazovaniya/ (in Russian; accessed 10.09.2022).
9. Skolota R. (2015) Istoriia khristianskoi Tserkvi: uchebnoe posobie dlia voskresnykh shkol: nachal'naia stupen'. Moscow (in Russian).
10. Slobodskoi S. (priest) (2000) Zakon Bozhii: rukovodstvo dlia sem'i i shkoly. St. Petersburg (in Russian).
11. Smirnov P. (1994) Istoriia khristianskoi pravoslavnoi Tserkvi. Moscow (in Russian).
12. Standart uchebno-vospitatel'noi deiatel'nosti v voskresnykh shkolakh (dlia detei) Russkoi Pravoslavnoi Tserkvi na territorii Rossiiskoi Federatsii ot 9 marta 2017 g., zhurnal № 16, available at https://pravobraz.ru/standart-uchebno-vospitatelnoj-deyatelnosti-v-voskresnyx-shkolaxdlya-detej-russkoj-pravoslavnoj-cerkvi-na-territorii-rossij skoj-federacii/ (in Russian; accessed 10.09.2022).
13. Uspenskii F. (archbishop) (2003) Tvoreniia. Kn. II. Zapiski po didaktike. Tver (in Russian).
14. Vashcheva I. (2018) “Kategorii ›Tserkov′″ i ›Tserkovnaia istoriia″ v sochineniiakh tserkovnykh istorikov IV–VII vv.”. Vestnik Nizhegorodskogo universiteta im. N. I. Lobachevskogo, 2018, no. 1, pp. 16–24 (in Russian).
15. Zakharova L. (2017) Istoriia khristianskoi Tserkvi. Rabochaia tetrad'. Metodicheskaia razrabotka dlia urokov Zakona Bozhiia v voskresnykh shkolakh, pravoslavnykh gimnaziiakh i “Osnov Pravoslaviia” v obshcheobrazovatel'nykh shkolakh. Moscow (in Russian).

Stanovskaya Tatiana

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.

music teacher, professional culture, professional training, pedagogical university, performing activity, scientific activity, Russian sacred music.

1. Chistiakova O. (2020) “Osnovnye komponenty professional′noi kul′tury budushchikh pedagogov”. Pedagogika i psikhologiia: teoriia i praktika, 2020, no. 3, pp. 84–90 (in Russian).
2. Gribkova O. (2019) “Kul′tura pedagoga-muzykanta kak sistemnyi komponent ego professional′noi podgotovki”. Bulletin of the International Centre of Art and Education, 2019, no 4, pp. 8–14 (in Russian).
3. Eremkina O. (2020) “Razvitie nauchno-issledovatel′skoi kul′tury budushchikh pedagogov”. Psikhologo-pedagogicheskii poisk, 2020, no. 1, pp. 24–35 (in Russian).
4. Kambarova K. (2019) “Formirovanie i razvitie dukhovno-nravstvennoi kul′tury lichnosti budushchego pedagoga”. Aktual'nye nauchnye issledovaniia v sovremennom mire, 2019, no. 5, pp. 115–120 (in Russian).
5. Martynova I. (2021) “Metodika formirovaniia professiona′noi kul′tury budushchikh pedagogov doshkol′nykh obrazovatel′nykh organizatsii”. Global'nyi nauchnyi potentsial, 2021, no. 11, pp. 125–127 (in Russian).
6. Podpovetnaia E. (2021) “Rol′ muzykal′noi kul′tury prepodavatelia v formirovanii lichnosti budushchego pedagoga-muzykanta na primere professional′noi deiatel′nosti”. Innovatsionnye nauchnye issledovaniia, 2021, no. 6, pp. 214–222 (in Russian).
7. Rudneva T. (2022) “Sredstva formirovaniia metodologicheskoi kul′tury magistrantov — budushchikh pedagogov”. Iaroslavskii pedagogicheskii vestnik, 2022, no. 2, pp. 43–50 (in Russian).
8. Savchenko L. (2019) “Pedagogicheskie usloviia formirovaniia esteticheskoi kul′tury budushchikh pedagogov doshkol′nogo obrazovaniia”. Aktual'nye nauchnye issledovaniia v sovremennom mire, 2019, no. 12, pp. 106–111 (in Russian).
9. Shintiapina I. (2019) “Ovladenie kul′turoi vokal′nogo ispolnitel′stva v sisteme professional′noi podgotovki budushchego pedagoga-muzykanta”. Nauka. Iskusstvo. Kul'tura, 2019, no. 3, pp. 161–169 (in Russian).
10. Zharkova A. (2019) “Formirovanie professional′noi napravlennosti lichnosti studenta v uchebnotvorcheskom protsesse vuza kul′tury”. Kazanskii pedagogicheskii zhurnal, 2019, no. 6, pp. 48–53 (in Russian).
11. Zyriaeva A. (2019) “Natsional′naia kul′tura kak sredstvo razvitiia tolerantnosti budushchego pedagoga”. A. L. Zyriaeva, G. P. Paziuban. Vestnik GOU DPO TO “IPK i PPRO TO”. Tul'skoe obrazovatel'noe prostranstvo, 2019, no. 1, pp. 88–92 (in Russian).

Teplova Natalia

The article examines the importance of scientific work in the Military of the National Guard of the Russian Federation, presents its types and activities, and also reveals its necessity for the teaching staff. The analysis of scientists' research on the formation of teachers' research readiness is carried out, and the ways of its formation are determined. The article presents the procedure and results of the conducted research to determine the degree of formation of the components of the research readiness of the teaching staff at the Military Institute of Rosgvardiya using open sources, as well as the module of the information and educational environment "Personal account of the teaching staff" developed at the university. Groups of teaching staff were identified as a result of identifying discrepancies between them in terms of education level and teaching experience. The specifics of the study consisted in working out the tools for assessing the research readiness of the teaching staff, as well as obtaining important information from the point of view of identification processes typical for Rosgvardiya universities.

research readiness, scientific work, teaching staff, teacher, type of scientific work, education, research, result.

1. Fedorov M., Zav′ialov A. (2014) “Diagnostika gotovnosti studentov tekhnicheskogo vuza k nauchno-issledovatel′skoi deiatel′nosti”. Obrazovanie i nauka, 2014, no. 1 (110), pp. 132–145 (in Russian).
2. Shadrin I. (2012) “Metody otsenki urovnia gotovnosti studentov vuza k nauchno-issledovatel′skoi deiatel′nosti”, in Problemy i perspektivy razvitiia obrazovaniia: materialy II Mezhdunarodnoi zaochnoi nauchnoi konferentsii. Perm, pp. 170–173 (in Russian).
3. Vasil′eva E., Iudina T. (2007) “Prepodavatel′ glazami studenta, student glazami prepodavatelia (ob itogakh sotsiologicheskikh issledovanii)”. Vestnik Volgogradskogo gosudarstvennogo universiteta. Seriia 6: Universitetskoe obrazovanie, 2007, no. 10, pp. 95–107 (in Russian).

Plyuhin Alexander

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.

history of education, personality, idea of personality, goals and means of education, personality-developing education, environmental pedagogy, environmental tools

1. Asmolov A. (2015) Optika prosveshcheniia: sotsiokul'turnye perspektivy. Moscow (in Russian).
2. Barulin V. (2000) Rossiiskii chelovek v XX veke: poteri i obreteniia sebia. St. Petersburg (in Russian).
3. Berdiaev N. (1934) Ia i mir ob»ektov: opyt fi losofi i odinochestva i obshcheniia. Paris (in Russian).
4. Berdiaev N. (2016) Russkaia ideia. Mirosozertsanie Dostoevskogo. Moscow (in Russian).
5. Bershadskaia D. (1960) Pedagogicheskie vzgliady i deiatel’nost’ S. T. Shatskogo. Moscow (in Russian).
6. Bodalev A. (2011) “O znachenii sozdaniia obraza geroia v soznanii cheloveka dlia formirova niia ego lichnosti”, in G. Vaizer, N. Kisel′nikova, T. Popova (eds) Psikhologicheskie problemy smysla zhizni i akme: Elektronnyi sbornik materialov XVI simpoziuma. Moscow, pp. 12–15 (in Russian).
7. Brushlinskii A. (1994) Problemy psikhologii sub»ekta. Moscow (in Russian).
8. Christensen J. (2016) “A Critical Refl ection of Bronfenbrenner’s Development Ecology Model”. Problems of Education in the 21st Century, 2016, vol. 69, pp. 23–28.
9. Chudnovskii V., Popova T. (2011) “Monolitnizatsiia smysla zhizni kak proiavlenie zabluzhdaiushchegosia razuma”, in G. Vaizer, N. Kisel′nikova, T. Popova (eds) Psikhologicheskie problemy smysla zhizni i akme: Elektronnyi sbornik materialov XVI simpoziuma. Moscow, pp. 15–20 (in Russian).
10. Grechko P. (2010) “Identichnost′ — postmodernistskaia perspektiva”. Voprosy sotsial'noi teorii, 2010, vol. 4, pp. 171–190 (in Russian).
11. Khodiakova N. (2012) Situatsionno-sredovoi podkhod k proektirovaniiu lichnostno-razvivaiushchego obrazovaniia: metodologicheskie predposylki i kontseptsiia. Volgograd (in Russian).
12. Leont′ev A. (1977) Deiatel'nost'. Soznanie. Lichnost'. Moscow (in Russian).
13. Leont′ev A. (1983) Izbrannye psikhologicheskie proizvedeniia, in 2 vols. Vol. 2. Moscow (in Russian).
14. Leont′ev D. (2002) “Lichnostnoe v lichnosti: lichnostnyi potentsial kak osnova samodeterminatsii”. Uchenye zapiski kafedry obshchei psikhologii MGU im. M. V. Lomonosova, vol. 1. Moscow (in Russian).
15. Leont′ev D. (2003) Psikhologiia smysla: priroda, stroenie i dinamika smyslovoi real'nosti. Moscow (in Russian).
16. Lepskii V. (2010) Refleksivno-aktivnye sredy innovatsionnogo razvitiia. Moscow (in Russian).
17. Lunacharskii A. (1976) O vospitanii i obrazovanii. Moscow (in Russian).
18. Makarenko A. (1949) Problemy shkol'nogo sovetskogo vospitaniia. Moscow (in Russian).
19. Makarenko A. (1983) Pedagogicheskie sochineniia, in 8 vols. Vol. 1. Moscow (in Russian).
20. Manuilov Iu. (2002) Sredovoi podkhod v vospitanii. Moscow; Nizhny Novgorod (in Russian).
21. Markov B. (2002) “Mezhdu individual′nost′iu i sub″ektivnost′iu”, in A. Reno. Era individa. K istorii sub»ektivnosti. St. Petersburg, pp. 409–470 (in Russian).
22. Mikhailov F. (2001) Izbrannoe. Moscow (in Russian).
23. Pidkasistyi P. (ed.) (1998) Pedagogika. Moscow (in Russian).
24. Petrovskii A. (2007) Psikhologiia i vremia. Moscow (in Russian).
25. Rubinshtein S. (2003) Chelovek i mir. St. Petersburg (in Russian).
26. Serikov V. (2013) “Lichnostno razvivaiushchaia funktsiia nepreryvnogo obrazovaniia”. Nepreryvnoe obrazovanie: XXI vek, 2013, no. 1, pp. 29–39 (in Russian).
27. Serikov V. (2012) Razvitie lichnosti v obrazovatel'nom protsesse. Moscow (in Russian).
28. Slobodchikov V., Isaev E. (2013) Psikhologiia razvitiia cheloveka. Razvitie sub»ektivnoi real'nosti v ontogeneze. Moscow (in Russian).
29. Slobodchikov V. (ed.) (2018) Natsional'naia doktrina obrazovaniia Rossiiskoi Federatsii. Proekt. Moscow (in Russian).
30. Zalkind A. (1934) Pedologiia. Moscow (in Russian).
31. Zeer E. (1999) “Stanovlenie lichnostno orientirovannogo obrazovaniia”. Obrazovanie i nauka, 1999, no. 1 (1), pp. 112–122 (in Russian).

Litvin Dmitry

*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.

To the staff of the Department of Psychology, Pedagogy and Organization of Work with Personnel of the Academy of Management of the Ministry of Internal Affairs of Russia, headed by Doctor of Pedagogical Sciences, Professor Natalya Vladimirovna Serdyuk, for supporting ideas and helping to prepare the work. Special thanks to Natalia Vladimirovna Khodyakova, Doctor of Pedagogical Sciences, Professor.

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.

significant other, significant person, neighbor, attitude, self-attitude, participant in the educational process, sensual tone.

1. Anghelescu G. (2016) “The Transcendental Dimension of Christian Anthropology”, in 3rd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2016: Conference Proceedings, Albena, Bulgaria, 24–30.08.2016, pp. 211–218 (in Russian).
2. Danilova T. (2020) “Otnoshenie k znachimomu drugomu u lichnostei s raznymi tipami aktsentuatsii”. Nauchnoe mnenie, 2020, no. 11, pp. 120–128 (in Russian).
3. Dukhnovskii S. (2009) Diagnostika mezhlichnostnykh otnoshenii. Psikhologicheskii praktikum. St. Petersburg (in Russian).
4. Dukhnovskii S. (2017) “Garmoniia i disgarmoniia mezhlichnostnykh otnoshenii v sisteme pedagog — roditel′ uchenika″”, in Materialy Vserossiiskoi nauchno-prakticheskoi konferentsii Aktual'nye problemy fasilitatsii mezhlichnostnykh otnoshenii v obrazovatel'nom protsesse″, 18 March 2017, Kurgan, pp. 122–130 (in Russian).
5. El′kina M. (2021) “Struktura, parametry i funktsii samootnosheniia”. CHRONOS: mul'tidistsiplinarnye nauki, 2021, vol. 6, no. 12 (62), pp. 40–42 (in Russian).
6. Kasimova S. (2010) “Osobennosti otnosheniia uchitelia k drugim uchastnikam obrazovatel′nogo protsessa”. Vestnik Viatskogo gosudarstvennogo gumanitarnogo universiteta, 2010, no. 1–1, pp. 115–118 (in Russian).
7. Kachkina A. (2014) “Osobennosti fi ziologicheskikh reaktsii pri perezhivanii razlichnykh emotsii”, in Materialy Mezhdunarodnoi nauchno-prakticheskoi konferentsii Molodezh' Sibiri — nauke Rossii, Krasnoiarsk, 24–25 aprelia 2014 g. Krasnoyarsk, pp. 170–172 (in Russian).
8. Kolyshko A. (2004) Psikhologiia samootnosheniia. Grodno (in Russian).
9. Kokurina I. (2012) “›Otnoshenie″ kak fundamental′naia kategoriia sotsial′noi psikhologii v analize motivatsii sovmestnoi deiatel′nosti”. Vestnik Moskovskogo universiteta. Seriia 14: Psikhologiia, 2012, no. 1, pp. 29–40 (in Russian).
10. Kondrat′ev M. (2011) “›Znachimyi drugoi″: slagaemye mezhlichnostnoi znachimosti”. Sotsial'- naia psikhologiia i obshchestvo, 2011, no. 2, pp. 17–28 (in Russian).
11. Kosterina N. (1999) Psikhologiia individual'nosti (emotsii). Yaroslavl (in Russian).
12. Kosheleva Iu. (2015) “Znachimye otnosheniia: znachimyi drugoi ili blizkii chelovek”. Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta, 2015, no. 8, pp. 105–113 (in Russian).
13. Meshcheriakov B., Zinchenko V. (eds) Bol'shoi psikhologicheskii slovar'. St. Petersburg (in Russian).
14. Naletova N. (2010) “Khristianskaia antropologiia v pedagogicheskoi nauke”. Iaroslavskii pedagogicheskii vestnik, 2010, vol. 2, no. 3, pp. 20–25 (in Russian).
15. Pantileev S. (1991) Samootnoshenie kak emotsional'no-otsenochnaia sistema. Moscow (in Russian).
16. Petrovskii A., Iaroshevskii M. (1999) Osnovy teoreticheskoi psikhologii. Moscow (in Russian).
17. Salamatina Iu. (2019) “Vidy empatii v prepodavatel′skoi deiatel′nosti”. Azimut nauchnykh issledovanii: pedagogika i psikhologiia, 2019, vol. 8, no. 4 (29), pp. 193–196 (in Russian).
18. Sidorenko E. (2002) Metody matematicheskoi obrabotki v psikhologii. St. Petersburg (in Russian).

Voronin Sergey, диакон

*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.