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Abstract
The purpose of the article is to carry out the comparative analysis of the Programs of education in spiritual educational institution. The article shows that educational work in a spiritual educational institution is the most important component of the teaching process. It is mentioned that Orthodox seminaries, being the educational institutions of the Church are focused on training specialists, for whom it is of vital personal, professional and social importance to comply with the standards of Christian morality and its spiritual traditions.Materials and Methods. The methods of the research are the analysis of scientific articles in journals, conferences’ proceedings, the comparison of different approaches to the organization of the educational process in spiritual educational institutions, the examination of the official sites of educational establishments. The key research method is the analysis of the curriculum for bachelors in the field of Theology (the code is 48.03.01) in various seminaries of Russia is carried out. Their choice is determined by the criteria of their geographical diversity, the number of students, the educational programs implemented, and the seminaries’ place in the ranking of higher spiritual educational institutions.Results. It is shown that despite the different characteristics of seminaries, the curricula are close, since the content of the educational process is determined by the values of the Orthodox religion. It is mentioned that the purpose of the educational process is specified in different seminaries. The suggestion is made that different accents in the formulation of the purpose is the mark of the leading approach in education: axiological, environmental, or activity ones. Although the idea doesn’t contradict the complex of approaches in the educational process.The conclusion is drawn that the differences in educational programs can be seen as the directions to improve and modernize educational work.
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Schedule a callMore From: St. Tikhons' University Review. Series IV. Pedagogy. Psychology
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