РЕАЛИЗАЦИЯ РЕФОРМЫ 1808–1814 ГОДОВ В СИСТЕМЕ ДУХОВНОГО ОБРАЗОВАНИЯ НА ПРИМЕРЕ КУРСКОЙ ДУХОВНОЙ СЕМИНАРИИ

Abstract

The purpose of the article is to study the implementation of the reforms in the system of theological education at the beginning of the 19th century on the example of Kursk Theological Seminary. Some historical research methods are used to analyze the sources and documents of that period. The interview method is used to study the opinions and views of the participants them-selves, as well as contemporaries. The method of comparative analysis is used to compare the reform carried out at Kursk The statistical analysis method is used to study the quantitative pa-rameters associated with the reform The system of research methods help to get a complete picture of the changes carried out. This includes the analysis of historical documents and mem-oirs of participants to obtain data on the principles and mecha-nisms of events, analysis of their results and effectiveness, and also allowed to understand the degree of influence of the intro-duced innovations on theological education in the region. The principles and mechanisms of the reform, its goals and objectives are identified, its results and effectiveness are evaluated. As a result, the author comes to the conclusion that taking into account the socio-historical context of that time, which made it possible to understand the reasons for the reform and realize its importance for theological education in Russia. The author emphasizes that although the reforms 1808-1814 have been studied quite fully in Russian historiography, their local implementation in Kursk Theological Seminary has not been considered in detail in historical writings. In the research process, the formation of the concept of the reforms 1808-1814 in Kursk Theological Semi-nary, the practice of their implementation and the significant consequences of their implementation were studied. The re-quirements of the charter 1814 are compared with its implemen-tation in the life of Kursk Theological Seminary. At the same time, the study shows that despite all the advantages of the reform of theological education in 1808-1814, they identified a number of new problems. The experience of carrying out the reforms under study at Kursk Theological Seminary had its own specifics. Their implementation contributed to the development of education in Kursk Region.