DIDACTICAL PRINCIPLES IN TEACHING RELIGIOUS CULTURE ON THE EXAMPLE OF THE SUBJECT "FOUNDATIONS OF ORTHODOX CULTURE"
General didactic principles in the teaching method of Orthodox culture
The subject "Fundamentals of Orthodox Culture" studies the culture of the Orthodox tradition, therefore the teaching of the OPK is closely related to the study of the content of the Orthodox doctrinal tradition, which is represented in theology. The specificity of the content of the military-industrial complex is expressed in its cultural manifestations and ethical guidelines, studied on the basis of the material of the Christian tradition.
The leading methodological principles of teaching defense industry are as general principles didactics revealed in relation to this subject, as well as special didactic principles inherent only to this subject.
The general principles of didactics: scientificness, consistency, cultural conformity, conformity to nature, consistency of presentation, - cannot be violated or ignored in teaching the foundations of Orthodox culture.
The principle of scientific character in the teaching methodology of the military industrial complex means the correspondence of the studied material to the body of scientific knowledge that has developed in Christian theology. A violation of the scientific principle will be the distortion of the material, the desire to simplify the perception of schoolchildren, for example, the use of icons contemporary authors, in which Russian saints can be depicted against the background of a winter landscape. According to the established iconographic tradition, regardless of when the events took place, it is always summer and daylight on all icons.
The principle of consistency means the correspondence of the taught material to the goals, objectives and methods of studying the subject. In this regard, even a small educational material can and should be systematically structured. An example of the systematic design of educational material is tutorial Protodeacon Andrey Kuraev, where the material for fourth-graders is presented in the system from the teaching about Christ to the teaching about man and the ways of his salvation in the Orthodox tradition. This logic is consistently revealed in the paragraphs of the textbook. Topics like "The Bible and the Gospel", "The Sermon of Christ", "Christ and His Cross", "Easter" come first. This is followed by the topics "Orthodox teaching about man", "Good and evil. Conscience ”,“ Commandments ”,“ Mercy ”,“ The Golden Rule of Ethics ”. The content of the textbook is crowned with themes that reveal the ways and possibilities of human salvation: "Feat", "Beatitudes", "Why do good?", "Miracle in the life of a Christian", "Christian family", "Defense of the Fatherland", "Christian in work" ...
The principle of cultural conformity manifests itself in accordance with the texts, illustrations, manner of presentation of educational material to the cultural tradition about which it tells, as well as in accordance with the culture that is familiar and accessible to students for comprehension. The application of the principle of cultural conformity in the teaching methods of the military industrial complex is realized in a harmonious combination of cultural samples of our time with the aesthetic canon of the Orthodox tradition.
The principle of conformity to nature is implemented in accordance with the educational material and methods of its presentation to the peculiarities of children's physiology and psyche. Experienced teachers have noticed that the material of religious tradition and culture is assimilated in childhood in direct dependence on the specifics of the child's thinking, age characteristics, and features of intellectual development. Preschoolers are interested in the human qualities of biblical characters. For junior schoolchildren examples of correct behavior are relevant, for younger adolescents - situations of moral choice, and for older adolescents - images of friendship and love.
The principle of consistency in the presentation of the material involves not only a gradual logical disclosure of all the topics studied, but also the identification of intersubject connections in the content of education. The presence of a substantive core in each subject determines the possibility of building intersubject connections. So, for example, history Russia XVII in. presupposes acquaintance with the church reform of 1650-1660, and the moral quest of the heroes of the works of L.N. Tolstoy and F.M.Dostoevsky becomes understandable only in the context of Christian values.
Special principles of teaching Orthodox culture
The special didactic principles of teaching the foundations of Orthodox culture are the principles of Christocentricity, hierarchy, other dominance, antinomy, and incompleteness.
The principle of Christocentricity in the teaching methodology of the OPK is that the center of the study of the culture of Orthodoxy is the fact of the Incarnation, as well as the events preceding and following it and their reflection in culture.
The principle of hierarchy consists in a strict hierarchy of goals and meanings of studying the material of religious culture. The phenomena and concepts presented for study in the subject of the military industrial complex are not equivalent and parallel. For their adequate study, a necessary methodological condition is the transfer of the hierarchical subordination of the topics being studied.
The principle of another dominance in the teaching of the military-industrial complex is realized in the acquaintance of students with the position of the Other (it may be God or another person). Going beyond the limits of one's present state, one's experiences and desires, which implies the use of the principle of another dominance, provides students with a different mechanism for comprehending, including oneself.
The principle of antinomy is to study the unity of two mutually opposite judgments. Christian culture and theology many centuries earlier than modern science revealed the need for an antinomical approach to describing their leading positions. God and His creation are in indivisible and unmerged union. Christ is God and man at the same time.
The principle of incompleteness is realized in the methods of teaching the defense industry complex by the recognition of the ultimate incomprehensibility of the studied phenomena. It is in this subject that a place for mystery remains, which allows the formation of a sacred attitude (from the Latin sacrum "sacred") to certain phenomena in human life and culture.
Topic: Features of teaching the subject "Fundamentals of Orthodox Culture"
in 4th grade "A" MBOU "School No. 154"
Slide 1,2 In the new federal state educational standard (GEF) primary general education, in section 1.2., it is said: "All directions of spiritual and moral development and education are important, complement each other and ensure the development of the individual on the basis of domestic spiritual, moral and cultural traditions."
Teaching knowledge about Orthodoxy, its systematic study in a general education school is an integral part of a full-fledged education.
Whatever Faith the Disciple Chooses russian schoolno matter what worldview his parents have, the centuries-old Orthodox culture remains the most valuable asset of all patriotically educated citizens of Russia. The issue of spiritual and moral education of children is one of the key problems facing each parent, society and the state as a whole.
The MIC is a subject that is expressed in the study of the culture of spiritual life on the example of Christianity, its moral and ethical values. Studying the history of Christianity, the Orthodox Church, Russian Orthodox culture directly related to Christian spiritual experience, the child will get an occasion to think about what country he lives in, what values \u200b\u200bhis ancestors adhered to, why people, without hesitation, went to death because of their religious and spiritual and moral principles. And most importantly, he will understand that there is something else in life besides food, sleep and pleasure. Acquaintance with spiritual culture cannot be limited to one subject. It should run as a single content line through subjects such as literature, Russian language, history, music, art etc.
Teacher primary grades stands on the very first step of the spiritual and moral revival of our people. It is we, teachers, who, not only in a separate lesson on the "Foundations of Orthodox Culture", but in all other lessons, as well as in extracurricular everyday activities, spiritually strive to children's hearts and souls. And children expect from us, adults, to show them the path along which they can build their lives. This path is inextricably linked with spiritual tradition - with the foundations of Orthodox culture. Each teacher is obliged to know these fundamentals in order to convey to children correctly, objectively the history of the Fatherland, comprehensively explore and teach the work of genius writers and poets.
Slide 3 The main goal of the course "The foundations of Orthodox culture" I consider the formation of a spiritual and moral personality through the acquisition of spiritual experience based on the traditions of Orthodoxy.
Slide 4 To achieve this goal, it is necessary to solve the followingtasks:
1. Establishing personal connections between the student and the Orthodox culture. It is important that Christian values \u200b\u200bbecome personal values \u200b\u200bof the learner; only with such an internal restructuring of views can good results be achieved.
2. Disclosure of the spiritual foundations of Russian culture. Domestic culture is thoroughly permeated with Christian teaching, since mostly Russian classics were deeply religious people. Revealing these fundamentals will help students integrate more easily into the Orthodox environment.
3. Education of patriotic feelings. Orthodoxy is closely connected with patriotism, since fulfillment of duty to God, the Motherland and parents is fundamental for a Christian. Therefore, the Orthodox and patriotic education inseparable from each other.
4. Children's enthusiasm for creative activities. Through creativity and creation, children learn to know God, the main Creator of this world.
The formation of the foundations of Orthodox culture occurs in stages: from preparation for the perception of Orthodox culture to the search for the hidden meanings of Biblical subjects and the dogmatic teaching of the Church.
The development of the spiritual and moral culture of pupils is based on the followingprinciples (on slide 5)
The forms of organization of spiritual and moral education are different: integrated lessons - the defense industry and literature, the defense industry and the world around it, the defense industry and fine arts, music, technology.The main methods of my work in this direction include the teacher's story, work with illustrative, audio and video material, with texts. Children perform many independent creative tasks; they visit the temple with pleasure, they know how to behave in the temple.
Before introducing the subject "Foundations of Orthodox Culture" at school, a certain preparatory work with students and their parents. Most of the positive results of the survey made me happy. Since an important criterion for introducing a new course is its voluntariness.
MY EXPERIENCE
Our acquaintance with Orthodox culture began much earlier than my children and I (today it is 4th grade) began to study the subject "Foundations of Orthodox Culture."
Slide 6 Even in 2nd grade Having organized an excursion to the Nizhny Novgorod Kremlin together with my parents and visiting the Mikhailo-Archangel Cathedral as part of it, I saw with what interest the children of the guide listened, sometimes asked not childish questions. And then I realized that I myself do not know enough about Orthodoxy, even though I consider myself a believer, interested in Orthodox culture. I think it was then that an interest in studying this subject appeared among both children and myself.
Slide 7 At the parent meeting (this was the end school year) I touched on this topic, showed pictures of the guys in the temple. Parents reacted positively to such a direction as spiritual and moral education precisely through the study of Orthodox culture.
Slide 8 The class heldphoto competition "Orthodox churches of the Lower".
Slide 9,10,11,12 IN summer holidays children with their parents visited different places associated with Orthodox shrines: Diveevo, Murom, Vladimir, Suzdal, etc. I myself visited the monastery on about. Valaam, visited the Makariyevsky monastery, wanted to know more herself and tell the children. On class hours in September, children shared their impressions: someone talked about a small church in their village, someone visited the Church of St. Nicholas the Wonderworker in Turkey. We worked on the projects "The Road to the Temple", "My Guardian Angel". The latest project gave me the idea to visit St. Petersburg in the chapel of Xenia the Blessed, venerate the relics, learn more about her life.
Slide 13 Took part in the city literary competition of Christmas fairy tales"Crystal Deer-2015", ( Slide 14) city \u200b\u200bchoir competition "Christmas Star". For the bright holiday of Easter, a reading competition was held in the classroom “Spring is coming, full of miracles! Christ is risen! Christ is risen! ", Took part in school competition "Easter card". All these activities can be viewed as preparatory stage to study the course of the defense industry complex.
15 From the beginning of this school year, we began to study the subject, the children already know a lot about Orthodoxy, many have begun to get acquainted with the Children's Bible. Our lessons are not limited to reading a textbook and listening to the teacher's story, children themselves prepare messages and presentations on various educational topics, share their knowledge and experience. For example, Asriyan Susana spoke about the peculiarities of the Armenian Church, customs and holidays.
16 In October, we visited the Church of St. Panteleimon in Shcherbinki II , Pechersky Voznesensky male monastery. Took part in the all-Russianschool Olympiad on the Basics of Orthodox Culture "Russian World in Orthodox Culture" - received diplomasI andII degree. Parents support the children's interest in the subject, help in preparation, because each of them is interested in their son or daughter growing up as kind, well-mannered, merciful, spiritual and moral people.
conclusions
I have been working as a teacher of the Fundamentals of Orthodox Culture for a very short time, but I can say with confidence about the need for this subject in school. Children come to our school not only to learn to read and write, to broaden their horizons, but to understand why they need knowledge, how they can be applied in life. It is our direct responsibility to lay spiritual principles in the hearts of the younger generation. When I was preparing for my speech, I decided to conduct a survey of students on the topic "How does the OPK course affect the spiritual and moral formation of their personality." I asked the students to answer the question (Slide 17) "What do you learn from the lessons of ORKSE?" The overwhelming majority of students in their answers talk about the acquisition of skills of moral behavior:
– "Learning goodness"
– "Learning to be cultured"
– "Learning to respect others"
– "Learning to be friends"
– "Helping people", "being considerate and merciful"
– "Respect parents and elders"
– "Try not to do bad things",
– "I am learning love and patience"
Such answers from children indicate that the lessons of the military industrial complex are useful and interesting for children, the tasks are being solved, and therefore the goal: the formation of a spiritual and moral personality through gaining spiritual experience based on the traditions of Orthodoxy is achievable.
18. I want to finish my story with the words of a Russian teacher - Christian Konstantin Dmitrievich Ushinsky: “The main goal of educating a person can only be the person himself, and in a person the goal of education is the soul. Christianity gives life and indicates the highest goal to everyone education "
19. Thanks for attention
Yanushkevichene O. L.
When a conversation about teaching methods comes up among people who are going to teach at a military-industrial complex school, a reverent silence is often established. Often such people are believers who want to serve "for the good", but are inexperienced in pedagogy, and it seems to them that now they will be taught, now great secrets will be revealed to them ... Of course, serious pedagogical preparation is necessary, you need to know how to approach children, how to communicate with them, but, probably, it's time to talk about the techniques themselves: what they are focused on, what effect they have. Finally, we need to think about our goals, otherwise it may turn out that under the influence of the methods, the OPK ship will sail very quickly, but not there ...
The purpose of regular lessons in school is to teach knowledge and skills. For this, the techniques have been developed. And the purpose of the lessons of the defense industry complex? Gaining knowledge about Russian Orthodox culture? Instilling aesthetic skills? It is unlikely ... Intuitively, they want something more from this course. Maybe it can raise morality at least a little, maybe give children the opportunity to think about something, internally free themselves from spinning in the bustle, feel the breath of eternity.
European culture is built on the subject - object relations. The same relationship largely dominates in school. The teacher is the subject, the child is the object. And it seems that the purpose of the OPK is to outline, explain, show the student the beauty of life, built on a true foundation, so that he is ready to fulfill in life what is intended for him. Ready, but would she?
Secular pedagogy and psychology bypass the problem of Good and Evil. They try to help a person in his small superficial manifestations. But the struggle between Good and Evil reaches the very depth of the essence of a person, including a child, the soul of each person is a battlefield. And the subject of the military industrial complex should be addressed to the deepest in a person, otherwise it is, in general, not needed, there are enough cultural and aesthetic courses at school, and for the sake of introducing another of them it would not be worth breaking spears. But how can the defense industry be directed in this way? Which of the available techniques can help with this?
The well-known psychologist G.S. Abramova wrote (see 1, p. 184): "The idea of \u200b\u200bspiritual help is tempting as nothing, especially when expressed in lofty words." It is very easy in a noble impulse to imagine oneself as a kind of mason of human souls, and even armed with knowledge, and to begin to shape the future inhabitants of the Kingdom of God (similar to how the builders of communism were once formed), but this will be a terrible violence. The secret of freedom lives in the ontological depth of a person, and never another person can be an object of influence, no matter what lofty goals at the same time were not put. The freedom of man is so great and so terrible that even among the disciples of Christ there was Judas, who did not want to answer the love of the God-man. You cannot make a decision for a person about who he is, it would be worse than the invention of a gas chamber.
G.S. Abramova wrote (see ibid.): “Spiritual help differs from psychological help, just as the essence of a person differs from the manifestations of his I. Spiritual help can be understood as help in gaining conscience, freedom, responsibility, faith and love for To God. How possible is it under the influence of another person? ... No matter how many psychological theories there are in the world, they cannot ignore the fact of a person's spiritual work. How can it be caused? What is the role of another person in it? "
There are two ways: you can plant ideas and there will be violence in this, you can strive for the Ideal yourself. GS Abramova wrote (see ibid.): “The work of creating an ideal has an infinite potential of energy. That is why a formative person is like a trainer with a whip, and a person who creates and embodies the ideal is only like himself, he does not need a whip (and a carrot too), he himself has the same quality as light on darkness ” ...
The last words: "The impact of the same quality as light on darkness" - can be safely recorded in the purpose of the subject of the defense industry complex, and "a person who creates and embodies the ideal" can get into the methodology department.
It was not without reason that Seraphim of Sarov taught: "Acquire the Spirit of peace and thousands will be saved around you." Of course, real teachers are far from holiness. But there is a principle in pedagogy: to educate becoming by becoming. A lively search for a living person who lives nearby, who is not indifferent to you, who is your friend, who understands you may be better than yourself, who rejoices at all your successes and grieves over your falls, cannot but educate. Of course, such an attitude towards the child is a heroic deed, but if the teacher is not ready for such a heroic deed, then it is better for him not to take up spiritual education, but to do something else. Let us recall the apostle James, who wrote: “Do not many become teachers, knowing that we will be subjected to greater condemnation. For we all sin in great numbers ”(James 3: 1-2).
In Christianity, God is personal. In the very ontological essence of the Holy Trinity lies the concept of the Hypostasis. And this personal principle is inherent in every person as the image of God. Therefore, a real lesson on the subject of MIC can only be a meeting of individuals with a personality. If a person, realizing his weakness, is turned to the best of his ability to God, as well as to the child as the image of God, then love in each specific situation will tell you what to do. The main thing is to remember that it is not you who is saving the child, but your own salvation depends on your attitude towards him.
2. About some specific difficulties
It is difficult to teach OPK for many very mundane reasons. This subject is not assessed, the teacher does not shout, does not overreact - it turns out some frivolous subject ... And even worse in high school - it is not needed to enter the university, so why in our pragmatic age spend on it time?
The lesson often stumbles from the very first step: there is no discipline in it and often there is no lesson itself. The problem of lack of discipline is especially acute in the middle management. Experienced teachers have developed many methodological techniques for “dealing with children”. Their essence boils down to keeping the children busy. You can color cards about the lesson, you can arrange quizzes or solve crosswords. But somehow it is intuitively felt that such classes cannot be the goal of the lesson, but only an auxiliary means. They can be compared to crutches needed when the lesson is lame. I will express my personal opinion about what form of lesson can be considered desirable.
I'll start with memories. The Lord called me in Soviet times. Then the whole world around, including my husband and his relatives, was against my faith. I had two very young children, and only to them I could tell about God. And it so happened that we became like-minded people in our striving for God, we had our own secret, which the world did not know, and to which the world was hostile. We were and still are friends, and the heart of our friendship is love for God.
I think that the ideal of the OPK lesson is a lesson in which the students and the teacher feel like-minded people, striving to find the Truth. Of course, this does not always happen, but if it does, it leaves a mark for life.
I would like to warn about another danger. In an ordinary lesson, the teacher is "above" his students, he gives them the knowledge that he possesses, but they do not. In the defense industry class, such inequality cannot exist. Yes, maybe the children who sit in the class don't go to church, maybe they don't fast and pray in the morning, but the Lord appreciates the depth of the heart and purity, and we don't know what His assessment will be. We, teachers, in our spiritual level are very far from the level of the Apostle Paul or other saints, through whose mouths God spoke, we, daring to talk about God, must constantly cry like a publican: "God, be merciful to me, a sinner!" We cannot "rise" above children, the only thing we can do is seek God with them.
3. Age classification of Kohlberg's moral perception levels.
Before giving some specific methodological advice on teaching defense industry complex, we will try to give some characterization of the condition of children at different ages. The most interesting for our purposes is the age classification of the development of the perception of morality.
Consider Kohlberg's concept. Kohlberg identified three levels of development of the child's morality, each of which had two stages.
I. Pre-convention moral level.
The first stage is an orientation towards punishment and obedience.
The second stage is the naive hedonistic orientation.
II. Conventional moral level.
The third stage is the good girl / good boy orientation.
The fourth stage is the orientation of maintaining social order.
III. Post-convention moral level.
The fifth stage is the orientation of social convention.
The sixth stage is an orientation towards universal ethical principles.
The age at which a child moves to the next level is individual, although there are some patterns. Children studying in primary schoolare usually at a pre-convention moral level. They are guided by authority, believe in the absoluteness and universality of values, therefore they adopt the concepts of good and evil from adults.
As they approach adolescence, they tend to move to the conventional level. Moreover, the majority of adolescents become "conformists": the opinion of the majority for them coincides with the concept of good.
A negative crisis experienced by adolescents is not considered moral degradation - it shows that the adolescent is shifting to more high level development, including the social situation. At the same time, some adolescents are at the “good boy” stage, while others reach the stage of “maintaining social order”.
However, there are teenagers who have not reached the conventional level. Research carried out by Frondlich and Kohlberg in 1991 shows that 83% of adolescent offenders do not reach this level.
Methodological techniques and pedagogical technologies teaching the OPK module.
C 2013 in Russian Federation the course "Fundamentals of Religious Cultures and Secular Ethics" was introduced. In the Chuvash Republic, teaching this subject began in 2009 in the fourth grade, teaching was aimed at developing a tolerant attitude among students towards the surrounding reality, people, society, nature, and the small homeland. We, teachers, face important tasks - the formation of readiness for moral self-improvement, spiritual self-development, familiarity with the basic norms of secular and religious morality, education of morality based on freedom of conscience and religion, spiritual traditions of other peoples. And the most important thing is to convey to students that each spiritual culture has its own distinctive featuresthat all peoples are equal. Successful mastering of the course "Fundamentals of Orthodox Culture" is possible only when all participants educational process: teachers, students, parents - will become a single whole, even if we use interesting forms of conducting lessons.
Forms of lessons
- research lessonLesson in constructing concepts, rules
A lesson in working with the original source
Dialogue lesson
A lesson in protecting creative works
Essay lesson
Lesson - travel
Exhibition lesson
Lesson conference
Lesson project
Mutual control lesson
During the lesson, I try to create an atmosphere in the class that would contribute to:
Enhancing the thinking of students;
Facilitated active discussion;
Increased student motivation;
Provided active learning activities;
Stimulated reflection;
Allowed students to hear different opinions;
Helped students ask questions;
Promoted self-expression.
I actively use case technology in the military-industrial complex lessons. The main function of the case-study method is to teach how to solve complex unstructured problems that cannot be solved analytically... The case activates students, develops analytical and communication skills, and develops creativity.
Stages of work on the case:
The first stage is getting to know the situation and its features.
Second stage - highlighting the main problem (main problems)
The third step is to suggest concepts or topics for brainstorming.
The fourth stage is the analysis of the consequences of making this or that decision.
The fifth stage - solving the case - proposing one or more options
For instance:
Case. Imagine a situation that you are about to publish a book about the baptism of Rus. Come up with and write down the title of the book, the design of the book, and its content.
Name of the book.
What illustrations will be used in the book?
What chapters will be included in the book?
Sketch the cover of the book.
At the end of the lesson, students are invited to write a syncwine based on the material studied. Sinkwine is a five-line stanza.
1st line - one keyword that defines the content of the syncwine;
2nd line - two adjectives characterizing this concept;
3rd line - three verbs denoting action within the framework a given theme;
4th line - a short sentence that reveals the essence of the topic or attitude to it;
5th line is a synonym for the keyword (noun).
Sinkwine is a fast, effective tool for analyzing, synthesizing and generalizing concepts and information, teaches you to use concepts meaningfully and determine your attitude to the problem under consideration.
Literature:
1.Golubchikova M.G. From teacher creativity to student creativity: A guide to productive learning. - Irkutsk: publishing house of GOU VPO "IGPU"
2. Korsunova O. Yu. Pedagogical conditions for organizing intellectual and creative student Olympiads. Moscow. 2003y
3. Materials for professional development of teachers
Slide 2
FIRST DAY
1. Orthodox culture in the system of general education schools.
Slide 3
The activities of the Russian Orthodox Church in the 20th century
Maximum opportunity (1900-1917) Period of restrictions (1917 - 1988) Period of activity (1988 - 2000)
Slide 4
The history of the development of the practice of acquaintance with the culture of Orthodoxy
1988 year A New Look for the role of the Russian Orthodox Church in the history and culture of Russia 1992 The first pedagogical readings 2002 The approximate content of education in the subject of PC 2003 The first teaching materials 2007 The concept of a new educational area - spiritual and moral culture.
Slide 5
1) Orthodox Christian worldview 2) History of Orthodox religion and culture 3) Orthodox culture and world religions 4) Written culture of Orthodoxy (Orthodox literature) 5) Orthodox way of life 6) Moral culture of Orthodoxy 7) Artistic culture of Orthodoxy 8) Orthodoxy is a traditional religion of the Russian people 9) Regional (national-regional) component of education (addition to items 4, 5, 7, 8 - takes into account regional characteristics).
Slide 6
Consequences of the emergence of Christianity:
The emergence of the Christian picture of the world, - the emergence of the Church - the community of believers in Jesus Christ and living according to his commandments - the emergence of Christian culture.
Slide 7
Expand topics:
(1) The Orthodox Christian worldview reflects the goals of the creation of the universe and man, its purpose in the world. (6) The moral culture of Orthodoxy elevates a person to the ideal of sacrificial love. (5) The Orthodox way of life offers a path to human perfection, the goal of which is holiness.
Slide 8
The main principle of the program and each lesson:
Christ-centeredness - humanity for the coming of Jesus Christ had a developed culture. Christ transformed everything with which man lived and lives. Concentricity Universality - acquaintance with other religions, religious and philosophical systems, the most significant achievements of religion, culture, science and education from the point of view of the Orthodox Church. Orientation on the assimilation of not the volume of knowledge, but on spiritual and moral education. Taking into account the age characteristics of children. Taking into account the state of consciousness of a modern student. Consider the degree of involvement in contemporary culture. Taking into account the content of current school curricula.
Slide 9
Diversity in Approach, Three Educational Strategies
1. Legislative approach 2.Culturological approach 3. Personality-oriented approach
Slide 10
Law-based approach
The opposition of faith and knowledge - an unbalanced didactic system
Slide 11
Cultural approach
1. Turn to domestic values \u200b\u200band achievements of domestic culture 2. Traditional religious culture as an essential part of the culture of Russian society in the past and in the present 3. Man is considered as the highest spiritual value
Slide 12
D.S. Likhachev
Meanwhile, culture is a huge holistic phenomenon that makes people inhabiting a certain space from a mere population into a people, a nation. The concept of culture should and has always included religion, science, education, moral and moral standards of behavior of people and the state.
Slide 13
Personal approach
The concept of a new educational field in curriculum comprehensive school - "Spiritual and moral culture". The mastery of theological knowledge is closely related to the sphere of moral and motivational, which determines the nature of the cultural and social activity of a person.
Slide 14
PRACTICE
Slide 15
... COMPARATIVE CHARACTERISTICS OF RELIGIOUS EDUCATION
Slide 17
COMPONENTS OF KNOWLEDGE CONTENT IN THE FIELD OF ORTHODOX CULTURE, NECESSARY FOR PERSONAL DEVELOPMENT. According to the theory of personality-oriented education of the cultural type of academician E.V. Bondarevskaya