scholarly journals STUDY OF PEDAGOGY AND PEDAGOGICAL DISCIPLINES IN EDUCATIONAL INSTITUTIONS OF THE ORTHODOX CHURCH: VIEWS OF EDUCATORS AND THEOLOGIANS (the end of the 19th century – the beginning of the 20th century)

2019 ◽  
pp. 1-18
Author(s):  
Tetiana Tverdokhlib
Keyword(s):  
Primary Sources ◽  
Educational Institutions ◽  
Orthodox Church ◽  
Religious Leaders ◽  
Faith And Reason ◽  
Teaching Pedagogy ◽  
Pedagogical Training ◽  
Training Content ◽  
The 19Th Century ◽  
Pedagogical Literature

Based on the analysis of primary sources and historical-pedagogical literature, the article presents educators and theologians’ views on teaching Pedagogy and pedagogical disciplines in educational institutions of the Orthodox Church during the second half of the 1890s – 1918. These educators and theologians are Archimandrite Vissarion, I. Andreiev, D. Briantsev, A. Hrynevych, G. Maliarevskyi, M. Makkaveiskyi, P. Sokolov, N. Krasovskyi, A. Yurykas and others. It has been determined that theoretical ideas about the outlined problems were presented in publications in theological periodicals (such as “Theological Herald”, “Faith and Reason”, “Volyn Diocesan Information”, “People’s Education”, “Podillya Diocesan Information”, “Christian Reading”, “Church Herald”, “Chernihiv Diocesan Information” etc.). The article reveals the educators’ and religious leaders’ ideas about the tasks of pedagogical training, content, organizational aspects, forms and staffing for teaching Pedagogy and pedagogical disciplines in Orthodox theological academies, seminaries, women’s educational institutions of the Orthodox Church, church-teacher schools and second-degree schools. It has been determined that the scientists again paid attention to certain problems that were of scientific interest for educators and theologians in 1860-1870s.

scholarly journals TEACHING PEDAGOGY IN EDUCATIONAL INSTITUTIONS OF THE ORTHODOX CHURCH: VIEWS OF EDUCATORS AND RELIGIOUS FIGURES (1867-1884)

2018 ◽  
Author(s):  
Tetiana Tverdokhlib
Keyword(s):  
Nineteenth Century ◽  
Comparative Analysis ◽  
Primary Sources ◽  
Educational Institutions ◽  
Orthodox Church ◽  
Early Nineteenth Century ◽  
Teaching Pedagogy ◽  
First Time ◽  
Pedagogical Literature ◽  
Theoretical Developments

The views of V. Belikov, A. Vasyliev, P. Lashkarov, P. Linytskyi, I. Malyshevskyi, A. Sheremetynskyi and other teachers and religious figures about teaching pedagogy in educational institutions of the Orthodox Church in 1867-1884 have been covered in the article basing on the analysis of primary sources and historical and pedagogical literature. It has been established that the theoretical groundwork on these issues was presented in the projects and publications of such ecclesiastical periodicals as Volynskie Eparxial'nye Vedomosti, Pravoslavnoe Obozrenie, Poltavskie eparxial'nye vedomosti, Trudy Kievskoj duxovnoj akademii, etc. The ideas of teachers and religious figures regarding the content, methodological support, organizational aspects, forms, staffing of teaching pedagogy in academies, seminaries and women's educational institutions of the Orthodox Church have been identified and considered. The comparative analysis of theoretical developments on pedagogical education in the Orthodox educational institutions of the early nineteenth century – the mid 60's of the nineteenth century and 1867-1884 has been carried out in the research. It was found on its basis that during the period under research the problems of teaching and methodological support and the organization of teaching pedagogy were rarely brought up by teachers and religious figures, but at the same time they joined to solving new issues. In 1867-1884 the works where the forms of organizing the process of teaching pedagogy, peculiarities of the activities of teachers of this discipline in the educational institutions of the ecclesiastical department were considered appeared for the first time.

scholarly journals Teaching Pastoral Theology as a Pedagogically Oriented Discipline in the Educational Institutions of the Orthodox Church in Ukraine (Beginning of the 19th – End of the 60's of the 19th Century)

2019 ◽  
Vol 87 ◽  
pp. 1-12
Author(s):  
Tetiana Tverdokhlib
Keyword(s):  
Religious Education ◽  
Pastoral Theology ◽  
Educational Institutions ◽  
Orthodox Church ◽  
The Subject ◽  
The Russian Empire ◽  
The 19Th Century ◽  
Pedagogical Literature ◽  
Widespread Dissemination

The article focuses on the pedagogical component in the content of Pastoral Theology in the Ukrainian educational institutions of the Orthodox Church, which were included in the system of religious education of the Russian Empire at the beginning of the nineteenth century – at the end of the 1860's. Basing on the studied works “On Positions of Parish Presbyters” by the bishop of the Smolensk Parfenii and the Archbishop of Mogilev, Georgii (Konyskyi), “Letters on Positions of Sacred Rank” by Olexandr Sturdza, “Pastoral Theology” by Archimandrite Anthonii (Amfiteatrov), as well as programs, lecture notes and lecture reviews of lecturers of theological seminaries and the Kiev Theological Academy it has been established that much attention at classes on Pastoral Theology was paid to the preparation of future priests for the religious and moral upbringing of parishioners. The main forms and methods of teaching Pastoral Theology have been presented on the basis of the analysis of archival materials, historical, pedagogical literature. Attention is drawn to the widespread dissemination in the seminaries of rote learning and text dictating, despite the prohibition of such methods by the 1814 Statute. The quality of teaching and staffing of this subject in the secondary and higher Ukrainian educational institutions of the Orthodox Church in the period under research. It has been proved that Pastoral Theology in seminaries was on an equal footing with other branches of theology: teachers understood its great importance for future presbyters and paid much attention to the subject as distinct from the Kiev Theological Academy.

scholarly journals Penalties and incentives in the school regulations of the Bulgarian and Greek educational institutions in Varna of the 70s of the 19th century to the 20s of the 20th Century

2018 ◽  
Vol 15 ◽  
pp. 32-45 ◽  
Author(s):  
Veselin Dimitrov Mihalev
Keyword(s):  
The Other ◽  
Educational Institutions ◽  
Historical Documents ◽  
Greek Language ◽  
Educational Impact ◽  
Current Article ◽  
The One ◽  
Pedagogical Research ◽  
The 19Th Century ◽  
Pedagogical Literature

The problem of the application of the system of penalties and incentives in the Bulgarian and Greek schools in Varna is not sufficiently researched in the scientific and pedagogical literature, because of that, in some school regulations are given only penalties to students, and the incentives are hardly affected. In the current article an attempt is made for the source of knowledge in pedagogical research of archival historical documents in the Bulgarian language and in the Greek language, proving the school’s practice of educational institutions surveyed penalties and incentives of the students. The study aims to outline, on the one hand, the scope of the diversity and, on the other hand, the various forms of educational impact associated with their application during the researched period.

scholarly journals Penalties and incentives in the school regulations of the Bulgarian and Greek educational institutions in Varna of the 70s of the 19th century to the 20s of the 20th Century

2018 ◽  
Vol 15 ◽  
pp. 32-45
Author(s):  
Veselin Mihalev
Keyword(s):  
The Other ◽  
Educational Institutions ◽  
Historical Documents ◽  
Greek Language ◽  
Educational Impact ◽  
Current Article ◽  
The One ◽  
Pedagogical Research ◽  
The 19Th Century ◽  
Pedagogical Literature

The problem of the application of the system of penalties and incentives in the Bulgarian and Greek schools in Varna is not sufficiently researched in the scientific and pedagogical literature, because of that, in some school regulations are given only penalties to students, and the incentives are hardly affected. In the current article an attempt is made for the source of knowledge in pedagogical research of archival historical documents in the Bulgarian language and in the Greek language, proving the school’s practice of educational institutions surveyed penalties and incentives of the students. The study aims to outline, on the one hand, the scope of the diversity and, on the other hand, the various forms of educational impact associated with their application during the researched period.

Transition of the Rusins of Austria-Hungary to the bosom of Orthodoxy in the end of 19th - beginning of 20th century: Lost perspective for Russia

2020 ◽  
Vol 2020 (10-4) ◽  
pp. 196-205
Author(s):  
Vadim Mikhailov ◽  
Konstantin Losev
Keyword(s):  
World War I ◽  
Cultural Identity ◽  
Russian Empire ◽  
Orthodox Church ◽  
Negative Consequences ◽  
World War ◽  
The Russian Empire ◽  
The 19Th Century ◽  
The Military ◽  
Church Policy

The article is devoted to the issue of Church policy in relation to the Rusyn population of Austria-Hungary and the Russian Empire. In the second half of the 19th century, the policy of the Austro-Hungarian administration towards the Rusyn Uniate population of the Empire underwent changes. Russia’s victories in the wars of 1849 and 1877-1878 aroused the desire of the educated part of the Rusyns to return to the bosom of the Orthodox Church. Nevertheless, even during the World War I, when the Russian army captured part of the territories inhabited by Rusyns, the military and officials of the Russian Empire were too cautious about the issue of converting Uniates to Orthodoxy, which had obvious negative consequences both for the Rusyns, who were forced to choose a Ukrainophile orientation to protect their national and cultural identity, and for the future of Russia as the leader of the Slavic and Orthodox world.

Relations between the Russian Empire and the Orthodox Church of the East as Exemplified in the Collection of Greek Engravings of The Church Archaeological Museum at the Moscow Theological Academy

2020 ◽  
pp. 61-77
Author(s):  
Анна Леонидовна Краснова
Keyword(s):  
Russian Empire ◽  
Orthodox Church ◽  
Church Of The East ◽  
Holy Places ◽  
The Subject ◽  
The Russian Empire ◽  
The 19Th Century ◽  
The Relationship ◽  
The Church ◽  
Made In

В XVIII в. на основании общего интереса к святыням Востока, а также единой тенденции для крупных монастырей изготавливать гравюры на память для паломников, многие греческие гравюры свидетели русско-афонских отношений попадают на территорию Российской Империи. Сохранились такие гравюры и в Церковноархеологического кабинете Московской духовной академии, собрание которых насчитывает 29 эстампов. Пять гравюр из этого собрания имеют надписи на греческом и на славянском языке. Надписи свидетельствуют о месте и времени создания гравюры, о граверах и заказчиках, являются источниками кратких исторических сведений. В статье приведены выявленные дополнительные факты об этих гравюрах, которые свидетельствуют о наличии церковных, экономических и политических отношений на базе культурных связей между Российской Империей и странами православного Востока. The Russ has always been supporting the relationship with the Orthodox Church of the East. As a result of these connections, we have a lot of icons and other gifts from The Mount Athos, The Saint Catherine’s Monastery and others holy places. There are five Greek engravings in the collection of The Museum of Church Archaeology at the Moscow Theological Academy, which have inscriptions in Greek and Slavic. These engravings were to be spread in Slavic countries. They are dated from the 17th to the 19th century. Some of them were made in Moscow. The images and the inscriptions of the engravings are the subject of a research presented in this article.

scholarly journals The Absence of Muslim Women in Shaping Islamic Thought: Foundations of Muslims' Peaceful and Just Co-Existence

2008 ◽  
Vol 24 (2) ◽  
pp. 403-432 ◽  
Author(s):  
Nimat Hafez Barazangi
Keyword(s):  
Muslim Women ◽  
World Politics ◽  
Primary Sources ◽  
Educational Institutions ◽  
List Type ◽  
Type Number ◽  
Religious Groups ◽  
Policy Makers ◽  
Politics Of Difference ◽  
Women's Role

This paper explores the ethical and legal pedagogy of the current debates on “reforming” Muslim societies, whether they claim to reform social and legal systems, reform educational institutions, or liberate Muslim women. Since these debates claim to achieve balance in global or domestic conflicts, I address the foundations of these debates by answering three questions:Are the rationales for American and/or European governments' interventions justified?;Can the discipline of civil law help in rethinking Islam for Muslims; andAre Muslims themselves ready to critically address the use and misuse of Islam's primary sources (the Qur'an and particularly the Hadith) in their rethinking of Islam?I argue that rather than seeking to “reform others,” in this case Muslims with an elitist attitude and sometimes violent interventions, we scholars of law and religion, scholars of Islam, policy-makers, and social justice researchers would be better off if:we thought of Islam as a religio-moral rational worldview, rather than a set of laws,we recognized Muslims as subject to historical transformation, like any other religious groups, and understood how they developed their present views of Islam, andwe considered our own real responsibilities to address the forms of global injustices as powerful shapers of world politics, particularly the politics of difference—the view that the “other” is inferior, and women's role as mostly complementary to men.

Pinocchio e l’evoluzione

Revue Romane ◽  
2011 ◽  
Vol 46 (2) ◽  
pp. 282-293
Author(s):  
Margareth Hagen
Keyword(s):  
19Th Century ◽  
Fairy Tales ◽  
Public Debate ◽  
The Novel ◽  
The Public ◽  
Continuous Evolution ◽  
Narrative Interpretation ◽  
Theories Of Evolution ◽  
The 19Th Century ◽  
Pedagogical Literature

The first chapters of Carlo Collodi’s Pinocchio were printed in 1881, the same year as the publication of the novel I Malavoglia, Giovanni Verga’s masterpiece of verismo. While every critical reader of Verga’s realism has pointed out his particular narrative interpretation of evolution, Collodi’s has novel very seldom been connected to the theories of evolution, even if Darwin’s ideas were highly present in the public debate in Florence during the last decades of the 19th century. The reasons for this silence are primarily to be found in the genre of Pinocchio, in the fact that it is children literature, and therefore primarily related to the narrative mechanisms of the fairy tales and pedagogical literature. Focusing on Pinocchio, the article discusses to which degree Darwinism can be traced in Collodi’s literature for children, and questions if the continuous metamorphoses of Pinocchio can be read also in connection with the naturalist conception of the literary characters as unstable, in continuous evolution, and not only as part of the mechanisms of fairy tales and mythological narratives.

scholarly journals Forms of Teaching Pedagogical Disciplines in Orthodox Religious Educational Institutions of Ukraine (The End of 19th - The Beginning of 20th Century)

2016 ◽  
Vol 71 ◽  
pp. 40-46 ◽  
Author(s):  
Tetiana Tverdokhlib
Keyword(s):  
Teaching Practice ◽  
Learning Activity ◽  
Educational Institutions ◽  
Time Period ◽  
Stated Time ◽  
Pedagogical Literature

The main forms of teaching pedagogical disciplines in orthodox religious educational institutions of Ukraine (the end of 19th – the beginning of the 20thcentury) have been characterised in the article on the basis of analyzed pedagogical literature, archival records, and documents in periodicals. The features of conducting lessons, teaching practice, examinations and organisation of making written home compositions in various types of religious educational institutions of Ukraine in the stated time period have been revealed. The essence of "rehearsals" as a form of controlling students’ learning activity in the Kyiv Theological Academy has been revealed, the basic kinds of academists’ works at practical hours on pedagogy have been given; the content and quality of teachers’ work with graduates on their researches have been characterised.

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