title: The educational program in theology at the university: Integration of knowledge and pedagogical conditions for its implementation
metadata.name: dc.contributor.author
metadata.value: Chelovenko, Tatyana G.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2020-12-01T13:10:10Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2020-12-01T13:10:10Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2020-09
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Chelovenko T.G. The educational program in theology at the university: Integration of knowledge and pedagogical conditions for its implementation. Issues of Theology, 2020, vol. 2, no. 3, pp. 490–501.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: http://doi.org/10.21638/spbu28.2020.308
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/21134
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The article problematizes the search for the principles to create and implement the
  educational program in theology at the university, taking into account the specifics
  of the Eastern Christian theological tradition. The need for integrative and sociallyoriented approaches that allow students to authentically perceive the essence of Orthodox theology, expressed in the unity of Eastern Christian speculation and moral
  attitude towards life, is substantiated. Taking into consideration the synergistic nature
  of theological knowledge and its value-worldview capabilities, the author identifies a
  number of fundamental theoretical and methodological approaches for the development of the educational program and the corresponding goals of its implementation.
  The formation of a personal value-semantic conceptual system of a young person as a
  “super-task” is emphasized. Developing personal meanings with a focus on values, as
  they are presented in the Holy Scriptures and the patristic heritage, is a great pedagogical task, which should include the methodology of the so-called “existential cognition,” orienting a person to coexistence and one’s spiritual foundations. The author
  illustrates that in theological education, the information-cognitive approach, even
  with all its innovations, must be supplemented by an appeal to the issue of personal
  coexistence. Many years of the author’s practical experience in the field of education
  made it possible to identify a number of pedagogical conditions for such conjugation
  presented in the subject-semantic model of pedagogical integration of knowledge.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: ru
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Issues of Theology;Volume 2; Issue 3
metadata.lang: -
metadata.name: dc.subject
metadata.value: Eastern Christian tradition
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: existential cognition
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: subject-semantic learning
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: integration of knowledge
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: social service
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: The educational program in theology at the university: Integration of knowledge and pedagogical conditions for its implementation
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 490-501.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/21134/1/490-501.pdf
resources.format: Adobe PDF
resources.size: 657,04 kB