- The authors:
Svetlana A. Sharonova
Lidiya V. Rassokhina
- Issue: July 24-26th, 2019
- Pages: 72-78
- Section: RELIGION IN CONTEMPORARY EDUCATION: INTERCULTURAL COMMUNICATIO AND SOCIAL REFLECTION
- URL: http://conference-ifl.rudn.ru/72-78/
Abstract. Modern globalized education influenced Russian national
education and triggered its reorganization, which in turn influenced other
public institutions such as Orthodox Church. Religious background has been
influencing Russian humanitarian education despite of Soviet anti-Church
campaign. At the turn of 20
-21st centuries, Russian theological education
demonstrates even higher quality after Soviet and Imperial periods. Soon
after the Socialist Revolution in 1917, the state became secular. As result,
Soviet government seized to recognize the education mechanisms of
Russian Orthodox Church as a whole. Student of academy or seminary of
the Church would graduate with diploma, but such a diploma would be
recognized in the Church environment only. The Church raised the problem
of accreditation of its religious education institutions in early 90s.
We believe it is important to analyze the way Orthodox education
incorporates into modern Russian education. As a big picture, two
approaches apply: A). newly established theological institutions comply
with Federal regulations, while applying custom features in order to align
with Church ways, as long as the two regulatory frameworks remain
consistent, B). Federal accreditation of theological institutions effective
since 2008. Recently, authorization process brought a visible outcome: in
2016, Moscow Theological Seminary accredited after 5 years of
One of the most important questions facing the Institute of professional
religious education in the 21st century is whether a modern higher spiritual
school is capable of forming a person with a bright and creative theological
attitude to society and to the life of the Church. When discussing the
importance of state accreditation of higher religious institutions of
professional religious education, it should be emphasized that as a result of
many historical events of the 20th century, there is a big gap between the
Church and society. If spiritual schools don’t receive accreditation, the
existing discrepancy will only increase. At the same time, we are talking not
only about the level of education, but also about the process of incorporating
religious education into the single educational space of modern Russian
society, as well as about the constant joint dialogue with society.
We cannot go to ghettos, we cannot isolate ourselves from society. The
Church exists for people, so it must sanctify society. It should call people to
salvation, to keep the commandments of Christ, this is its mission. The
Church is not obliged to agree with society in everything, but it should not
lose touch with it. We are in favour of dialogue. This is especially important
for the social Institute of professional religious education, which operates in
the multi-ethnic and multi-religious regions of our country, where dialogue
with society and other religious denominations is of particular importance
for all social groups, the state and the Church as a whole.
The reform of spiritual education has been the Central theme of the annual
International Christmas educational readings for many years. Historically,
the circumstances of the life of the Church in the 20th century clearly show
that the scientific quality of theology is directly related to theological,
namely – religious education and spiritual enlightenment. Religious
education has become an integral and essential part of the Church’s mission
in the modern world community.
Theological education in Russia has always been set on a mission of moral
development of the nation. Nowadays, key topic for research is positive
influence of Russian theological education on one’s morality through
theological perception of national society and its everyday life. In this
regard, special attention required to maintain a balance of innovations and
traditions of the theological institutions. Either approach to the
incorporation proved to have its advantages and drawbacks. Recently, both
approaches efficiently apply on the national scale.
Keywords: education, religious education, innovations in education,
prospects of education, orthodox education
Svetlana A. Sharonova¹, Lidiya V. Rassokhina²
¹Peoples’ Friendship University of Russia (RUDN University),
Moscow, Russia, e-mail: firstname.lastname@example.org
ORCID ID: 0000-0003-2892-4785
²Peoples’ Friendship University of Russia (RUDN University),
Moscow, Russia, e-mail: email@example.com
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