Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)

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Groshev N. B. Educational environment of the higher theological school: Challenges and solutions. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2022, vol. 11, iss. 1, pp. 72-79. DOI: 10.18500/2304-9790-2022-11-1-72-79

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Educational environment of the higher theological school: Challenges and solutions

Groshev Nikolai B., Penza Theological Seminary

Since theological seminaries have become a part of the educational system of the Russian Federation, they are now subject to state licensing and have to gain accreditation. This requires a revision of means and effective educational principles in the higher theological school. In this regard, the issue of the educational environment development contributes to a rethink of developmental strategies and helps to determine new ones. Moreover, it stimulates the search for additional interaction forms of the teachers and students. At the center of this contradiction there are the aims of theological education, which, intertwined with secular education, do not completely coincide. Adapting to changes, the theological seminary realizes the necessity for its own development. One of the effective ways to preserve the traditions dating back to the time of Apostles is to implement the idea of individual mentoring as a resource for professional development of the future theologian. The purpose of the study is to reveal theoretical foundations for the formation of the institute of mentoring in the theological seminary. This is to be followed by a more precise definition of the educational environment of the higher theological school. Using the example of the Penza Theological Seminary, the author substantiates the place and role of individual mentoring in performing the first professional activities by the students who are intending to become priests. The article describes working project groups that have been operating in the seminary for a number of years under the guidance of tutors presented by the master’s degree students. Each project group has its own goals and objectives. Implementing them the student acquires new educational experience that helps him to realize in his further ministry the true goal of learning, which is represented by a person’s transformation. The authors make a conclusion about the importance of individual mentoring in preserving and transmitting the values of higher spiritual education.

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