At the beginning of the 19th century, the Russian Empire underwent reforms in theological and secular education. This article emphasizes the commonality of the administrative and substantive guidelines of these reforms. The reforms led to the streamlining and development of general education in theological parochial schools. During the reform process, the possibility of initial homeschooling for children, considered equivalent to lower theological education, and mechanisms for final examinations were legalized. The financial situation of parish theological schools was dire, which hindered their development.
This article examines the pedagogical experience of teachers who use project activities in the learning process; it identifies the basis for working on a project. The article discusses the conditions that contribute to the development of creative self-realization among high school students, such as the increasing complexity of project activities. The article concludes with relevant recommendations.
The article discusses the concepts of spirituality, morality, and personal qualities of students, reveals the essential characteristics of spiritual and moral education of students, and the importance of cooperation between parents and teachers in educational activities.
The article analyzes the process of development and initiation of creative abilities at various stages of profession-oriented foreign language training for technical university students. Each stage of foreign language training is described by key characteristics that contribute to the development of students’ creative abilities in a non-linguistic university. The process of developing students’ creative abilities is a hierarchical one. Each stage of foreign language training serves as a preparatory step for the development and initiation of the student's creative abilities.
Present study is directed to analizing general and interpersonal awareness among students of humanities, natural sciences and technical types of education (the sample consisted of 391 students aged 18-26 years, 83 % were female). The hypothesis of a higher level of mindfulness among students of the humanities was tested. It was revealed that all students, regardless of the field of education, received values of the degree of dispositional and interpersonal mindfulness within the average values. Statistically significant lower status of the components of mindfulness Observativon and Attention to self and others were revealed in students of the technical profile. The results obtained open up horizons for further research on the development of mindfulness within the framework of educational practices.
