The activities of outstanding educators Stefan of Perm and Trifon of Vyatka on the development of education of the population of the Vyatka-Kama region

Abstract

Introduction. The problem of studying the educational efforts of the first enlighteners of the Russian Land is of relevance, theoretical interest and practical value for teachers in terms of forming spiritual and moral values among the younger generation, familiarizing young people with remarkable examples of selfless activity of the founders of education in the enlightenment of their people. The purpose of the study is to characterize the main directions of educational efforts of Stefan Permsky and Trifon Vyatsky. Materials and methods. To achieve the aim of the research the author used the following scientific methods: analysis of the historical literature, scientific and pedagogical interpretation of the information contained in the sources; comparative and historical methods; axiological approach, which allows to identify the positive content in the scientific material to be studied. The results of the study. The historical importance of the invention of the first alphabet by Stefan Permsky for the Komi people is proved. Its use in the course of church services represented the first attempt to educate and, at the same time, convert this northern people to Christianity, and contributed to the spread of literacy and Orthodoxy in the Vyatka-Kama region as a whole. Tryphon Vyatsky is shown as the builder of Orthodox churches, which became, at his command, a repository of books and written documents, and this, in turn, stimulated the initial development of the letter "on Vyatka". Tryphon Vyatsky contributed to the spread of book literacy and moral development, first of local priests, and then of the entire population of the region. He showed himself as a strict zealot of Orthodox morality, who fought against the spread of bad habits. Both enlighteners are shown as spiritual mentors and guardians of order and morality. Their educational activities laid the foundation for the further development of education in the Vyatka-Kama region. Conclusion. The initial stage of the development of education in the region under consideration was carried out thanks to the ascetic efforts of the first educators, whose example up to the present time serves as a moral guide for the modern generation of teachers of the Vyatka-Kama Region.

The life path and activity of the Russian-Brazilian teacher and psychologist E.V. Antipova

“…Borisov [23, p. 118] and E.I. Monoszon [24, p. 104], who in the 1920s were students of Treiter as a teacher of paedology at the Vyatka pedagogical institute, were included by the author of this article in the book "Teachers and psychologists of the Vyatka region", published in Kirov in 1993 [25].…”

Vyatka priest, educator and methodist teacher N. N. Blinov

“…At the same time, his educational and methodological work is covered to a greater extent [20]. Therefore, all the above-mentioned aspects of the study were reflected to one degree or another in our study of N. N. Blinov [21]. The purpose of our research was to study the multifaceted educational, pedagogical and scientific-methodical work of one of the most prominent representatives of the Russian regional education of the second half of the 19th and first two decades of the 20th centuries.…”

“…T he problem of revealing the essence and content of the phenomenon of enlightenment occupies a prominent place in historical and pedagogical research [1]. Most often, the authors in their works characterize the features of the implementation of educational work in previous historical epochs, i.e.…”

“…At the same time, considerable attention is paid to the role of religious organizations, in particular, the Russian Orthodox Church, in the organization of education [3]. As a matter of fact, the first enlighteners were, as a rule, the servants of the cult [4]. In Russia, as well as in other European countries, at initial stages of the development of education, Christian preachers played an extremely important role in spreading enlightenment [5].…”

“…They were the first teachers of their people [6]. In their daily activities, they, as a rule, harmoniously combined priestly and pedagogical work [7]. The participation of religious organizations in the education of the population is also studied by foreign historians of education [8].…”