SOCIO-CULTURAL INTERACTION FORMS OF CHURCH AND STATE ON THE EXAMPLE OF THE RUSSIAN ORTHODOX CHURCH

Purpose: the aim of the undertaken study is to consider the dynamics of the church-state relationship in the context of Russian new cultural tendencies at the turn of the century. Methodology: Thus, The methodological basis of the research was formed by philosophical analysis of the church-state relationship, historicism and comparison principles. The following tasks were being solved: defining the interaction ways between the religious organizations and the state on the modern stage of the Russian society development; pointing out the prospects of consolidation of both the сhurch and the state around the democratic civil society fostering program in XXI century; revealing the need to promote respectful attitude towards human values as an integral part of spiritual culture. Result: The authors achieved the following results within the study: A wider notions of church and state were introduced demonstrating the similarity of some of their functions: offering moral guidance for social well-being; historic doctrinal models “caesaropapism”, “papocaesarism” and “symphony(concordance) of powers” were identified and characterized alongside with their secular counterparts - separation and cooperation models of church-state relationship. In conclusion of the article the urgent need for the transition of church-state relationship from political to social and cultural spheres was justified. Applications: This research can be used for the universities, teachers, and students. Novelty/Originality: In this research, the model of Socio-Cultural Interaction Forms of Church and State on the Example of the Russian Orthodox Church is presented in a comprehensive and complete manner

PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN

Purpose of the Study: The article describes the view of the authors on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in the education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", "Differential psychology" at the university. These requirements give the opportunity to prepare more qualified and competent psychologists and teachers for elementary school

PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN

Purpose of the Study: The article describes the authors’ view on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research, the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school, but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", and "Differential psychology" at the university. These requirements give the opportunit