Towards the problem of the content of the term “orthodox pedagogical tradition”

In this article, the author makes an atempt to determine the content of the concept of the Orthodox pedagogical tradition, which is part of the church’s tradition. Turning to experience from various areas of research, the author considers this concept within the framework of traditional theoretical and methodological approaches: structural, structural- functional, subjective, objective, and semiotic. It is shown that in its authenticity the concept of the “Orthodox pedagogical tradition” includes a very wide creative field of sociocultural existence, correlated with a single meaning, in which, along with the pedagogical tradition, indirect education is formed, in the form of a complete tradition - a single semiotic model with its constituent parts. Presently, the loss of functionality because of historical circumstances has reduced the content of this concept to a narrowly defined pedagogical tradition and deprived the necessary potential of a complete tradition whose meanings are transformed by traditionalism and modern desacralized culture. Te author emphasizes the special importance of the semiotic approach in Orthodox pedagogy. It is argued that the symbolic forms of culture prevailing in the modern world due to desacralization are not only destructive and sometimes unconscious, but also represent semiotic chaos due to the lack of a complete tradition - a single semiotic model