The problem of spirituality in the context of education

Definition of spirituality in the context of education science became a subject for numerous researches in the late 20 th century and is still relevant. From the perspective of education science the spirituality concept is associated with such categories as education, morality, ideals and values, knowledge. The general definition of the spirituality depends on the assumed basis of a source of spirituality, which is different in the three religious paradigm types. Atheism suggests the strength of material as such a source (interpretation of the spirituality in the context of materialism was widespread in the USSR, when the spirituality was defined as aspiration for high morals, ethics and aesthetics, interest in everything sublime and beautiful), but cannot determine the evaluation criteria of the spirit (at different times it was progress, class consciousness, growth of material well-being). Pantheistic conception of the spirit comes to its interpretation as an independent impersonal essence, from which the two deities are formed; one of them creates spiritual substances, while the second one creates the material world. Each of them have diametrically opposite qualities, and since they are the results of a single principle, here, just as in the atheism, it is impossible to distinguish the absolute criteria of good and evil. Clear understanding of the criteria of good and evil is only possible in the monotheistic paradigm where the only God is recognized as a true uncreated spirit, and, therefore, all that is related to the God is regarded as a blessing. Determination of spirituality for educational purposes is reduced to the guarding of students from destructive influences in the spiritual sphere (for example, sectarianism) and to creation of conditions for the development of spiritual immunity through enculturation to national and world classical culture.