У дисертації вперше здійснено комплексне дослідження богословської
освіти в Україні, розроблено історичну та сучасну типологію богословської освіти. Встановлено відмінності релігійного та світського освітнього простору у
розвитку богословської освіти. Проаналізовано підходи у розумінні богослов’я
та богословської освіти серед українських інтелектуалів. Здійснено
диференціацію предметних полів богослов’я та інших галузей знання про
релігію. Проаналізовано етапи формування історичного становлення типів
богословської освіти на території України. Окреслено мережу центрів
богословської освіти в Україні. Реконструйовано етапи нормативно-правового
та законодавчого врегулювання функціонування богословської освіти в Україні.
Окреслено сучасний дискурс богослов’я та богословської освіти в Україні.
Розмежовано поняття світськість і конфесійність в теорії і практиці
богословської освіти. Виявлено можливі тенденції розвитку богословської
освіти у вітчизняному освітньому просторі.
For the first time a comprehensive religious analysis of theological education
in Ukraine was carried out using descriptive typological approach. The concept of
theology and its connection with theological education was clarified. Historical
reconstruction of the concept of theology and its use in heathen and Christian
traditions was conducted. The sense of the concept of “theology” was specified and
its connection with theological education in historical development, which was
mainly formed in the Middle Ages, was established. It was defined that the notion of
theological education had been connected with the teaching of theology in European
medieval universities.
The study was conducted to distinguish the object and subject of theology in
comparison with other spheres of knowledge about religion such as philosophy of
religion, religious philosophy and religious studies. Furthermore, the differences of
these spheres were determined, and the distinctive components in the subjects of
these spheres, especially, in the context of educational activity were explained.
The theological education in historical perspective were classified and
historical types of the theological education (catechetical, missionary and apologetic,
doxological, academic) were distinguished. These types emerge consistently, thus
they exist in parallel for a period, and eventually they combine into doxological and
academic types of the theological education. Moreover, the modern types of the
theological education (denominational, non-denominational and interdenominational) were made distinctive in the dissertation, and their differences and functional
characteristics were described. The qualitative features of the development of the
historical forms of the theological education through the different historical periods
were identified.
The historical stages of the formation of the theological education in the
territory of Ukraine were delineated, and the differences and peculiarities of these
stages were outlined, mainly, the historical reconstruction of the theological
education from the times of Kyiv Rus to the present days. Thus, the emergence of the
theological education in the territory of Ukraine and the rudiments of catechetical,
missionary and apologetic, doxological theological education were characterized. The
development of systematic theological education of the doxological type in the
territory of Ukraine was analyzed. The formation of the academic type of the
theological education in the territory of Ukraine was demonstrated. The process of
establishment of the academic type of the theological education in the territory of
Ukraine was detailed.
The state of denominational theological education in Ukraine was described,
and the peculiarities of denominational theological education were revealed within
the historical framework and in modern times of its development. The network of the
denominational centers of the theological education was carried out and analyzed.
The state of denominational theological education was characterized, also the status
of non-denominational and interdenominational theological education was
determined.
The state of non-denominational and interdenominational theological
education in Ukraine was explained in terms of the differences between these types of
theological education and their positive and negative points in the modern context.
The insufficient level of development of the centers of non-denominational and
interdenominational theological education in Ukraine was emphasized.
The process of normative legal base of the regulation of the theological
education during the Soviet period in the territory of Ukraine was analyzed, and the
influence of the developed models on the normative order in the sphere of the
theological education in post-Soviet Ukraine was defined. The early formation was
characterized, and the changes in the normative legal supply and development of
theological education in post-Soviet Ukraine were identified. The search for a
legislative solution of recognizing of the results of educational and scientific
activities of Ukrainian institutions of higher spiritual education was described. All
components of this process were analyzed and explained, and features were
formulated. The analysis of the legislative solution and regulation of the recognition
of the results of the educational and scientific activities of Ukrainian institutions of
higher spiritual education from the beginning of the transformation of Ukrainian
educational legislation in 2013-2014 was carried out.
The dissertation presents the normative legal regulation of the theological
education during the Soviet period. The beginning of the formation of the normative
and legal provision of the theological education in the independent Ukraine was restored. The state policy concerning matters of the theological education was
characterized. The search for a legislative solution to recognize the results of
educational and scientific activities of the institutions of higher spiritual education in
Ukraine was demonstrated. Legislative decision on the subject of recognition of the
results of the educational activity of Ukrainian institutions of higher spiritual
education was determined. Subordinate legislation concerning the recognition of the
results of educational and scientific activity of the institutions of higher spiritual
education was analyzed.
The modern discourse of theology and theological education in Ukraine was
outlined. The author presented the features of modern discourse of theology and
theological education in Ukraine. The concepts of “secularism” and “denomination”
in the theory and practice of theological education were described. The author’s way
of considering secularism and denomination in the theory and practice of theological
education was presented. The author revealed the tendencies of the development of
the theological education in Ukraine, which would determine its development in the
near future. The peculiarities of the revealed tendencies of the future development of
the theological education in Ukraine were shown and explained in the dissertation.
Dans la thèse, l’étude complexe de l’éducation théologique en Ukraine a été
réalisée pour la première fois, ainsi que la typologie historique et moderne de
l’éducation théologique. Les différences entre l’espace éducatif religieux et laïque
dans le développement de l’enseignement théologique étaient établies. Les approches
de la compréhension de la théologie et de l’éducation théologique parmi les
intellectuels ukrainiens étaient analysées. La différenciation des domaines théoriques
de la théologie et des autres domaines de la connaissance de la religion était réalisée.
Les étapes de la formation historique de types d’éducation théologique sur le
territoire de l’Ukraine étaient analysées. Le réseau de centres d'éducation théologique
en Ukraine était décrit. Les étapes de la réglementation juridique et législative du
fonctionnement de l’éducation théologique en Ukraine ont étaient reconstruites. Le
discours moderne de la théologie et de l’éducation théologique en Ukraine était
présenté. Les notions de laïcité et de confessionnalité dans la théorie et la pratique de
l’éducation théologique étaient distinguées. Les tendances possibles du développement de l'éducation théologique dans l’espace éducatif domestique étaient
révélées.
