{"word_count": 558, "character_count": 3891}
Graduated from Philology Department of Lomonosov Moscow State University in 2003. In 2007 defended her Candidate (Ph. D.) thesis in Philological Sciences under the title ‘Grammar norm of sermon language in the Elizabethan period (1740s)’. Since she has been working at Philology Department of Lomonosov Moscow State University. Currently a Senior Professor at Russian Language Chair at Philology Department of MSU. Her studies mainly focus on the history of Russian and Church Slavonic languages in clerical milieu of the 18th century Russia.&#160;Publications related to the subject of the conference:Le français et l’allemand dans l’éducation religieuse en Russie au XVIIIe siècle // ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies. № 1 (2013). P. 48-74.“Природный язык” и язык обучения в духовном образовании XVIII века // Ulrich S., Kislova E., Kubicka E. (Hrsg.). Beitraege der Europaeischen Slavistischen Linguistik (POLYSLAV) 16. Muenchen – Berlin – Washington, D.C. 2013. P.102-108.Древнееврейский язык в православных учебных заведениях в России XVIII в. (К истории лингвистической компетенции церковной среды) // Вестник Московского университета. Сер. 9. Филология. 2013. № 1. С. 35-50.Hebrew in the Ecclesiastic Education and the View of the Ecclesiatical Hierarchs of the 18th Century // Schorch, Stefan / Thon, Johannes (eds.): Christliche Hebraistik im östlichen Mitteleuropa von der Renaissance bis zur Aufklärung – Christian Hebraism in Eastern Central Europe from the Renaissance to the Enlightenment. Brill (Leiden). 2014. [В печати].aurinko@gmail.comEducational Models Among the Clergy and the Nobility in the 18th CenturyThe paper will use historical and archival materials to examine processes related to influence nobility educational models had on educational models built up as part of ecclesiastical education – Orthodox Church seminaries and theological academies. Ecclesiastical education models are examined as part of church history usually outside the context of secular educational models. The main attention is paid to differences that shaped the clergy as a separate social class. However significant number of government’s decrees and instructions was aimed at bringing ecclesiastical education up to European level. Secular educational models, in the first place those of the nobility were bound to become points of reference for the most prestigious seminaries and theological academies bringing up future hierarchs and also confessors and catechists for educational institutions of nobility (first of all, Holy Trinity Seminary and Moscow Theological Academy and also Alexander Nevsky Seminary and Kiev Academy).Influence of secular educational models on curricula of seminaries and theological academies was the most intense in teaching European languages and consequently Russian.The paper will review as an individual issue introduction of the 'new learning method' in seminaries from 1786 and response to it from the clergy. Alongside with introduction of a number of subjects previously taught in educational institutions for nobility (arithmetic, geography etc) the ‘new method’ provided for enhanced teaching of Russian contradicted Latin tradition of the seminaries. We will also examine teaching French and German in seminaries: despite steady orientation on secular educational institutions as a reference in seminaries these classes had some differences from secular models of teaching these languages as directors of seminaries needed to both give students an idea of a foreign language and to preserve the ´purity of Orthodox faith´.The connection between educational models for the clergy and the nobility was in our opinion predetermined by the ideal of education that had been shaped by that time among the nobility respresenting the government. However, the clerical milieu corrected in a certain way changes being introduced.