Revisions of Theological schools before the educational reform of 1867
DOI:
https://doi.org/10.51216/Keywords:
control and revision activities of the Holy Synod, Spiritual and educational management, reform of the theological education system, audits of theological schools.Abstract
The article presents a brief analytical review of the historical process of the formation of control and revision activities of the Holy Synod in relation to theological and educational institutions. The subject of the research is the revision activity of spiritual and educational institutions in the considered time frame. The principles of scientific objectivity and historicism made it possible to analyze the transformational processes and the procedure for conducting revisions of theological schools before the reform of 1867, to characterize the significance of theological academies in the development of secondary theological education in the first half of the 19th century. The study reveals the role of the reform of religious education at the beginning of the 19th century, carried out by M. M. Speransky with the active participation of the chief prosecutor A. N. Golitsyn, which contributed to the centralization of theological educational institutions, as a result of which members of academic boards audited theological seminaries. Prior to the reform of religious education, all religious educational institutions were directly subordinate to the diocesan bishops and acted in accordance with the provisions of the Spiritual Regulations. During the reign of Alexander II, the Educational Committee was created under the Holy Synod. A fundamental reform of the system of theological education took place, which changed the structure and range of tasks of the higher management of theological and educational institutions. A new procedure for control and revision activities was approved, and professional auditors who, had higher theological education and work experience in a theological and educational department, performed their activities in accordance with this procedure. As a result, it is shown that the formation of the system of theological education was an important component in the development of the national theological school in particular and theological science in general.
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