Religious and philosophical foundations of the relationship between teacher and pupil in the pedagogical traditions of Protestantism, Catholicism and Orthodoxy: a comparative analysis
- DOI
- 10.5922/vestnikpsy-2025-4-9
- Pages
- 89-100
Abstract
A comparative analysis of the religious-philosophical foundations of the teacher-student relationship in the pedagogical traditions of Protestantism, Catholicism, and Orthodoxy is conducted. The study shows that each of these traditions is based on unique religious principles that shape the value orientations of the educational process. The scientific novelty of the work lies in the comprehensive analysis of pedagogical systems, based on a systematic consideration of their religious and cultural components. The application of a civilizational approach helped reveal the uniqueness of each tradition. It is established that Protestant (Calvinist and Lutheran) models emphasize the development of independence and discipline through democratic interaction. The Catholic model is built on hierarchical teacher-centrism, aimed at cultivating a harmoniously developed personality. Orthodox pedagogy focuses on the spiritual transformation of the individual through obedience and conciliarity. In both Catholic and Orthodox traditions, the role of the teacher is sacralized but interpreted differently: in Catholicism, the teacher is perceived as a strict mentor whose mission is to maintain discipline and uphold hierarchy; in Orthodoxy, the teacher is seen as a loving father and shepherd, responsible for the spiritual and personal development of the student, guiding them toward wisdom and salvation through mentorship. It is emphasized that the adoption of pedagogical models without consideration of their religious foundation may lead to a distortion of their semantic content in a different cultural context.