Interpretation of the Concept of Social Constructivism by L. S. Vygotsky through the Semiotics of Education, the Theory of Transcendence in Education and the Theology of Personality by V. N. Lossky

The subject of the work is the theses of the concept of developmental learning, semiotics of education, theory of transcendence in education, and theology of personality. The aim of the research is to develop a practical pedagogical method based on the discussed concepts. The author demonstrates the key positions of the concept of developmental learning, such as the zone of proximal development and scaffolding; reveals the understanding of education as a semiotic system and the participation of transcendent reality in it; and outlines the main theses of the theology of personality by V.N. Lossky. Then the author combines the aforementioned theories to create a pedagogical method, which he defines as an integration of the developmental learning approach with the position of the theology of personality. The author's special contribution is the generalization of scattered concepts into unified conclusions and the development of a practical pedagogical method, which includes a number of theses, specific components of a case for conducting a lesson as a template, and instructions for implementing the case in accordance with the generally accepted stages of a lesson also in the form of a template. The author concludes that the developed case is universal and can be applied at different levels of education. The author also notes the value of the material based on which the method was developed for further study of each of the presented areas of science. The author emphasizes that the application of the method is not limited to the religious context, as the method was developed based on non-religious research, and the positions of Orthodox theology of personality correspond to the presented theories of modern philosophy of education.

philosophy of education, semiotics of education, edusemiotics, concept of developmental education, zone of proximal development, scaffolding, constructivist educational approach, transcendence in education, theology of personality, pedagogical methods