Reflective pedagogy in Sunday school as a means of overcoming the risks of clip consciousness in spiritual and moral education
DOI: 10.23951/1609-624X-2026-5-25-35
The article examines the problem of developing spiritual and moral values in children and adolescents in a digital environment that enhances the fragmentation of perception and the development of the so-called clip consciousness. Particular attention is paid to the specifics of the educational process in Sunday schools, where the task of the teacher-mentor is not only to transfer knowledge, but also to promote the internalization of value guidelines. The aim of the study is to experimentally test the effectiveness of a set of reflective practices for developing cognitive, emotional-volitional, and behavioral components of spiritual and moral guidelines in Sunday school students in a digital environment. The study involved 384 pupils of Sunday schools of the Udmurt Republic (age 6–16; M – 11.2; SD – 2.4) and 345 participants of the control group, comparable in age but not included in the reflective education program. For diagnostics, a set of methods aimed at assessing cognitive, emotional-volitional, and reflexive components was used: a modification of the Bourdon test and the “Semantic Retrospection” technique (attention and semantic processing); the empathy scale of I.M. Yusupov, the emotional response scale of O.S. Barkanov, and the emotional intelligence questionnaire of D.V. Lyusin (emotional sphere); the reflective functioning questionnaire (RFQ-Y) and the author’s questionnaire for assessing spiritual and moral orientation (reflective-value component). Statistical data processing was carried out using the Student’s criterion, Pearson’s correlation analysis and normality testing according to the Kolmogorov-Smirnov criterion. The results showed positive dynamics in all key indicators: the number of errors in the proofreading test decreased, the index of semantic retrospection increased, the levels of empathy, emotional intelligence and reflexive functioning increased. Pupils systematically involved in the practices of slow reading, discussion, liturgically oriented tasks and mentoring demonstrated a stable transition from a situational emotional response to a meaningful value action. Correlation analysis confirmed the systematic nature of the changes: cognitive indicators of attention are consistent with the growth of the depth of semantic processing, and emotional responsiveness is associated with the formation of behavioural patterns. The scientific novelty of the study lies in clarifying the role of reflection pedagogy as a “value mediator” between digital fragmentation and the integrity of the spiritual and moral development of the individual. The practical significance of the work lies in developing a controlled scenario for Sunday school teachers: from diagnosing the level of value orientation to selecting appropriate reflective tasks and monitoring the dynamics of development. The research materials can be used in training mentors and in the system of advanced training for teachers. The article substantiates the author’s understanding of reflection pedagogy as a system that specifically overcomes cognitive, emotional and behavioral risks of digital socialization.
Keywords: clip thinking, pedagogy of reflection, spiritual and moral education, Sunday school, digital environment, internalization of values, reflective practices, semantic retrospection, emotional intelligence
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Issue: 5, 2026
Series of issue: Issue 5
Rubric: GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION
Pages: 25 — 35
Downloads: 6