Раскрываются эпистемологические проблемы обоснованности и истинности научного знания в сфере воспитания, обусловленные отказом от фундаментализма и наукоцентризма. Намечены пути их решения, связанные с разработкой критериев научности педагогического знания на основе идей диалогизма.

There is substantiated the theoretical model of value and sense problem situation use, which contains existential issues, for the purposes of teenagers spiritual education and considering the main contradictions of spiritual education at juvenile age. There are suggested the results of the experimental work in testing its effectiveness, given the typology of situations, which was developed taking into consideration the purposes of spiritual education.

There are suggested the structural and procedural models of spiritual education, taking into account the peculiarities of a teenagers spiritual life. The holistic approach in the humanitarian aspect is shown as the methodological prism of the research.