The dialogue between religious educational tradition and scientific pedagogy of morality: Cognitive schemas in the logic of similarities and differences [Dialog med religioznim vzgojnim izroèilom in znanstveno pedagogiko morale: Kognitivni vzorci v okviru logike podobnosti in razlik]

The purpose of this article is to search for correlations that would be meaningfully verified and logically justified, such as pedagogical description of an individual's social behavior, which would be focused on a priori personal recognition of the religious form as the standard of building individual moral intentions and their social embodiment, and social behavior, emphasizing the conscious derivation of moral principles from non-religious human values and secular ethics. The authors substantiate the essential difference between religious and traditional scientific interpretation of the basic principles of moral behavior related to the degree and methods of individual's comprehension of the moral 'proto-form'. It is substantiated that the religious form of moral behavior is characterized by a significant degree of inclusion of apriorism, which frees the individual from the need to independently seek the basic moral principles, confining him/herself to a priori faith in 'religious maxims'. It is shown that the traditional scholarly intentional-and-semantic representation of morality presupposes 1) the 'withdrawal' of moral positions from religious content by means of empirical, conceptual-and-theoretical and contextual 'tools' and the resulting 2) independent construction by the individual of a moral improvement roadmap, which would enable non-religious multi-aspect reflection. This conclusion is supplemented by the identification of the correlation of religious and scholarly pedagogical interpretation of the concept of 'tolerance'. © 2020 Korzhuev et al.