The specifics of theological education in the system of modern scientific knowledge

Abstract

Introduction. The article examines the position and specifics of theology as an academic discipline within contemporary scientific knowledge. Purpose setting. Objections against theology as one of the humanities are based on the secular mindset that solidified during the Modern era. To clarify the nature of theology as a science, it is necessary to actualize the post-secular paradigm that began to form by the end of the 20th century. Methodology and methods of the study. The study employs the method of conceptual analysis, which allowed for the identification and construction of logical foundations to determine the specifics of theological knowledge and education. Results. It has been established that the secular worldview has lost its objective critical stance toward religious perspectives. The emerging post-secular paradigm exhibits syncretism and pluralism concerning forms of truth in knowledge. A consequence of this process is the return of theology to scientific discourse and, accordingly, to the education system. The necessity of dividing theology into secular and specifically religious branches is substantiated, which could contribute to the development of theological knowledge and clarify its actual value in the secular domain. Spiritual seminaries and universities, which possess secular accreditation as higher educational institutions, are now capable of providing the humanities discourse with a unique experience of understanding the Christian tradition. The article also discusses the general practical significance of theology, exemplified by the issue of digitalization. Conclusion. As a possible interdisciplinary consideration, the concept of theo-aesthetics is proposed as a distinctive way of contemplating the transcendent essence of the world through the manifestation of the beauty of creation. It is suggested to utilize the axiological potential of theology as a humanitarian discipline in addressing the practical challenges faced by contemporary education.