The article provides a historical analysis of adoption and spread of Christianity (the Christianization) as a state religion in Armenia during the reign of the Armenian king Tiridates III the Great (A. D. 287–330) and in the days of St. Gregory the Illuminator (Grigory Partev), the first enlightener and spiritual mentor of the Catholicos of the Armenian Apostolic Church, as well as relation of the religion to military service, the role of the church and the actions of clergymen in different periods of history in the army of Armenia. The article discloses formation of military spiritual service, forms and methods of activities of regimental chaplains both in peacetime and in wartime, aimed at carrying out activities that contribute to the formation of persistent moral-combat and moral-spiritual qualities among military personnel. Examples from the Holy Book in relation to military service are given.

The problem of studying spiritual phenomena is relevant in connection with the increasing demands from various social and medical services for the development of knowledge-intensive models of work and assistance, taking into account the spiritual dimension of human life. The article reviews the main views on the essence and nature of spiritual phenomena in psychological science, taking into account the prerequisites in philosophical and religious traditions, and outlines the readiness and possibilities of using the concept of “spiritual meaning” by psychology as a reflection of a person’s spiritual experience in the semantic structure of consciousness. It is believed that spiritual meaning is a category capable of carrying out research in the field of spirituality, religiosity and psychology at an interdisciplinary level.

The article provides a historical analysis of the formation of the Armenian army, with the formation of Armenians as a people. The activities of well-known historical political and military figures, spiritual mentors in patriotic education, morale-combat training and the formation of troops are presented. The philosophical and ideological principles developed simultaneously with the development of military art, which were set out in the “Regulations of the code of honor of the Armenian military of the 4th-5th centuries”, are revealed.

The author’s appeal to the moral teachings of Democritus is explained by the need to extract lessons on raising a virtuous young man that are significant for modern theory and practice of education. The pedagogical significance of Democritus’ “educational” morality, according to the author, lies primarily in the fact that it presupposes the ability of a person to “draw goodness from him/herself”, following the natural desire to be happy. One of the first to say that a person needs virtues to achieve the goal of life (a good mood), Democritus formulated a number of simple, i. e. clear for any person to understand, and therefore pedagogically effective moral instructions: “Don’t say anything bad about another and don’t do anything bad to him/her”; “Do not hide your shameful actions behind virtuous speeches”; “Accustom yourself to virtuous deeds and actions,” etc. The acceptance and implementation by young people of the “simple” rules of Democritus will allow them to rise to the understanding that virtues leading to a happy life make people humane; a happy life is a good life, to cherish it means to be on the side of good, which sanctifies life together in the modern world, i. e. ultimately, it will contribute to the formation of their moral awareness.

The article is devoted to the problem of the development of pedagogical culture of an officer of the Russian Army. It shows the role of culture and pedagogical culture in the formation of the spiritual and moral image of the individual in the past and in the current conditions. The essence, content, structure of the officer’s pedagogical culture and the directions of its improvement are considered.

The article gives a historical and pedagogical characteristic of the stages of the process of educating professional duty among future officers in military educational institutions of Russia in the early XVIII — early XX centuries. The components of the system of spiritual and moral values of students in Russian military schools of the studied period are reflected. The influence of the spiritual and moral values of society, the state and the armed forces of various historical stages of the formation of the Russian army and navy on the process of educating the professional duty of future defenders of the Fatherland is determined.

The problems of educating young people and ensuring their health and safety, including the fight against drug addiction, are discussed. By means of reflexive-activity psychology of personal development and moral education, the age-psychological characteristics of drug addicts are studied: their need-semantic sphere, experiences, motivation of behavior, goal-setting, relationships with family and social environment. With this in mind, the types of reflexive psycho-therapeutic programs for psychocorrection of personal development are designed. The educational experience of prevention and rehabilitation aimed at reflexive and pedagogical provision of psychological safety and spiritual and moral health of young people is summarized.

The article focuses on main directions and forms of work with young people on military-patriotic education on the example of the Arctic region of the Kola Arctic, reveals a conceptual block that contains approaches and principles of military-patriotic education; a target block that defines the purpose and objectives; the block of interrelations of age and social succession, which reveals the logic of interactions and continuity of preschool, school, higher and additional education, as well as service in the Armed Forces of the Russian Federation. A substantial block that contains the following sections: “spiritual and moral education of youth”; “military-patriotic work with youth”; “vocational training”; “military-applied sports”; “general physical training” appears as the most noteworthy. The final blocks are the evaluation and performance block, which reveals the results of the functioning of the system and states its actualization.

The increasing expansion of non-traditional Western values on modern society, especial in the education system, has led to a change in the vector of development of national education towards state priorities and national security. Creative toil as a spiritual and moral value of a person presupposes acquisition of knowledge and learning throughout life, creation of a creative atmosphere in the pedagogical process. Ignoring creative toil as a spiritual and moral value can provoke one-sided orientation towards the principles of economic growth, efficiency and competitiveness to detriment of other important educational goals, such as the development of reflexive and communicative abilities and formation of traditional spiritual and moral values.

In the context of increasing social sensitivity, an unusually painful feature in the educational process, which manifests itself in the loss of mental and spiritual manifestations, the younger generation manifests itself in the most unprotected cultural and psychological category of the population. Pedagogical management of the creation of a safe educational environment in a pedagogical university in the process of studying literature is overcoming a spiritual crisis in modern conditions, the signs of which are the observed loss of moral guidelines, “a gap with all the values acquired by mankind” (Akimov V.), the reorientation of values from spiritual to material, pragmatic, the substitution of the ideals of the culture of our Fatherland with samples of the mass subculture of the West, which gives rise to negativism, primitivism, immoral behavior as a phenomenon of personality destruction. The content of the article is aimed at providing a safe educational environment in order to form value attitudes among students in the process of studying Russian literature and subsequently implemented by them throughout their lives.