«FATHERS AND CHILDREN» IN THE LIGHT OF THE GOSPEL: OVERCOMING THE CONFLICT OF GENERATIONS THROUGH THE PEDAGOGY OF LOVE AND RESPONSIBILITY

Abstract

The article analyzes the phenomenon of the generational conflict ("fathers and children") as a fundamental pedagogical antinomy rooted in the gap between the transmission of cultural norms and the younger generation's striving for autonomy. Based on a review of contemporary sociological and psychological studies, it is shown that existing approaches describe the external mechanisms of the conflict but do not offer a holistic value-anthropological foundation for its overcoming. To fill this gap, the author applies the methodology of axiological-anthropological reconstruction (AAR) to the corpus of New Testament texts. As a result of axiological detection (AR-1), the core of the evangelical ethics of relations is revealed — ἀγάπη (agape) as an unconditional, sacrificial, and active disposition of will towards the other, concretized in the values of service (διακονία), responsibility, and humility (ταπεινοφροσύνη). Anthropological explication (AR-2) made it possible to reconstruct the model of man as a damaged image of God, moving towards integrity through repentance (μετάνοια) and synergistic co-action with grace, where the generational conflict is understood not as an obstacle, but as an ontological condition for the formation of subjectivity. The pedagogical translation of evangelical categories is carried out into a system of pedagogical principles (unconditional acceptance, authority as service, formative assessment, dialogical learning) and specific technologies (pedagogical contract, reflective diary, intergenerational projects). The principle of dialogical mentoring is formulated as an integrative model for overcoming the generational conflict. The novelty of the research lies in the fact that for the first time a systematic axiological-anthropological reconstruction of the Gospel text is undertaken as a basis for designing a pedagogical model of intergenerational relations, which makes it possible to translate theological categories into the plane of operational pedagogical principles. It is established that the genuine overcoming of the antinomy of "fathers and children" is possible not through choosing one of the sides or compromise, but through the productive retention of difference in the space of love and service, where authority is affirmed through care, and responsibility is understood as an internal ability to answer for the Other.