Home – Home – Jornals – "Philosophy of Education" 2026 number 3

Introduction. This article is devoted to the reconstruction of the erotapocritic model of St. Maximus the Confessor and its comparative analysis with E. Matusov’s dialogic pedagogy in the context of the digitalization of education. The relevance of the study stems from the deficit of existential engagement and motivation among learners in distance learning formats. The aim of the research was to reconstruct the erotapocritic learning model based on St. Maximus the Confessor’s treatise Questions to Thalassius (Quaestiones ad Thalassium) as an ontopedagogical project capable of compensating for the fragmentation of knowledge and existential uncertainty, and to examine its compatibility with the concept of dialogic pedagogy. Methodology. The object of the study is the pedagogical potential of the erotapocritic learning model in the Questions to Thalassius, while the subject comprises the structural analogies between the question-and-answer practice and the modern dialogic paradigm. The research employs comparative-hermeneutic analysis and conceptual modeling. Discussion. The analysis reveals that Maximus’s “discernment” of ontological levels and synthesis in the Logos complement Matusov’s “internally persuasive discourse”, enabling the transcendence of axiological dualism. A strategy is proposed that integrates critical reflection on values with the ontological restoration of personal integrity. Conclusion. The synthesis of these approaches establishes an ethics of pedagogical interaction focused on cultivating responsible subjects. Future work will involve empirical testing of the model within humanities education and the development of digital scenarios based on “repetition with deepening”.