Sociological research shows that the problem of intellectuality [intelligentnost'], especially that of educators, is of considerable interest to the students of a higher pedagogical educational institution [1]. This interest is also manifested among teachers and students, in particular, of educational institutions of the gymnasium type [2]. To a certain extent, the interest is an indication of a new approach to the definition of the role and place of the intelligentsia in society. As is well known, during the Soviet era the intelligentsia was considered to be a social stratum between the working class and the kolkhoz [collective-farm] peasantry. A person who had obtained a secondary specialized or higher education was considered to be an intellectual [intelligent]. It was all very simple. When it came to any substantive criteria of intelligentnost' per se as a social and ethical concept, either none were mentioned at all, or else they came down to nothing more than a person's culture of thought and "knowledge," or possibly his outward "culturedness" (etiquette, good manners, attire, being well read, and so on). Not only that but intellectuality was very often associated with social flabbiness (especially compared to the leading role of the working class). The intellectual's importance was defined by how actively and completely he fulfilled the social mandate of the working class in his own activities. And what can be said about the tragic fate of so many of the intellectuals in the 1930s…. The new approach to the intelligentsia is conditioned by a more profound interpretation of its specific spiritual and moral role in society, because the intelligentsia is not just the spiritual elite of society but also the voluntary vehicle of responsibility for the spirituality [dukhovnost'] of present and future generations.