The essence of the concept of "moral education". Moral education in modern conditions as a pedagogical process

29.07.2019

Introduction

In all ages, children have been instilled with moral upbringing, it was appreciated by people. The profound socio-economic transformations taking place in modern society make us think about the future of Russia, about its youth. At present, moral guidelines are blurred, the younger generation can be accused of lack of spirituality, lack of faith, aggressiveness, and cases of child crime have become more frequent. Therefore, the urgency of the problem of educating schoolchildren is associated with the fact that modern Russian society needs people who have not only theoretical and practical scientific knowledge, but also moral culture. In the modern world, a huge amount of information falls on the student, and it is required to help him create a special yardstick with which he will understand what is moral and what is not.

The general education school is tasked with preparing a responsible citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him, society, and the state. The solution to this problem is associated with the formation of stable moral properties of the student's personality.

The problem of our research is urgent. At the turn of the XX - XXI centuries, not the moral, not the spiritual, but the material, soulless came to the fore. Teachers have to carry out moral education, often contrary to social guidelines. To solve this problem, the teacher requires not only knowledge of subjects and the methodology for teaching them, but also the ability to direct their activities towards moral education in the formation of educational activities.

The object of the research is the educational activity of schoolchildren.

The subject of the research is the moral education of schoolchildren in educational activities.

Purpose of the research: to identify the problems of moral education in modern schools.

In accordance with the purpose, object and subject of research, the following tasks have been set:

1) define the concepts of "morality", "moral education", "morality".

2) to analyze the state of moral education of schoolchildren in modern schools.

3) to identify the conditions of moral education in the educational activities of schoolchildren.

4) study the value orientations of students.

5) describe the experience of moral education of schoolchildren.

Research methods: analysis of scientific and methodological literature, analysis of the practical implementation of moral education in the classroom.

The concept of moral education

One of the important problems of the modern school in the implementation of moral education is the answer to the question: what is "morality"?

"Morality is the rules that determine behavior, spiritual and mental qualities necessary for a person in society, as well as the implementation of these rules, behavior" Ozhegov, S.I. , Shvedova N.Yu. Explanatory Dictionary of the Russian Language, 2nd edition - M .: Academy, - 1995. - 144, - defines the modern interpretation of morality SI Ozhegov.

VI Dal believed that the "moral" is the opposite of the bodily, the carnal and equates to the spiritual, the soul, which belongs to one half of the spiritual life, opposite to the mental, but constitutes a spiritual principle with it: “truth and falsehood are related to the mental; to the moral - good and evil "Dal, V.I. Explanatory Dictionary of the Living Great Russian Language: In 4 volumes. Vol. 2: I - O. - M .: Terra, 1995. - p. 558 .; the second definition of the concept "moral" according to V. I. Dal: "Good-natured, virtuous, well-behaved; conscientious with conscience, with the laws of truth, with the dignity of man, with the duty of an honest and pure-hearted citizen "Dal, V.I. Explanatory Dictionary of the Living Great Russian Language: In 4 volumes. Vol. 2: I - O. - M .: Terra, 1995. - p. 558 .. What did the compiler of the dictionary refer to as moral? V. I. Dal wrote: “Any self-denial is a moral act, good morality, valor. The Christian faith includes itself? rules of the highest morality. Our morality is higher than civil morality: the first requires only strict observance of laws, while the second sets conscience and God as the judge ”Dal, V.I. Explanatory Dictionary of the Living Great Russian Language: In 4 volumes. Vol. 2: I - O. - M .: Terra, 1995. - p. 558. Thus, "moral", according to V.I. Dahl - the spiritual being of a person, based on the laws of Christian morality.

“Thinkers of different centuries interpreted the concept of morality in different ways. Even in ancient Greece, in the writings of Aristotle, it was said about a moral person: "A person of perfect dignity is called morally beautiful ... After all, they talk about moral beauty about virtue: a just, courageous, prudent and generally possessing all the virtues of a person is called morally beautiful" Artamokhin, A. A. Moral education of younger students in the educational process. - M. - 2002. [electr. resource] // www.lib.ru.

Contemporary literature also reflects the concept of morality. "Dictionary of Pedagogy" Kodzhaspirova G.M. and Kodzhaspirova A.Yu. gives the following interpretation to this concept: “Morality is 1. a special form of social consciousness and a type of social relations, one of the main ways of regulating human actions in society with the help of norms. Unlike simple norms and traditions, moral norms are justified in the form of the ideals of good and evil, ought, justice, etc .; 2. The system of internal human rights, based on a swarm of humanistic values: kindness, respect for elders, justice, decency, honesty, compassion, willingness to help. " Kodzhaspirova, G. M., Kodzhaspirov, A. Yu, Dictionary of Pedagogy. - Moscow: ICC "Mart"; Rostov n / a: Publishing Center "Mart". - 2005 .-- p. 206.

The Pedagogical Encyclopedic Dictionary gives the following interpretation of this concept: “MORALITY, a term used, as a rule, as a synonym for the term morality, less often - ethics. As well as the concepts of "ethics" in Greek, "morality" in Latin, the Russian word "N." etymologically goes back to the word "temper" (character) and is lexically fixed in the Dictionary of the Russian Academy (1793). Conceptual distinction between the concepts of morality and N. was carried out by Hegel in "Philosophy of Law" (1821). N. is presented as the final stage in the development of the objective spirit, in contrast to abstract law and morality. Abstract law is the sphere of private property, formal freedom and abstract good; morality is the sphere of real freedom: N. is the sphere of practical freedom, the substantial concreteness of will, which rises above opinion and desire. According to Hegel, the direct manifestations of N. are the family, civil society, and the state. In Soviet ethical literature, attempts were also made to semantic separation of concepts, in many respects close to Hegel's. For example, N. was understood as: a) morals as practiced forms of behavior, b) morality enshrined in tradition and age-old habit, c) morality at the level of its social manifestations - in contrast to morality as a cultural phenomenon, a form of motivation for individual behavior, personal attitude, a set of objective and unconditional norms, etc. " Pedagogical encyclopedic dictionary / Ch. ed. P24B. m.Bim-Bad; Editorial board .: M. M. Bezrukikh, V. L. Bolotov, L. S. Glebova et al. - M .: Great Russian Encyclopedia, 2002. - p. 171.

So, "morality" is the awareness, acceptance and fulfillment of positive spiritual and mental qualities.

Education - behavioral skills instilled by the family, school, environment and manifested in public life.

“MORAL EDUCATION, one of the forms of reproduction, inheritance of morality in society. In the understanding of N.V. in the history of culture, 4 main ones were formed. Traditions: paternalistic (NV as obligatory veneration of elders); religious and ecclesiastical (N. of century as the maintenance of the authority of faith); educational (NV as a result of mastering scientific knowledge subject to the judgment of reason); communitarian (NV as a process of forming a sense of collectivism). The diverse concepts in which these traditions were embodied (not always, of course, in their pure form), as a rule, had a philosophical status - they were limited to raising the question of the fundamental possibility in the general direction of N.V. At the same time, pl. concepts in which (as, for example, Plato, J.J. Rousseau) contained detailed educational programs and methods, turned out to be utopian. The complexity of the transformation of the general idea of upbringing into specific pedagogical recommendations and rationally organized actions, in the course of which a pre-planned moral result would be achieved, testifies to the conventionality of the concept of "NV".

… There is a literal understanding of N.v. as teaching morality, which is not entirely adequate: it is impossible to teach morality; N.v. expresses the need of society to consciously influence the process, which is extremely individualized and generally spontaneous.

The term "N. v." it is also used in a narrow sense - as teaching the norms of public decency. In this case, we are talking about the forms of individual behavior adopted in this culture in various situations: from behavior at the dinner table to rituals of worshiping the gods. Moral precepts teach a person to look at himself from the outside and develop self-critical respect for himself and others. It would be a big mistake to separate ethics from etiquette, to underestimate the role of the latter. Decent, dignified behavior, good manners, what is called good breeding, culture (see. Culture of behavior), still cannot be called morality, but it is a necessary component of it "Pedagogical Encyclopedic Dictionary, / Ch. ed. P24B. m.Bim-Bad; Editorial board .: M. M. Bezrukikh, V. L. Bolotov, L. S. Glebova et al. - M .: Great Russian Encyclopedia, 2002. - p. 169 - 171 ..

V.A. Sukhomlinsky notes that upbringing is the gradual enrichment of a child with knowledge, skills, experience, it is the development of the mind and the formation of an attitude towards good and evil, preparation for the fight against everything that goes against the moral foundations of society. According to V. A. Sukhomlinsky's definition, the essence of the process of moral education is that moral ideas become the property of every pupil, turn into norms and rules of behavior. V. A. Sukhomlinsky believed that the main content of moral education was the formation of such personality traits as ideological, humanism, citizenship, responsibility, hard work, nobility and the ability to manage oneself.

Writer and teacher S. A. Soloveichik writes: “Upbringing is teaching a moral life, that is, teaching moral means. When raising children, we teach them to achieve their goals at their own expense - using only moral means. Morality (defined by the question "at whose expense?") Indicates the lower limit of actions and deeds possible for a person; it is impossible to overstep the requirements of morality. Morality is the borderline of what is permitted by conscience. And there is no upper limit, upward - spirituality, it is infinite ... A person has any choices, except those associated with difficulties for another person ... There will be moral education - the child will perceive the rules of cultural behavior from the environment surrounding him, take an example from his parents ... There will be morality there will almost certainly be spirituality; if there is no morality, there will be nothing, no education. ”Soloveichik S. L. Pedagogy for all. - M., 1987 .-- S. 92.

Many great teachers attached great importance to moral education.

“I highly appreciated the moral education of L.N. Tolstoy: "Of all the sciences that a person should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible."

However, among teachers - classics of the last century, KD Ushinsky most fully characterized the role of moral education in the development of personality. In the article "On the moral element in education" he wrote: "Of course, education of the mind and enrichment of it with knowledge will bring a lot of benefits, but, alas, I do not believe that botanical or zoological knowledge ... could make the Gogol governor an honest official, and I am completely convinced that whether Pavel Ivanovich Chichikov is privy to all the secrets of organic chemistry or political economy, he will remain the same, very harmful to society, a sneak ....

Convinced that morality is not a necessary consequence of learning and mental development, we are also convinced that ... moral influence is the main task of education, much more important than developing the mind in general, filling the head with knowledge ... "Soblirov, Moral education. [electr. resource] // www.lib.ru.

Foreign teachers looked at moral education differently.

“In his work“ New Introductory Lectures on Psychoanalysis ”. Freud writes that everything in a person is determined by the unconscious principle - instincts, heredity. It is the unconscious that makes the psyche of animals and humans related ... Based on this conclusion, he believes that the upbringing of a demon will change something very much. But to Freud, man is a sensual, sexual and moral being in his life does not play a decisive role. In accordance with this theory, the behavior of the child is mysterious and is regulated by deep mutational, uncontrollable processes, and therefore it is not subject to moral regulation and self-regulation. " schools). - M .: Pedagogy, 1988 .-- p. 17 ..

“A major representative of behaviorism, B. Skinner, believes that a person does not mediate his actions by motives and goals, and that human behavior is controlled by the social environment. As a result, actions lose their moral meaning for the individual, since the assessment is given by the external environment, and not by itself ... B. Skinner argues that a person, like a machine, obeys strict laws "Gurin, V. E. Formation of moral consciousness and behavior of high school students: science - school reform). - M .: Pedagogy, 1988 .-- p. 17 - 18 ..

“Based on the views of J. Dewey, this direction [the“ progressive path ”] is developed by L. Kohlberg ... His position is based on the idea of identifying the progress of society and the development of the individual. Therefore, he believes that, while stimulating the moral development of the individual, it is not at all necessary to invest in this any specific content ... L. Kolberg believes that bringing up is to create conditions that will provide students with moral improvement. ”Gurin, V. Ye. Formation of moral consciousness and behavior of high school students: (Pedagogical science - school reform). - M .: Pedagogy, 1988 .-- p. 21 ..

However, one should understand why one person is moral and the other is not. “What prompts a person to act ethically? His consciousness, beliefs and developed habit. ... Moral convictions are a synthesis of knowledge about the proper and value, emotions and feelings, i.e. moral experiences of actions associated with moral (or, conversely, immoral) behavior. In this triad ... it is the emotional component that is the central connecting link. For knowledge about moral culture is assimilated if it is experienced as a value ... At the heart of emotional and moral culture are moral feelings ”Yanovskaya, M. Education of emotional and moral culture of schoolchildren // Public education - 2005 - №7 - p. 166 - 169 ..

So, moral education is the systematic formation of a child's knowledge about moral and immoral, about good and evil, about good and bad, help in the emotional experience of moral values, so that they become personally significant for the pupil.

A number of problems arise in the implementation of moral education. “… Attempts to interpret N.v. as a special direction along with physical, aesthetic and other education, in other words, the professionalized sphere of pedagogical activity, sooner or later run into a number of insurmountable difficulties. First of all, this concerns the participants in the N.'s process. It is logical to assume that in relation to N.V. educators must stand out from the rest of the people for their moral qualities. However, one of the distinctive features of a truly moral person is his awareness of his own imperfection, a feeling of dissatisfaction with himself, as a result of which he cannot unconditionally assume the role of a moral teacher. If a person considers himself worthy of such a role, then this just proves that he is least suitable for it.

A paradox arises: one who has a basis to teach moral principles (precisely because he possesses the necessary qualities) will never become a moral teacher; also, who willingly strives to fulfill such duties (precisely because he wishes to do so) should never be entrusted with this role. There are contradictory ideas about the N.V. object. In any educational process, the educated are taught, they pass on their experience, knowledge, abilities, skills, etc. Morality, however, cannot be assimilated in a purely external way, it is based on personal autonomy: the moral law, unlike all other prescriptions, is the law of the personality itself. The way out of this situation was usually seen in the interpretation of N. in. as a peculiarly "midwife" art (Socrates. I. Kant). Upbringing, like any rational activity, also has a distinction between the final result (goal) and intermediate actions (means) leading to it, in which the means are justified only in connection with this goal (for example, musical education requires daily exercise, etc.) ... N. in. does not fit into the logic of purposeful activity. Morality is not an ordinary goal that can be achieved in a certain period of time with the help of specific means: it can rather be called the last, highest goal, a kind of goal of goals that makes possible the existence of all other goals and is not so much ahead as at the foundation of human itself. activities. More precisely, morality can be called not a goal, but an ideal - a regulatory principle and a scale for assessing human behavior. The formula “the end justifies the means” is inapplicable to morality, just as there are no means that lead to morality, so morality cannot be a means leading to anything else, for the reward of virtue is virtue itself.

Another contradiction arises: N. in. as a rationally organized activity makes sense insofar as in the course of this activity morality turns from an ideal goal into a real one, but if morality acts as an ideal goal, then efforts to further transform it are meaningless, because existence in the form of an ideal is the way of its real existence ... The absence in society of persons and institutions professionally engaged in N. of century is extremely important for understanding the mechanisms of reproduction of morality in society. According to the ancient Greek philosopher Protagoras, there is no need for special teachers of virtue, since all teachers (mathematicians of music, etc.) teach virtues.

Social institutions (family, school, work collective, etc.) also, along with their direct purpose, have a moral impact on the individual. The process of reproduction of morality is inscribed in all the variety of social activities. In general, it proceeds spontaneously and lends itself to directional influence and conscious control of Ch. O. in the form of self-education and self-improvement. A person can influence his own moral development through the cultivation of certain actions, behavior, summed up in moral character traits. What are the actions, said Aristotle, such are the moral qualities of a person. By evenly distributing benefits in the exchange between people, a person learns to be just, showing courage in conditions of danger, he acquires masculinity. However, it is the sequence of actions that he influences other people. "Moral education begins where they stop using words" (A. Schweitzer), it is carried out through the power of one's own example. This is how the educated person becomes an educator: while educating himself, a person simultaneously educates others. ”Pedagogical Encyclopedic Dictionary, Dictionary / Ch. ed. P24B. m.Bim-Bad; Editorial board .: M. M. Bezrukikh, V. L. Bolotov, L. S. Glebova et al. - M .: Great Russian Encyclopedia, 2002. - 528 p: ill.

"NV, can acquire opposite forms: moralizing and moral terror (the desire to forcibly make people happy by imposing certain rules and forms of behavior on them through strict regulation; while moral prescriptions act as a means of suppressing and humiliating a person)" Pedagogical encyclopedic dictionary, dictionary / Ch. ed. P24B. m.Bim-Bad; Editorial board .: M. M. Bezrukikh, V. L. Bolotov, L. S. Glebova et al. - Moscow: Great Russian Encyclopedia, 2002. - 528 p: ill .. This form of moral education is wrong, even dangerous.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

ESTABLISHMENT OF EDUCATION "BELARUSIAN STATE PEDAGOGICAL UNIVERSITY NAMED AFTER M. TANK"

FACULTY OF SOCIAL AND PEDAGOGICAL TECHNOLOGIES

DEPARTMENT OF SOCIAL WORK

ESSAY

in the discipline "PEDAGOGY"

on the topic "Moral education"

Artist: Prokopenko Tatiana Nikolaevna

group: 100

Head: Associate Professor of the Department

social pedagogy

Pishova Anna Vladimirovna

Introduction

2. Methodology of moral education

4. The relationship of moral education with other types of education

Conclusion

List of used literature

Introduction

Moral education is one of the most important aspects of the multifaceted process of personality formation, the individual's assimilation of moral values, the development of moral qualities, the ability to focus on the ideal, to live according to the principles, norms and rules of morality, when beliefs and ideas about what should be embodied in real actions and behavior. The upbringing of a growing person as the formation of a developed personality is one of the main tasks of modern society. Overcoming the alienation of a person from his true essence, the formation of a spiritually developed personality in the process of the historical development of society does not occur automatically. It requires efforts on the part of people, and these efforts are directed both at creating material opportunities, objective social conditions, and at the realization of new opportunities opening up at each historical stage for the spiritual and moral improvement of a person. The real possibility of human development as an individual is provided by the entire totality of material and spiritual resources of society. However, the presence of objective conditions in itself does not yet solve the problem of the formation of a developed personality. It is necessary to organize a systematic process of upbringing based on knowledge and consideration of the objective laws of personality development, which serves as a necessary and universal form of this development.

Purpose: To consider the purpose, content and methods in moral education.

1. To study the essence and goals of moral education.

2. Consider the content of moral education.

3. Identify the methods of moral education.

4. Determine the connection between moral education and other types of education.

Moral education as a specific process includes in its content, first of all, the message to the educated of certain information about proper behavior. Responsibility for behavior is developed on the basis of knowledge about how a person should act in certain conditions. The assimilation of moral norms is carried out spontaneously in the daily communication of people. Moral education gives this process a targeted orientation, systematicity with the help of ethical education. No matter how varied its forms, it is fundamental that this means of moral education needs to be developed and improved.

1. The goals and objectives of moral education

moral education personality

The goal of moral education is realized by the entire content of educational activity, which is a two-way process of relations between the subject and the object of education. The educational activity itself presupposes the process of transforming moral norms into the inner convictions of the individual, attitudes towards action, while the educator acts as a "co-author" and "supplier" of the influence of society on the individual with the help of specific educational means and techniques used by him, and the object of education is an active participant the process of upbringing: selectively refers to the perception of social influences directed at it and therefore, in a sense, itself acts as a subject of upbringing. The term "morality" originates from the word temper. In Latin, morals sound like / moralis / - morality. "Morals" are those standards and norms that people are guided by in their behavior, in their daily actions. Morals are not eternal and not immutable categories, they are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not legal provisions. At the same time, moral requirements, norms, morals receive a certain justification in the form of ideas about how a person should live, behave in society, etc.

L.A. Grigorovich gave the following definition of "morality" - it is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism.

I.S. Maryenko identified morality as an integral part of a person, ensuring voluntary compliance with existing norms, rules, and principles of behavior. They find expression in relation to the Motherland, society, collective, individuals, to oneself, to work. "Moral norms" are rules, requirements that determine how a person should act in a particular situation. A moral norm can induce a child to certain actions and actions, and it can prohibit or warn against them. "Education" is a process of purposeful personality formation. This is a specially organized, controlled and controlled interaction of educators and pupils, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

The concept of "moral education" is all-encompassing. It permeates all aspects of human life. That is why the outstanding teacher of our time V.A. Sukhomlinsky, having developed an educational system for the all-round development of the individual, quite reasonably believed that its system-forming feature is moral education. "The heart of moral education is the development of the moral feelings of the individual." "Moral education" is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form their moral qualities that meet the requirements of public morality. " adolescents: activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally integral personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior.

Moral education includes: the formation of consciousness of connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, the requirements of society, proof of their legitimacy and rationality; the transformation of moral knowledge into moral beliefs, the creation of a system of these beliefs; the formation of stable moral feelings, a high culture of behavior as one of the main manifestations of human respect for people; the formation of moral habits. "Moral education of the individual" is a complex and multifaceted process, including pedagogical and social phenomena.

The main tasks of moral education:

1. Formation of moral consciousness;

2. Education and development of moral feelings;

3. Development of skills and habits of moral behavior.

Moral consciousness is an active process of reflection of moral relations, states. The subjective driving force of the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, assessment, making moral decisions, making responsible choices. Moral experiences, torments of conscience are amazed by the unity of sensory states reflected in consciousness, and their comprehension, assessment, moral thinking.

Moral feelings, consciousness and thinking are the basis and stimulus for the manifestation of moral will. Outside the moral will and effectively practical attitude to the world, there is no real morality of the individual. It is realized in the unity of moral feeling and conscious adamant determination to realize one's moral convictions in life.

Moral habits are the alphabet of moral ideas and beliefs. The formation of moral habits is the way of the educator's penetration into the spiritual world of the pupil, without which it is impossible to understand a person and influence him by the most subtle means - in a word, beauty. Thanks to the moral habit, the norms of social consciousness and social morality become a spiritual acquisition of the individual. Self-affirmation, self-education, self-respect are impossible without moral habit.

2. Methods, forms, means of moral education

The moral behavior of a person has the following sequence:

A life situation is a moral - sensory experience generated by it - a moral understanding of the situation and the motives of behavior.

Choice and decision-making is a strong-willed stimulus - an act.

In life practice, especially in extreme conditions, all these components are always implemented in unity. The most important means of moral education is the use of moral ideals created in culture at different stages of historical development, i.e. models of moral behavior to which a person seeks. The strength and stability of the moral quality depends on how it was formed, what mechanism was used as the basis for pedagogical influence. For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of the moral quality, about its necessity and about the advantages of mastering it. The child should have a desire to master the moral quality, i.e. it is important that there are motives for acquiring the appropriate quality. The emergence of motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the process of formation a personally significant color and therefore affect the strength of the emerging quality. But knowledge and feelings give rise to the need for their practical implementation - in actions, in behavior. Actions and behavior take on a feedback function that allows you to check and confirm the strength of the formed quality. Therefore, the mechanism of moral education can be distinguished: Knowledge and ideas + motivation + feelings and attitudes + skills and habits + actions and behavior = moral quality.

The main feature of this mechanism is the absence of the principle of interchangeability. This means that every component of the mechanism is important and cannot be eliminated or replaced by another. The action of the mechanism is flexible: the sequence of the component can change depending on the quality features and on the age of the object of education. The development of moral consciousness presupposes knowledge of moral principles, norms and, at the same time, constant awareness and comprehension of one's moral position in society, moral state, sensations, feelings of moral consciousness - an active process of the child's reflection of his moral relations, states. The subjective driving force of the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, assessment, making moral decisions, making responsible choices. Moral feelings, consciousness and thinking are the basis and stimulus for the manifestation of moral will. Outside the moral will and effectively practical attitude to the world, there is no real morality of the individual. The moral behavior of a person has the following sequence: life situation - experience - comprehension of the situation and motives - choice and decision-making - stimulus - action.

Moral education is carried out using certain means and methods. The means of moral education of preschoolers can be combined into several groups:

Fiction, visual arts, music, film, and other media can be grouped into the artistic media group. This group of tools is very important in solving the problems of moral education, because contributes to the emotional coloring of cognizable moral phenomena. Artistic means are most effective in the formation of moral ideas, moral feelings in children.

The second means of educating preschoolers is nature. Nature makes it possible to evoke humane feelings in children, a desire to take care of those who are weaker, who need help, to protect them, and contributes to the formation of a child's self-confidence.

The third means of moral education of preschoolers is the children's own activity: play, work, educational activity, artistic activity. Each type of activity has its own specifics, fulfilling the function of a means of education, but this means - activity as such - is necessary, first of all, in the education of the practice of moral behavior. A special place in this group of means is given to communication. Communication as a means of moral education best of all fulfills the task of adjusting the idea of morality and the education of feelings and attitudes. The whole atmosphere in which a child lives can be a means of moral education: the atmosphere can be saturated with goodwill, love, humanity, or vice versa with cruelty and immorality. The environment surrounding the child is a means of educating feelings, ideas, behavior, i.e. it activates the entire mechanism of moral education.

The choice of means of education depends on the leading task, on the age of the pupils, on the level of their general and intellectual development, on the stage of development of moral qualities. As you know, the remedy becomes effective in combination with adequate methods and techniques of education.

In pedagogy, there are several approaches to the classification of educational methods. Most often it is supposed to combine all methods into three groups:

Group 1: methods of forming moral behavior (training, exercise, activity management). Group 2: methods of forming moral consciousness (persuasion, explanation, suggestion, conversation). Group 3: methods of stimulating feelings and relationships (example, encouragement).

The choice of methods depends on the content of educational activity, on its focus. Thus, in the process of moral enlightenment, conviction naturally comes to the fore; in labor education - exercise; in the education of discipline and responsibility, along with the main methods, encouragement and punishment are also used.

Some binary methods of moral education-self-education are distinguished: persuasion and self-belief (intellectual sphere), stimulation and motivation (motivational sphere), suggestion and self-hypnosis (emotional sphere), demand and exercise (volitional sphere), correction and self-correction (sphere of self-regulation), educating situations and social trials-tests (subject-practical sphere), the method of dilemmas and reflection (existential sphere). These methods are most effective in our time in the process of moral education.

No matter how good the methods are, they give an effective result only under certain conditions:

1. Any method should be humane, not humiliating the child, not violating his rights. 2. The method must be real, feasible, it requires a logical conclusion. 3. To use the method, conditions and means must be prepared in advance. 4. The method should not be applied in the same way, stereotyped in relation to all children and in any situation. 5. Parenting methods should be applied tactfully. The pupil should not feel that he is being raised. 6. When choosing methods, one should take into account the degree of complexity of the quality being formed. 7. When designing, choosing methods, it is important to foresee the possible results of their impact on a particular child. 8. Applying moral education methods requires patience and tolerance. When it comes to a preschool child, you cannot count on instant and permanent results. It is necessary to repeat the already used methods and select new ones, with an understanding that the result will not be achieved immediately, and perhaps in the wrong form and in the wrong quality as we planned. 9. Prevailing in the moral education of preschoolers should be practical methods that involve teaching the child ways of action. If you only rely on consciousness, understanding the importance of positive behavior and not teach the ways of such behavior, there will be no results. 10. Methods are applied not in isolation, but in a complex, in interconnection. The basis for the selection of methods that can and should be used in a complex is the leading educational task and the age of the children.

The concept of the form of education in pedagogical literature is defined as a way of organizing the educational process.

The forms of education are classified depending on the number of pupils - the whole class, small groups or individual students are covered (frontal, group, individual work). This is the most common classification. It is also legitimate to classify the forms of organization of educational activities depending on the methods of education:

1) verbal forms (meetings, gatherings, lectures, reports, disputes, meetings, etc.);

2) practical forms (hikes, excursions, sports days, Olympiads and competitions, etc.);

3) visual forms (school museums, exhibitions of different genres, thematic stands, etc.).

The above classifications, of course, do not reveal the entire wealth of the educational process. In the complex process of moral education, various forms of organization are possible. Of the above classifications of forms of upbringing, the first seems to be the most universal.

In the organization of moral education, its instrumentation is important. The teacher can influence the student directly, face to face, but can also through his comrades, through the student collective.

3. Age features of moral education

Children go a long way from the assimilation of moral concepts, first at the level of representation, to complete mastery of its content. The emerging moral ideas begin to play a regulating role in the behavior of children, their attitude towards others. Younger school age is characterized by an increased susceptibility to the assimilation of moral rules and norms. The initial foundations of morality are being formed. The development of behavior in relations with parents, peers, teachers takes place, a moral attitude towards nature, care for the people around, and a value attitude towards work are formed. The core of upbringing, which determines the moral development of the individual in primary school age, is the formation of a humanistic attitude and relationship between children, reliance on feelings, emotional responsiveness.

In adolescence, there is an introduction to universal human values (friendship, mercy, etc.), the formation of humanity, justice, responsibility, benevolence and other qualities. as well as the ability and skills of moral self-improvement. Formation of moral experience. Study of intracollective relations, the level of education of adolescents. Highlighting the aspect in all types of activities. Solving problems such as aesthetics of appearance and speech, sanitary and hygienic culture of a teenager, forms of communication with peers and adults, etiquette of relationships between the sexes, etc., using group and individual forms of education, prevention of deviations in moral development, prevention of conflicts with adults and peers.

In adolescence, the development of a system of moral values (labor, creativity, love, responsibility, etc.) takes place, the combination of this activity with the solution of the tasks of moral self-improvement. Organization of discussions, press conferences, meetings, etc., during which spirituality is formed as the main component of self-awareness and worldview of high school students, during which spirituality is formed as the main component of self-awareness and worldview of high school students.

Taking into account the age of the children, the norms of moral behavior can be divided into 3 levels:

A child under 5 years old learns a primitive level of rules of behavior based on the prohibition or denial of something. If the baby has been taught to fulfill these elementary norms, then those around him consider this baby to be a well-bred child.

By the age of 10-11, it is necessary that a teenager be able to take into account the state of the people around him, and his presence not only did not interfere with them, but would also be pleasant. It makes no sense to talk about the second level of moral education if the first is not mastered. At the 3rd level (by the age of 12-14) the principle is mastered: “Help the people around you! The moral consciousness and behavior of children are formed in unity - this is the cardinal principle of pedagogy. New features appear in children in relationships with adults and peers. Children are actively interested in meaningful communication with adults. The authority of an adult, his value judgment, continues to play a serious role in behavior. The growing independence and awareness of behavior lead to the development of the ability to be guided in actions by the learned moral norms.

The upbringing of moral behavior is the formation of moral deeds and moral habits. An act characterizes a person's attitude to the surrounding reality. In order to induce moral actions, it is necessary to create the appropriate conditions, to organize the life of the pupils in a certain way. A moral habit is the need to perform moral deeds. Habits can be simple, when they are based on the rules of community, culture of behavior, discipline, and complex when the pupil has a need and readiness to perform activities that have a certain value. For the successful formation of a habit, it is necessary that the motives with which children are encouraged to take action are significant in their eyes, so that the attitude towards the performance of actions in children is emotionally positive and that, if necessary, children are able to show certain efforts of will to achieve a result.

4. The relationship of moral education with other types of education

In the general system of human education, physical education is practically inseparable from other types of education. The natural prerequisite for the relationship of various aspects of upbringing is the unity of a person's physical and spiritual development.

General moral principles are concretized in the field of physical culture and sports activity in the form of specific ethical norms that regulate behavior and relationships in this area. A number of such norms constitute the so-called sports ethics. In its general humanity, it has a humane character, which is expressed in the requirements that oblige everyone who is related to sports to behave as it is worthy of a person: to honestly observe the established rules of competition, to be noble in sports rivalry, not to resort to prohibited or dubious ways to achieve victory, respect the opponent, etc. The assimilation and persistent observance of such ethical norms is, under certain conditions, one of the important concrete ways of moral education. The ethics of athletes and athletes must ultimately be subordinated to the highest forms of universal human moral norms.

Physical culture and sports provide effective material for the formation of moral ideas, feelings, and behavioral skills. Not without reason physical culture and especially sport are called "the school of emotions", "the school of will", "the school of upbringing." Like any means of upbringing, physical culture and sports activity gives the desired upbringing effect in conditions of pedagogically focused leadership. Providing it, a specialist in physical education widely uses such ways as education through a moral example, through exercise - accustoming to ethically justified norms of behavior and through a system of regulated ethical relationships in the process of physical culture, sports activity.

The path to physical perfection is the path of many years of hard work to transform oneself, one's "nature" - it goes through overcoming increasing loads, often very heavy, requiring maximum self-mobilization. In such voluntary daily work, an attitude towards work in general is also developed, especially when physical education is inextricably linked with moral and other types of education. Then it is one of the main factors in the education of industriousness.

Conclusion

The formation of moral education in children occurs under the influence of the objective conditions of life, education and upbringing, in the process of various activities, the assimilation of universal human culture and will be effectively carried out as an integral process of pedagogical, corresponding to the norms of universal morality, the organization of the child's entire life, taking into account their age and individual characteristics ... Therefore, educational work should include moral ideas and be carried out in various and effective forms, meaningfully and with due emotional saturation. It can be concluded that for the successful formation of moral ideas and actions, it is necessary:

Full understanding of the essence of moral education as a psychological and pedagogical process;

Knowledge of the "mechanisms" of the formation of morality;

Ability to plan work on the formation of a culture of behavior, to be able to develop and apply in practice the ways and means of moral education.

Positive moral experience is of decisive importance for moral education, of particular importance, for the accumulation of which communication and joint activities of children have. But experience will only lead to the goal when the behavior is carried out for high motives. Moral education is a purposeful two-way process of forming moral consciousness, developing moral feelings and developing skills and habits of moral behavior. It includes the formation of moral consciousness, education and development of moral feelings, the development of skills and habits of moral behavior. Behavior is moral if a person weighs, thinks over his actions, acts competently, choosing the right way to solve the problem facing him. The moral behavior of a person has the following sequence: a life situation - a moral - sensory experience generated by it - a moral understanding of the situation and motives of behavior, choice and decision-making - a volitional stimulus - an act. Moral education has as its task the formation of a sense of duty, responsibility in relation to oneself, in relation to other people, society. Homeland. These qualities arise in people only at the cost of their own efforts, the perseverance of each person, first of all, in relation to himself. Moral can be considered a person for whom the norms, rules and requirements of morality act as his own views and beliefs, as habitual forms of behavior.

Moral education is the basis of all foundations, depending on what the teacher has put into the soul of a child at a certain age, it will depend on what he himself will build in the future, how he will build his relations with others.

Bibliography

1. Babayan, A.V. On moral education / A.V. Babayan, I.A. Sikorsky, // Pedagogy. -2004. - No. 10. - S. 66 - 74.

2. Pedagogical technologies of educational work in special (correctional) schools of I and II types. A textbook for students of higher pedagogical educational institutions studying in the specialty "Deaf-pedagogy". In two parts. Part 2 / E. G. Rechitskaya [and others]; ed. E. G. Rechitskaya. - M .: Humanities. ed. center VLADOS, 2009 .-- 389 p.

3. Pedagogy of the modern school: a course of lectures for ped. Students. specialties of universities / EF Sivashinskaya, IV Zhurlova; under total. ed. by E. F. Sivashinskaya. - Minsk: Ecoperspectiva, 2009 .-- 212 p.

4. Grigorovich, L. A. Pedagogy and psychology: textbook / L. A. Grigorovich. - M .: Gardariki, 2003 .-- 287s.

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Introduction …………………………………………………………………………… ... 3

1. The essence and goals of moral education ………………………………… ... 4

3. Methods of moral education ………………………………………… .13

Conclusion ………………………………………………………………………… .16

List of used literature …………………………………………… ... 17

Introduction

The upbringing of a growing person as the formation of a developed personality is one of the main tasks of modern society. Overcoming the alienation of a person from his true essence, the formation of a spiritually developed personality in the process of the historical development of society does not occur automatically. It requires efforts on the part of people, and these efforts are directed both at creating material opportunities, objective social conditions, and at the realization of new opportunities opening up at each historical stage for the spiritual and moral improvement of a person. In this two-pronged process, the real possibility of a person's development as an individual is provided by the entire set of material and spiritual resources of society.

However, the presence of objective conditions in itself does not yet solve the problem of the formation of a developed personality. It is necessary to organize a systematic process of upbringing based on knowledge and consideration of the objective laws of personality development, which serves as a necessary and universal form of this development.

Target: Consider the purpose, content and methods in moral education

Tasks:

1. To study the essence and goals of moral education.

2. Consider the content of moral education.

3. Identify the methods of moral education.

1. The essence and goals of moral education.

The term "morality" originates from the word temper. In Latin, morals sound like / moralis / - morality. "Morals" are those standards and norms that people are guided by in their behavior, in their daily actions. Morals are not eternal and not immutable categories, they are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not legal provisions.

At the same time, moral requirements, norms, morals receive a certain justification in the form of ideas about how a person should live, behave in society, etc.

Morality is historically concrete; it changes with the development of society. There is no morality that is the same for all times and peoples. As socio-economic formations changed, ideas about morality, befitting norms and mores of behavior in a social environment changed.

L.A. Grigorovich gave the following definition of "morality" - it is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism.

"Moral norms" are rules, requirements that determine how a person should act in a particular situation.

A moral norm can induce a child to certain actions and actions, and it can prohibit or warn against them. "Education" is a process of purposeful personality formation. This is a specially organized, controlled and controlled interaction of educators and pupils, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

Moral education is effectively carried out only as an integral process of pedagogical, corresponding to the norms of universal morality, the organization of the entire life of younger adolescents: activities, relationships, communication, taking into account their age and individual characteristics. 1

The result of a holistic process is the formation of a morally integral personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior.

"Moral education of the individual" is a complex and multifaceted process, including pedagogical and social phenomena. However, the process of moral education is to a certain extent autonomous. This specificity of it was pointed out by A.S. Makarenko.

The main tasks of moral education:

1. the formation of moral consciousness;

2. education and development of moral feelings;

3. development of skills and habits of moral behavior.

_______________________

1 Grigorovich L.A. Pedagogy and psychology: textbook- M .: Gardariki, 2003 - 287p.

The morality of a person is made up of subjectively mastered moral principles, by which it is guided in the system of relations and constantly pulsating moral thinking.

The source of moral habits lies in the unity of deep consciousness and personal emotional assessment of phenomena, relationships between people, and their moral qualities. Moral habits are the alphabet of moral ideas and beliefs. The formation of moral habits is the way of the educator's penetration into the spiritual world of the pupil, without which it is impossible to understand a person and influence him by the most subtle means - in a word, beauty. Thanks to the moral habit, the norms of social consciousness and social morality become a spiritual acquisition of the individual. Self-affirmation, self-education, self-respect are impossible without moral habit.

The moral behavior of a person has the following sequence:

Life situation - the moral and sensory experience generated by it - moral comprehension of the situation and the motives of behavior,

Choice and decision-making is a strong-willed stimulus - an act. In life practice, especially in extreme conditions, all these components are always implemented in unity.

The most important means of moral education is the use of moral ideals created in culture at different stages of historical development, i.e. models of moral behavior to which a person seeks. As a rule, moral ideals are formed within the framework of a humanistic worldview as a generalized system of views and beliefs, in which a person expresses his attitude to the natural and social environment around him and is centered around a person. At the same time, a person's attitude contains not only an assessment of the world as an objective reality, but also an assessment of his place in the surrounding reality, connections with other people.

Analysis of the literature shows that there is no single approach of scientists to the content of moral education. But nevertheless, it is possible to single out various approaches of scientists to understanding the content of the process of moral education: cognitive, evaluative-emotional, integrative-worldview, axiological, behavioral (activity), holistic.

In the cognitive approach (Arkhangelsky L.M., Boldyrev N.I., etc.) moral education is considered as:

the process of forming independence and stability of judgments about moral norms that regulate human relationships;
the process of forming the ability to give a meaningful characterization of moral values and analyze how exactly they can manifest themselves in behavior.

The main structural component of their concept of moral education is moral education aimed at the development of moral consciousness and thinking. Arkhangelsky L.M. limits the content of moral enlightenment only by communicating certain information about proper behavior to the educated.

Supporters of the evaluative-emotional approach (Vakhterov V.P., Kapterev P.F., Kharlamov I.F., and others) believe that the perception of information about morality and, moreover, the development of one's own value orientations is impossible only at the knowledge (cognitive) level. Emotions play an active role in this process. In this approach, moral education is considered as a process of forming value judgments that characterize the attitude to moral values, relationships between people, stability, depth and strength of moral feelings. The core component of moral education in this case is the development of moral feelings, the development of moral assessments and a system of life relations (personal, social, state).

Supporters of the integrative position (V.V. Belorusova, T.A. Ilyina, A.P. Kondratyuk, I.I. Podlasy, I.K. that moral norms are perceived not only by consciousness (rational thinking), but also by feelings. Thus, the process of moral education requires taking into account the dialectical unity of the cognitive and sensual in the personality.

The worldview approach (Isaev I.F., Mishchenko A.I., Savin N.V., Slastenin V.A., Sukhomlinsky V.A., Shiyanov E. And others) interprets moral education as a process of forming a holistic moral idea about nature, society, a person who finds expression in the system of values and moral ideals of the individual, society. Representatives of this approach identify the formation of a worldview as a leading and obligatory structural component of moral education. 2

Slastenin V.A., Isaev I.F., Mishchenko A.I., Shiyanov E.I., adhering to the axiological approach, define moral education as a specially organized process of internalization of universal human values. This definition also does not go beyond the worldview approach, since the concept of an interdependent and interacting world is at the center of axiological thinking.

_______________________

2 Stolyarenko A.M. Psychology and pedagogy: textbook - M .: Unity-Dana, 2001 .-- 356 p.

The behavioral (activity) approach (Wentzel K.N., Gessen S.I., Likhachev B.T., Marienko I.S., Tolstoy L.N., etc.) considers moral education as:

the process of forming stable conscious skills and habits, moral behavior;
the process of free moral self-determination and self-government in the process of life;
the process of a person's striving for a moral ideal.

The main components of moral education, the supporters of this approach, distinguish:

the formation of skills and behavior habits;
the formation of the ability to make moral choices in the process of various activities and communication with people.

According to the point of view of Likhachev B.T., moral education should not be limited to formal memorization and development of behavioral habits. Only in real life situations, active relationships of a person with people, animals, nature, in the process of a conscious moral choice, personally significant moral values are formed, which, over time, lay the foundation of the morality of a given person.

Within the framework of a holistic approach to the essence of moral education (Bogdanova O.S., Kairov I.A., Cherepkova S.V., etc.), moral education is considered as an integral process of the formation and development of a child's moral personality. The structural components of this approach are moral education, the formation of moral convictions, the development of moral feelings, the formation of skills and habits of moral behavior, the development of correct moral assessments and attitudes, the formation of character, personality traits, the interiorization of universal values and the formation of a person's worldview. That is, all those structural components that were pivotal in the above approaches, but acting in a single system of a holistic approach. Moral education is effectively carried out only as a holistic process of organizing the entire life of the pupil (his education, various activities, relationships, communication, interaction between the teacher and students and students), corresponding to the norms of universal morality.

Theoretically grounded and justified in practice is the approach of the integrity of moral education, the organic unity of moral enlightenment, education and life. The integrity of moral education is achieved when a complex and contradictory life itself is the basis, source and material of the pedagogical process. Morality is formed not only on verbal or activity events, but also in everyday social relations and the complexities of life, in which the child has to understand, make choices, make decisions and take actions, relying on his knowledge and ideas obtained in the process of moral enlightenment.

The problem of goal-setting in pedagogy has always been one of the most acute, since the whole set of other components of the education system - tasks, means, forms, methods - depends on the goal. Accordingly, the practical effectiveness of various means and methods of education also depends on the clarity of the formulation of the goal.

3. Methods of moral education.

Methods of moral education are a kind of tool in the hands of a teacher, educator, educator. They perform the functions of organizing the process of moral development and personal improvement, and managing this process. With the help of methods of moral education, a purposeful impact on students is carried out, their life activities are organized and directed, their moral experience is enriched. The forms of organization and methods of moral education vary from the individual characteristics of children. Educational work is carried out not only with the whole class, but also takes individual forms. The ultimate goal of working with a team is to nurture the personality of each child. The entire educational system is subject to this goal. Creation of a team is not an end in itself, but only the most effective and efficient way of forming a personality.

I.S. Marienko named such groups of upbringing methods as methods of teaching and exercise, stimulation, inhibition, self-education, leadership, explanatory - reproductive and problem-situational. In the process of moral education, methods such as exercise and persuasion are widely used.

Exercise - ensures the development and consolidation of the necessary skills and habits, putting the skills and habits into practice.

Persuasion - aimed at the formation of ethical concepts, at the clarification of moral principles, at the development of ethical ideals.

To activate the moral development of a person and check his maturity, establish the unity of beliefs and behavior, the problem-situational method is used. This method encourages the person to systematize the previously acquired moral knowledge and correlate them with the chosen forms of behavior as the final result of solving the problem posed. The method intensifies the course of the thinking process, causes feelings, mobilizes the will.

The independent solution of moral problems in various life situations allows you to establish a connection between the actions and qualities of a person, to trace the nature of its development, to determine the perspective in the formation of a personality, to form positive motives, to generalize moral knowledge and skills. This method includes the following techniques: setting moral tasks, creating collisions and situations, assignments for independent continuation and completion of a moral task according to a resolved beginning.

I.G. Shchukina distinguishes three groups of methods:

Methods of forming consciousness (story, explanation, explanation, lecture, ethical conversation, exhortation, suggestion, debate, report, example);

Methods of organizing activities and shaping the experience of behavior (exercise, assignment, educational situations);

Incentive methods (competition, encouragement, punishment).

In the process of moral education, such auxiliary methods as encouragement and punishment are also used. They serve to approve positive and judge negative actions and actions. The methods of moral education also include a personal example, which has a huge impact on consciousness and behavior, on the formation of a moral character.

In the system of basic methods of educational influence, a positive example is used as a component, means and method. In the pedagogical literature, it is viewed as an independent method and as a component of methods for the formation of moral consciousness and behavior. 3

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3 Krol, V.M. Psychology and pedagogy: textbook M .: Higher school, 2001. - p. 167

Moral education is effective when moral self-education and self-improvement are its consequences. Self-education is the purposeful influence of an individual on himself in order to develop the desired character traits.

Self-improvement is the process of deepening the general moral state of the individual, raising the entire way of life, raising it to a level of higher quality.

Moral education, carried out at school, public organizations, out-of-school institutions and the family, ensures the formation of love for the Motherland, respect for the entire variety of property and a creative attitude to work. Its result is collectivism, healthy individualism, an attentive attitude towards a person, exactingness towards oneself, high moral feelings of patriotism, a combination of public and personal interests.

Moral education is a continuous process, it begins with the birth of a person and continues throughout life, and is aimed at mastering the rules and norms of behavior by people.

Conclusion

The specific features of moral education are that its subject and object are universal, and also that moral education is primarily mutual education and self-education. "

The goal of moral education is to form an integral, perfect personality in its humanistic aspect.

The latter assumes:

1. Development of an understanding of the vital importance of morality;

2. installation for the development of moral self-awareness (conscience);

3. development of incentives for further moral development;

4. development of moral stamina, desire and ability to resist evil, temptation and the temptation of self-justification in violation of moral requirements;

5. compassion and love for people.

The means of moral education are:

1. Moral conviction as the main moral and psychological means of influencing the personality.

2. Moral coercion as a form of moral condemnation.

Moral education is carried out in close organic unity, firstly, with the main (professional) activity, and secondly, with worldview education, which is adjacent to other developed forms of communication and activity.

Bibliography

1. Grigorovich, L. A. Pedagogy and psychology: textbook [Text] / L. A. Grigorovich, T. D. Martsinkovskaya - M .: Gardariki, 2003 - 480 p.

2. Winter, I.A. Educational psychology: textbook [Text] / IA Zimnyaya - M .: Logos, 2004 - 384 p.

3. Krol, V.M. Psychology and pedagogy: textbook [Text] / VM Krol

M .: Higher school, 2001 .-- 319 p.

4.Stolyarenko, A.M. Psychology and pedagogy: textbook [Text] / A.M. Stolyarenko - M .: Unity-Dana, 2001. - 423 p.

5. Stolyarenko, L. D. Educational psychology: textbook [Text] / LD Stolyarenko - - Rostov n / a: Phoenix, 2003 - 544 p.

6. Uznadze, D.N. General psychology: textbook [Text] / DN Uznadze - SPb .: Peter, 2004 - 413 p.

The problem of moral education

1.1 The concept of moral education

The modern interpretation of morality in the dictionary of S.I. Ozhegova is as follows: "Morality is the rules that determine behavior, spiritual and mental qualities necessary for a person in society, as well as the implementation of these rules, behavior"

L.A. Grigorovich gave the following definition of "morality" - it is a personal characteristic that unites such qualities and properties as kindness, decency, discipline, collectivism "

I.S. Maryenko identified “morality as an integral part of a person, ensuring voluntary compliance with existing norms, rules, and principles of behavior. They find expression in relation to the Motherland, society, collective, individuals, to oneself, work, etc. "

IN AND. Dahl gave several concepts to this word, one of them says that "moral" is the opposite of the bodily, the carnal and equates to the spiritual, the spiritual, which refers to one half of the spiritual life, opposite to the mental, but constitutes a spiritual principle with it: "truth is related to the mental. and lies; to the moral - good and evil "; the second definition of the concept "moral" according to V.I. Dalu: “Good-natured, good-natured, well-behaved; conscientious with conscience, with the laws of truth, with the dignity of man, with the duty of an honest and pure-hearted citizen. " What did the compiler of the dictionary refer to as moral? IN AND. Dahl wrote: “Any self-denial is a moral act, good morality, valor. The Christian faith includes itself? rules of the highest morality. Our morality is higher than civil morality: the first requires only strict observance of laws, while the second sets conscience and God as the judge. " Thus, "moral", according to V.I. Dahl - the spiritual being of a person, based on the laws of Christian morality.

Kodzhaspirova A.Yu. in his "Dictionary of Pedagogy" gives the following interpretation of this concept: "Morality - 1. a special form of social consciousness and type of social relations, one of the main ways of regulating human actions in society with the help of norms. Unlike simple norms and traditions, moral norms are justified in the form of the ideals of good and evil, ought, justice, etc .; 2. the system of internal human rights, based on a swarm of humanistic values: kindness, respect for elders, justice, decency, honesty, compassion, willingness to help. "

The Pedagogical Encyclopedic Dictionary gives the following interpretation of this concept: “Morality, a term used, as a rule, as a synonym for the term morality, less often - ethics. As well as the concepts of "ethics" in Greek, "morality" in Latin, the Russian word "N." etymologically goes back to the word "temper" (character) and is lexically fixed in the Dictionary of the Russian Academy (1793).

So, "morality" is the awareness, acceptance and fulfillment of positive spiritual and mental qualities.

Education is a process of purposeful personality formation. This is a specially organized, controlled and controlled interaction of educators and pupils, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

In the dictionary, the word "education" is defined as "the activity of transferring social and historical experience to new generations; systematic and purposeful impact on the consciousness and behavior of a person in order to form certain attitudes, concepts, principles, value orientations, providing conditions for his development, preparation for social life and work. "

V.A. Sukhomlinsky notes that upbringing is the gradual enrichment of a child with knowledge, skills, experience, it is the development of the mind and the formation of an attitude towards good and evil, preparation for the fight against everything that goes against the moral foundations of society. According to V.A. Sukhomlinsky, the essence of the process of moral education is that moral ideas become the property of every pupil, turn into norms and rules of behavior. The main content of the moral education of V.A. Sukhomlinsky considered the formation of such personality traits as ideological, humanism, citizenship, responsibility, hard work, nobility and the ability to manage oneself.

Writer and teacher S.A. Soloveichik writes: “Upbringing is teaching a moral life, that is, teaching moral means. When raising children, we teach them to achieve their goals at their own expense - using only moral means. Morality (defined by the question "at whose expense?") Indicates the lower limit of actions and deeds possible for a person; it is impossible to overstep the requirements of morality. Morality is the borderline of what is permitted by conscience. And there is no upper limit, upward - spirituality, it is infinite ... A person has any choices, except those associated with difficulties for another person ... There will be moral education - the child will perceive the rules of cultural behavior from the environment surrounding him, take an example from his parents ... There will be morality there will almost certainly be spirituality; if there is no morality, there will be nothing, no education. "

Thus, upbringing, in itself, implies the introduction of the child to universal human values, knowing which the child forms the experience of moral relations and communication, which are characterized by the ability to facilitate and cooperate in activities, the ability to understand and accept the position of another, the need to harmonize activities and relationships with the world, attachment to culture, to native places.

“Moral education, one of the forms of reproduction, inheritance of morality in society. In the understanding of N.V. in the history of culture, 4 main ones were formed. Traditions: paternalistic (NV as obligatory veneration of elders); religious and ecclesiastical (N. of century as the maintenance of the authority of faith); educational (NV as a result of mastering scientific knowledge subject to the judgment of reason); communitarian (NV as a process of forming a sense of collectivism). The diverse concepts in which these traditions were embodied (not always, of course, in their pure form), as a rule, had a philosophical status - they were limited to raising the question of the fundamental possibility in the general direction of N.V. At the same time, pl. concepts in which (as, for example, Plato, J.J. Rousseau) contained detailed educational programs and methods, turned out to be utopian. The complexity of the transformation of the general idea of upbringing into specific pedagogical recommendations and rationally organized actions, in the course of which a pre-planned moral result would be achieved, testifies to the conventionality of the concept of "NV".

There is a literal understanding of N.v. as teaching morality, which is not entirely adequate: it is impossible to teach morality; N.v. expresses the need of society to consciously influence the process, which is extremely individualized and generally spontaneous.

The term "N. v." it is also used in a narrow sense - as teaching the norms of public decency. In this case, we are talking about the forms of individual behavior adopted in this culture in various situations: from behavior at the dinner table to rituals of worshiping the gods. Moral precepts teach a person to look at himself from the outside and develop self-critical respect for himself and others. It would be a big mistake to separate ethics from etiquette, to underestimate the role of the latter. Decent, dignified behavior, good manners, what is called good breeding, culture (see Culture of behavior), still cannot be called morality, but is a necessary component of it. "

Many great teachers attached great importance to moral education.

Moral education of children, according to Aristotle, is based on exercise in moral actions - the frequent repetition of desirable actions, in which there should not be extremes, but on the contrary, they should be thoughtful and moderate.

The instructions of Ya.A. Comensky in the field of moral education had a religious basis. He advised to bring up in children from an early age the desire for activity, truthfulness, courage, neatness, politeness, respect for elders.

The formation of moral values in children was given great importance by K.D. Ushinsky. Moral education, in his opinion, should be inextricably linked with the mental and labor education of children. In the article "On the moral element in education" he wrote: "Of course, education of the mind and enrichment of it with knowledge will bring a lot of benefits, but, alas, I do not believe that botanical or zoological knowledge ... could make the Gogol governor an honest official, and I am completely convinced that whether Pavel Ivanovich Chichikov was privy to all the secrets of organic chemistry or political economy, he would remain the same, a very harmful sly for society ... Convinced that morality is not a necessary consequence of scholarship and mental development, we are still convinced that that ... moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge ....

Foreign teachers looked at moral education in different ways.

“In his work“ New Introductory Lectures on Psychoanalysis ”. Freud writes that everything in a person is determined by the unconscious principle - instincts, heredity. It is the unconscious that makes the psyche of animals and humans related ... Based on this conclusion, he believes that the upbringing of a demon will change something very much. But to Freud, man is a sensual, sexual and moral being in his life does not play a decisive role. In accordance with this theory, the child's behavior is mysterious and is regulated by deep mutational, uncontrollable processes, and therefore is not subject to moral regulation and self-regulation. "

“Based on the views of J. Dewey, this direction [the“ progressive path ”] is developed by L. Kohlberg ... His position is based on the idea of identifying the progress of society and the development of the individual. Therefore, he believes that, while stimulating the moral development of the individual, it is not at all necessary to invest in this any particular content ... L. Kolberg believes that bringing up is to create conditions that will provide students with moral improvement. "

As socio-economic formations changed, ideas about morality, befitting norms and mores of behavior in a social environment changed.

L.A. Grigorovich " Moral"Is a personal characteristic that unites such qualities and properties as kindness, decency, discipline, collectivism."

I.S. Maryenko " moral- an integral part of the personality, ensuring voluntary compliance with existing norms, rules, principles of behavior. They find expression in relation to the Motherland, society, collective, individuals, to oneself, etc. "

"Moral norms" are rules, requirements that determine how a person should act in a particular situation.

A moral norm can induce a child to certain actions and actions, and it can prohibit or warn against them.

"Education" is a process of purposeful personality formation. This is a specially organized, controlled and controlled interaction of educators and pupils, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

The concept of "moral education" is all-encompassing. It permeates all aspects of human life.

"Moral education" is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form their moral qualities that meet the requirements of public morality. "

"Moral education of the individual"- a complex and multifaceted process, including pedagogical and social phenomena.

The main tasks of moral education:

1. Formation of moral consciousness;

2. Education and development of moral feelings;

3. Development of skills and habits of moral behavior.

The morality of a person is made up of subjectively mastered moral principles, by which it is guided in the system of relations and constantly pulsating moral thinking.

The moral behavior of a person has the following subsequence:

Life situation - the moral and sensory experience generated by it - moral comprehension of the situation and the motives of behavior,

Choice and decision-making is a strong-willed stimulus - an act. In life practice, especially in extreme conditions, all these components are always implemented in unity.

The most important means of moral education is the use of moral ideals created in culture at different stages of historical development, i.e. models of moral behavior to which a person seeks.