Education of the younger generation based on. Report “Formation of spiritual and moral values among pupils. Various moral attitudes, assimilated in the educational process, are, as it were, tested in extracurricular activities. Their expediency is checked
Kartukova Svetlana Alexandrovna, Deputy Director for Educational Work, NOU "Orthodox Gymnasium in the Name of St. Vasily Ryazansky, Ryazan
Kartukov Alexander Gennadievich, Candidate of Technical Sciences, Lecturer at the Automobile Service Department of the Ryazan Higher Airborne Command School (Military Institute), Ryazan [email protected]
Spiritual and moral education of the younger generation
Annotation. The article describes the main problematic issues of spiritual and moral education of modern youth and ways to solve them. Key words: spiritual and moral education, educational process.
Currently, Russia is going through one of the difficult historical periods. And the biggest danger that lies in wait for our society today is not in the collapse of the economy, not in the change of the political system, but in the destruction of the individual. Today, material values dominate spiritual ones, so young people have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. The high level of crime is caused by a general increase in aggressiveness and cruelty in society. Young people are distinguished by emotional, strong-willed and spiritual immaturity. The orientation of young people towards the attributes of mass, mainly Western culture has become widespread due to the reduction of true spiritual, cultural, and national values characteristic of the Russian mentality. The destruction of the institution of the family continues: extra-marital, anti-parental and anti-family attitudes are being formed. Forms of collective activity are gradually lost. The younger generation has now lost the main factor in the development of the individual, the education of the spirit. The spiritual and moral education of the younger generation is the direction that life itself has put forward at the moment as a priority in the education system. Many priorities that have developed in the education system in our country as a result of centuries-old traditions are simply lost at the moment (Figure 1).
Figure 1 - The results of the educational process of some Russian schools
We have lived to the time when the area of what is permitted, morally permissible, by the standards of common sense, has sharply narrowed. What was completely unthinkable recently has become the norm in the modern world. Money began to solve many issues, lies are often considered a manifestation of resourcefulness, depravity is a natural need of the body, and betrayal is a business necessity. Education is an inseparable unity of training and education. The task of the education system today is not only in the formation of an individual with a broad worldview, with a developed intellect, with a high level of knowledge, but also in the development of a spiritual personality, on the intellectual, political, cultural level of which the future of society will largely depend. Spiritual and moral problems of educating young people are very serious. And one cannot but agree with this. And it is impossible not to talk about it. This is our mission. Because we cannot be silent, because in this case we will become accomplices in the complete secularization and corruption of the younger generation! The Greek word "mission" comes from the Latin "mission". “Go, says the Lord to the apostles, make disciples of all nations, baptizing them in the name of the Father and the Son and the Holy Spirit.” For centuries nothing has changed, and the goal of Christians has remained the same to fulfill the commission given to them.
A person's spiritual intelligence is directly related to the wealth of his soul, that is, to what the Oxford English Dictionary defines as "moral and emotional identity" and as the degree of intensity of it in "emotional and intellectual energy."
First of all, a spiritual personality is the result of a long, persistent and purposeful process of self-organization, family and social education and enlightenment. This is a person who aspires to socially positive, humanistic values of goodness, truth and beauty, takes an active life position, is intellectually developed, knows a computer, speaks his native, Russian, one or more foreign languages, knows how to work and adapt to changing social conditions, attached to the basics of legal and entrepreneurial culture in the conditions of market reforming of society, leading a healthy lifestyle, morally sound, aesthetically enlightened, able to navigate in the complex modern world; able to unmistakably distinguish truth from error, good from ugliness, truly artistic from falsehood and fakes, eternal from transient and temporary. This is a person with a healthy sense of national pride and a developed national consciousness. A spiritual person is a moral, kind and sympathetic person who respects childhood, old age, and the values of a healthy and full-fledged family as the basis of the spiritual and physical reproduction of the nation. A spiritual person is a person who treats nature with care and concern. The development of a new philosophy and ethics of attitude towards nature, the need to preserve the entire diversity of the animal and plant world, restore natural landscapes, protect nature from negative anthropogenic influences - today this may be the main duty of modern generations to Nature. A spiritual person is a person attached to the basics of cultural behavior, the rules and norms of the culture of speech and communication, this is a tactful, well-mannered, delicate person. The spiritual and moral development of children and youth, preparing them for an independent life is the most important component of the development of society and the state. It is pleasant to see and realize that in our country there are institutions and organizations in which a lot of time, effort and money are devoted to the spiritual and moral development of young people (Figures 2, 3 ).
Figure 2 - The first of September in the Orthodox gymnasium
Figure 3—Regional public organization "Orthodox Knights"
The formation of the personality of pupils, students (cadets) in modern society takes place in the context of economic and political reform, due to which the sociocultural life of the younger generation, the functioning of educational institutions, the media, youth and children's public associations, religious organizations have changed significantly. What is happening today in the country political and socio-economic changes have had a serious impact on the comprehensive life and activities of people. New attitudes and values were formed, unusual criteria for evaluating certain facts, processes, and phenomena appeared. This led to a change in the value orientations of young people, the deformation of pre-existing beliefs and views. The blurring of the concepts of "duty", "honor", "spirituality" makes a negative contribution to the moral and psychological state of the pupils. The main reasons for this problem are as follows:
a significant weakening in general education schools of work on the spiritual, moral, patriotic and civic education of students;
the progressive disorganization of the life of Russian families due to the social stratification of society, unemployment, the destruction of the established moral and ethical norms and traditions of the family way of life, which led to a weakening of the educational function of the family, including the self-elimination of most parents from the spiritual and moral education of young citizens;
an increase in the scale of neglect and homelessness of children and adolescents, an increase in the number of uneducated and non-working adolescents (there is a tendency for the growth of child crime, strengthening its ties with organized crime; the spread of socially caused diseases among children, adolescents and youth is of particular concern);
the introduction of a constitutional ban on censorship in the media has dramatically expanded and transformed the information field in which the educational process takes place (in the context of easy accessibility of information and materials distributed through the press, television, radio, Internet, children and young people are exposed to a stream of base products that promote idle lifestyle, violence, crime, prostitution, drug addiction);
the formation of a new religious situation: there was a reassessment of the role of religion in the history of the development of Russia (its great influence on the spiritual and moral development of a person is recognized);
the removal of youth and children's public associations from a single system of education in educational institutions has led to the fact that numerous youth and children's associations, as a rule, operate outside educational institutions, their social and pedagogical potential is not fully demanded by the state;
a decrease in the availability of cultural centers, theaters, museums, sports facilities (children's leisure infrastructure is commercialized and often focused on serving the interests of only the highly paid part of the population);
the ideas of patriotism, spiritual, moral and civic education did not take their proper place in the new system of ideological relations. Historical and pedagogical experience convinces us that education is of great importance in the social and spiritual development of a person. Spirituality, morality act as elements of the worldview, national self-consciousness and the corresponding attitude towards the native country, other nations and peoples. As a result of purposeful spiritual and moral education, love for the Motherland is strengthened, a sense of responsibility for its power and independence appears, the preservation of material and spiritual values, the nobility and dignity of the individual develop, for boys, of course, first of all as defenders of their Fatherland, their families, relatives and loved ones (Figure 4).
Figure 4 - Spiritual and moral education of future defenders of the motherland
The formation of ecological culture as an element of spiritual and moral education is associated with the need to protect the surrounding nature from the threat of its destruction. This relatively new problem has become acute due to the fact that mankind has come close to a global environmental crisis due to an unreasonable attitude towards nature and its resources. The leading idea of educating the ecological culture of young people is the concern of a person for nature, his desire to take care of plants and animals, to do good to people around him. One of the main aspects of a healthy lifestyle is the correct sexual (sexual) behavior of a person, defined as sexual culture, which is a very important element of the overall culture of the individual. In any society, sexual education, the formation of the sexual culture of the younger generation is an integral part of moral education. One of the criteria for a person's upbringing is the culture of his behavior, etiquette, and a set of communication norms. The culture of behavior, communication as one of the most important aspects of a person is formed and develops throughout a person's life: in the family, in kindergarten, at school, in the process of self-education. The main indicators of the socialization of the individual are:
knowledge of traditional sustainable norms of behavior;
ideas about the ethical standards of behavior and communication in the process of activity;
normative system of etiquette. Successes in the formation of the rule of law and the formation of civil society depend not only on the improvement of legislation and the modernization of legal relations, but also on the willingness of the individual to live in new conditions, on the level of legal culture of citizens. While the interest of the population in legal information is increasing , and the prestige of legal specialties is growing, it is still not possible to overcome the legal nihilism of a significant part of our society. Today it is important to raise the level of legal culture. In modern conditions, the need to develop and implement new approaches to determining the priorities and fundamental principles of civil, spiritual, moral and patriotic education is obvious. The issue of combining strategy and tactics in its development, the creation of modern dynamic methods of educational work, taking into account the goals and objectives of educational institutions of various types and types, deserves special attention.
REFERENCES1 Kartukova, S.A. Problems of spiritual and moral education of youth [Text] / S.A. Kartukova, A.G. Kartukov // Proceedings of the 5th Intern. scientific practice conf. Integration of science and practice as a mechanism for the effective development of modern society, Moscow, October 910 / Nauchn.inform. publisher Center Institute for Strategic Studies. -Moscow: Izdvo Spetskniga, 2012. -S. 200205. ISBN 9785918911990.2 Zakovryashina, G.I. The relevance of spiritual and moral education of youth at the present stage. [Text] / Modern technologies for the formation of an active life position of students as a means of implementing the state youth policy: materials of the international scientific and practical conference dedicated to the 65th anniversary of the formation of the VSAA. Volume 2. -Volgograd: IPK FGOU VPO VGSHA Niva. 2009. -S. 1551603 Suvorina, V.G. Spiritual and moral education of the younger generation. [Text] / V.G. Suvorina. –Electronic resource: http://www. openclass.ru/node
[Date of address 20.03.2013].4 Novopashin, A. Spiritual and moral problems of youth education. [Text] / A. Novopashin. –Electronic resource: http://ruskline.ru/ analitika /2011/01/17
[Accessed 20.03.2013].
Kartukova Svetlana,deputy director on teaching and educational work of “Orthodox gymnasia into the name of clergyman Vasiliya Ryazanskogo”, Ryazan
KartukovAlexander, Candidate of Technical Sciences, lecturer at the chair of automobile service Ryazan high airborne command school (the military institute), Ryazan
spiritual moral education growing generations
Abstract.In article is described main problemsolving questions spiritualmoral education modern youth and waystheir decision.Keywords:spiritualmoraleducation, educational processes
Gorobets Natalya Nikolaevna teacher of MDOU "Kindergarten No. 31, Bessonovka village, Belgorod district, Belgorod region"
Spiritual and moral education and development of the younger generation is one of the most urgent and complex problems of today, which must be addressed by teachers, parents and those who are related to children. It is spiritual and moral education that will ensure the integrity and flexibility of the educational influences of adults on children in various situations of their communication, as well as communication of children with each other. It involves the formation of a child's holistic attitude to life, ensures the harmonious and sustainable development of the child's personality.
The educator of preschool education plays a role in educating the younger generation, in preparing them for life and social work. The educator is an example of morality and a devoted attitude to work for the pupil.
Preschool age is the formation of the foundations of the personality of the future citizen, the period of active knowledge of the world and human relations. Relatively easy in childhood is the assimilation of social and moral norms. We, teachers, must turn to the soul of the child. The upbringing of the soul for the future person is the creation of the basis of spiritual and moral values. It is known that the basis of spiritual and moral education is the spiritual culture of society, family and educational institution - the environment in which the development and formation of the child's personality takes place. The purpose of the spiritual and moral education of preschool children is the formation of a holistic, perfect personality in its humanistic aspect.
In the process of education, there is a constant systematic introduction to moral knowledge. An important key to their accumulation is the acquaintance of preschoolers with the environment: excursions around the city, to museums, to nature.
Excursions with pupils are carried out throughout the school year and they have different goals, they are held with children of different age groups. So that the excursion is morally valuable, the teacher makes an emotional mood in the team, distributes tasks between the pupils that need to be completed in preparation for the excursion and during it. This form of work with children makes it possible for the teacher to cultivate a caring attitude towards nature among preschoolers, the natural wealth of Russia, a sense of love for the Motherland, and respect for other peoples.
The knowledge of preschoolers about moral norms obtained during the main educational activities, their own life observations are often fragmented and incomplete. Therefore, special work is required, which is associated with the generalization of the acquired knowledge. The forms of work are different: in different groups it can be a teacher's story, an ethical conversation, and others.
A story on an ethical theme is a vivid emotional presentation of specific facts and events that have a moral content. A good story reveals the content of moral concepts and causes preschoolers to have a positive attitude towards actions that comply with moral standards and influence behavior. The most important function of the story is to serve as a way to use a positive example in education. Ethical stories help preschoolers to understand complex issues of morality, develop a strong moral position among pupils, help each child to realize their own moral experience of behavior and instill in pupils the ability to develop moral views.
Dialogue is the main way of exchanging thoughts, a universal form of information impact on consciousness and the formation of certain views, motives, feelings. In dialogues, the inviolability of the personality of the preschooler must be observed. The formation of beliefs among pupils is based on a common worldview and the teacher is called upon to be the carrier.
The educational process is created in such a way that it provides for situations in which a preschooler is faced with the need for an independent moral choice. In no case should moral situations for pupils of all ages be presented or look like teaching or controlling, otherwise their educational value can be reduced to "No" . The result of moral education is manifested in the attitude of preschoolers to their duties, to the activity itself, to other people.
Reading and analyzing fairy tales, stories and poems of a moral orientation help children understand and evaluate the moral deeds of people. Children listen to stories, fairy tales and poems, where questions about justice, honesty, friendship, camaraderie, devotion to public duty, humanity and patriotism are raised in an accessible form for them.
Summing up, we can say that arming with moral knowledge is also important because they not only inform the preschooler about the norms of behavior approved in modern society, but also give an idea of the consequences of breaking the norms or the consequences of this act for the people around. And our society needs to train widely educated, highly moral people who have not only knowledge, but also excellent personality traits.
Bibliography
- Natarova V.I., Karpukhina N.I. The revival of the central culture among preschoolers. -Voronezh: shopping center "Teacher" , 2005. -197p.
- Gagarina K. E. The role of the teacher in the spiritual and moral education of the younger generation. - A young scientist. - 2011. - No. 3. T.2. - 110-115s.
- Nikandrov N.D. "Spiritual values and education in modern Russia" - Pedagogy. - 2008. - No. 9. -4s. (article)
- Kolesnikov I.A. "Education of spirituality and morality in an era of global change" - Pedagogy -2008-№9-25s. (article)
- Kovoleva G.A. Raising a little citizen. M.: "Arkti" , 2003. -79s.
- Petrakova I. Spiritual foundations of moral education. M.. 1997.
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Introduction
Chapter 1. Psychological and pedagogical foundations of the moral education of the younger generation
1.1. Moral education: an essential characteristic
1.2. The main sources of moral experience
Chapter 2. Humanism of the teacher's personality as a condition for the effectiveness of the process of spiritual and moral education
Conclusion
Literature
morality humanism education
Introduction
Throughout the ages, people have highly valued moral education. 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 crumpled, the younger generation can be accused of lack of spirituality, unbelief, and aggressiveness. Therefore, the relevance of the problem of moral education is associated with at least four provisions:
Firstly, our society needs to train widely educated, highly moral people who possess not only knowledge, but also excellent personality traits.
Secondly, in the modern world, a small person lives and develops, surrounded by a variety of sources of strong influence on him, both positive and negative, which daily fall on the immature intellect and feelings of the child, on the still emerging sphere of morality.
Thirdly, education in itself does not guarantee a high level of moral upbringing, because upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people based on respect and goodwill towards each person. K. D. Ushinsky wrote: “Moral influence is the main task of education.”
Fourthly, arming with moral knowledge is also important because they not only inform the child about the norms of behavior approved in modern society, but also give an idea of the consequences of breaking the norms or the consequences of this act for the people around them.
The main function of education is the formation of intellectual, emotional, business, communicative abilities of students for active interaction with the outside world.
The problem we are studying is reflected in the fundamental works of A.M. Arkhangelsky, N.M. Boldyreva, N.K. Krupskaya, A.S. Makarenko, I.F. Kharlamov and others, which reveal the essence of the basic concepts of the theory of moral education, indicate ways of further development of the principles, content, forms, methods of moral education.
A number of researchers highlight in their works the problems of preparing future teachers for the moral education of schoolchildren (M.M. Gay, A.A. Goronidze, A.A. Kalyuzhny, T.F. Lysenko, etc.).
The problem of our study is the influence of the teacher's personality on the creation of conditions for the moral education of school-age children.
The purpose of our study is a theoretical substantiation of the influence of the teacher's humanism on the educational process.
The object of research is the pedagogical process.
The subject of the study is the influence of the teacher's personality on the moral education of children.
Starting the study, we put forward the following hypothesis: the humanism of the teacher's personality is a necessary condition for moral education.
In accordance with the purpose, object and subject of the study, the following tasks were set:
To identify the conditions for the moral education of the child;
To give an analysis of the state of the problem of this study in the theoretical literature;
To reveal the role of the teacher's personality in the process of moral education.
Chapter 1.Psychological and pedagogical foundations of moral educationthe younger generation
1.1 Moral education: an essential characteristic
Before talking about moral education, let's consider some related concepts.
Moral culture is a systematic, integral result of the entire spiritual development of the individual. It is characterized both by the level of acquired moral values, as well as by the participation of a person in their creation.
In order to understand the essence and characteristics of moral culture, it is necessary to clarify such key concepts as culture, morality, morality.
Culture is considered as a way of human activity, as a synthetic characteristic of human development. It expresses the degree of his mastery of relations to nature, to society and to himself. Culture is not only a set of material and spiritual values created by society, it is a specific way of human activity, a certain quality of this activity, which covers both the motivation and stimulation of social activity, and the mechanisms of social regulation and self-regulation.
The role of education as a "mediator" between personality and culture is the most important. Education has two main purposes. Firstly, its task is to transfer part of the cultural values created by society to the individual in their individualization. Secondly, an important task of education is the creation of certain abilities for the perception of cultural and aesthetic values.
The social function of morality is connected with overcoming existing or possible contradictions between the interests of social unity and the personal interest of an individual member of society. But this does not mean at all that moral sanctions are associated with some kind of “sacrifice” of the individual in the name of the common. On the contrary, restrictions and self-restraints of individual behavior, its subordination to the interests of the general should be in the interests of the individual himself. The dialectic of moral regulation is such that the "protection" of the common is a necessary condition for the freedom of everyone, and the restriction of the freedom of everyone is a necessary condition for the freedom of all.
Freedom is the ability to do as you wish. Unfortunately, in the minds of some people, true freedom is associated precisely with the complete and unlimited realization of all personal desires, whims and aspirations.
However, if a person does not limit his desires and passions in his behavior, he achieves the opposite result - freedom turns into unfreedom. Unbridled desires lead to the enslavement of the personality. And vice versa, a certain reasonable restriction of desires and needs, which outwardly looks like a decrease in freedom, is in reality its essential prerequisite.
The well-known triad - truth, beauty and goodness - is usually headed by goodness, because it is believed that it is the highest manifestation of human humanization. Morality is not admiration for another person, not abstract politeness and exchange of compliments, but “militant” goodness, transforming and humanizing the social conditions of life. Good is not only a desire for good, but an action, the creation of good.
Moral culture is manifested in the ability of the individual to consciously and voluntarily implement the requirements of moral norms, to carry out such purposeful behavior, which is characterized by a harmonious correspondence of personal and public interests.
The most important elements that form the "core" of moral freedom are:
1. Awareness of the requirements of moral standards.
2. Acceptance of these requirements as an internal need, as a system of self-responsibility.
3. Independent choice of one of the possible options for action, that is, the adoption of a decision made not under external pressure (legal or authoritarian), but by internal conviction.
4. Willpower and self-control over the implementation of the decision, accompanied by emotional satisfaction with the achieved result (intention).
5. Responsibility for the motives and consequences of the action.
A morally educated person actively fights against evil. He does not put up with it and strives to constantly "elevate" his own and other people's behavior to the requirements of the ideal. A morally free person is not just a bearer of moral virtues, but their tireless creator. The moral qualities of people are such "equipment" that cannot be forged without their active participation.
Levels of moral culture.
Moral culture is a qualitative characteristic of the moral development and moral maturity of a person, manifested at three levels.
Firstly as a culture of moral consciousness, expressed in the knowledge of the moral requirements of society, in the ability of a person to consciously justify the goals and means of activity.
But even Socrates was struck by the fact that many people who know what good is, do evil. That's why, Secondly An exceptionally important level, which ensures the internal acceptance of moral goals and means, the internal readiness for their implementation, is the culture of moral feelings.
Thirdly, the culture of behavior, through which the set and accepted moral goals are realized, turn into an active life position.
Depending on the maturity of these specific components, there are several levels of individual moral culture: a low level of moral culture, when a person does not have elementary moral knowledge and often violates generally accepted moral standards; "mosaic culture", when jerky moral knowledge coexists with moral deeds committed under the influence of public opinion, family traditions, etc.; a rational type of moral culture, characterized by a purely verbal assimilation of moral norms without inner conviction in their legitimacy and necessity; emotionally expressive culture, when a person acquires a heightened moral sense of good and evil, fair and unfair, but he lacks the knowledge and most often the will to materialize them, and, finally, the high maturity of moral culture, when deep and scientifically based knowledge is in unity with richness of feeling and practical action.
The teacher teaches schoolchildren to analyze, evaluate the moral phenomena perceived by them, correlate them with their actions, and make the choice of moral decisions. That. he transfers the children's attention from general ideas about morality and moral concepts to reality. Forms of such work: conversation, round table, debate, discussion of materials from periodicals, a specific case, interview results.
In a short dictionary of philosophy, the concept of morality is equated with the concept of morality. Morality (Latin mores-mores) - norms, principles, rules of human behavior, as well as human behavior itself (motives of actions, results of activity), feelings, judgments, which express the normative regulation of people's relations with each other and the public whole (collective , class, people, society).
IN AND. Dahl interpreted the word morality as “moral doctrine, rules for the will, conscience of a person.” He believed: “Moral is the opposite of bodily, carnal, spiritual, spiritual. The moral life of a person is more important than the material life. “Relating to one half of the spiritual life, opposite to the mental, but comparing the spiritual principle common with it, truth and falsehood belong to the mental, good and evil to the moral. Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person with the duty of an honest and pure-hearted citizen. This is a man of moral, pure, impeccable morality. Any self-sacrifice is an act of morality, of good morals, of valor.
Over the years, the understanding of morality has changed. Ozhegov S.I. we see: "Morality is the internal, spiritual qualities that guide a person, ethical norms, rules of conduct determined by these qualities."
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, one speaks of moral beauty in connection with virtue: a just, courageous, prudent person, and generally possessing all the virtues, is called morally beautiful. .
And Nietzsche believed: “To be moral, moral, ethical means to obey an anciently established law or custom.” "Morality is the importance of man before NATURE". The scientific literature indicates that morality appeared at the dawn of the development of society. The decisive role in its emergence was played by the labor activity of people. Without mutual assistance, without certain duties in relation to the genus, a person could not survive in the struggle with nature. Morality acts as a regulator of human relationships. Guided by moral standards, the individual thereby contributes to the life of society. In turn, society, supporting and spreading this or that morality, thereby forms a person in accordance with its ideal. In contrast to law, which also deals with the area of human relations, but relying on coercion by the state. Morality is supported by the power of public opinion and is usually observed by virtue of persuasion. At the same time, morality is formalized in various commandments, principles that prescribe how one should act. From all this, we can conclude that it is sometimes difficult for an adult to choose how to act in a given situation without “hitting his face in the dirt”.
But what about children? More V.A. Sukhomlinsky spoke about the need to engage in the moral education of the child, to teach "the ability to feel a person."
Vasily Andreevich said: “No one teaches a small person: “Be indifferent to people, break trees, trample on beauty, put your personal above all else.” It's all about one very important pattern of moral education. If a person is taught good - they teach skillfully, intelligently, persistently, demandingly, the result will be good. They teach evil (very rarely, but it happens), the result will be evil. They do not teach either good or evil - all the same, there will be evil, because it must also be made a man.
Sukhomlinsky believed that "the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the understanding of the child only if the child sees, does, and observes the moral meaning" .
At present, much attention is paid to moral education in schools, but the end result of the work is not always satisfactory. One of the reasons is the lack of a clear system in the educational work of the school and class teachers.
The system of moral education includes:
First, the actualization of all sources of moral experience of pupils. Such sources are: activities (educational, socially useful), relations between children in a team, relations between pupils and their teachers and parents, the aesthetics of everyday life, the world of nature, art.
Secondly, the correct correlation of forms of activity and education at different age stages.
Thirdly, the inclusion of moral criteria in the assessment of all types of activities and manifestations of the personality of pupils without exception.
Let us dwell in more detail on the characteristics of the main sources of the moral experience of children.
1.2 The main sources of moral experience
The sources of the moral experience of school-age children, first of all, include educational activities. It is important for the teacher to know that the moral development of pupils in the classroom is carried out through the content of the program and didactic material, the very organization of the lesson, the personality of the teacher.
The content of the educational material enriches students' understanding of the moral qualities of a person, reveals the beautiful in nature, social life, personal relationships of people, develops a positive personal attitude towards the principles of morality in adolescents, forms the ideal of a beautiful person, encourages to correlate their behavior with the behavior of a heroic personality. Educational material is able to deeply affect the emotional sphere, stimulate the development of the moral feelings of schoolchildren.
Enormous potential for moral influence on schoolchildren has educational material, especially in literature and history. It contains a large number of moral and ethical judgments, moral conflicts. In the classroom, the teacher directly leads students to comprehend the relationship to man and society.
But, perhaps, the personality of the teacher has the strongest influence on the moral development of schoolchildren in the learning process. The moral image of the teacher is revealed to children in the system of his attitudes to his main and social work, to students and other people, to himself. These relationships are for those being educated a convincing commentary on those moral ideas that are affirmed in the learning process. Examples of an enthusiastic, responsible attitude to one's work, uncompromising attitude, adherence to principles, sensitivity and care in relations with colleagues and students strengthen the belief in the triumph of morality in adolescents.
And, on the contrary, if the students were witnesses of the teacher's indifferent or tactless attitude towards their classmates, the moral development of adolescents is seriously damaged.
The effectiveness of moral education is determined by the personal example of the educator himself. Spiritual closeness and respect for the teacher, which encourage him to imitate, are formed from many components and, in particular, depend on the degree of his competence, professionalism, and the nature of everyday relationships with children. It is especially important not to allow words, even sincere, passionate ones, to disagree with his deeds and actions. If a teacher proclaims one standard of life, while he himself adheres to others, then he has no right to count on the effectiveness of his words, and therefore he will never become an authoritative mentor.
Another important source of the moral experience of schoolchildren is a variety of extracurricular activities. It satisfies their urgent needs for communication, deeper mutual recognition, self-expression and self-affirmation in a group of peers. In extracurricular work, especially favorable conditions are created for the inclusion of students in the system of real moral relations of mutual assistance, responsibility, principled exactingness, etc. Individual inclinations and creative abilities develop to a fuller extent precisely in this activity.
It is known that such moral personality traits as courage, responsibility, civic activity, unity of word and deed cannot be brought up only within the framework of the educational process. For the formation of these qualities, life situations are necessary that require direct manifestation of responsibility, adherence to principles and initiative. Such situations often arise in extracurricular activities.
Various moral attitudes, assimilated in the educational process, are, as it were, tested in extracurricular activities. Their expediency is checked, aspects of certain moral provisions are revealed with greater obviousness. This ensures the translation of knowledge into beliefs.
If relations of goodwill, mutual concern, responsibility for each other are established in the children's team, if each child is provided with a prosperous position in the team, his ties with classmates become stronger, feelings of collective honor, collective duty, and responsibility are strengthened. Prosperous emotional well-being, a state of security, as A.S. Makarenko called it, stimulates the most complete self-expression of the individual in the team, creates a favorable atmosphere for the development of the creative inclinations of children, reveals the beauty of humane, sensitive relations of people to each other. All this prepares the ground for the formation of moral ideals in the field of human relations.
It is only in a team that a moral environment develops in which a child develops a relationship of responsible dependence, and, consequently, the best conditions for the formation of the ability to identify himself with another person.
The teacher must devote a lot of time and effort to the creation of a children's team, plan its development, and find the most optimal forms of self-government.
Caring for another person is successfully implemented in the community of older pupils and kids. It involves mutual care and joint activities that bring satisfaction to both parties. Especially useful is the individual patronage of the elders over the little ones.
Relationships with other teachers are also an important source of the moral experience of schoolchildren. For children, the attitude of the educator to others is a moral model of the attitude of a person to a person, which cannot but “infect” children, and not influence their relationship to each other.
The highly moral attitude of the educator to the pupils is an important catalyst for the educational process, and because such an attitude contributes to the most profound, conscious assimilation by the growing personality of the ideas and requirements that the teacher carries.
Psychologists confirm that children's attitude to requirements depends on their attitude to the one who demands. If the requirements come from a respected teacher who is spiritually close to the students, they perceive these requirements as appropriate and personally significant. Otherwise, the children obey the demand under the pressure of the teacher, but this demand causes internal resistance in adolescents.
The most important source of life experience for schoolchildren is intra-family relations, reflecting the moral attitudes and spiritual values of parents. The possibilities of the educator in the restructuring of unfavorable intra-family relations, in providing their pupil with a successful emotional well-being in the family are limited. However, the teacher can make up for the lack of emotional comfort for such children with special warmth, attention, care in his other “family” - the class team. To do this, it is necessary to know all the pupils whose position in the family is unfavorable, to conduct special work with a team of teachers and students, if possible, to neutralize the negative impact of adverse family relations on the pupil, forming in him the correct views on the nature of intra-family relationships.
Art is an important source of moral experience for schoolchildren. It should be varied and constant, permeate the whole life of the child, saturate his soul with empathy for other people. Forms of such communication: listening to phonorecords, visiting theaters, art exhibitions, participating in competitions and festivals, school performances, ensembles, choirs, etc.
Art is absolutely indispensable in the formation of the consciousness and culture of the feelings of the individual. It expands, deepens and organizes the moral experience of a person.
From works of art, a growing personality draws a concrete basis for various moral ideas, imposes on its own experience individual conflict situations depicted in a work of art, and thereby enriches its moral consciousness. The role of art in accumulating the experience of empathy is indispensable. Art allows you to experience what each person, due to the limitations of his experience, cannot survive. Compassion for the heroes of works of art, rejoicing in their successes, suffering from their hardships, a person becomes emotionally richer, more responsive, insightful, wiser.
In addition, art creates for everyone the illusion of self-discovery of the truth, thanks to which the moral lessons contained in the work are deeply experienced and quickly become the property of the consciousness of the individual.
The development of the moral consciousness of children is also facilitated by their acquaintance with the life, work, moral positions of prominent people.
In the moral experience of the child, an important role is played by the material-objective space in which he is located. Order and cleanliness, convenience and beauty create a favorable psychological state.
Chapter 2 Humanism of the individualteacheras a condition for the effectiveness of the processspiritual and moral education
“Any teaching program, any method of education, no matter how good it may be,” writes K.D. Ushinsky, “that has not passed into the conviction of the educator, will remain a dead letter that has no power in reality ... There is no doubt that a lot depends on the general order in the institution, but the most important thing will always depend on the personality of the direct educator, standing face to face with the pupil: the influence of the personality of the educator on the young soul is that educational force that cannot be replaced either by textbooks, or moral maxims, or a system of punishments and rewards. of course, it means the spirit of the institution; but this spirit lives not in the walls, not on paper, but in the character of the majority of educators, and from there it already passes into the character of the pupils. [K.D. Ushinsky, 1939, pp. 15-16].
In the structure of personality, scientists distinguish three groups of qualities that are directly related to the teacher:
Social and general personal (ideological, citizenship, morality, pedagogical orientation and aesthetic culture);
Professional and pedagogical (theoretical and methodological readiness in the specialty, psychological and pedagogical readiness for professional activity (theoretical), development of practical pedagogical skills and abilities);
Individual features of cognitive processes and their pedagogical orientation (pedagogical observation, thinking, memory, etc.);
Emotional responsiveness;
Volitional qualities;
Features of temperament;
State of health (O.M. Shiyan).
An integral quality of the teacher's personality, expressing his "educational power", the degree of his influence on the "young soul", can be considered "charisma" (I.V. Bestuzhev-Lada). Translated from Greek, the word harisma means "a mercy, a gift", in the Philosophical Dictionary (1994) it stands for "unusually great abilities or exceptional talents, perceived as the grace of God." Bestuzhev-Lada characterizes him as an exceptional, inspired talent, evoking in those around him (primarily among his pupils) a feeling of complete trust, sincere admiration, ennobling spiritualization, a willingness to follow what the teacher teaches, true faith, hope, love. [Bestuzhev-Lada, 1988, p. 132].
Obviously, this issue requires a special study. However, in line with the tasks set in the study, we carried out a brief analysis of the charismatic qualities of a number of well-known teachers on the basis of existing characteristics. We were faced with the task of identifying their most common features, since it is obvious to us that "pedagogical charisma" is a prerequisite for the teacher's humanistic intentions. Betskoy I.I. (1704-1795). He was a living example of high moral qualities, considering the basis of education "a good mentor." He dealt with the pupils "with all quietness and courtesy." He studied the character and interests of each pupil, made observations, made notes about their behavior, natural talents, success in science and morals. May K.I. (XIX century) He was the soul of the gymnasium he created, proclaiming the words of Ya.A. Comenius: "First love - then teach." He himself strictly followed this motto. An important personality trait of May as an educator was a consistently impartial approach to different students. He knew how to "stand in a simple and frank" relationship with each pupil, instill in his pupils a love for the truth, respect for himself and teachers.
Rachinsky S.A. (1833-1902). He believed that the "power of education" is, first of all, an internal strength. I have never been just an expert. "The range of his mental and heart interests was infinitely and indefinitely diverse. He was a philosopher in his life's work, especially in practical philosophy, expressed in deeds." (V.V. Rozanov). Korczak J. (1878-1942). The child, his interests and needs were in the center of his constant attention, which contributed to the creation of an atmosphere of mutual understanding and humanity. He set the welfare of the child as the goal of his life. The most characteristic feature of his pedagogy is the passionate struggle for the rights of the child, especially the child in need of care. His attitude to business is characterized by deep disinterestedness and extreme selflessness. Bryukhovetsky F.F. (1915-1994). He was the "organizational and emotional leader" of the team he headed, a generator of ideas, attracted people with his personality. He was restrained and irreproachably tactful towards children and teachers, served as an example of attitude to business. He was the soul of the teaching staff he created.
Katolikov A.A. (1941-1995). He lived one life with the team he led, most of all he valued natural, unobtrusive forms of communication and education. He showed the highest examples of self-sacrifice, complete dedication. Was a generator of ideas.
Although the characterizations given are incomplete, they give some idea of pedagogical "charisma". The teacher, who possesses it to an exhaustive extent, is distinguished by the following qualities: bright individuality; selfless, selfless, sacrificial love for children; inner strength, integrity, purposefulness, attracting children and adults; "organizational and emotional" leadership; asceticism; unselfishness; the ability to generate ideas and captivate them; breadth and depth of interests, a holistic worldview; confidence in his mission, in the correctness of his chosen path.
In general, it can be noted that a teacher endowed with "charisma" is distinguished by a high degree of tension in his inner life, transpersonal aspiration (spirituality), and an exalted nature of the spiritual and moral sphere. He is also characterized by a creative attitude to children, to his work, to the world as a whole. But, above all, he knows how to treat himself creatively as a person: the use of his own "human material" (properties of the mind, heart, will), the degree of "collecting himself" (G. Pomerants) reaches its highest form in such a teacher. Obviously, the "charisma" of a teacher, as the highest degree of pedagogical talent, is associated with his humanistic priority.
The teaching profession requires a constant expenditure of internal energy, emotions, love. Therefore, it is necessary to develop the teacher's emotional and motivational sphere, which is given insufficient attention in the system of teacher training and retraining. This is one of the main personal tasks in the humanistic paradigm of education and a prerequisite for the effectiveness of the implementation of spiritual and moral education. "There is some special way of communication of the soul through the heart. - writes F. Recluse. - One spirit affects the other with a feeling." If a teacher is not very emotional, if his “heart sphere” is not developed, if his feelings are shallow, he will not be able to influence the inner world of a teenager. The authoritarianism of the teacher, according to Yu.P. Azarov, is associated with a low level of culture of the teacher and is a consequence of the predominance of his rational-empirical style of thinking. .
The theoretical analysis of the teacher's humanism problem was carried out by us on the basis of understanding the works of representatives of the humanistic direction of Russian pedagogy and psychology, who affirm the priority of its internal characteristics.
An important role in understanding the problem is played by the principle of self-development, formulated in the cultural-historical theory of the formation of the psyche and consciousness by L.S. Vygotsky. (Vygotsky, 1986). Humanistic ideas are reflected in the psychological theory of personality by A.N. Leontiev (Leontiev, 1981) and S.L. Rubinshtein (Rubinshtein, 1973), conceptual ideas of "human knowledge" B.G. Ananiev (Ananiev, 1977), in the theory of the development of the child's personality L.I. Bozhovich, V.V. Davydova, D.B. Elkonina and others. The interpretation of the humanistic nature of the teacher's activity, his personality is reflected in the works of Sh.A. Amonashvili, V.V. Zankova, V.A. Kan-Kalik, E.V. Kuzmina, Yu.N. Kulyutkina, L.M. Mitina, A.K. Markova, G.S. Sukhobskaya and others.
The development of the idea of teacher's humanism can be found in the works of such scholars and educators as Yu.K. Babansky, V.I. Zagvyazinsky, M.I. Danilov, V.V. Kraevsky, V.A. Karakovsky, I.Ya. Lerner, Z.I. Malkova, E.I. Monoszon, A.V. Mudrik, N.D. Nikandrov, L.I. Novikova, Z.I. Ravkin, V.A. Sukhomlinsky, V.A. Slastenin, G.N. Filonov, G.I. Schukina, E.A. Yamburg and others. Much attention is paid to the disclosure of the problem of the personality of a teacher in the matter of upbringing and education in the works of V.A. Sukhomlinsky. In particular, he wrote: “We, teachers, must develop, deepen our pedagogical ethics in our teams, affirm the humane principle in education as the most important feature of the pedagogical culture of each teacher. forgotten in many schools, although there is a lot of general talk about sensitivity, humanity, caring.I know the work of many schools, many teachers, and this gives me the right to assert that words about sensitivity are often only proclaimed, and, not being realized in practice, turn into demagoguery, chatter." . Being a world-famous humanist teacher, he always remembered that "children have their own scales for measuring joys and sorrows, good and evil", and that "the most desirable and dearest help for a child is sympathy, compassion, cordial participation. Indifference, the indifference shocks him." .
In his speeches and pedagogical works, V.A. Sukhomlinsky constantly wrote that the ethics of the teacher, his moral qualities are a decisive factor in the education of the personality of the student. He put his idea into practice, creating a unique pedagogical system in which every child, teenager, high school student got a real opportunity to prove himself as a highly moral and highly spiritual person. The art of education, he believed, lies in the ability of a teacher to literally open to everyone, even to the most ordinary, most difficult in intellectual development of the pet, those areas of development of his spirit, where he can reach the top, express himself, declare his "I". One of these areas is moral development. Here, the road to the heights is not closed to any person, here is true and boundless equality, here everyone can be great and unique. .
The works of Z.I. Ravkin and representatives of his scientific school, as well as the research of L.Yu. Gordina, A.P. Kondratyuk, V.G. Pryanikova, Yu.V. Sharova, M.G. Yanovskaya.
In pedagogical innovations of the 70-80s, in the activities of talented representatives of the "pedagogics of cooperation" (Sh.A. Amonashvili, I.P. Volkov, T.I. Goncharova, I.P. Ivanov, E.N. Ilyin, V. A. Karakovsky, S. N. Lysenko, M. P. Shchetinin, E. Ya. Yamburg, etc.) have already expressed the personality traits of the humanistic position of the teacher, laid the theoretical and practical basis of the humanistic paradigm of Russian education, identified the main characteristics of the humanistic personality. These include creative thinking, dialogue communication, "transformative abilities", pedagogical reflection, positive ethical qualities (virtues), high value attitudes (patriotism, citizenship, love for children.
The formation of these qualities is associated, first of all, with a change in motivational and value orientations, a departure from authoritarianism. Overcoming the old style of relations, which, according to Yu.P. Azarov, factors such as a low level of culture, an attitude to achieve results by any means, ignorance of the child's psychology, etc. is associated primarily with the development of the affective-emotional sphere of the teacher, as mentioned above. It can be added to the above that the trend towards verbalization and rationalization of education has affected not only the content of education, but also the personality of the teacher. In today's situation, it is appropriate, together with P.P. Blonsky to exclaim: "Teacher, become a man!"
Let us dwell in more detail on the development of "human in man" in its pedagogical aspect.
Creative thinking. It involves the development of a categorical vision, which contains an impulse to constantly go beyond the given, beyond the visual image. Creative thinking consists in the formation of "the ability to see the whole before its parts" (Davydov, 1986). Since the whole is always greater than the sum of its parts, no matter how differentiated it may be in the future, it provides impulses for limitless creativity. Ya.A. Comenius considered knowledge as a movement from opinion, i.e. imaginary knowledge, to true knowledge, "scientist". The idea of a categorical vision of the world in a pedagogical interpretation is currently being developed by B.M. Bim-Badom, L.M. Klarina, V.A. Petrovsky and others.
Dialogue communication. It is based on the recognition of the polyphony of the real world. According to M.M. Bakhtin, the most important thing in a person's life occurs at moments of "non-coincidence with oneself", split, incompleteness, at moments of internal dialogue. The self-consciousness of a person is a complex "conglomerate" of voices belonging to people who are significant for the person. The question is, says A. Sidorkin, whether these "voices" are talking to each other or ignoring each other. He considers the development of internal dialogue as one of the criteria for personality development. At the same time, a person is included in the world around him, he is constantly interconnected and interacts with it. The intensity, breadth and depth of the external dialogue will be determined by the development of the internal dialogue. The orientation of the teacher to the child, to his values and norms gives their communication the status of intrinsic value, serves as a prerequisite for personality-oriented interaction.
"transformative ability". They manifest themselves to the greatest extent in the situation of "transferring a social situation into a pedagogical one" (Shchurkova, 1998), which means making pedagogical adjustments to it, its interpretation. At the same time, the circumstances do not change, but the attitude towards the circumstances changes. “The point is not,” writes N.E. Shchurkova, “that children do not know that adults fight, steal, be lazy, drink, offend each other, but that, knowing these circumstances, they would establish and manifest in real behavior, their value attitude towards them within the framework of modern culture. The ability of a teacher to see "above" a particular situation, to clarify its higher, spiritual meaning, to find in it an inner, personal meaning and to convey his feeling and vision of the world to students, thereby transforming it, creatively rethinking it, is the most important "transformative ability".
Pedagogical reflection. It includes a number of interrelated moments: the teacher's awareness of the true motives of his activity; the ability to distinguish their own difficulties and problems from the difficulties and problems of students; the ability for empathy as an active involvement in another in his experiences and decentration as a mechanism for overcoming egocentrism and the process of transforming the meaning of images, concepts and ideas by taking into account other points of view (cognitive perspectives) by a person; assessment of the consequences of their own personal influences on students.
Positive ethical qualities (virtues). As noted above, virtues are stable characteristics of a person, indicating its compliance with the ideal norm of human existence (P. Igumnov). There are natural, acquired and charismatic virtues - depending on the various states of a person; ascetic, moral (or ethical) and spiritual - depending on their nature. Mutually complementing and predetermining each other, the virtues constitute a dynamic unity and serve the goals of the moral improvement of the individual. In their integral coverage, all virtues represent a system of spiritual and moral values, in which each virtue is both the highest quality of a person and a sign indicating its value orientation. The principle of perfection is common to them. Thanks to him, all the virtues, potentially and actually included in the internal structure of the personality, constitute a single system of values. Purely pedagogical virtues? patience and love.
High value attitudes (patriotism, citizenship, love for children). In the essence of his vocation, the teacher is a faithful citizen of his Fatherland. Love for the motherland, knowledge of its history and traditions is a great educational force, so the teacher himself must be a patriot and use every opportunity to strengthen the sense of patriotism in children, the desire and readiness to serve the Fatherland with labor and deeds. Citizenship implies the priority of socially significant tasks over personal ones, civic activity, the legal culture of the teacher, collectivism, adherence to principles.
Love for children is the hallmark of a teacher, being the living force that spiritualizes everything that happens and turns the school into a good family. If the teacher is imbued with true love (disinterested, selfless, faithful, edifying, patient, condescending, serious, affectionate - a characteristic of S. Mitropolsky), his influence will be strong and fruitful. The fruits of such love will be mutual love, affection, trust, free, without coercion, obedience of students. “I knew neither the order, nor the method, nor the art of education, which would not be the result of my deep love for children,” wrote I.G. Pestalozzi. . "If teachers treat their students with love, - noted Ya.A. Comenius, - then they will win their hearts." .
"Pedagogical love" can be regarded as a "special case" of the teacher's attitude to life, to the world, to people, to himself, it is achieved by great work and exertion of all human strength. L.I. Malenkova proposed a kind of "technology" for the development and maintenance of this feeling.
1. Try to understand that they are children, and therefore behave like ordinary children.
2. Try to accept the child as he really is - with "pluses" and "minuses", with all his features.
3. It is possible to find out more fully why he became "like that", and try to "work out" in himself understanding, compassion and sympathy for the child.
4. Find the positive in the child's personality, express confidence in him, try to include him in the general activity (with a predictable positive assessment).
5. Establish personal contact through non-verbal communication, create "success situations", provide positive verbal support to the child.
6. Do not miss the moment of a verbal or behavioral-emotional response on his part, take an active part in the problems and difficulties of the child.
7. Do not be shy to show your attitude, your love for children, openly respond to the manifestation of reciprocal love, consolidate a friendly, cordial, sincere tone in the practice of everyday communication.
The issue of "pedagogical love" and the phenomena that exist under this name requires a special, in-depth analysis. “Pedagogy should not be limited to traditional general and little meaningful appeals and maxims about the need for love for children,” V.M. Galuzyak and N.I. Smetansky point out in their article on the problem of the teacher’s personal reference. ", they, as a rule, have little effect on the actual practice of pedagogical relations. Detailed and thorough studies of the real complexity, multidimensionality, and often inconsistency of the emotional relationships that are formed between the educator and children and have a decisive influence on the development of the individual are needed." . It is impossible not to agree with this position of scientists.
"Pedagogical love" is a "special case" of the teacher's manifestation of "kind attention to the world" (M.I. Prishvin), i.e. such an attitude to reality, which is characterized by a sincere interest in people, phenomena and events and genuine participation in them, including them in the system of internal semantic and emotional connections. At the same time, an opportunity is realized for the individual to see their unique, exclusive and at the same time objective place in their own life.
The foregoing allows us to conclude that the humanization of the external conditions of the educational process is inextricably linked with the internal humanization of its main subject - the teacher, which finds expression in strengthening the humanistic orientation of his personality. The humanistic value orientations of the teacher became the subject of a special study by N.P. Gapon (1990). The researcher notes that such an orientation of the teacher's personality implies:
Shift of personal status from the position of a passive consumer of spiritual values (object) to the status of a socially active accomplice and creator of spiritual life;
Change of the monologue scheme in the system of human relations, transition to the position of the subject of interaction;
True personal development.
The humanistic value orientation, according to Gapon, lies in the unity of the personal way of life and forms of pedagogical cooperation.
In this context, the statement of A.V. Mudrik that the teacher's attitude to himself, along with his attitude to the world around him and other aspects and ways of self-realization, is the main result of the educational process. (1982). He believes that a teacher becomes a person capable of influencing another person, with a certain, fairly high level of self-esteem. . Positive self-image, self-love is just as important for a teacher as love for a child.
The founders of the theory of self-actualization, which underlies humanistic psychology, A. Maslow and K. Rogers believed that the main thing in a person is her aspiration to the future, to the free realization of her abilities. Based on these positions, humanistic pedagogy sets the task of promoting the formation and improvement of the individual, the awareness of students of their needs and interests. The teacher, "self-actualizing" himself, tunes in to accept the child as he is, put himself in his place, imbued with his feelings and experiences, show sincerity and openness. This general orientation of pedagogical interaction is corrected by specific recommendations addressed to him:
Sincerely treat the pupil and frankly express your positive attitude towards him;
Help the pupil to realize the goals of his own development and achieve the transformation of these goals into the motives of his activity;
Collaborate with pupils in planning pedagogical activities, including educational ones, turning them into co-authors of the educational process, responsible for its results;
Organize the educational process with maximum convenience for students, even if this infringes on the interests of the teacher. .
The educational process, organized within the framework of the humanistic paradigm, proceeds from the idea that it is impossible to teach, you can only contribute to successful learning, that only the material that meets the needs of students is studied deeply enough, contributes to the improvement of the individual, that the effectiveness of learning is determined primarily by the student himself, and pedagogical assessment aims to initiate such self-assessment.
It is necessary to dwell on such an essential characteristic of a teacher as spirituality.
A special article by B.Z. Vulfova. . In it, the author gives the following definitions of this concept: pedagogical spirituality is the maximum human in the professional performance of a teacher; mutual respect between teacher and student; unconditional faith in the child's abilities; the ability to be surprised; willingness to sincerely admire (the student's achievements, the success of a colleague, the success of the school, the dedication of parents); the ability not to be embarrassed by their human manifestations - anger, shame, humor - and their weaknesses; professional anxiety; conscience and dignity; intelligence; ability for professional reflection. Professional pedagogical spirituality, the scientist concludes, is a complex state of the teacher's inner world.
V.V. Zenkovsky speaks of spirituality as a creative force in man. Spiritual life, in his opinion, consists in striving for the absolute and the infinite, which is the core of the personality and the source of its self-development. “The beginning of spirituality in a person,” he writes, “is not a separate sphere, is not some kind of special and isolated life, but is a creative force that entelechially permeates the whole life of a person (both soul and body) and determines a new “quality” of life. The beginning of spirituality is therefore the beginning of wholeness and organic hierarchy in man... He does not single out "pedagogical spirituality" in particular, but names such features of this concept that can be classified as "pedagogical spirituality":
1. deep sincerity, close connection of a good disposition of the heart and deeds;
2. reasonableness of all vital manifestations, contempt for unreasonable, animal manifestations of the lower part of nature;
3. attitude towards self-sacrifice, towards serving common goals (God, Fatherland and neighbors);
4. aesthetic attitude to the world, the desire for beauty and harmony in everything.
In our opinion, pedagogical spirituality, like spirituality in general, should imply the teacher's aspiration to achieve non-personal, absolute goals (first of all, to achieve holiness as the ultimate result of the development of the spiritual principle in a person) in pedagogical activity. The spirituality of a person is closely related to her "charisma". In the dyad "humanism - spirituality" spirituality appears as an integral characteristic of the personality, which testifies to its higher, spiritual intentions, the purpose and object of which are beyond the limits of existing existence. Humanism represents comes from the consciousness of man and has its value as its object and goal. Humanism is a step towards the formation of spirituality, it certainly "humanizes" the system of human relations with the world, the system of its connections with the natural, socio-cultural and spiritual spheres of being, teaching to love "the world and what is in the world", to appreciate it at its true worth .
In modern pedagogical science, the concept of "spirituality" is far from fully comprehended theoretically. In ordinary pedagogical consciousness, it is identified with morality, intelligence, God-seeking, love of antiquity. Eastern philosophy added here the association with mysticism, magic, yoga, Western (transpersonal) psychology added another meaning - "the highest type of transpersonal experiences." The most expansive interpretation of this word comes down to the fact that it is understood as the total set of products of consciousness. By "humanistic spirituality" is meant the participation of the individual in the world in all its manifestations reflected in humanistic ideas.
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Introduction
Chapter 1
3 Ways of moral education in elementary school after school hours
Conclusion
Bibliography
Application
Introduction
The moral education of the younger generation is one of the main tasks of society. A small person enters a complex multifaceted world, in which he meets not only with goodness and justice, heroism and devotion, but also with betrayal, dishonesty, self-interest. It is necessary to educate and form a child's worldview when his life experience is just beginning to accumulate. It is in childhood that the orientation of the personality is determined, the first moral attitudes and views appear.
At the present stage, society is absorbed by the problems of market relations, economic instability, political difficulties that destroy social ties and moral principles. This leads to intolerance and bitterness of people, destroys the inner world of the individual. That is why the school, when solving the problems of education, must rely on the moral in a person, help each pupil determine the value bases of his own life, acquire a sense of responsibility for preserving the moral foundations of society. This will be helped by moral education, which is organically woven into the educational process and constitutes its integral part.
The educational school is faced with the task of 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. The solution of this problem is connected with the formation of stable moral properties of the student's personality.
The significance and function of elementary school in the system of continuous education is determined not only by its continuity with other levels of education, but also by the unique value of this stage of formation and development of the child's personality. Its main function is the formation of intellectual, emotional, business, communicative abilities of students for active interaction with the outside world. The solution of the main tasks of training should ensure the formation of a personal attitude towards others, the mastery of ethical, aesthetic and moral standards. The scientific justification for updating the content of primary education is based on the modern idea of developing education as a carrier of certain skills, a subject of educational activity, an author of his own vision of the world, capable of entering into a dialogue with elements of different cultures in accordance with his individual age characteristics.
Thus, the relevance of the problem of moral education of younger students is due to the following:
for the education of socially active members of society, it is necessary to train widely educated, highly moral people who have not only knowledge, but also excellent personality traits;
in the modern world, the child lives and develops, surrounded by a variety of sources of strong influence on him, both positive and negative, which (sources) fall daily on the fragile consciousness and feelings of the child, on the still emerging sphere of morality. On his own, without pedagogical support, it is difficult for him to navigate these problems;
since education in itself does not guarantee a high level of moral upbringing, for upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people on the basis of respect and goodwill towards each person. K.D. Ushinsky wrote: "Moral influence is the main task of education." .
knowledge not only informs the younger student about the norms of behavior approved in modern society, but also gives an idea of the consequences of breaking the norms or the consequences of this act for the people around them;
younger schoolchildren, in accordance with age characteristics, are very susceptible to the impact on them.
Among teachers, A.M. Arkhangelsky, N.M. Boldyrev, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky, I.F. Kharlamov and others. In their works, the essence of the basic concepts of the theory of moral education is revealed, ways of further development of the principles, content, forms, methods of moral education are indicated.
Other works analyze the pedagogical heritage of prominent scientists and teachers who made a significant contribution to the development of the problems of moral education of schoolchildren (T.I. Kogachevskaya, R.N. Kurmankhodzhaeva, T.V. Lukina) A number of researchers highlight in their works the problems of training future teachers to the moral education of schoolchildren (M.M. Gay, A.A. Goronidze, A.A. Kalyuzhny, T.F. Lysenko, etc.)
In connection with the relevance of the problem of moral education in elementary school, we chose the topic "Moral education of younger students in extracurricular activities."
The purpose of our work is to identify the optimal combination of methods (forms and methods) of moral education of younger students in elementary school outside school hours.
The object of the study is the moral education of younger schoolchildren in extracurricular activities.
Subject of research: moral education of younger schoolchildren at school in extracurricular activities.
Research hypothesis: the moral education of younger students in extracurricular activities will be effective if:
an organized system of forms and methods will be used that have a complex effect on the intellectual, emotional and activity spheres of the individual;
Research objectives:
.To study the problem of moral education of junior schoolchildren in primary school in extracurricular activities in scientific pedagogical, psychological and methodological literature;
.To study the experience of primary school teachers in organizing moral education in extracurricular activities;
.To identify and experimentally test the effectiveness of the system of methods of moral education of younger students in extracurricular activities and analyze the results;
Research methods: observation, questioning, testing, analysis of children's activity products, complex pedagogical experiment, systematization and statistical processing of the obtained data.
Research base: MBOU "Maralikhinsky secondary school".
Chapter 1. Theoretical and methodological foundations of the moral education of younger students during extracurricular time.
1 Characteristics of moral qualities, points of view of different authors
In a brief dictionary of philosophy, the concept of moral equated to the concept of morality “Moral (Latin tochez - morals) - norms, principles, rules of human behavior, as well as human behavior itself (motives of actions, results of activity), feelings, judgments, which express normative regulation of people's relations with each other and the social whole (collective, class, people, society).
IN AND. Dahl interpreted the word morality as "moral doctrine, rules for the will, conscience of man." He believed: “Moral - the opposite of bodily, carnal, spiritual, spiritual. The moral life of a person is more important than the material life. “Relating to one half of the spiritual life, opposite to the mental, but comparing the spiritual principle common with it, truth and falsehood belong to the mental, good and evil to the moral. Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a man with the dog of an honest and pure-hearted citizen. This is a man of moral, pure, impeccable morality. Every selfless act is a moral deed, of good morals, of valor.
Over the years, the understanding of morality has changed. Ozhegov S.I. we see: "Morality is the internal, spiritual qualities that guide a person, ethical norms, rules of conduct determined by these qualities."
Thinkers of different centuries interpreted the concept of morality in different ways. Even in ancient Greece, in the works 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 person is called morally beautiful.”
V.A. Sukhomlinsky spoke about the need to engage in the moral education of the child, to teach "the ability to feel a person."
Vasily Alexandrovich said: “No one teaches a small person: “Be indifferent to people, break trees, trample on beauty, put your personal higher.” It's all about one very important pattern of moral education. If a person is taught good - they teach skillfully, intelligently, persistently, demandingly, the result will be good. They teach evil (very rarely, but it happens), the result will be evil. They do not teach either good or evil - all the same, there will be evil, because it must also be made a man.
V.A. Sukhomlinsky believed that "the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the understanding of the child only under the condition of vivid visibility, evidence of the moral meaning of what he sees, does, observes" .
The school is the main link in the system of education of the younger generation. At each stage of the child's education, its own side of education dominates. In the education of younger schoolchildren, Yu.K. Babansky, moral education will be such a side: children master simple moral norms, learn to follow them in various situations. The educational process is closely connected with moral education. In the conditions of the modern school, when the content of education has increased in volume and become more complex in its internal structure, the role of the educational process in moral education is increasing. The content side of moral concepts is due to the scientific knowledge that students receive by studying academic subjects. Moral knowledge itself is no less important for the overall development of schoolchildren than knowledge in specific academic subjects.
N.I. Boldyrev notes that a specific feature of the education of moral qualities is that it cannot be isolated into some kind of special educational process. The formation of moral character takes place in the process of all the multifaceted activities of children (games, study), in situations with their peers, with children younger than themselves and with adults. Nevertheless, moral education is a purposeful process that involves a certain system of content, forms, methods and techniques of pedagogical actions.
In the formation of the personality of a junior schoolchild, from the point of view of S.L. Rubinshtein, a special place is occupied by the development of moral qualities that form the basis of behavior.
At this age, the child not only allows the essence of moral categories, but also learns to evaluate their ranks in the actions and actions of others, their own actions.
The attention of such scientists as L.A. Matveeva, L.A. Regush and many others.
In their research, they turn to the formation of moral methods of behavior, assessment and self-assessment of moral behavior.
The process of education at school is based on the principle of unity of consciousness and activity, on the basis of which the formation and development of stable personality traits is possible with its participation in activities.
“Practically any activity has a moral connotation,” O.G. Drobnitsky; including training, which, according to L.I. Bozhovich, "has great educational opportunities." The last author presents the educational activity of the junior schoolchild as the leader. At this age, it largely affects the development of the student, determines the appearance of many neoplasms. It develops not only mental abilities, but also the moral sphere of the personality.
As a result of the regulated nature of the process, the mandatory systematic fulfillment of educational assignments, the younger student develops moral titles characteristic of educational activities, moral relations, points out I.F. Kharlamov.
A specific feature of moral education should be considered that it is long and continuous, and its results are delayed in time.
2 Features of the education of moral qualities in primary school age
education moral student teacher
The boundaries of primary school age, coinciding with the period of study in primary school, are currently being established from 6-7 to 9-10 years. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school [Friedman L.M., 2001, p. 173].
All the factors that determine the moral formation and development of the student's personality, I.S. Marenko divides into three groups: natural (biological), social and pedagogical. In interaction with the environment and purposeful influences, the student socializes, acquires the necessary experience of moral behavior.
The moral formation of a personality is influenced by many social conditions and biological factors, but pedagogical factors play a decisive role in this process, as the most manageable, aimed at developing a certain kind of relationship.
The development of the child's moral consciousness occurs through the perception and awareness of the content of the influences that come from parents and teachers, surrounding people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the child's awareness, external influence acquires an individual meaning, i.e., forms a subjective attitude towards him. In this regard, the motives of behavior, decision-making and the moral choice of the child's own actions are formed. The orientation of school education and the real actions of children may be inadequate, but the meaning of perception is to achieve a correspondence between the requirements of proper behavior and internal readiness for this [Averina N.G., 2005 p. 68-71].
A necessary link in the process of moral development is moral enlightenment. The purpose of which is to inform the child of a body of knowledge about the moral principles and norms of society, which he must master. Awareness and experience of moral principles and norms is directly related to the awareness of patterns of moral behavior and contributes to the formation of moral assessments and actions.
Primary education is currently structured in such a way that it develops students' cognitive abilities; develops the skills of active mastery of educational material, leads to the integration of the acquired knowledge into an integral system aimed at understanding the world around. The development of thinking, the mastery of various ways of working with educational material has a direct impact on the assimilation of moral knowledge by children; the organization of the educational process and its methods contribute to the accumulation of moral experience. All these tasks are solved in a complex, constantly, at all lessons and after school hours, only the accents change depending on the main goals [Butterworth J., 2000, p. 72-84].
Working on the problem of educating the moral qualities of younger students, it is necessary to take into account their age and psychological characteristics:
One of the features is - a penchant for the game. In game exercises, the child voluntarily exercises, masters normative behavior. In games, more than anywhere else, the ability to follow the rules is required from the child. Violation of their children notice with particular acuteness and uncompromisingly express their condemnation of the violator. If the child does not obey the opinion of the majority, then he will have to listen to a lot of unpleasant words, and maybe even leave the game. So the child learns to reckon with others, receives a lesson in justice, honesty, truthfulness. The game requires the participants to be able to act according to the rules. “What a child is in a yoke, such is in many ways he will be at work when he grows up,” said A.S. Makarenko.
It is impossible to engage in monotonous activities for a long time. According to psychologists, children of 6-7 years of age cannot keep their attention on any one object for more than 7-10 minutes. Further, the children begin to be distracted, switch their attention to other objects, so frequent changes in activities during classes are necessary.
The title of moral norms and rules of behavior does not always correspond to the real actions of the child. This happens especially often in situations where there is a mismatch between ethical standards and the child's personal desires.
The entry of a child to school marks not only the beginning of the transition of cognitive processes to a new level of development, but also the emergence of new conditions for the personal growth of a person. The personal development of the child is influenced by educational, gaming, work activities, as well as communication, because. it is in them that the business qualities of students develop, which manifest themselves in adolescence.
The younger student is an emotional being: feelings dominate all aspects of his life, giving them a special coloring. The child is full of expression - his feelings flare up quickly and brightly. He, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens when it is very, very necessary. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. The need for positive emotions from other people determines the behavior of the child. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc. [Mikhailova E.V., 2006, p. 52-62].
When close adults love a child, treat him well, he experiences emotional well-being - a sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people.
The motives of behavior develop in school childhood in two directions:
1.their content changes, new methods appear in connection with the expansion of the range of activities and communication of the child;
2.motives are combined, their hierarchy is formed, and in connection with this, their new qualities: greater awareness and arbitrariness. If a child at an early and younger preschool age was completely dominated by momentary desires, could not report on the causes of his behavior, then a certain line of behavior appears in an older preschooler. Public moral motives become leading. A child may refuse an interesting activity, then a game, in order to fulfill the requirement of an adult and do something that is not attractive to him. An important new formation of personality is the subordination of motives, when some become paramount, while others become subordinate.
The emergence of new activities in a younger student entails the formation of new methods: gaming, labor, educational, for the process of drawing and designing, the motives for communicating with adults change - this is an interest in the world of adults, a desire to act like an adult, receive his approval and sympathy, evaluation and support. In relation to peers, the motives of self-affirmation and pride develop. A special place is occupied by moral motives associated with the attitude towards other people, the assimilation of norms of behavior, understanding one's own actions and the actions of other people. Not only positive motives develop, but also negative ones associated with stubbornness, whims, and lies.
At primary school age, broad social motives are of great importance - duty, responsibility, etc. Such a social attitude is important for the successful start of learning. However, many of these methods can only be implemented in the future, which reduces their incentive power. Cognitive interest (interest in the content and learning process) in most children, even by the end of this age, is at a low or medium-low level. A large place in the motivation of the younger student is occupied by narrow-minded motives - the motivation of well-being, prestige. Among these motives, the first place is occupied by the motive "I want to get good grades." At the same time, the mark reduces the activity of children, their desire for mental activity. Negative motivation (avoidance of trouble) does not take the leading place in the motivation of a younger student.
The formation of moral independence is carried out at all levels of education.
The educational process is built in such a way that it provides for situations in which the student is faced with the need for an independent moral choice. Moral situations for schoolchildren of all ages should in no case be presented or look like teaching or controlling, otherwise their educational value may be nullified.
The result of moral education appears in the attitude of schoolchildren to their duties, to the activity itself, to other people.
So, at primary school age, broad social motives - duty, responsibility, etc. are of great importance. With such a social attitude, especially extracurricular activities, because at a given school age, together with learning activities, it forms the main neoplasms, and the mental development of the child is intensive.
Only a deep understanding of the scientific foundations of the content of moral development in general and a creative approach to determining those specific moral properties and qualities that need to be formed in elementary school students increase the correct orientation of the teacher, both in planning educational work and in organizing effective psychological and pedagogical influence on their students. pupils [Kulnevych S.V., Lakotsenina T.P., 2004, p. 168].
Organizing the moral education of younger students, the teacher conducts work to study the real knowledge of children, reveals possible problems and errors in the prevailing ideas.
Moral education is a process that contributes to the formation of moral feelings (conscience, duty, responsibility, citizenship, patriotism); moral character (patience, mercy); moral position (ability to distinguish between good and evil, readiness to overcome life's trials); moral behavior (willingness to serve people and the Fatherland, manifestations of the good will of the individual).
In the process of training and education, a person masters socio-cultural norms that have cultural and historical significance. The meaning of education lies in the reproduction of established forms of social life in the space of culture.
The spiritual principle in a person is manifested due to his infusion into the “cultural” heritage of the family and the cultural tradition that he masters through the processes of education, upbringing and professional activity throughout his life.
Moral culture is a systematic, integral result of the entire spiritual development of the individual. It is characterized both by the level of acquired moral values, as well as by the participation of a person in their creation.
Culture is considered as a way of human activity, as a synthetic characteristic of human development. It expresses the degree of his mastery of relations to nature, to society and to himself. Culture is not only a set of material and spiritual values created by society, it is a specific way of human activity, a certain quality of this activity, which covers both the motivation and stimulation of social activity, and the mechanisms of social regulation and self-regulation.
Moral culture is manifested in the ability of the individual to consciously and voluntarily implement the requirements of moral norms, to carry out such purposeful behavior, which is characterized by a harmonious correspondence of personal and public interests.
Without a stable system of moral and spiritual values, neither the village, nor the city, nor our Earth will survive ... A.I. Solzhenitsyn.
The upbringing of the younger generation is the most important factor in the development of society. Its function is to transfer from generation to generation the many-sided experience of people, expressed in a common culture, science, art, language, morality, behavior, social relations. The formation of personality in childhood, adolescence and youth, which takes place in school and family, are the main stages in preparing a person for society through education.
Moral education plays an important role in the general system of comprehensive development of the individual. The moral formation of a person is a complex and contradictory process. This is the assimilation of historically established concepts in the field of morality of modern society, and the achievement of a high level of self-control.
The moral education of a child begins early, from preschool age, when the first behavioral habits are laid in children. The development of moral qualities must be given serious attention.
Children receive systematic moral education at school. Here they master the basics of science, learn about the world, develop their mind, feelings, join the life of the team. But these are only the most general stages of personality formation.
To be morally educated means to respect everyone who works, to work well yourself, to be active in everything, to approach work creatively, to try to bring as much benefit as possible, to be honest, just, impatient with cruelty, evil, and all forms of humiliation of a person.
The foundation of morality is laid in humanity, in kindness. When cultivating kindness, one should know that a person who has experienced the good attitude of others becomes better himself, more responsive to someone else's misfortune.
Moral education is the most important aspect of the formation and development of the child's personality and involves the formation of his relationship to parents, others, to the team, to work, to his duties and to himself. Primary school age is a stage in the development of the child, corresponding to education in primary school [Shestopalov S.V., 2008, p. 28-36].
Consequently, a huge responsibility falls on the primary classes. In this important responsible work, an important place is given to the interaction of the school and the family.
The problem of adequate moral education is carried out not only at school, family, at the place of residence (where students spend most of their time), but also in out-of-school institutions. It is very important that the school, parents and the public join their efforts in educating the younger generation. So, Kaikavus notes that “When people arise from non-existence, their nature and character are already given to them, only due to softness, weakness and impotence they cannot manifest them. As a person grows, his body and spirit become stronger, and his deeds become more obvious, both good and evil. And when they ripen, their customs will also develop completely, all virtues and vices will be revealed. And you make upbringing, education and training your inheritance and leave it to him in order to satisfy his rights, for there is no inheritance for children to know better than education.
The legal and documentary basis of the Model Program for the Spiritual and Moral Development and Education of Students at the Stage of Primary General Education is the Law of the Russian Federation "On Education", the Standard, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen (hereinafter referred to as the Concept). The concept of spiritual and moral development and education of the personality of a citizen of Russia.
In accordance with the requirements of the Standard, the Concept and Model Program for the Spiritual and Moral Development and Education of Students are a guideline for the formation of all sections of the main educational program of primary general education.
The own program of an educational institution should contain theoretical provisions and methodological recommendations on the formation of a holistic educational environment and a holistic space for the spiritual and moral development of a student, otherwise defined as a way of school life, integrated into the classroom, extracurricular, extracurricular, family activities of the student and his parents (legal representatives) . At the same time, the educational institution must create conditions for the implementation of its own program, ensuring the spiritual and moral development of students on the basis of their familiarization with basic Russian values, the values of the family, their ethnic, confessional, social group, universal values in the context of forming their identity as a citizen of Russia and directing the educational process in elementary school to educate a child in the spirit of love for the Motherland and respect for the cultural and historical heritage of Russia, to develop his creative abilities.
1.3 Ways of moral education in elementary school after school hours
The process of education is carried out in various ways, by which we mean the totality of forms, various methods, techniques and educational means. The concept of the form of education in the pedagogical literature is defined as - the appearance of the organization of the educational process.
The forms of organization of the educational process in the most general form reflect the relationship that develops between educators and pupils. 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:
.verbal forms (meetings, gatherings, lectures, reports, disputes, meetings, etc.);
.practical forms (hiking, excursions, sports and athletics, olympiads and competitions, etc.);
.visual forms (school museums, exhibitions of various genres, thematic stands, etc.). .
The above classifications, of course, do not reveal the full richness of the educational process. In the complex process of moral education, various forms of organization are possible. According to N.I. Boldyrev, in the organization of moral education, its instrumentation is important. The educator can influence the student directly, face to face, but can also through his comrades, through the student team.
Methods of education, according to V.A. Slatenin are methods of professional interaction between a teacher and students in order to solve educational problems.
Methods of moral education are a kind of tool in the hands of a teacher, an educator. They perform the functions of organizing the process of moral development and improvement of the individual, managing this process. With the help of methods of moral education, a purposeful influence on students is carried out, their life activity is organized and directed, their moral experience is enriched.
The acceleration and deepening of the moral formation of a personality largely depends on the teacher's knowledge of specific functions and the purpose of educational methods, on the ability to determine and create optimal conditions for their use. The implementation of this provision in the practice of educating schoolchildren requires dynamism, correlation and interaction of methods, enriching them with new components. At the same time, it is vital to influence the intellectual, emotional, volitional sphere of students. All these types of influence constitute the main components of the process of moral education. And if one of them falls out of the field of pedagogical vision or attention to it is weakened, then the organized and guided formation and self-formation of the personality is to some extent inferior to the spontaneous one. Therefore, in the end, the goal and objectives of education cannot be fully achieved and successfully solved. The choice of methods of moral education largely depends on the age of students and life experience.
The nature of the methods of moral education also changes depending on the development of the children's collective. If the team has not yet been formed, the educator makes demands in a firm and categorical form to all children. As soon as the team begins to play a significant role as an asset of students, the methodology of work changes. The teacher strives in his requirements to rely on the opinion of schoolchildren, consults with them. 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 the team is to nurture the personality of each child. The entire educational system is subordinated to this goal. The creation of a team is not an end in itself, but only the most effective and efficient way of personality formation. I.S. Maryenko named such groups of upbringing methods as methods of accustoming and exercising, stimulation, inhibition, self-education, guidance, explanatory-reproductive and problem-situational.
I.G. Schukina distinguishes three groups of methods:
.methods of formation of consciousness (story, explanation, explanation, lecture, ethical conversation, exhortation, suggestion, dispute, report, example);
.methods of organizing activities and forming the experience of behavior (exercise, assignment, educating situations);
.stimulation methods (competition, encouragement, punishment).
Teachers select such methods of organizing the educational process that contribute to the comprehensive development of the individual and meet the general tasks of education. At the same time, they also take into account the characteristics of students of a particular age, the specific living conditions of the classroom team.
Let us consider the main forms and methods of moral education and persuasion of schoolchildren, which Boldyrev N.I.
Classroom is the time allocated by the school for the purpose of organizing educational work by the class teacher. The form of the class hour is completely different, it can be meetings, conversations, meetings, excursions, fees, conferences, disputes, etc. Conducting class hours is foreseen in advance in the plan of educational work. During class hours, the form of free communication between students and the class teacher prevails. Class hour is not an ordinary educational event. It is necessary to prepare well for it, so that it is remembered by schoolchildren, leaves a mark in their minds, and influences their behavior. The subject of class hours largely depends on the age of students, their level of education, on the specific living conditions and activities of the student team. The main requirement for a class hour is the active participation of all students in it; no one in the class can remain a passive observer - everyone can find a case in its preparation and conduct. Classroom hours should not be used for teachings and instructions, for dressing and lectures. .
Conversations. In the educational activities of class teachers, ethical conversations occupy a large place. They aim to enrich the moral ideas and concepts associated with positive deeds and actions, to familiarize with the rules of conduct. In the process of conversations, students develop an evaluative attitude towards their own behavior and the behavior of other people. The high moral and cultural level of the teacher, their emotionality in the presentation of material, the ability to provoke students to be frank, to make them feel trust in educators contribute to the increase in the effectiveness of ethical conversations. Along with systematic conversations, episodic conversations are also held related to the discussion of the actions of students. Such a conversation should be held immediately after the act.
In the activities of teachers, an especially important place is occupied by the explanation of the "Rules for Students" as the main criteria for the behavior of schoolchildren. Experienced class teachers, when conducting conversations about discipline, talk less about what should not be done, but talk about what, why and how to do it, how to act in this or that case. The conversation is conducted with a class or individually with a student who has committed an unworthy act. Experienced teachers are not fond of collective condemnation of shortcomings in the behavior of students. In some cases, an individual conversation with the guilty students is more effective. It is important to create an atmosphere of goodwill and trust. .
One form of moral persuasion is the reader's conference. It helps not only to expand the horizons of schoolchildren, to develop their artistic taste, but also to learn the norms and principles of morality. Often, during the reader's conferences, the discussion takes on a debatable character, and the conference develops into a debate (especially in high school).
Dispute on moral issues is a complex and at the same time effective form of persuasion. It requires serious preparation of the teacher and students. In preparing to express an independent opinion, they better understand and assimilate moral principles. Introducing students to art. The teacher attracts students to participate in competitions for the best reader or storyteller, to amateur art activities that enrich the moral world of schoolchildren. Literature and drawing teachers are involved in the preparation and holding of competitions. Excursions to museums, art galleries, exhibitions, visits to cinemas and theaters also contribute to the development of the aesthetic taste of schoolchildren. . For the purpose of persuasion, moral requirements for the behavior of schoolchildren are also used. Demanding that they behave well in the classroom and outside of school, respect their elders, be truthful and sincere, the class teacher informs them of knowledge about the norms and rules of behavior, enriches their moral ideas and concepts. The requirements of the educator for behavior achieve the goal only if they are understandable and accessible, connected with the practice of everyday behavior of children. .
Behavior correction method. This method is aimed at creating conditions under which the child will make changes in his behavior, in his attitude towards people. Such a correction can take place on the basis of a comparison of the student's act with generally accepted norms, an analysis of the consequences of the act, and clarification of the goals of the activity. An example can be considered as a modification of this method. Its effect is based on a well-known regularity: phenomena perceived by sight are quickly and easily imprinted in the mind, because they do not require either decoding or recoding, which any speech effect needs. Therefore, an example is the most acceptable way to correct students' behavior. .
According to N.I. Boldyrev, the example of other people has a great influence on the consciousness and behavior of students. The educational power of example is based on the inclination and ability to imitate. Not having sufficient knowledge and life experience, schoolchildren look closely at the actions and actions of others, imitate them, try to behave like adults, comrades.
An example of the behavior of other people has a direct and indirect impact on pupils, stimulates their desire for improvement, self-education and a change in their life position. Educational influence with the help of an example is a kind of use of visibility in education. Examples of the behavior of other people affect not only the consciousness, but also the feelings of the pupils; they affect not only their mind, but also the nervous system. Class teachers widely use examples from the life and work of some celebrities. Life gives not only positive, but also negative examples. It is not only desirable, but also necessary, to draw the attention of schoolchildren to the negative in people's lives and behavior, to analyze the consequences of wrong actions, to draw the right conclusions. A negative example given in time and to the place helps to keep the pupil from doing wrong, forms the concept of immorality. .
The formation of the consciousness and behavior of schoolchildren is also seriously influenced by the personal example of educators, parents, close people, and comrades. No teacher's words can give such a clear idea of the rules of behavior as his actions and actions. Children constantly observe how the teacher behaves in the classroom and in life, how he is dressed, how he treats the people around him. They are interested in how he responds to this or that event, how they relate to their duties. Integrity of character, exactingness to oneself and others, perseverance and perseverance in achieving the set goal are especially highly valued in the educator.
Methods of using examples in the process of education are varied. This is, first of all, imitation or reproduction of the pattern of behavior of other people. One method of using positive examples is borrowing. It involves the conscious and selective reproduction of personality traits, techniques and methods of its activities and behavior. Sometimes even manners, gait, clothes are borrowed. In a number of cases, following the example of other people is manifested in competition, in the desire to surpass the model that is imitated, in the desire to achieve better results in work, everyday behavior. .
An exercise. The process of moral education necessarily includes accustoming pupils to the implementation of the norms and rules of public morality, developing and consolidating stable habits of behavior in them. This is achieved, first of all, by exercise, by organizing the practical activities of pupils.
In the process of moral education, two types of exercises are mainly used: the organization of the moral experience of pupils by involving them in various activities and special exercises for children. The importance of exercises connected with the organization of moral experience is especially great. Personal experience acquired in the process of purposeful activity is the main condition for learning. Exercises in a variety of activities are aimed at developing habits for work and social work, in relationships with each other. They encourage teamwork. Education in labor is the most effective education. If a student is busy with work, he is usually inquisitive and disciplined, demanding of himself and honest, he is a reliable helper in the family. He has a more developed sense of responsibility. Unfortunately, young men and women leave the walls of the school, for whom work has not become a matter of life. They are not averse to speculating about duty, honor, and high moral principles. But their words are not backed up by deeds. The implementation of various social assignments has a serious impact on the formation of behavior. They are closely connected, first of all, with organizational activity. More N.G. Chernyshevsky argued that "... engaging in important public affairs is the best school for the development of all truly human virtues in a person." . In education, a well-thought-out organization of the material environment is also of great importance. The teacher must organize duty in the classroom and school corridors. This pulls up schoolchildren, obliges them to behave better, to maintain order.
In order to develop the necessary skills and habits of behavior, special exercises in moral deeds are sometimes carried out. Teachers show students what actions and how to perform, offer them to repeat and thus exercise in certain cases. For example, through exercises, they learn to observe silence and order in the classroom.
Exercises in the form of organization of positive actions are also expedient. For example, a student is instructed to visit a sick friend, help someone who is lagging behind in learning, collect flowers to decorate the school, etc. The success of the application of exercises, their effectiveness depends on compliance with a number of requirements;
.students' awareness of the importance and necessity of performing exercises;
.their regularity and consistency;
.their socially useful orientation;
.the relationship of exercises with various forms of persuasion. .
The method of game situations. For younger students, the reflection and reproduction of social life is the game. Game situations make it easy, exciting, without annoying didacticism of adults to learn the rules of behavior in practice. “The game,” said A.S. Makarenko, “is important in the life of a child; it has the same meaning that an adult has activity, work, service. What a child is in a game, such will he be in work when he grows up. Therefore, the upbringing of the future figure takes place, first of all, in the game. . The game teaches to be active, take initiative, act in the interests of the team, obey and lead. .
Game situations of a problem-search nature. Already in the very name of this method, two emotional stimuli are organically combined - playful and problem-search. A game with search elements is an extremely exciting activity for schoolchildren.
Methods of persuasion and exercises are as close as possible, interpenetrating; an atmosphere of natural "entry" into a specific situation of moral content is created. The group of these methods includes acting out situations of different levels of complexity in which students must notice a mistake or find a way out of the current situation. .
Incentive methods. The basis of these methods is the formation in students of conscious motives for their life activity. In pedagogy, encouragement and punishment are common as incentives. Encouragement is used in various ways: approval, praise, gratitude, granting honorary rights, rewarding. Punishment consists in the imposition of additional duties; deprivation or restriction of certain rights; in terms of moral censure, condemnation. If the motivation is to approve the actions of the pupils, then the punishment should prevent them from undesirable actions, slow them down, and cause a feeling of discomfort in front of themselves and other people.
Stimulation methods help a person to form the ability to correctly evaluate his behavior, which contributes to his awareness of his needs - understanding the meaning of his life, choosing the appropriate motives and their corresponding goals, that is, what constitutes the essence of motivation. .
Methods of influencing the emotional sphere. They involve the formation of the necessary skills in managing one's emotions, teaching him to manage specific feelings, understanding his emotional states and the reasons that give rise to them. The method that influences the emotional sphere of the child is suggestion and the methods of attraction associated with it. Suggestion can be carried out both verbally and non-verbally. To inspire means to act on the senses, and through them on the mind and will of a person. The use of this method contributes to the experience of children of their actions and the emotional states associated with them. .
Methods of educational situations. Methods of organizing the activities and behavior of pupils in specially created conditions are abbreviated as methods of educating situations. These are situations in which the child is confronted with the need to solve a problem. This may be the problem of moral choice, the problem of how to organize activities, the problem of choosing a social role, and others. The teacher specifically creates only the conditions for the situation to arise. When a problem arises for a child in a situation, and there are conditions for its independent solution, the possibility of a social test (test) as a method of self-education is created. Social trials cover all spheres of a person's life and most of his social connections. In the process of inclusion in these situations, children form a certain social position and social responsibility, which are the basis for their further entry into the social environment.
A modification of the method of educational situations is competition, it contributes to the formation of the qualities of a competitive personality. This method relies on the child's natural inclination to leadership, to rivalry. In the process of competition, the child achieves a certain success in relations with comrades, acquires a new social status. Competition causes not only the activity of the child, but also forms his ability to self-actualization.
Creation of imaginary situations of moral choice, close to the life experience of schoolchildren. This technique is valuable in that it allows you to conduct an interested conversation on topics relevant to schoolchildren related to their own experience, their experiences. A collective analysis of an analogous situation helps children make the right moral choice in difficult, contradictory life circumstances. . They are aimed at including students in the system of new relationships for them. Each child should accumulate the experience of socially useful behavior, the experience of living in conditions that form elements of a fruitful orientation, highly moral attitudes that later will not allow him to behave dishonorably, dishonorably. For this, it is necessary to organize work on oneself - "the work of the soul" (V.A. Sukhomlinsky).
In a school setting, it is useful to consider exercises to develop children's ability to make judgments based on the principle of justice, and even better - to solve so-called dilemmas. The dilemma method consists in a joint discussion of moral dilemmas by schoolchildren. For each dilemma, questions are developed, in accordance with which the discussion is built. For each question, children give convincing arguments for and against. It is useful to analyze the responses on the following grounds: choice, value, social roles and justice.
The use of moral dilemmas as a means of developing the existential sphere is, of course, productive. For each dilemma, one can determine the value orientations of a person. Dilemmas can be created by any teacher, provided that each dilemma must:
)be related to the real life of schoolchildren;
)be as simple as possible to understand;
)be unfinished;
)include two or more questions filled with moral content;
)offer students a choice of answers, focusing on the main question: "How should the central character behave?" Such dilemmas always give rise to an argument in the classroom, where everyone gives their evidence, and this makes it possible in the future to make the right choice in life situations. .
It should be noted that in the real conditions of the pedagogical process, the methods of education act in a complex and contradictory unity. What is decisive here is not the logic of individual "isolated" means, but their harmoniously organized system. Of course, at some particular stage of the educational process, one or another method can be used in a more or less isolated form. But without appropriate reinforcement by other methods, without interaction with them, it loses its purpose, slows down the movement of the educational process towards the intended goal. And yet morality is formed not on verbal or activity events, but in everyday relationships and the complexities of life, in which the child has to understand, make choices, make decisions and take actions.
Chapter 2. Studying and improving the moral qualities of younger students
1 Diagnosis of the level of formation of moral qualities of younger students
To identify the state of the level of formation of moral education in extracurricular activities, we used diagnostic surveys of students. The base of our study was MBOU "Maralikhinsky secondary school". The tasks were offered in the second and third grades (23 students). The purpose of the experimental work was to test the hypothesis, which provided: - that the dynamics of the moral education of younger students will be positive if the teacher uses a system of methods that comprehensively affect the intellectual, emotional and volitional spheres; the content of the moral education of junior schoolchildren will be based on their real life experience and will be aimed at its independent comprehension through the analysis of their own actions and the actions of the heroes of literary works.
The study took place in several stages:
stage - ascertaining.
The purpose of this stage: to determine the level of formation of moral norms and guidelines among schoolchildren; as well as studying the experience of primary school teachers in organizing the moral education of younger students.
stage - formative.
The purpose of the second stage is to develop the formed moral norms and guidelines of younger students in the process of extracurricular work with the help of selected forms and methods of moral education.
stage - ascertaining.
At this stage, we determined the effectiveness of the applied forms and methods of moral education of younger schoolchildren outside school hours by comparing the data obtained at the first stage with the data obtained after the formative experiment.
On the basis of the selected hypothesis, the ascertaining experiment provided for the solution of the following tasks:
· identify the level of moral education of younger students;
· to study the experience of primary school teachers in organizing the moral education of younger students.
To solve the first problem of the ascertaining experiment, we conducted conversations in which we clarified the children's ideas about moral qualities and rules of behavior. We have developed conversation questions:
What is friendship? Who is a true friend?
How do you understand the word "good"?
To be kind means what?
What does "help people" mean? Do you help people yourself?
What does "good person" mean?
What does it mean to "do the right thing"?
We also used the “How to act” method to diagnose attitudes towards moral standards. The technique is designed to identify the subjects' attitude to moral standards. The child is asked to imagine a given situation and tell how he would behave in it.
test material
Processing and interpretation of test results. To process the results, you can use the following indicative scale:
points - the child does not have clear moral ideas. Moral standards are unstable. Does not correctly explain actions (they do not correspond to the qualities that he names), there are no emotional reactions.
score - moral ideas exist, but the child does not strive to comply with them. Adequately assesses actions, however, the attitude to moral standards is unstable, passive. Emotional reactions are weak.
points - moral ideas and guidelines exist, the student tries to comply with them, but sometimes stumbles, assessments of actions and emotional reactions are adequate, the attitude towards moral standards is quite stable.
points - the child justifies his choice with moral principles; emotional reactions are bright, adequate; attitude towards moral norms is active and stable.
As the study showed, the majority of younger schoolchildren (8 people) have moral guidelines, assessments of actions and emotional reactions are adequate, but their attitude to moral standards is not yet sufficiently stable. 7 people have moral guidelines, but children do not strive to comply with them or believe that they will not succeed. Adequately assesses actions, however, the attitude to moral standards is unstable, passive. Emotional reactions are inadequate. 7 children justify their choice with moral principles; their emotional reactions are adequate, their attitude to moral standards is active and stable. Only one child does not have clear moral guidelines. Moral standards are unstable. Incorrectly explains actions (they do not correspond to the qualities that he names), there are no emotional reactions
Based on the results of the diagnostic study at this stage, we divided the children according to the level of development of moral ideas into four levels: high, medium, below average and low. It was found that the majority of children have an average level of formation of moral guidelines.
The results of the study are presented in Figure 1 (Appendix 1-2).
Rice. 1. The results of diagnostics of the development of moral ideas, attitudes towards moral standards in younger students before the experiment
Consequently, according to the diagnostic results, we can talk about the presence of children's ideas about moral norms, but not their sufficient stability, we can also talk about a weak emotional response to actions, which can make it difficult to differentiate behavior on the scale of "morality-immorality".
To solve the second task of the ascertaining experiment, we studied the plans for the educational work of primary school teachers Natalia Nikolaevna Shchepina and Larisa Mikhailovna Zemerova and programs for the moral education of children outside of school hours. Conducted observations of their activities and interviews with them.
The results of the analysis of plans for educational work and programs of extracurricular activities of elementary school teachers showed that the main pedagogical principles on the basis of which moral education was organized were, first of all: the relationship and interaction of knowledge - feelings - behavior. This is the most important principle of correlating assimilation with the assimilation and appropriation of significant meanings of human activity. Of essential importance is the emotional "living" of moral knowledge by students as an emotional factor in the personal development of schoolchildren, stimulating their inclusion in the experience of behavior.
Observations of the activities of teachers and conversations with them showed that the interaction between teachers and students is based on dialogue as the main principle of all educational work in elementary school. It acts as an incentive basis for self-determination of schoolchildren, a source of moral understanding of human life in society.
In the activities of teachers, educational situations of a problematic nature are also used, which involve the involvement of cognitive, ethical and aesthetic abilities of consciousness, reflective reactions of pupils, which makes them an indispensable tool for constructing productive educational work (34).
)It is possible to identify areas in the organization of the educational activities of teachers that are a priority in elementary school: the organization of a versatile, positively and emotionally colored interaction between children and adults in all spheres of school and class life;
)creation of pedagogical conditions that form the moral stability of schoolchildren by means of actualizing the moral diversity of situations that activate the possibility of choice and form the need for moral efforts of schoolchildren;
)development of needs in the emotional sphere of students in a moral and spiritual context, the formation of morally oriented motivation;
Raising the status of educational methods focused on its subjective basis, self-esteem, self-analysis, self-determination of students in the process of educational activities of an educational institution, leading to the need for self-education and self-improvement (34).
This is the pedagogical root of moral education and its continuity in elementary school. Most often, teachers use classical events that are traditional for the school.
Let us give an example of such a pedagogical experience of primary school teachers - the class hour "Lesson of Kindness". The lesson was developed by Shchepina Natalya Nikolaevna and Zemerova Larisa Mikhailovna. Class hour form - lesson - ethical conversation
With the concept of "good" and "evil" children get acquainted in preschool years.
The purpose of the class hour: further development of students' ideas about good and evil, fostering the desire to do good deeds; development of self-esteem.
Equipment: posters with proverbs and sayings "a good word to a man is like rain in a drought"; "it is not clothes that make a person beautiful, but his good deeds"; "hurry to do good."
The course of the classroom.
Introduction by the teacher.
Guys! Today we have an unusual lesson - a lesson in kindness. What is good? It's all good, kind, beautiful. For example, spring, sun, smile, mother, teacher ... (children continue).
What is "evil"? it is something opposite to good: bad, bad, misfortune, misfortune. We live with you on planet Earth. If there is good and evil on our planet, then people can do both good and evil deeds. Remember when you met good in life, and when evil? (children's answers).
Do you love to travel? Let's imagine that we went with you on a rocket into outer space. So, we landed with you on the planet of good.
What did we see here? Let's dream up (children's answers).
Now let's return to our home planet to do good deeds.
Who loves dogs?
Or other animals
Serious kittens
And carefree puppies
Who can love both a goat and a donkey -
The one for the people forever
Doesn't do evil.
What kind of person can be called kind? (Answers of children).
To summarize: a kind person is one who loves people and is ready to come to their aid in difficult times. A kind person loves nature and protects it. A kind person loves birds and animals, helps them to survive in the winter cold. A kind person tries to be neatly dressed, polite and respectful in dealing with comrades and adults.
Remember how often you use kind words. They are also called magical. (Answers of children).
And now let's read the proverb: "A good word to a man is like rain in a drought." How do you understand its meaning?
But not only words should be kind, but also deeds! After all, as the proverb says: "It is not clothes that make a person beautiful, but his good deeds." And also, guys, you need to remember that the work you have begun must be completed.
think and tell me what good deeds you can do in the classroom, at home, on the street, in transport, in nature?
Do you think it's hard to be kind? (Answers of children).
What do you need to have for this? (good soul, good heart).
Let your soul be kind, like the hero of A. Barto's poem "Vovka is a kind soul."
Being kind is not easy at all.
Kindness does not depend on growth,
Kindness does not depend on color,
Kindness is not a gingerbread, not a candy.
We all love fairy tales. They have good and bad characters. Now we are going to play a game. I name a fairy-tale hero, and you answer whether he is good or evil. If you are kind, you clap your hands happily, if you are evil, you cover your face with your hands (Ivan - Tsarevich, Kashchei the Deathless, Goldfish, Thumbelina, Karabas - Barabas, Little Red Riding Hood, geese - lady, water, Baba Yaga, Cinderella, Morozko, Malvina ).
What character would you like to be like? Why? (Answers of children). Imagine that each of you has a small sun. This sun is kindness. It is very important for you and for the people around you. After all, love and help warm like the sun. What do you guys think, what is more good or evil on earth? Maybe old scales will help us figure it out?
The teacher shows homemade cup scales. On one scale we will put "evil" (tablets with inscriptions: envy, lies, war, rudeness, betrayal, greed).
To defeat evil, we must try to outweigh the scales with "good." Let's remember what good deeds you have done, and drop them on the scales with "good". Children approach the scales one by one, talk about their good deed and put their “droplet” (small toys prepared in advance) on the bowl. Soon the scales of "good" outweigh the scales of "evil".
You see, guys, how you can defeat evil. So it is in life: droplets of good, merging, turn into a stream, streams into a river, rivers into a sea of good. It's good when a person leaves a good mark behind. One wise man remarked: a person lived his life not in vain if he built a house, grew a garden and raised a child. Let us now also do one common good deed.
On a blank sheet of drawing paper, each child sticks application details prepared in advance from colored paper: a house, trees, figurines of children, the sun, clouds, flowers, figurines of birds and animals. It turns out a beautiful application.
What shall we call this picture? ("World", "How beautiful this world is").
How did you feel when you did a good deed? (Doing good is very pleasant and joyful).
Our class is coming to an end. You are still children, but there are many glorious deeds ahead of you. You will make our planet Earth beautiful. But first you have to grow up to be real people. And this means that you must grow up courageous, sympathetic, polite, kind, hardworking. Starting today, we will write down all good deeds in the "Notebook of Good Deeds". Gradually, it will turn into a book, because doing good is great. (35)
The study of the experience of moral education of younger schoolchildren at school outside school hours showed that the use of such forms and methods of moral education as ethical conversation, dilemmas, drawing on moral topics, solving problem situations, implementing socially significant projects, and disputes is not practiced enough at school. - reflections, method of projects.
The main practiced methods of work are the analysis of moral and immoral acts of children, and thematic class hours.
2 Experimental verification of the effectiveness of the system of methods of moral education of younger students during extracurricular time
Based on the analysis of pedagogical experience, we propose to use the following system of ways to form moral ideas and guidelines for younger students during extracurricular time: ethical conversations, exercises, game situations, analysis of problem situations, dilemmas, drawing on moral topics, and others.
At the beginning of the experimental work, we had a series of conversations on ethical topics. Below are some of them.
Ethical conversation on the topic "What is good and what is bad?"
Purpose: the formation of ethical and moral values among younger students.
Students are asked to provide examples of:
principled action;
evil done to you by others;
a good deed that you have witnessed;
a fair deed of your friend;
a reckless act;
manifestations of irresponsibility, etc.
This is followed by a group discussion. Children draw conclusions.
Ethical conversation on the topic "Help the people around you."
Purpose: to teach children mutual assistance, support, respect for each other, fostering a culture of interpersonal relationships.
It was proposed to discuss helping elders, classmates, younger brothers and sisters. The questions were: Why do we need help? What and who needs help?
Ethical conversation on the topic "Responsible person".
Purpose: formation of the concept of "responsibility", its benefits, skills of responsible behavior.
It was proposed to discuss what is responsibility, responsible behavior, give examples of a responsible act, why is it important to be responsible? After that, we carried out drawing on moral topics, solving problem situations "Make a choice", etc.
Game "Mutual respect".
Purpose: to teach children mutual respect for each other, as well as for the elderly, fostering a culture of interpersonal relationships. Situations were proposed in which, depending on the choice of the child, his behavioral preferences were expressed (Appendix 3).
An exercise. Drawing on the theme "Good deed".
Target. Strengthen the understanding of what is a good deed. Give the opportunity to mentally imagine yourself in the place of the hero of the picture. Equipment. Paper and colored pencils, stand (place for drawings)
Children were invited to submit drawings to the exhibition "Good deed". The children drew, and then each in turn had to give explanations for his drawing. Then the best drawing was chosen
An exercise. Drawing on the theme "Bad deed".
Target. To consolidate the understanding of what act is bad. Give the opportunity to mentally imagine yourself in the place of the hero of the picture. Equipment. Paper and colored pencils, stand (place for drawings)
Children were invited to submit drawings to the exhibition "Bad Deed". The children drew, and then each in turn had to give explanations for his drawing. Then the drawings of bad and good deeds were compared. Children were asked to guess what bad deeds lead to
Analysis of situations of interaction 1 option.
Students were offered situations (Appendix 4) that they had to play in a group.
Analysis of real situations of interaction 2nd option.
Purpose: the formation of moral guidelines in relationships.
Tell children about whether they always behave well, correctly. The teacher gives examples of specific behavior of students in the class and asks to determine how the child behaved, how he should have behaved, what are the consequences of his behavior for other people.
Solving dilemmas
Purpose: education of a culture of interpersonal relations, actions in a situation of choice (frustration) (app. 5)
Analysis of literary works (5 lessons)
Purpose: the formation of moral guidelines, the ability to analyze the behavior of others from the standpoint of morality.
During the classes, the children read the fables of I.A. Krylov "The Crow and the Fox", "The Cuckoo and the Rooster", "The Pig under the Oak", A. Gaidar's story "Conscience", the tale of A.S. Pushkin "On the Goldfish", and analyzed the actions of the heroes, determined the qualities of the heroes that manifest themselves in various situations, what are these qualities? (app. 6)
Thus, we have selected forms and methods, methods of moral education, on the one hand, not traditional for elementary school, rarely used (such as the dilemma method), and on the other hand, quite suitable for younger students, interesting for them. This system of methods of moral education allows not only to offer knowledge about moral values and norms of life in society, but also to influence the emotional, volitional and activity spheres of the personality of younger students.
In the process of experimental work, students showed activity, interest in completing tasks, but they were not always able to correctly find solutions in situations involving choice, based on moral guidelines and values.
So, during an ethical conversation on the topic "What is good and what is bad?", schoolchildren had difficulty in determining a principled act, a fair act, a weak-willed act. In the process of discussion and explanation, such concepts as "good and evil", willpower, and responsibility were learned. After the explanation, the children were able to correctly pick up examples of moral and immoral actions.
During the second lesson, the children learned the etiquette of address, assimilated the standards of moral relations accepted in society, namely respect for elders, the rules of greeting, behavior at the table, interaction, communication.
The children liked to give examples, they formed standards of ethical behavior, which was reflected in their behavior. So the guys began to greet each other in the morning, politely say goodbye and ask each other for something. The drawing exercises carried out had two goals: on the one hand, it was an aesthetic expression of one's ideas and an idea of good and bad deeds. Students on the topic "Good deed" drew the following situations: giving a gift, helping elders, garbage collection, showing respect to elders, etc. On the topic "Bad deed", the drawings reflected aggression towards other people, harm to people, things, animals, etc.
Analysis of the drawings allows us to judge that children have formed an idea of moral, socially approved and disapproved behavior. An analysis of situations of children's actions also allows us to judge that children have formed an idea of moral, socially approved and disapproved behavior, they try to behave accordingly. At the same time, observation shows that students often violate the norms when interacting with each other, although they know that they are not doing the right thing. This is also associated with insufficiently developed reflection, when the child cannot assess the consequences of an act, its prospects, as well as the consequences of its choice for another person. Discussing this or that act of a child in a group allows you to develop a sense of shame for a bad deed and a sense of pride for a good one.
An analysis of situations of interaction between children showed that children in a situation of choice, when both the well-being of another and their own well-being depend on their behavior, tend to infringe on their own interests, and not the interests of others. And this is reassuring. Some students in a situation of moral choice could offer ways of behavior that do not correspond to the moral norm. We show this fact as an indicator of a low level of moral knowledge and behavior, the children "did not want" to share material with a friend, could not solve the situation with the help of a friend. In this lesson, in connection with this, we tried to analyze each situation, explain the difficulty of choosing and determine how the choice can affect further relationships and the child himself.
The ability to see morality in Krylov's allegories, to determine the morality of stories and fairy tales helps to form both an emotional attitude to an act and a moral attitude, the manifestation of such qualities as gratitude, cunning, conscientiousness, greed, flattery, boasting, and how they affect behavior, why these qualities are "negative".
It should be noted that it is the description of these qualities, through the behavior of the heroes of literary works, that forms both the idea itself in children and the emotional attitude towards them.
So, in the process of a formative experiment, by means of various methods, we tried to instill in younger students the desire for ethical deeds, the idea of good deeds that are beneficial both to the child himself and to those around him; we explained the consequences of certain actions, developed the ability to analyze the situation. In the classroom, we sought to develop such personality traits as empathy, responsibility, respect, reverence, benevolence, friendliness, courtesy, which are the basis of moral behavior.
At the third final stage, we were faced with the goal of determining the effectiveness of those methods of moral education that we used in experimental work. To talk about the formation of moral ideas and guidelines in the process of educational work, allows the fact that children have learned to a greater extent to give a detailed analysis of actions, this was expressed in the fact that children at the end of classes used a more specific formulation of actions indicating personality traits, in contrast to dichotomous division of actions into good and bad. We can note that the ability to choose a solution to a situation of dilemmas is determined both by the formation of moral norms and by the reflection of activity, the formation of an internal plan of action, the ability to predict and be responsible for an act. Observation showed that negative actions cause negative emotions, a state of rejection, which contributes to the formation, through reinforcement of positive behavior and punishment - negative, standards of moral behavior.
To test the effectiveness of moral education methods, the same methods were used as at the first stage: "What to do?", the method of unfinished sentences, conversations and observations of students' activities, their interaction, but other situations were proposed in terms of content in order to exclude mechanical answers.
test material
The first situation: during the break, one of your classmates broke the pointer. Did you see that. He didn't confess. What do you say? Why?
The diagnostic results are shown in Figure 2.
Rice. 2 The results of the diagnostics of the moral guidelines of younger schoolchildren after the experiment.
As shown by the repeated study, the majority of younger schoolchildren (11 people) also have an average level of development of moral ideas and guidelines, which is characterized by the presence of moral guidelines, assessments of actions and emotional reactions are adequate, but the attitude to moral standards is still not sufficiently stable. There are no children with a low level of moral development in the group. The level below the average includes 3 children, in the presence of moral ideas and guidelines, they do not strive to follow them, they have an unstable attitude towards moral standards. 9 children belong to a high level. They justify their choice with moral principles; their emotional reactions are adequate, their attitude to moral standards is active and stable. We observe positive dynamics of the results of the educational process.
Thus, our study showed that the use of the set of methods of moral education developed by us made it possible to reduce the number of children who are not behaviorally oriented towards moral norms and increase the number of children with formed moral guidelines. This follows from a comparison of the results of the study before and after the experimental work (Fig. 3).
Rice. 3. Comparison of the results of diagnosing attitudes towards moral standards in younger students before and after the experiment.
Thus, we have selected forms and methods, methods of moral education, on the one hand, not traditional for elementary school, rarely used (such as the dilemma method), and on the other hand, quite suitable for younger students, interesting for them. This system of methods of moral education allows not only to offer knowledge about moral values and norms of life in society, but also to influence the emotional, volitional and activity spheres of the personality of younger students. The results of the experimental work confirmed the correctness of our hypothesis. Thus, we can say that the use of these methods of moral education allows children to form an idea of moral norms and guidelines that can become a guide to moral behavior.
The specifics of the organization of the process of moral education of younger schoolchildren lies in the close relationship between the teacher-student relationship, as a result of which the teacher is in a situation of personal responsibility, including for the formation of moral orientations in children. The main recommendations for elementary school teachers on the organization of this process can be the following:
· the process of moral education of junior schoolchildren should be carried out systematically, and not from case to case;
· to form the moral qualities of younger students, it is necessary to use the entire set of means available to the teacher, since he needs to influence all spheres of the personality of the student of education, achieving a positive dynamics of the process;
· in the general system of moral education, an important place should be occupied by methods (forms, methods, techniques, etc.) aimed at the formation of moral concepts, judgments, assessments, and at the education of moral convictions. This group includes ethical conversations, problematic situations, the method of dilemmas, situations of practical interaction and their analysis, analysis of the actions of the heroes of literary works, debates on ethical issues, and others;
· methods of moral education should be selected taking into account the age characteristics of students, the level of moral development;
· topics for discussing moral problems, the teacher must discuss in advance with the children and take into account their suggestions, choosing the questions that interest them most;
· educational work with children of primary school age outside school hours should be organized taking into account the characteristics of children with poor academic performance, including low self-organization, a low level of development of cognitive processes, low self-esteem, which causes the formation of negative character traits, conflict;
· The peculiarity of applying the methods of moral education of younger schoolchildren outside school hours is that, due to age characteristics, they are very susceptible to the content of the issues under discussion and to the assessments given by the teacher. Therefore, the conclusions should be as correct as possible in their formulations. They should not contain excessive edification, but contribute to the reflection of students and lead them to their own conclusions;
· it must be remembered that knowledge of moral norms is a prerequisite for moral behavior, but knowledge alone is not enough. The criterion of moral behavior can only be the real actions of children, their motives;
· the desire, willingness and ability to consciously observe moral norms can only be brought up in the process of long-term practice of the child himself, therefore it is important to praise and reinforce socially desirable behavior and ignore minor violations of the rules, in order not to emphasize the collection and not to provoke acts "evil";
· the result of the effectiveness of methods of moral education depends on how the teacher presents students with certain norms and rules of behavior. The emotional state of a cheerful knowledge of the world is a characteristic sign of the spiritual life of a child's personality. The teacher's word is a tool for influencing the child's personality. It is through conversations with the teacher, the spiritual development of the child, self-education, the joy of achieving goals, noble work, that goals can be achieved. Self-knowledge, self-improvement, the ability to remain alone with one's own soul, should be devoted to special conversations of the teacher. The teacher encourages his pupils to be truthful and frank with themselves, to set such a goal in life, to achieve which it was necessary to solve tasks that correspond to the rules of morality, and never contradict true ethical standards;
· in moral education, it is important not only to formulate moral consciousness, moral feelings, but most importantly, to include the younger student in various activities, where their moral relations are revealed;
· in order to increase the effectiveness of interaction between the teacher and students, it is necessary to objectively assess the state of the process of moral education in the classroom. It is necessary to conduct an objective clear analysis of activities, monitoring the effectiveness of various methods systematically used by the teacher in his professional activities;
Conclusion
The significance of elementary school in the system of continuous education is determined not only by its continuity with other levels of education, but also by the unique value of this stage of formation and development of the child's personality. The main core in the general system of comprehensive development of the individual is moral education. Moral education is a process aimed at the formation and development of the integral personality of the child, and involves the formation of his attitude towards the Motherland, society, team, people, work, his duties and himself. Moral education is of particular importance for primary school students, since at this age the formation of the moral consciousness of the child, his worldview takes place.
The task of moral education is to turn the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, dignity, to form moral ideas and concepts in him.
An analysis of the pedagogical experience of schools in the city of Bryansk showed that teachers are doing some work on the moral education of schoolchildren. The plans of educational work provide for traditional forms and methods of interaction with children. Among them, class hours on moral and ethical topics, analysis of children's misconduct, etc. are especially common. But the level of development of moral ideas in children is not very high, although younger students have a desire to behave in accordance with the norms approved by society. We assumed that in today's rapidly changing conditions, if you use a system of methods of moral education that comprehensively affect the cognitive (knowledge), emotional and active spheres of the individual, then the formation of moral norms and ideas among younger students will take place in positive dynamics.
We also assumed that the moral education of younger students will have a positive trend if: the content of moral education is based on the real life experience of students and will be analyzed by them and independently comprehended through the analysis of their own actions and the actions of the heroes of literary works.
In experimental - experimental work, consisting of ascertaining and formative stages, we used a system of methods that were aimed at the formation of moral norms and guidelines for younger students. Among them: - ethical conversations, analysis of works of art. Game situations with the help of which we influenced the cognitive sphere of the personality; - practical situations of interaction, the method of dilemmas, drawing to evaluate the moral norm, the choice of behavior in given conditions, with the help of which we influenced the emotional and active spheres of the personality of a younger student.
The results of experimental work on the implementation of the indicated system of methods for the moral education of younger schoolchildren during extracurricular time confirmed the hypothesis put forward by us. We came to the conclusion that the successful formation of moral guidelines is facilitated by: full disclosure and understanding of moral norms and values, their significance for society and for the person himself;
)concretization of younger schoolchildren's ideas about moral qualities, personality, their expression in the conduct and consequences of such behavior.
)formation of skills to show their moral qualities in the process of performing individual tasks by younger students;
)the ability to emotionally and critically relate to situations, to show will and restraint, if a moral act leads to deprivation of something for the person himself.
We also note that for children it is important for an adult to pay attention to their problems, since it is the adult who is the model for children, identification with which largely determines the development of the child and the formation of certain personality traits in him, therefore, forming moral guidelines for children, the teacher he himself must demonstrate the standards of moral behavior, show the best qualities. With this work, we confirmed “the pattern of moral education, which was formulated by V.A. Sukhomlinsky: “If a person is taught good, the result will be good.” Only one must teach constantly, demandingly, persistently, in game forms, taking into account the individual and age characteristics of children.
Thus, the use of the considered forms, methods and techniques of moral education of younger schoolchildren during extracurricular time can contribute to an increase in the level of development of the moral qualities of a person, the formation of their moral ideas.
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Attachment 1
The results of the formation of moral ideas and guidelines in younger students before the experiment
No./Name Attitude towards moral standards Score Level 1. Artem A.3Vysoky2. Andrey B.3Vysoky3. Victoria B.1Below average4. Maxim B.3Vysoky5. Sergei D.0Low6. Vadim Zh.2 Intermediate7. Angelina K.1High8. Evelina K.1Below average9. Nikita K.2Average10. Viktor K.3Vysoky11. Ekaterina K.3Vysoky12. Evgenia L.1Below average13. Olga N.2Medium14. Kristina N.1Below average15. Ulyana P.3Vysoky16. Artemy P.1Below average17. Vladislav P.2Average18. Marina S.2Average19. Ivan S.1Below average20. Stanislav S.2Average21. Anna H.2Average22. Artem Shch.2Medium23. Vitaly Shch.1Below average
Annex 2
Situations for the game "Mutual respect"
Show respect to the old man.
Give a compliment to a person in a different social role.
Say morning, afternoon and evening greetings.
Say farewell and good wishes at parting.
Invite guests to the table and seat guests, wish them bon appetit.
Present a souvenir as a sign of a memorable date and say a greeting.
Serve a table for several people.
Make a request to a passerby, seller, kiosk, spectator.
Object to the interlocutor who expressed a controversial judgment.
Compliment the interlocutor about his judgment.
Stand at the entrance to the woman's room; stand up when addressing the question of a standing person (senior, woman).
Let an elder, a girl, a woman pass at the door.
Offer and receive food.
Annex 3
Problem situations for analysis
If you were walking in the yard with others and one of the guys fell near you and hurt your leg very badly. What would you do?
The children played in a group, some drew, looked at the pictures in the book. Tanya was sitting alone, very sad ...
Grandmother, at a loss, could not cross the street along which cars were moving.
Your friends guys offend the baby. Your actions?
You noticed that a man robbed a store. How would you do?
Appendix 4
If you were building something from planks and Vitya was also building next to it. He lacked dice. What would you do? When answering that I would give my own, an additional question was asked: "And if you also needed these boards, would you also not have enough?"
Evening, a cold February wind knocks on the window. Misha, a 2nd grade student, has just prepared his lessons and is sitting now reading an interesting book. Looking at his watch, he remembers that he did not buy bread. He decides that before the arrival of his mother, he still has time to do it. At this time, someone rang the doorbell. Looking through the peephole, Misha saw that this was an old acquaintance of the pope - Uncle Seryozha. He works with dad and visits us often. Seeing that this is Uncle Seryozha, Misha ...
Your classmate found it difficult to solve the task and asks you to help him. Your actions?
Two boys, brothers, wanted to go to the cinema. One stole money from his parents. Another told my grandmother that at their school I was collecting money for a gift for the teacher and also received money. So both brothers went to the movies. Which of them did better? Why?
At a party, you saw a vase with delicious pies on the sideboard. You really wanted to take a pie. There is no one nearby, and no one will take away the fact that you take a pie, but you know that you cannot take someone else's without asking. How will you do it?
Annex 5
The results of the study of the formation of moral ideas and guidelines in younger schoolchildren after the experiment
No./NameIrrigation to moral standardsScoreLevel1. Artem A.3Vysoky2. Andrey B.3Vysoky3. Victoria B.2Average4. Maxim B.3Vysoky5. Sergey D.1Below average6. Vadim Zh.3Vysoky7. Angelina K.1High8. Evelina K.2Average9. Nikita K.3High10. Viktor K.3Vysoky11. Ekaterina K.3Vysoky12. Evgenia L.1Below average13. Olga N.2Medium14. Christina N.2Average15. Ulyana P.3Vysoky16. Artemy P.1Below average17. Vladislav P.2Average18. Marina S.2Average19. Ivan S.2Medium20. Stanislav S.2Average21. Anna H.2Average22. Artem Shch.2Medium23. Vitaly Shch.2Intermediate
Appendix 6
A fragment of the analysis of the work of I. Krylov "Dragonfly and Ant".
Purpose: to develop the ability to analyze and evaluate the heroes of the work.
The teacher reads the work and explains its meaning, asking the children questions: "Does this fable look like the fairy tale "Three Little Pigs"?"
The answers of the children are varied, who agreed, what is similar, who did not find similarities.
The teacher explains the answers of the children: The dragonfly also sang all the red summer. And when the cold came, she went to the Ant for help.
"She crawls to the Ant with an evil longing. Do not leave me, dear friend, let me get together with my dear and only feed and warm until spring days." To which the Ant replied: "You all sang, this is the case. So go and dance." Did you like the ending of the fairy tale or fable more?
Would you like to change the end of a fairy tale or fable, and why?
Children are more willing and faster, began to offer their own version.
Seryozha: - who said that the Ant is evil because he did not let the Dragonfly in?
Galya: - The dragonfly is to blame, because she behaved like the heroes of a fairy tale - "Three Little Pigs" Nif - Nif, Nuf - Nuf so she needs it.
Yura: - You should always help, otherwise no one will help you later, you don’t have to be angry.
The teacher listened attentively to the answers and the proposed options, somewhere he approved the answers, gave an assessment to others, encouraged them. All children participated and were interested.
Annex 7
Reading the story of V. Dragunsky "Childhood Friend"
Purpose: to teach students to emotionally perceive the figurative content of the work, to comprehend the idea; to educate them in an active moral position - a benevolent attitude towards friends, to form, responsiveness; teach them to actively defend their moral position;
We start by talking about what they want to be when they grow up.
Listen to what the hero of Victor's story "Childhood Friend" dreamed about and why he later abandoned this dream.
After reading the story, a conversation is held:
Why do you think Deniska changed his mind about being a boxer?
What kind of person did Deniska seem to you? How did you get it? What words can be said about him?
Students answers: dreamy, kind, good friend.
Did you like the story? Why do we call this story a story and not a fairy tale?
Who is called a "childhood friend"?
They gave different answers, responded actively and substantiated their answers: "They say this only about a person with whom they have been very friends since childhood, with whom good memories are associated."
How do you understand the expression "to your heart's content"? How to say differently? Make up sentences with this expression.
What does the expression "do not spill water" mean? Who are they talking about? How to say differently.
Then we invite the children to repeat and memorize two proverbs about friendship and friends: "A man without friends is like a tree without roots", "An old friend is better than two new ones."
We make a final conclusion, a conclusion: a person who values \u200b\u200bfriendship will always have true friends. Such a person can handle any trouble.
Annex 8
Fragment of the game "Help Little Red Riding Hood"
Purpose: to develop the ability to empathize, to be attentive to another.
Students stand in a circle and see Little Red Riding Hood (any girl from the class).
The teacher asks why is she so sad?
I have lost my basket.
The teacher invites the children to take pity on Little Red Riding Hood! Indicate an affectionate word or allow the child to make his own choice.
Little Red Riding Hood thanks her friends, says that she is feeling better. Offers them more help and find her basket. (Children help to search, find).
Little Red Riding Hood rejoices and offers to be friends and help everyone who is in trouble.
Then the teacher offers to think and answer the question:
What was the girl's mood when they saw her? (children choose sad).
And in what mood did Little Red Riding Hood leave? (with cheerful, joyful)
What is your mood? (answers)
Why? (done a good deed)
In the lesson, the main thing is to ask questions: Why do you think so?
They offered the children, at their own request, to remember a fairy tale in which there is a moral content, you can beat it, stage it. The students were asked to choose their own role, in case of disagreement, they tried to make it clear that all the characters are good.
Appendix 9
An excerpt from G. Oster's "Tales with Details" (last chapter).
It happened, with a small boy Fedya, he went with his mother to the zoo, there he wanted ice cream, and his mother said: - No. My throat was hoarse yesterday, it will rattle again.
Then Fedya lay on his back, began to stamp his feet on the ground.
Let it wheeze! shouted Fedya. - You will become old, you will get sick yourself, I will never put a thermometer on you, I won’t give you pills, I won’t bring tea with lemon!
One elderly grandmother was feeding a rhinoceros with cabbage - she had special permission for this from the zoo's chief watchman - she heard Fedya's screams and was indignant:
Hooliganism - talking to your mother like that. Now I'm calling the policeman!
And I, - said Fedya, out of anger, not understanding what he was saying, - I will push your policeman, he will fall, I will step on his nose!
And just then a young policeman came up. He said:
Do not step on the noses of the policemen. Better ask your mom for forgiveness.
I won't ask! shouted Fedya. - Now I'll start living in another house with strangers.
People - visitors to the zoo, heard, said to each other:
What a weak boy. Stupid to the point of impossibility.
Themselves stupid! shouted Fedya. - Here the fire and flood will begin - I will not help. Your sofas will burn down, houses with roofs! Themselves later. And I will watch and laugh.
Look at this boy, - said the big elephant to her little elephant. - Never act like him.
We ask children:
Maybe someone recognized themselves in this boy? Then laugh at yourself. Wouldn't this laugh be funny? Can we say that this is laughter through tears? Which character do you feel sorry for? (mother, Fedya)
why pity them? What did mom experience when Fedya did his "tricks"? Think of an ending to this story.
In answering and listening to G. Oster's fairy tale, the children were emotional, attentive, perceived each behavior of the boy in their own way, but very few children rated the act as correct. This was evident in the answers given and in the devising of the continuation of the story.
All responses were carefully listened to and evaluated.
Annex 10
The story of L. Tolstoy. The boy was playing and accidentally broke an expensive cup. Nobody has seen. Father came and asked: "Who broke?" The boy trembled with fear and said: "I am." Father said: "Thank you for telling the truth."
We ask children questions:
Why was the boy shaking with fear?
Is it scary to deceive others?
This is how we talk about truth, honesty: "The truth is brighter than the sun", "Yesterday I lied, today they call me a liar."
What did the boy feel when dad said "thank you".
The answers of the children were varied, each in his own way perceived the story of L. Tolstoy, but most importantly, many correctly assessed the behavior of the boy and father, without the help of an adult, this showed that the children understand and are aware of the behavior of the characters.
Appendix 11
Conversation on G. Sangin's poem "The Very Words".
Purpose: to form norms of behavior in society, to maintain goodwill in the relations of children.
It is important to ensure that children understand that the observance of etiquette is not a mere formality.
Where is your hello?
He took a loud cock.
Where is your thanks?
Swallowed by a fish.
Tell me. Please,
Where is yours please?
An angry dog came running
And please take it away.
All the guys turned away
They don't want to be friends with me.
What should I do, how should I live.
Why is the hero grieving? Let's think of a name for him.
What should I do to keep him from getting upset?
Who is to blame for the trouble of the hero of the poem?
(rooster, fish, dog; the hero himself is to blame).
In the conversation, we paid special attention to the creativity of children. When you need to change the end of the work, continue the story, come up with your own story, a fairy tale on a specific topic, give a name to the text you read, make illustrations, pick up a proverb or saying when evaluating the hero’s act, etc., all this significantly increases the efficiency of assimilation and more meaningful children of moral phenomena.
All conversations created in the work with students contain pedagogical situations that help the child gain moral knowledge and form an attitude towards the characters when studying fiction.
Appendix 12
Conversation "Who knows how to help adults" (using A. Shibaev's poem "Grandfather and grandson")
We start with questions.
Do adults need help? (children's answers)
But one boy said that it is ridiculous to help adults, they can do everything themselves. Is he right?
Listen to A. Shibaev's poem "Grandfather and Grandson".
Lived in the world: old grandfather
And a grandson, about seven years old
... It was only worth calling him,
He helped make the bed
Helped put on galoshes.
Helped to drink water...
(Who helped whom?)
Who? Grandpa's grandson?
Yes, no, no:
For conversation, they also used poems by the following authors Z. Alexandrova, M. Ivensin, L. Kvitko.
For each conversation, it is necessary to ask questions, use illustrations to promote the perception of texts and develop the ability to analyze the actions and actions of children.
Appendix 13
Conversation on the topic "Good friend (comrade)"
We start with questions:
Who is called a good friend? (a good comrade is kind, not greedy, knows how to play together, does not tease, helps others).
But what about these guys who tease, fight, interfere with the game? (some children think that a fighter should be hit back)
We ask the question: How can you help another to convince a fighter that quarrels and fights interfere with living and playing together?
After the answers of the children, we conclude:
If everyone stands together in defense of the offended, then the offender will not dare to fight. A good friend will always help, protect, share the joy.
Annex 14
The story of V. Sukhomlinsky "How the Squirrel Saved the Woodpecker"
In the middle of winter it got warmer, it began to rain, and then frost hit again. The trees were covered with ice, the cones on the fir trees were iced over. There is nothing Woodpecker no matter how much he knocks on the ice, they will not reach the bark. No matter how much it hits a cone with its beak, the grains are not plucked out.
The Woodpecker sat on a spruce and cries. Hot tears fall on the snow, freeze. I saw the Squirrel from the nest The woodpecker is crying. Jump, jump, galloped to the Woodpecker.
Why are you, Woodpecker, crying?
There is nothing, Belochka ...
It was a pity for the Squirrel Woodpecker. She took out a large fir cone from the hollow. I put it between the trunk and the branch. The Woodpecker sat down near the bump and began to thresh with its beak.
And Squirrel sits near the hollow and rejoices. And the squirrels in the hollow rejoice. And the sun rejoices.
Then we ask a question to discuss the story with the children.
What did Belochka do?
How can you describe her behavior?
And what do you call people who act like Squirrel?
Have you noticed that the Squirrel is happy that she does not feel sorry for the bumps for the Woodpecker?
Appendix 15
The game "Pyramid of Good"
Children stand in a circle.
What kind, good things can be wished to each other, do you need? Whoever comes up with it will come out in a circle, say his good wishes, stretch out his hand forward and put it on top of my palm or on the palm of a child who has already expressed his wish.
We start first: "I wish you to be patient and obedient!"
After you express your wishes - they will erect a pyramid of goodness, we offer to shake it quietly and with the words: "Let our wishes be heard by everyone and let them come true!" - push the lying palms up, scatter the pyramid.
Role-playing games were also held, both on the street and in the group.
In such games, we demanded independence from children and their ability to transfer already learned rules of behavior into the game. The main thing is their introduction to the game - literature, it expands the plot content of games. When discussing works with children, we repeat the rules of conduct. Almost all games are based on a work of art, resulting in a dramatization:
Fairy tale "Three Little Pigs"
Fairy tale "Sivka - Burka"
The story of L.N. Tolstoy "Bone"
In conclusion, can you ask the children about the actions of the heroes? Did they do the right thing? Why did they do it this way? Invite the children to evaluate the characters?
Annex 16
Exercise "My actions"
We start the exercise by saying:
Everyone does different things, good and bad. What good deeds did our fairy-tale heroes do? And the bad ones? I have red and blue circles in my hands. I will discreetly place them in your palms. If you get a blue circle, you will remember your bad deed and call it in a whisper: if you get a red circle, then you will loudly talk about your good deed (we try to make sure that each child gets a red and a blue circle). What actions were easier to talk about? Why? What actions bring joy to your loved ones? What upset them? If you have committed a bad deed and realized that you offended someone, upset you, are you feeling good in your soul, is it calm? Yes, you should treat others the way you would like to be treated.
Annex 17
Game - exercise "Unusual orders"
The game starts with a surprise moment.
Children, you all remember the boy Kirill and his grandmother. They sent us a package. Let's see what's in it.
Reads a letter.
"Dear children!
Kirill and I have sent a surprise for you. Here in this package are unusual orders. "The most intelligent", "The most ingenious", "The most kind", "The most faithful friend", "The most cunning", "The most cordial", "The most shy", "The most disrespectful".
How would you distribute these orders among the children of your group.
I think that you will be very serious about assessing the personal qualities of your friends.
Tell me, to whom, what order will you give and why?
In each case, try to explain your choice?
Don't forget yourself.
Children look at the orders and prepare for an answer. We explain where which order is (orders are exhibited on an easel).
The answers of the children were independent, they tried to explain their answer, why exactly, they can give an assessment, even the opinions of many children coincided, when choosing children, this contributes and indicates that the children know each other very well and can evaluate a friend, peer.
Test material before the experiment
The first situation: during the break, one of your classmates broke the window. Did you see that. He didn't confess. What do you say? Why?
) Artem A.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I'm embarrassed to tell the teacher.
) Andrew B.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I don't know.
)Victoria B.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
) Maxim B.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: so as not to indulge.
) Sergei D.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: the teacher will scold.
) Vadim Zh.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I'm afraid.
) Angelina K.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I don't know.
) Evelina K.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: because it's bad.
) Nikita K.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I'm embarrassed.
) Victor K.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I don't know.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I don't know.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I'm afraid.
) Christina N.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I'm afraid.
) Ulyana P.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: this is not good.
) Artemy P.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I can't.
) Vladik P.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I don't know.
) Marina S.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I'm embarrassed.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: it's not good to do so.
) Stanislav S.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I don't know.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: I'm afraid.
) Artem Sh.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: the teacher must know.
) Vitalik Sh.
I will tell;
I won't say anything;
I will deceive;
ask someone else to tell.
Explain why: friends do not betray.
The second situation: classmates conspired to run away from the lesson. How will you do it? Why?
) Artem A.
I will not leave;
I will leave with everyone;
tell the teacher
Explain why: I will study.
) Andrew B.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
) Victoria B.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I'm embarrassed.
) Maxim B.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I will not sit.
) Sergei D.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: you need to study.
) Vadim Zh.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: you can't do that.
) Angelina K.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I'm afraid.
) Evelina K.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
) Nikita K.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: he should know.
) Victor K.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I don't know.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: they will say that I told.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: this is bad.
) Olga N.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I don't know.
) Christina N.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I will sit and study.
) Ulyana P.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: you can't do that.
) Artemy P.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I will sit silent.
) Vladislav P.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: they don't.
) Marina S.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: you can't cheat.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I don't know.
) Stanislav S.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: you need to study.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: will swear.
) Artem Sh.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: you can not be silent is bad.
) Vitaly Sh.
I will not leave;
I will leave with everyone;
tell the teacher
I'll stay, but I won't tell the teacher.
Explain why: I will.
Test material after the experiment
The first situation: during the break, one of your classmates broke the pointer. Did you see that. What do you say? Why?
) Artem A.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I'm afraid to tell.
) Andrew B.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: you can not be silent, the teacher must know.
) Victoria B.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: this can not be done.
) Maxim B.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: telling is not good.
) Sergei D.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I don't know.
) Vadim Zh.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: this is a bad deed.
) Angelina K.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I don't know.
) Evelina K.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: so as not to be scolded.
) Nikita K.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: let him be punished.
) Victor K.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I won't tell myself.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: let him know how to behave.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I don't know.
) Olga N.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: so that they don’t talk about me.
) Christina N.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: let them punish.
) Ulyana P.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I don't know.
) Artemy P.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: you can't complain.
) Vladik P.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: this is a bad deed.
) Marina S.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I don't know.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I won't say anything.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I don't know.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: you can't do that.
) Artem Sh.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: let the other person tell.
) Vitalik Sh.
I will tell about him;
I won't say anything;
I'll lie to someone else.
Explain why: I'm embarrassed to say.
The second situation: the guys in the yard conspired to burn the mail in the box of a grumpy old man. How will you do it? Why?
) Artem A.
I disagree;
I will agree;
I will think.
Explain why: you can not offend old people.
) Andrew B.
I disagree;
I will agree;
I will think.
Explain why: you need to think before you do.
) Victoria B.
I disagree;
I will agree;
I will think.
Explain why: I don't know.
) Maxim B.
I disagree;
I will agree;
I will think.
Explain why: I don't know.
) Sergei D.
I disagree;
I will agree;
I will think.
Explain why: you can't do that.
) Vadim Zh.
I disagree;
I will agree;
I will think.
Explain why: I'm afraid.
) Angelina K.
I disagree;
I will agree;
I will think.
Explain why: I don't know.
) Evelina K.
I disagree;
I will agree;
I will think.
Explain why: I'd better go home.
) Nikita K.
I disagree;
I will agree;
I will think.
Explain why: no, I can't do that.
) Victor K.
I disagree;
I will agree;
I will think.
Explain why: fun to play.
I disagree;
I will agree;
I will think.
Explain why: this is very bad.
I disagree;
I will agree;
I will think.
Explain why: I don't know.
) Olga N.
I disagree;
I will agree;
I will think.
Explain why: sorry old man.
) Christina N.
I disagree;
I will agree;
I will think.
Explain why: I'll go to another yard.
) Ulyana P.
I disagree;
I will agree;
I will think.
Explain why: you can't do that.
) Artemy P.
I disagree;
I will agree;
I will think.
Explain why: I'll go home, it's bad.
) Vladik P.
I disagree;
I will agree;
I will think.
Explain why: I don't know.
) Marina S.
I disagree;
I will agree;
I will think.
Explain why: I don't know.
I disagree;
I will agree;
I will think.
Explain why: I'll go to my mother's house.
I disagree;
I will agree;
I will think.
Explain why: it's not good to do so.
I disagree;
I will agree;
I will think.
Explain why: I don't know.
) Artem Sh.
I disagree;
I will agree;
I will think.
Explain why: I'll go home.
Explain why: I'll go home.
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Z. Z. Krymguzhina
(Sibay, Bashkortostan)
Raising the spirituality of the younger generation
within the framework of the pedagogical process
The article deals with the issue of educating the spirituality of the younger generation in the system of general education. An attempt is made to characterize the basic concepts of "spirituality", "education of spirituality".
At the present stage of development of society, problems in the spiritual sphere of man are increasing. In view of this, one of the most important tasks of education is the upbringing of the spirituality of the younger generation.
The upbringing of the spirituality of modern youth is an undeniable and most important goal of the whole society. Shortcomings and omissions in education cause irreparable and irreparable damage to society, so the education of spirituality must be carried out during school years.
The categories of "spirituality", "education" are fundamental in the framework of scientific research. These categories are the subject of analysis of philosophy, psychology, pedagogy and other sciences. Let's consider these concepts within the framework of the pedagogical process.
In the pedagogical aspect, spirituality is understood as “the highest level of development and self-regulation of a mature personality, when enduring human values become the main guidelines for its life activity”, “a person’s focus on actions for the benefit of others, her search for moral absolutes”, an integral beginning of a personality that ensures its creative potential, the presence of spiritual - beyond the scope of utilitarian needs - aspirations (V. V. Zenkovsky], "a special characteristic of the individual, containing her spiritual interests and needs" (L. P. Illarionova), as a way of human existence (T. I. Vlasova ], the ability to understand oneself, focus on oneself and “master oneself”, see oneself in the past, present and future (K. A. Abul-khanova-Slavskaya, V. A. Slastenin], the inner sphere of self-determination of a person, his co-
holding moral and aesthetic essence (B. T. Likhachev], “an inner impulse, a call to the exit of the subject of life beyond its limits” (I. A. Kolesnikova]. According to V. I. Andreev, spirituality, being a fundamental property of a person, integrates in itself the spiritual needs and abilities of a person to realize himself in search of truth in creativity, in the pursuit of goodness, freedom and justice.
The analysis of scientific literature shows that the concept of spirituality is integral and multidimensional, it synthesizes such key points as self-consciousness, value, need, ability, morality, a meaningful system of ideas and value orientations, emotional and intellectual capabilities of a person, mercy and focus on universal moral values. , free will and personal responsibility for their actions, life and activities.
For our study, spirituality is the ability of a person to have his own socially significant attitude to values, to act in accordance with the moral values of the human community, such as freedom, humanism, social justice, truth, goodness, beauty, morality, the desire to know the secrets of his destination. and the meaning of life.
Human life can be imagined as a continuous process of creation and comprehension of universal human spirituality. Only by comprehending universal human spirituality can a person take part in creativity, create something new. It is in universal human spirituality that the freedom of man is rooted. Universal human spirituality determines human activity,
serves as the basis for human activity. Universal human spirituality is also an appeal to the ideal principle in man.
Spirituality is the core around which a unique human essence is formed, it gives value to the human personality itself, because it leads a person to harmony and special personal fulfillment, reflects the inner state of the individual, characterized by aspiration for the highest ideals and values of being, the desire for self-knowledge and self-improvement . Spirituality, characterizing the state and integrity of the inner world of the individual, is a set of interdependent and interacting components - worldview, value orientations, meanings, moral attitudes and attitudes of the ethnic community. In this quality, spirituality is the potential for self-development of the personality and its self-improvement.
Considered in this aspect, spirituality becomes implicitly inherent in the pedagogical process at all levels of education (from preschool to higher professional), it must be purposefully formed, it must be taught and it must be educated. The alienation of educational functions from the education system is seen as a threat to society. Therefore, questions Spirituality must be given top priority.
It should be noted that every person has a predisposition to spirituality. It manifests itself in a person as a natural task. And in order to develop spirituality to the point where it begins to bear fruit, hard work is required. To help its correct formation, development and education is the task of the teacher. Therefore, in the educational and upbringing programs implemented by teachers in educational institutions, the formation and development of the spirituality of schoolchildren, from our point of view, must be given priority. In this regard, teachers face an extremely complex and multifaceted task - to create such an educational system, the cornerstone of which would be the upbringing of the spirituality of students.
The concept of "education of spirituality" synthesizes the data of such definitions as "education" and "spirituality".
The analysis of the concept of "education" and the comprehension of its semantically essential meaning lead to the understanding that spiritual transformation, renewal, the definition of personality, that is, the upbringing of spirituality, occurs in the process of purposeful influence, purposeful creation of conditions, purposeful activity.
In Russian pedagogy, various aspects of spirituality education were studied by S. L. Soloveichik, V. A. Sukhomlinsky, Sh. mastering the moral values of society.
The upbringing of spirituality is specific, which is determined, firstly, by the presence in human nature, in his mind, in the moral sphere of not only rational, but also many irrational moments. The spiritual is not equal to the intellect, but it is connected with the goals of a higher order, understanding the world, the metaphysical presence of the meaning of life, it is the result of a special, in-depth self-knowledge and knowledge. Moreover, the process of human life is not limited only to rational thinking: even the process of cognition, taken separately, is not a coldly rational, but a passionate search for truth. A person experiences what he comprehends. All the information rethought and selected by the mind of a person, which entered his inner world, is necessarily painted in emotional and sensual colors, becoming a personal experience.
The most rationalized information cannot become personal if it is not felt, animated. “In evidence,” wrote I. A. Ilyin, “not a person embraces the truth with his mind, but the truth embraces the human heart and imagination, and mind.” Therefore, consciousness is imbued with a complex fabric of emotions and emotional experiences, which are included in the concept of spirituality. Moreover, the connection between the sensory-emotional sphere and the intellectual and mental side of the personality implies the possibility of the influence of musical and aesthetic activities on the formation of spirituality. Folk music has great potential in this respect.
Socialization, upbringing and personality development
Secondly, the spiritual is not a function of the subject-object, but the subject-subject relationship. There are two points of view in the history of pedagogy. Representatives of the first are too straightforward and schematically interpreting the well-known idea of Ya. A. Comenius that a teacher is a master, and an educational institution is a workshop where a student is made into a person. This approach can still be traced in the form of a surviving tendency to present education in the form of a system of operations on the student's psyche, in the form of pedagogical manipulation of his personality. In this regard, the question arises about the possibility of a full-fledged spiritual education, when there is no active principle - a dialogue with the pupil.
The modern strategic concept of education rejects the view of the student as an object of "pedagogical engineering", encourages the educator to conduct an active dialogue with the pupil. In conversations, conversations and dialogues about spirituality, a mentoring position is unacceptable. Appeal to the phenomenon (and concept) of spirituality obliges every speaker to a special tact, modesty, deep reverence for him. potentials and enhances the subjectivity of the educated.
Thirdly, the upbringing of spirituality is carried out primarily as a result of achieving a spiritual community, a spiritual contact between the educator and the educated person. According to V. V. Rozanov, the soul awakens only with an individual appeal to a person. V. A. Sukhomlinsky believed that a real spiritual community is born where the teacher for a long time becomes a friend, like-minded person and comrade of the child in a common cause. Self-disclosure of each to another as a friend, as a close, dear being to whom you can open your soul, sharing with him the most intimate and
thanks to this, introducing him to his values and joining his "faith, hope, love", and is, according to M. S. Kagan, the upbringing of spirituality. The openness of everyone to each other, in turn, makes the process of educating spirituality possible.
The main requirement for the organization of the educational process: it must be person-oriented. In addition, the spirituality of the individual is seen in the creation of new individual meanings and the appropriation of new spiritual values in the continuous process of self-creation, building oneself as a moral, independent and creative person. Since it is always personal, individual and unique, it cannot be borrowed or adopted from others, it must be maintained and preserved. It is formed in the process of self-building, where each person creates his own spirituality. And the main way to spirituality, in our opinion, lies through education.
One of the most important criteria for educating the spirituality of a person is to raise spiritual and moral questions and search for answers to them by a person, which is realized through the knowledge of oneself, other people, the world. At the same time, personal awareness of the meaning of Life opens through intense mental work and spiritual activity aimed at another person and absolute existential values. Thus, spirituality is the need to comprehend the meaning and purpose of one's life.
Thus, based on the fact that the essence of the upbringing of spirituality is a person's search for the meaning of life, it is necessary to organize activities for the development of the content of upbringing of spirituality by schoolchildren as a meaning-creating activity. Equally important is the introduction of the educator to the values of the educator, since education is not about informing about values, not about studying them, and not about imposing them. Education is a way of transforming the values of society into the values of the individual.
Literature
1. Andreev V. I. Pedagogy: a training course for creative self-development. - Kazan: Center for Innovative Technologies, 2000. -362 p.
2. Hegel G. V. F. Works. T. 4. - M.: Sotsekgiz, 1959. - 172 p.
3. Ilyin I. A. Creative idea of our future: On the foundations of a spiritual character. Op. in 10 vols. T. 7. - M.: Russian book, 1998. -465 p.
4. Kagan M.S. On the spiritual (the experience of categorical analysis) // Problems of Philosophy. - 1985. - No. 9. - S. 102.
5. Krymguzhina Z. Z. Education of the spirituality of secondary school students by means of folk music: author. dis. ... cand. ped. Sciences: 13.00.01. - Magnitogorsk, 2011. - 24 p.
6. Mizherikov V. A. Dictionary-reference book on pedagogy. - M.: TC Sphere, 2004. - 448 p.
7. Pedagogical encyclopedia / ed. I. A. Kairova. In 4 vols. T.3. - M.: Soviet Encyclopedia, 1966. - 879 p.
8. Rozanov VV About myself and my life. - M., 1990. - 711 p.