Spiritual and moral development and education of students provides. Ethical education of students
Ethical education of students
Upbringing is the most important part of the pedagogical process, it is recognized to form the typological qualities of the individual in accordance with the ideal that society sets. “To educate a person intellectually without educating him morally means to grow a threat to society.” Intellectual upbringing is the essence of education, education is a process based on the natural inclinations of a person. However, nature did not provide any mechanisms for the formation of the personality of an educated person.
The norm of education is wholly and completely a consequence of the socio-historical way of life. To be a person, it is not enough for them to be born, they must also absorb certain environmental influences that contribute to the formation of personality. In this regard, the statement of A. Exupery is logical and indisputable “Education takes precedence over education. It is upbringing that makes a man."
At its core educational process is a restriction of human freedom and capabilities, it introduces certain boundaries of behavior that are reasonable from the point of view of society. This process seems to be quite difficult to understand: it is not always clear where education ends and training and manipulation begin. Deep meaning contains the statement of D.S. Likhachev about that “the basis of all good manners is one task: so that a person does not interfere with a person and everyone feels good together”
In the process of educational activities, systematically created and implemented terms contributing comprehensive development of the individual, broadening one's horizons, developing a culture of thinking, satisfying requests for increasing the intellectual, cultural and moral potential both during training and outside of school.
primary goal consists in the formation of a viable, humanistically oriented personality, the creation of conditions for the formation of a socially competent personality of a student with a high culture and civic responsibility.
In an effort to achieve the goal, the educational process decides three main tasks: worldview formation, familiarization with the norms of culture, behavior and formation of the right attitude to work.
The first task involves the gradual acquaintance of the child with the social environment and the development of a system of stable, own views on the world. “Own” does not mean different from universal, but implies unity with them, but based on a reasonable, meaningful and justified acceptance of them for oneself. As part of this task, the boundaries between good and evil are formed - the basis ethical standards, as well as the notion of beauty and ugliness, in other words, aesthetic ideal, which contributes to the formation of aesthetic tastes, personal preferences of a person.
Learning to behave contributes to the realization of a worldview position, the disclosure of human abilities and the formation of a team of like-minded people. Regulatory regulation of behavior etiquette- area of knowledge about the rules of proper behavior in certain situations. Within the framework of etiquette, several branches are considered: a culture of speech(literacy, correctness, persuasiveness); communication culture(in contrast to the culture of speech, it considers not one subject, but at least two, sharing responsibility for the interaction as a whole); aesthetics clothes; the culture of the feast, as well as the culture of behavior in situations that require special nobility of manners (visiting the theater, choosing, presenting and receiving gifts, etc.).
The third task is formation of a proper attitude to work- implies an understanding of labor-work-study as natural, necessary, bringing satisfaction and pleasure parts of our lives. Already in early childhood, the child receives his first labor assignments and, fulfilling them, feels himself an important part of a large mechanism, begins to experience joy both from the result and from the labor process itself.
The importance of work, activity in a person's life cannot be overestimated - after all, only in work is the realization of abilities possible, and in the achievements of a person is the very meaning of his life. However, not only the goal is important, but also the ways to achieve it. If the key in the combination of “work activity” is the word “necessary”, then the question arises: when to live, if most of the time is busy with work - some kind of severe duty?
Exactly upbringing gives us the opportunity to find “our” field of activity, including when solving career guidance problems, and enjoy it no less than from leisure and recreation.
Today, professional orientation is not going through the best of times - such phrases as “favorite business” or “business to your liking” have practically disappeared from the lexicon of a modern person, and the concept of “profession” is often formal.
However, these are not signs of a new era, but evidence of a social crisis, which can be overcome only by taking into account personal preferences and inclinations when choosing a profession.
The search for new forms and methods of professionalorientation work is one of the urgent tasks in the field of education. The content basis of education is a body of knowledgeattitudes, ideas and forms of behavior,element-based materialnoah and spiritual culture of society,learned by the pupil and becomehis individual valuesbaggage.
Thus, educational activities should be contained in educational and extracurricular work, the teacher must promote the self-development of the personality of students, improve their spiritual, moral and cultural level.
I would like to elaborate on ethical education students.
ethical education- this is the awakening and strengthening of morality and morality in a growing person, this is the formation of an “effort to be” (M. Mamardashvili), this is the inclusion of a student in the search for “how to live righteously” (Vl. Solovyov)
ethical education is aimed at creating conditions for the formation of the emotional and value sphere of the student's personality, which implies, first of all, their ascent to universal values, such as Truth, Goodness, Beauty, Faith, Knowledge. Further, the content aspect of the spiritual, moral and ethical education of schoolchildren involves the recognition of the dominant values of the modern world, such as Man, Life, Spirituality, Fatherland, Labor. And, finally, from the standpoint of the special, general and specific, one more group of values is assimilated - professional values.
Ethics is the science of the moral life of a person, which has absorbed the historical experience of the moral foundations of human life and culture. Only with its inherent methods and forms of influence on a growing person can one enter into a deep ethical dialogue with students about the most important issues of human existence and the meaning of life. Today it becomes especially important.
The continuous accumulation of knowledge about moral norms is of particular importance for the younger student because his life experience is not great.
The child receives information about the world around him, social phenomena in the process of communicating with peers and adults, from radio and television programs, independently read books and magazines, from observations of the surrounding life and events. The information received can carry both true and distorted information about moral standards. It is easier for a younger student to analyze the facts, compare the unknown with the previously known, and comprehend the information received under the guidance of an experienced teacher.
That is why, while solving the social problems of education today, we must rely on the rational and moral in a person and help each pupil determine the value bases of his own life, acquire a sense of responsibility for preserving the moral foundations of society.
If ethics is seen as subject of education then its main task is to include the child in a consistent process of awareness, assimilation of the norms of the moral life of people, familiarization with these norms. Ethics plays a cementing role in continuous moral education. And it is important to make this process desirable for children, not intrusive and not dogmatic, but subtle, joyful, lively, creative and active.
When organizing the educational process, it is necessary to give preference to a variety of creative, educational, labor and other activities and the development, through this management and regulation of this activity, of the corresponding personal and ethical qualities.
A holistic system of ethical education is needed as a means and process moral development of pupils.
As main tasks spiritual and moral and ethical education allocate:
a) accumulation of experience and knowledge about the rules of social behavior (in the family, on the street, at school and other public places):
b) reasonable use of free time and development of spiritual, moral and ethical qualities of a person, such as an attentive and caring attitude towards close people; honesty, patience, modesty and delicacy, organization, discipline and responsibility, sense of duty and honor, respect for human dignity, diligence and work culture, respect for national achievement.
In the process of spiritual moral education apply methods, how
- persuasion by example, explanations,
The action of this method is based on the fact that the child, in his desire to become an adult as soon as possible, takes the example of adults as an imitation. clarification is the most accessible method. Experience shows that misconceptions about friendship, kindness, honesty, justice are the cause of frequent conflicts between children. Therefore, it is necessary to explain to the child what is expected of him, how they want to see him. The children are explained the norms of behavior at school, at home, on the street, in relations with people, in relation to their duties.
- advice,wishes and positive feedback,
Approving the correct behavior of the child, the adult corrects it, shows that it is correct and that in the future it should be done the same way. An important means of education is praise, Praise, like OK, contributes to the education of the child's faith in their own strengths and capabilities.
- positive assessment of actions and deeds (promotion) It is able to consolidate the correct forms of behavior of the pupil. This includes the granting of honorary rights, material rewards, rewards.
- publicrecognition of human achievement and merit,
- Punishment - this is the inhibition of the negative manifestations of the personality with the help of a negative assessment of her act, the generation of feelings of guilt, shame and repentance. Punishment can only be applied in rare cases.
Types of punishment: remark, censure, deprivation of pleasure, deprivation or restriction of rights, disapproval, reprimand, refusal of punishment, suspension of punishment,
Cases excluding punishment: inability, positive motive, effect, repentance, fear, oversight.
- conducting ethical discussions and debates.
Ethical conversation- a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. The conversation differs from the story, instruction precisely in that the teacher listens and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems.
The effectiveness of ethical conversations depends on the observance of a number of important conditions:
1. It is important that the conversation has a problematic character, involves a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.
2. An ethical conversation should not be allowed to develop according to a pre-compiled scenario with the memorization of ready-made or prompted by adults answers. Children should be given the opportunity to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the right point of view.
3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts make it possible to direct the conversation so that the guys themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the teachers will reveal their soul in it.
4. The material for the conversation should be close to the emotional experience of the pupils. It is impossible to expect and demand from them activity when discussing difficult issues or those in which facts are taken as a basis, phenomena connected by events or feelings that are incomprehensible to them. Only when relying on real experience can conversations on abstract topics be successful.
5. During the conversation, it is important to identify and compare all points of view. No one's opinion can be ignored, it is important from all points of view - objectivity, fairness, culture of communication.
6. Proper leadership of ethical conversation is to help pupils independently come to the correct conclusion. To do this, the teacher needs to be able to look at events or actions through the eyes of the pupil, understand his position and the feelings associated with it.
The topics of conversations can be different: at the beginning of the year it is advisable to have a conversation about friendship and fellowship. During the period when the results of a competition or some kind of joint work, competitions, exhibitions are being summed up, it is appropriate to have a conversation about justice and collectivism. The teacher should determine the sequence of summarizing conversations at the beginning of the year. Fulfillment of this requirement will ensure the systematic communication of ethical knowledge to children.
Moral and ethical education is also formed through public events(holidays, quizzes, KVN), competitions, contests. Favorable conditions are created for the children to include students in the system of real moral relations of mutual assistance, responsibility, and principled exactingness. Individual inclinations, creative abilities develop to a fuller extent in this activity.
Education is also formed through creative work students who are imbued with the light of “goodness, truth and beauty”, interest in their native history, love for nature and the people around them.
Through excursions to museums, exhibition halls. Thanks to the systematic approach of teachers to moral and ethical education, they make the child spiritually rich and happy.
Thus, all the described means and methods of educating the ethical culture of students are fixed in the minds of children, they practice good deeds, and this contributes to the education of good ethical ideas and behavior.
To create conditions for the spiritual and moral development of students, their upbringing and full socialization, it is necessary:
The conscious desire of each teacher for their own spiritual growth and the provision of assistance to their students in spiritual maturation.
Creation in the team of an atmosphere of camaraderie, goodwill, respect for the personality and individuality of each student,
Recognition of his right to his own point of view, the development of dialogue forms of communication.
Of course, in the classroom, each teacher can do a lot to awaken the high spiritual aspirations of the child, give examples of moral judgment, kindness and mercy. And if the family, the surrounding social reality, confirmed what was experienced in the classroom, the experience of communicating with the adult world consolidated the best human qualities, then, perhaps, this would be quite enough for education.
It is quite right that one of the main characteristics of education in a modern school is its educational character.
During school life, a person spends about 10,000 lessons - different: by subject of study and area of knowledge, by content and methodology, by the nature of the relationship with the teacher and classmates A lesson is a “cell” of the educational process, saturated with diverse relationships to the world of objects and phenomena, events of the past and present, to science, to art, to people's attitudes, to one's own position in the learning process, in the world of human values, in one's own development...
In the learning process, it educates everything: the content of the educational material (ideological ideas, facts from and history of the sciences studied, life position and human qualities of scientists, writers, artists, composers, historical figures). And the organization, and the methodology, and the technology of teaching (ensuring the active position of the student, developing his moral qualities, familiarizing the student with the NOT, mental education ..) and the personality of the teacher. In the process of learning, a value attitude to science and its creators, to a culture of intelligence, to the opportunities and values of education develops, the need and skills of self-education are formed ... The solution of the problems of comprehensive development occurs - mental, moral, aesthetic, legal, environmental, physical ...
The personality of the teacher has a significant educational potential: his attitude to life and to the elements of the learning process (children, science, the process of cognition, his work ...), his moral credo, aesthetic expressiveness, general culture, pedagogical masters and pedagogical tact Educates the psychological climate of the lesson and extracurricular activities. And even a subject cabinet .., and textbooks .., and teaching aids ...
In fact, education is organically "woven" into the entire process of education. Progressive educators have understood this for a long time, and over the centuries in the history of educators: one of the main approaches has developed, called principle of nurturing education.
Let us turn to some ideas of educators and thinkers of the past:
“Education is a matter of conscience, education is a matter of science. Later, already in the developed person, both these types of knowledge complement each other ”(V. Hugo).
“Both upbringing and education are inseparable. It is impossible to educate without passing on knowledge; all knowledge acts educationally. Education in itself, without being educated, is nonsense, it does nothing but harm. Therefore, training should serve not only the transfer of knowledge and the development of reason, but also the spiritual, moral development of the feelings and will of a person ”(K.D. Ushinsky).
“Knowledge without education is like a sword in the hands of a madman” (D.I. Mendeleev).
| THE ROLE OF EDUCATION IN LEARNING |
Achieving the goal and solving the problems of education in the learning process (in the classroom and in extracurricular and out-of-school work) is ensured by the specifics nurturing education: its purpose and objectives, laws and principles, content, logic and structure, methods used, techniques, organizational forms of teaching, as well as the nature of the relationship "teacher<->student" in the learning process.
Practice convincingly proves that insufficient attention to the educational function of education entails serious consequences, affecting not only a person’s attitude to learning, but also a distorted attitude to life, the formation of negative personality traits, affecting the life position of a person as a whole.
A.S. warned about this. Makarenko: “Failure at school, poor grades lower the mood and vitality of the pupil, although outwardly this can take the form of bravado, feigned indifference, isolation and sneer. Failures in school are usually the result of systematic lies of children in a variety of forms. Such a posture of the pupil contrasts him with a healthy children's and youth team, and therefore it is always more or less dangerous. An excellent student may have another tendency of an extra-collective position: arrogance, narcissism, selfishness, covered up by the most virtuous mine and pose. The average student has a monotony and a grayish current of life, which they can hardly endure and therefore begin an optimistic perspective in other areas.
*Makarenko A.S. Cit.: In 7 t. M., 1951. T. 5.
| SPECIFICITY OF EDUCATION COMPARISON WITH EDUCATION) |
Education (in the narrow sense of the word) has its own characteristics compared to training
1. Education is wider and more complicated than learning, because it:
o precedes learning;
o carried out both in the learning process and in any other extracurricular activities;
o continues after the end of a person's systematic training;
o occurs daily and hourly in all human life.
2. The results of education do not lend themselves to quick verification as the results of education.
3. The process of education is multifactorial, and this is its complexity. In teaching, success is determined mainly by the teacher.
4. Education does not have strict, clear organizational forms, like training.
5. Education covers a wider range of tasks and the formation of a growing person's relationship to the world around him (and even learning).
6. Education creates the necessary conditions for the development of a person, influencing his consciousness, emotional-volitional sphere and behavior (all types of activities, one of which is intellectual- cognitive activity).
Pedagogical theory states what is happening change of educational paradigm: a different content, different approaches, different law, different relations, a different position in the activities of the teacher and the student, a different pedagogical mentality are offered. After analyzing what is happening, G.K. Selevko notes such changes in modern education*:
o Traditional methods of information (oral and written speech, television and radio communications) are giving way to computer learning tools, the use of global telecommunications networks.
o The most important component is the student-oriented interaction of the teacher with the students.
o A special role is given to the spiritual education of the individual, the formation of the moral character of a person.
o Further integration of educational factors is planned: schools, families, macro- and micro-society.
o The role of science in the creation of pedagogical technologies that are adequate to the level of public knowledge is increasing, which is characterized by the transition:
a) from learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;
b) a purely associative, static model of knowledge to dynamically structured systems of mental actions;
c) from focusing on the average student to differentiated and individualized training programs;
d) from external motivation of teaching to internal moral-volitional regulation.
* Selevko G.K. Modern educational technologies. M., 1998. S. 3
The essence of all systems of developing education has recently become the idea student-centered learning, containing a great educational potential, which is combination of learning understood as a normative-conforming activity of society (schools, teachers), and doctrine, as an individually meaningful activity of an individual child. Its content, methods, techniques are aimed mainly at uncover and use subjective experience each student, to help the formation of personally significant ways of educational and cognitive activity.
For each student, a educational program, bearing an individual character, since it is based on the knowledge of the characteristics of the student as a person with all the characteristics inherent only to her and is adapted to the student's capabilities.
Teaching is built on a dialogue between teacher and student. Peculiarities position of the teacher stimulation of the development of the subjective experience of learning and the individuality of each child, recognition of his originality and self-worth. Student Position is expressed in the free choice of elements of the educational process, activity in self-knowledge, self-determination, self-realization.
Speaking about the educational potential of the learning process, V.A. Karakovsky notes such main terms concerning the content of education:
o formation in schoolchildren the foundations of the worldview– complete picture world (natural-science, social and artistic), a new style of thinking based on the ideas of synergetics (the science of self-organization of processes occurring in the world);
o formation environmental literacy and ecological consciousness of students on the basis of the teachings of V.I. Vernadsky about the biosphere and noosphere;
o addressing students to humanitarian ideas education through the inclusion of philosophical, axiological, historical and scientific knowledge, biographies of scientists into the fabric of the subject mother. A. Einstein wrote that “the moral qualities of an outstanding person are perhaps more important than purely intellectual achievements. The latter depend on the greatness of character to a much greater extent than is commonly believed. This idea is brilliantly confirmed by the history of the life and work of A. Einstein himself, on the remarkable contemporaries of B.M. Kedrova, A.D. Zakharova, D.S. Likhachev and others**.
A very important concern of the teacher is intelligent Class Background, which is set by the teacher “becomes, according to Sukhomlinsky V.A., a powerful source of the general development of students, the necessary teaching. And knowledge is growing! Major scientists receive 80% of all information not from books and magazines, but through unofficial channels - by communicating and corresponding with each other.
| EDUCATION THROUGH LEARNING METHODS |
The educational potential of learning is realized not only through the content, but also through methods and organizational forms of training. Thus, reproductive methods of teaching help the formation of discipline, diligence, attentiveness. Problematic methods aimed at the development of intelligence contribute to the development of independence, a creative approach to solving life problematic
situations, enrichment of the emotional sphere, focus on the values of science and culture, on self-development and self-actualization.
* Management of the educational system of the school: problems and solutions Ed. V.A. Karakovsky and others. M., 1999. Ch. 3. §2, 3.
** Many worthy examples can be found in the book: Golovanov Ya. Sketches about scientists. M., 1976.
Work in a collective peers includes schoolchildren in relationships of interaction and cooperation, in an atmosphere of comradely mutual assistance, forms leadership qualities and the ability to obey, teaches an attentive attitude towards people around. Modern teaching methods, which allow revealing and realizing the potential of the individual, form a value attitude towards oneself and to another person as the highest value.
group work in the classroom allows you to develop the qualities of both a “theorist” and an “experimenter”; both leader and follower; both the verifier and the verifiable (works by H.-J. Liimers, M.D. Vinogradova, B. Pervin, V.K. Dyachenko).
| EDUCATION IN DIFFERENT RMA OF TRAINING |
Strengthening the educational potential of training is achieved by using unusual lessons and various forms of organizing children's activities: a lesson-thinking, "dialogue of cultures", discussion lessons, a lesson-holiday, didactic and aesthetic performances, "trial over (negative phenomena of the surrounding world), scientific and practical conferences, game forms training, solving problematic issues, lessons "Man in the world of paradoxes", lessons on request, "defense of fantastic projects", etc.
A special focus on education is given to specialized lessons, specially introduced in a modern school with the aim of educating students: lessons in world art culture, human studies, pedagogy, philosophy, psychology, rhetoric, cultural studies, schoolchildren's NOT, etc.
It is known that effective education occurs with rational life organization children. One of the ways to realize the educational potential of learning is event approach: Learning should be for a child (teenager) a chain of various predictable and unexpected events that have significant personal meaning for both the student and the teacher.
| EDUCATIONAL POTENTIAL OF THE PERSONALITY OF THE TEACHER |
Teacher becomes for the student a mentor, patron, friend, like-minded person, accomplice of life events. The teacher is the bearer of cultural values that open the world around the child, often speaking
in the role of assistant, defender of interests and rights, trusted person, carrier of pedagogical support.
In this position, the educator himself cannot but be a person for whom self-actualization is the only meaning of life, including as an organizer of the educational process.
Such a teacher is characterized by trust and compulsion, openness in communicating with children, and an expression of respect for them. This style of relationship is also transferred to extracurricular and even extracurricular communication between the teacher and children.
The famous teacher-innovator E.N. Ilyin compiled concise advice to the teacher * (sometimes even comic), some of them:
“... Not a single head timidly pulled into the shoulders - that's pedagogy.
Discipline is the area of pedagogy where we especially sinned.
When the guys enthusiastically tell about one teacher to another, both are worthy of attention.
The guys close up when they see that we are more interesting for ourselves than they are for us.
You need to go to the student with him.
Success is determined by: position (children are not to blame), approach (human), method (creative).
To say more than a book is the privilege of a teacher-educator.
Feel the hatred for the "deuce", do everything so that it does not exist, and you are an innovator ... "
* From a future book called "From the Notebook of a Literary Book".
| THE ROLE OF THE EVALUATION FUNCTION OF THE TEACHER |
With regard to the last advice, it should be said specifically: the evaluative function of the teacher in the learning process is a burning problem for both the teacher and the student. Much has been written about her. There are many wishes to change the existing state of affairs, because often the mark, like the sword of Damocles hanging over the student, sometimes dominates him, becoming an assessment of the personality as a whole. Let's carefully read the "angry" notes in the "free" essay about the school of graduate Artem Kosmarsky:
“Marks are not “statistical information” for official use, and not a fair reflection of “pure” knowledge. Grades are an instrument of power over the Student; an instrument of administrative, psychological, and now financial pressure. The whole life of the Student in the School is determined by his "education" - which is hourly falsified by grades, and through them - by the school system.
The right to give grades belongs to the teacher, not the student. So marks are undoubtedly protected from childish irresponsibility. But is adult arbitrariness better?
Nevertheless, for the most complete realization of the educative function of learning and for a positive transfer of the evaluation of the child as a student to the evaluation of him as a person, it is necessary to find a positive evaluative means.
In relationships with the teacher and with peers in the classroom and outside it, the child (teenager) develops criteria for evaluation moral (immoral) attitude towards oneself and another person. At the same time, according to N.E. Shchurkova *, “the measure of the ethical is determined by the measure of attention to another person ... the measure of conjugation of the interests of the personal "I" and the interests of the "Other" ... the measure of respect for oneself as a Human, ... the measure of freedom of choice a person who manifests his subjective, not predetermined from outside and above attitude towards another.
And therefore characteristics of ethical life become: "see the Other", "hear the Other", "accept the Other", "open one's "I" to the Other", "help the Other", "work with the Other", "thank the Other", "autonomy of the Other", "And autonomy from Another", "to see oneself in the role of the Other", "to comprehend the Person as a value".
Questions for self-examination and reflection
1. How should the educational function of education and the principle of nurturing education be understood?
2. Education of students through the content of education: what does it give a developing personality?
3. What is the character-educating methods and organizational forms of training manifested in?
Vinogradova M.D., Pervin I.B. Collective cognitive activity and education of schoolchildren. M., 1977.
Vinokurova N.K. Magic of the intellect. (Or a book about when children are smarter, faster, smarter than adults). MJ 1994.
Davydov V.D. Developmental training. M., 1986.
Dezhnikova N.S., Orlov V.B. The personality of the student and its development. Chelyabinsk, 1997.
Dusavitsky A.K. Personality development in educational activity M., 1996.
Dyachenko V.K. Cooperation in education. M., 1995.
Zankov L.V. Didactics and life. M., 1998.
Ilyin E.N. path to the student. M., 1988.
Ilyin E.N. The art of communication. M., 1982.
Ilyin E.N., Mer/pence SV. Let's get together. New opportunities for the lesson of communication. M., 1994.
Kapustin I.P. Pedagogical technologies of the adaptive school. M., 1999. Chapter 2 "A lesson in an adaptive school."
Korotov V.M. Going to the first lessons. M., 1977.
Liimets H.-J. How does the learning process nurture. M. 1982.
Likhachev B.T. Educational aspects of teaching. M., 1982.
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Multidimensional transformations in the state and society in recent decades have significantly weakened attention to such phenomena as socio-spiritual and moral values among adolescents and youth, and interest in the features of the formation of the mentality and worldview of young Russian citizens has noticeably decreased.
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Municipal educational institution
Udelninskaya gymnasium
Spiritual and moral development and education of students
Vyzhelevskaya A.P., primary school teacher
Multidimensional transformations in the state and society in recent decades have significantly weakened attention to such phenomena as socio-spiritual and moral values among adolescents and youth, and interest in the features of the formation of the mentality and worldview of young Russian citizens has noticeably decreased. At the same time, the long process of modernization of the Russian school eventually affected not only the organization of educational activities, but also radically changed the attitude towards the content of the phenomenon of education in the modern school. Today, education in a general educational organization is increasingly understood as creating conditions for the development of a child’s personality, his spiritual and moral development and preparation for life self-determination, facilitating the process of interaction between teachers, parents and students in order to effectively solve common problems.
The general tasks and principles of upbringing by means of education are presented in federal state educational standards, where educational activity is considered as a component of the pedagogical process in each educational institution, covers all components of the educational system of the school, which is aimed at the implementation of the state, public and individual-personal order for high-quality and affordable education in modern conditions.
Thus, the educational component in the activities of a general educational institution becomes an independent direction, which is based on a number of principles and is responsible for the formation of an "educational system", "educational environment", "educational training potential", "educational activity", etc.
The spiritual and moral development of a schoolchild is the most important aspect of the socialization of the individual in the conditions of the rapid development of society. The problem of moral education has always been relevant. Especially now, when it is increasingly possible to meet cruelty and violence.
An outstanding teacher V.A. Sukhomlinsky said “If a person is taught good, they teach skillfully, intelligently, persistently, demandingly, the result will be good. They do not teach either good or evil - all the same, there will be evil, because it must also be made a man.
Now, for the development of society, such personal qualities as honesty, responsibility, a sense of duty, sympathy, the ability to cooperate, and the desire to serve people are necessary.
In my work on spiritual and moral education, I set the following tasks:
Formation of students' value ideas about morality, about the basic concepts of ethics;
Formation of students' ideas about the spiritual values of the peoples of Russia, about the history of development and interaction of national cultures;
Formation in students of a set of competencies related to the assimilation of the value of diversity and diversity of cultures, philosophical ideas and religious traditions, with the concepts of freedom of conscience and religion, with the perception of the value of tolerance and partnership in the process of development and formation of a single cultural space;
Formation of a complex worldview among students, based on ideas about the values of an active life position and moral responsibility of the individual, on the traditions of their people and country in the process of determining an individual development path and in social practice;
Formation among students of a respectful attitude to the traditions, culture and language of their people and other peoples of Russia.
The main directions and value bases of spiritual and moral development and education are determined in accordance with the education program of the gymnasium:
- The student is a patriot and a citizen
Value bases: love for Russia, one's people, one's land, service to the Fatherland, rule of law, civil society, law and order, multicultural world, personal and national freedom, trust in people, institutions of the state and civil society.
- The student and his morality
Value bases: moral choice; life and the meaning of life; justice; mercy; honour; dignity; respect for parents respect for human dignity, equality, responsibility and a sense of duty; care and assistance, morality, honesty, generosity, care for elders and younger ones; freedom of conscience and religion; tolerance, understanding of faith, spiritual culture and secular ethics.
- The student and his intellectual abilities
Value bases: creativity and creation; striving for knowledge and truth; purposefulness and perseverance.
- The student and his health
Value bases: physical health and the desire for a healthy lifestyle, moral, psychological, neuro-psychological and socio-psychological health.
- The student and his career
Value bases: curiosity, exactingness to oneself, self-recognition, co-creation.
- Student and his family
Value bases: father's house, family way of life, family generations, father's and mother's authority, family history, its traditions; the moral roots of the family: the attitude towards the elders and the younger, the attitude of fathers and children, the atmosphere of the family, the security of all family members, the grief and joy of each family; care, warmth, affection, responsibility, moral prohibitions.
- Communication and leisure
Value bases: beauty; harmony; the spiritual world of man; aesthetic development, self-expression in creativity and art.
In the direction of spiritual and moral development and education of the student, I plan to achieve the following results:
Form in students:
Value attitude towards Russia, its people, its land;
Valuable and creative attitude to educational work;
Valuable attitude to one's health;
Value attitude to nature;
Motivation for self-realization in various types of creative activity.
Give an introduction:
O the most significant pages of the country's history, about the ethnic traditions and cultural heritage of their region, about examples of the fulfillment of civic and patriotic duty;
On the aesthetic values of national culture;
About the need to consciously engage in educational work;
On the role of physical culture and sports for human health, education, labor and creativity;
On the need to prepare yourself for successful self-realization in life
Lay the foundations:
The meaning and value of life, justice, mercy, moral choice, dignity;
Social and intercultural communication;
Willingness to establish friendly relationships in the team,
Respectful attitude towards parents, elders, friendly attitude towards peers and younger ones;
Negative attitude to immoral acts, rudeness, offensive words and actions;
Understanding that the family is the basis of the future well-being of a person, confidence in the future.
In my work I use a variety of forms of work with children.
- Classroom hour. The first Classroom hour I always dedicate to friendship. The first rule in our class is to address each other by their first names.Children learn to respect the opinions of others, patiently, and reasonably develop the right point of view. At the class hour on the topic “From childhood, value friendship”, children expressed their point of view about who they consider their best friend, for what qualities they value him, they gave examples from life when they had to help a friend in difficult times, can mother be called a friend and why, etc. “We are building the city of Dobrograd” - this was the name of the class hour, the purpose of which was to form such moral qualities as goodwill, respect for elders, mercy, as well as on the example of literary works accessible to children's perception, to explain what meaning people put in the concepts of "good" and "evil". In this, the books from the “Grains” series are a great help for me, in which short kind stories for children, deeply imbued with spiritual and moral content, are collected. These are real lessons of love, kindness, compassion.
- Conversations on ethical topics.
Students should know that ethics cannot by itself make a person virtuous, polite, cultured, it only helps those who themselves strive for good. That ethical norms of behavior form a person's worldview, attitude towards people, spiritually determine the qualities of a person. That knowledge of ethical norms and rules of behavior helps a person to avoid many interpersonal conflicts in a team, family.
Examples of conversations on ethical topics that I conduct together with children and parents: “A true friend” (a conversation about friendship), “Greetings” (rules of communication), “My family”, “About how good and evil fought” (lesson - fairy tale), “A man among people”, “How do we resolve conflicts”, “Learn to look at yourself from the outside”, Conversation “Bad words. Bad jokes”, “Rules of team work”, a conversation about goodwill and indifference, “My moral values”, etc.
- Meetings with participants and veterans of the war.
Activities of a civil-patriotic direction contribute to the education of high moral qualities in students: patriotism, citizenship, kindness, responsiveness, gratitude, responsibility, a sense of duty to the older generation.
- Annual charity event "Write off doing good."
We help pupils of the Udelninsk school - a boarding school for orphans and children left without parental care: we prepare gifts for them, organize joint sports events.
- Excursions.
Tourist and excursion activities have traditionally become a form that allows expanding the positive and emotionally valuable experience of children. For four years we have made 24 excursions: informative and historical. 16 trips: theaters, museums, exhibitions, concerts.
Organized extracurricular activities are an integral part of the program of spiritual and moral development and education, implemented in the gymnasium. Extracurricular activities in the spiritual and moral direction in the gymnasium organized in such forms as excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices.
When organizing extracurricular activities, students of the gymnasium use the opportunities educational institutions additional education, organizations of culture and sports. During the holidays, to continue extracurricular activities, the possibilities of organizing children's recreation and their rehabilitation on the basis of the gymnasium are used.
I would like to hope that as a result of the work done, my children's emotional world was enriched, and mercy and kindness settled in their hearts forever. The results of my work are not final, positive dynamics can be traced. Socialization of the personality of the student and his integration in society in difficult conditions modern Russia are possible only with the formation of the foundations of spiritual and moral culture.
Gradually, purposefully, in the process of long, painstaking work on the development of the spiritual and moral qualities of the individual, I see how many of the children become more tolerant, learn to listen to each other, understand, empathize.
