Problems of education and upbringing in the field. The problem of upbringing and education, arguments from literature The problem of training and development

The official education strategy involves promoting the spiritual renewal of society. By abandoning authoritarian education, the school must provide personal attention to students. The need is formulated through education to change the psychology of the nation, deformed by the totalitarian regime, to form in it new values that correspond to the ideals of democracy, self-government, human rights and freedoms, and pluralism. Guidelines for instilling high moral standards, civic responsibility and independence are outlined. A new task for education has been put forward - to prepare young people for a variety of activities outside of Russia.

Mono-ideological communist education and global ideological confrontation, which left a negative imprint on education, are a thing of the past. The activities of political parties are prohibited in educational institutions. An ideological vacuum arose in the theory of education, which needed to be filled with new content. Several concepts claim to fill it.

Education concepts

A significant number of Russian scientists actually continue the traditions Marxist pedagogy and understands education as a purposeful process of personality formation, coming primarily from the tasks of society. The purpose of education is defined as the transformation of an objective requirement of society into a subjective norm of behavior. It is emphasized that as a result of education, the social must be represented in the individual, in the future of which the integration of the individual with the collective occurs. When developing a new philosophy of education, some scientists proposed other pedagogical means for the previous goal - the formation of a completely socially determined person. This approach created the illusion that socialization methods could solve the problems of an individual.

Opponents of this approach suggest democratic concept of education, which is based on the recognition of the child’s natural essence and right to free self-determination and self-realization, individual lifestyle and worldview. They represent man as both a natural and social being.

To realize both aspects, Oleg Samoilovich Gazman(1936-1997) proposed to implement pedagogy of freedom, providing care for children's needs and interests; protecting the child from natural and social dangers; education and training with humane content and humane orientation of transmitted norms of behavior; transfer of experience of humanistic relations; democratic style of learning and teaching. The pedagogy of freedom is characterized as a joint determination with the child of his own interests, capabilities, goals, as well as ways to overcome obstacles to the independent exploration of the world and self-education.

The democratic pedagogical concept proclaims ideological pluralism, the rejection of ideological extremes in the formation of the younger generation. Such an education paradigm provides for ideological tolerance, freedom of conscience, i.e. the right of students to join such political, religious, moral ideas that they find true and attractive.

An important component of democratic education in multinational Russia is considered multicultural education. It stipulates that the objectively leading role in Russian education should be played by Russian culture, which for non-Russian nations and ethnic groups is the main intermediary with world spiritual values. It is also taken into account that the peoples of Russia belong to different civilizational types and, therefore, need various models of education. Such models are offered, in particular, ethnopedagogy, one of the first developers of which is Gennady Nikandrovich Volkov(born 1927).

Multicultural education acts as an alternative to international socialist education, which formed the personality outside of national culture, which was a condition for the unity and ideological integration of Soviet society.

In modern Russia, multicultural education means an integrative-pluralistic process with three main sources: Russian, national (non-Russian) and universal.

Claims to take the main role in education religious pedagogy. In addition to the priority of religion, in moral education it places emphasis on the need to strengthen national education.

In social and pedagogical thought there is also paradigm of ethnocentrism, nationalism, which poses a significant threat to democratic gains in upbringing and education.

Problems of didactics

Approaches to the content of education have changed noticeably. Thus, the transition to new school programs provides that students should receive equal general training. At the same time, the unified general education standard is considered only as the minimum level of acquired education. There is a reduction in compulsory educational material and encouragement (especially in high school) of elective courses. In addition to the coexistence of compulsory and optional material in programs, it was proposed training programs with three components: federal, national-regional and school. The federal component should ensure the integrity of education throughout the country and include that part of the educational content where training courses of general cultural and national significance are highlighted: Russian language, mathematics, computer science, physics and astronomy, chemistry. The national-regional component should reflect the needs of the constituent entities of the Russian Federation (national, regional cultural identity: native language and literature, history, geography of the region, etc.), and the school component should reflect the specifics of the educational institution.

It was determined that the basic level of secondary education can be achieved through a variety of program options. Variability should increase from junior to senior grades. The basic curriculum of an incomplete (basic) school must include the maximum and minimized sets of educational areas: the basic plan of a complete secondary school is the same set of educational areas as the basic plan of a basic school. But here it is proposed to build training on the principle of profile differentiation.

In Russia, as in other leading countries of the world, the problem has become acute differentiation (diversification) of education and training. The new situation has created the need for a qualitatively different system of diversification of general education. Strengthening and complicating differentiated training in accordance with the inclinations, interests, and academic performance of students is a global trend in modern schools.

One of the important areas of differentiation is the education of gifted and talented children and adolescents. Russian scientists formulate several basic types of giftedness that should be taken into account in secondary schools: academic (pronounced ability to learn); intellectual (the ability to think, analyze, compare facts); creative (non-standard thinking and vision of the world). It is argued that, despite all their differences, gifted children are united by a cognitive need, which manifests itself in a thirst for new knowledge and pleasure from mental work. Other typical signs are also mentioned: the desire and ability to communicate with adults, increased emotionality, a sense of humor, special speech.

Educators ask the question: what should be the organization of gifted education? The answers are different. It is proposed to train talented children in a regular school or in special educational institutions. Supporter of the latter option V. Yurkevich writes: “We need schools where they seriously think about the development of children, where they know the problems of the gifted, where they can really teach and educate children based on the uniqueness of each child. Studying should be not only interesting, but also difficult... Working with the gifted is far from a holiday, but hard and responsible work... There is a lot of trouble with them, but the joys from these troubles are also special.”

Children with disabilities in physical and mental development remain in the field of attention of teachers. The problem reflects the sad reality of the mass birth of children with various pathologies due to hereditary diseases, alcoholism and drug addiction of parents. Defining special education for them is an important area of pedagogical research. Promising methods for teaching “unteachable” children are proposed. These methods, in particular, are based on the fact that mentally retarded children are well aware and experience their inferiority, but absolutely cannot stand it when they are treated as disabled people.

A special problem of differentiation is compensatory learning, i.e. additional pedagogical efforts in relation to lagging students. It is a response to the increase in academic failure and unsatisfactory preparation of students. Compensatory education in a Russian school primarily includes additional classes and repeated training. Many teachers believe that repeating a year creates the illusion of compensatory learning. They refer to psychological and pedagogical observations, from which it follows that repeated training often not only does not improve the level of training, but is also pedagogically harmful, since repeat students lose self-confidence and become difficult children.

When solving the problems of developing social and moral qualities, successfully adapting to the conditions of school life, and forming educational motivation for weak, socially and pedagogically neglected children, certain methods are proposed. To treat underachievement, it is proposed to be guided by certain rules in relations with a student: “do not hit someone who is down” (do not punish twice for the same mistakes); not notice more than one flaw per minute; do not demand that several shortcomings be corrected at the same time (if, for example, you are primarily concerned about the speed of reading, do not simultaneously demand the expressiveness of the retelling); praise - the performer, criticize - the performance; compare the child’s successes today with his own failures yesterday; do not skimp on praise; highlight any success; set extremely specific and realistic goals.

The organic part of educational differentiation is orientation: distribution of students into different areas of general education (educational guidance) and acquisition of education for a specific activity (professional guidance). We emphasize that orientation has not yet become the subject of special systematic pedagogical research.

The meaning of Comte's understanding of reform education consists in abandoning the Catholic system of education and education, which could only be suitable in the Middle Ages. Comte criticizes the medieval system for the fact that then upbringing prevailed over education, while the real wisdom of very ignorant knights was admired.

The new education (he calls it higher public education) must first of all be universal and accessible to all. In “The Spirit of Positive Philosophy,” the French thinker writes that “education has as its direct purpose general education, which necessarily changes, despite any contrary tendency, its character and direction.” And further: “... the general dissemination of the main acquisitions of positive knowledge is now intended... to satisfy the need already very sharply expressed among wide circles of society, which is more and more aware that the sciences are not at all created exclusively for scientists, but exist primarily and mainly for himself" [Cont. 1996. P. 71].

Comte believes that it is necessary, first of all, to disseminate real knowledge among the masses. It is in this way that society will provide a service to the new school that will be equivalent to that which it itself will receive from it. On the basis of such a broad, universal, popular education It will become possible to interact and even establish an alliance between proletarians and philosophers, without which, Comte was convinced, a positive society cannot be created. At the same time, it is necessary to raise the educational level of the proletariat until they understand the tasks and problems of a positive society.

All human education (and it is interpreted Konta covers the period from birth to adulthood) is divided into two parts. The first is associated with training and socialization in the family, the development of aesthetic taste, the beginning of learning a craft and ends with the advent of puberty. The second part cannot be only at home, since it requires school teaching, in which most parents will only be able to take a minor part. However, the child cannot be deprived of family life, without which morality is impossible evolution personality. Significant contribution to replenishment education, Comte believes, could be contributed by travel, the benefits of which are very great.

Contents of the second part education should be the study, first of all, of those six sciences to which Comte pays special attention in his classification. True, in the “General Review of Positivism” he specifically emphasizes the role of another, extremely important for education proletarians, science - history. Teaching, according to Comte, should be independent of the influence of any official doctrine and government. Since proletarians no longer have any confidence in theology, he believes, its teaching should not be included in their system. education.

The French sociologist believes that in the matter development and distribution education the state plays a special role, and we are talking about education exclusively for proletarians. Comte does not talk about education for other classes and strata of society.

The problems of O. Comte's positive policy are organically connected with the characteristics of education and upbringing, without which the implementation of the principles of positivism becomes impossible. He speaks mainly about public education, which he reduces to the education of the proletariat. He directly calls one of the chapters of the “General Survey of Positivism”: “The need for a new education system to solve social problems.” The meaning of Comte's understanding of educational reform is the rejection of the Catholic system of education and upbringing, which could only be suitable in the Middle Ages. Comte criticizes the medieval system for the fact that then upbringing prevailed over education, while the real wisdom of very ignorant knights was admired.

Comte believes that it is necessary, first of all, to disseminate real knowledge among the masses. It is in this way that society will provide a service to the new school that will be equivalent to that which it itself will receive from it. The entire education of a person (and in Comte’s interpretation it covers the period from birth to adulthood) is divided into two parts. The first is associated with training and socialization in the family, the development of aesthetic taste, the beginning of learning a craft and ends with the advent of puberty. The second part cannot be only at home, since it requires school teaching, in which most parents will only be able to take a minor part. However, in this case, the child cannot be deprived of family life, without which the moral evolution of the individual is impossible. Comte believes that travel could make a significant contribution to education, the benefits of which are very great.

The content of the second part of education should be the study of those six sciences to which Comte pays special attention in his classification. True, in his “General Review of Positivism” he specifically emphasizes the role of another science that is extremely important for the education of proletarians—history. Teaching, according to Comte, should be independent of the influence of any official doctrine and government. Since proletarians no longer have any confidence in theology, he believes, its teaching should not be included in their education system.

The French sociologist believes that the state plays a special role in the development and spread of education, and we are talking about education exclusively for proletarians. Comte does not talk about education for other classes and strata of society.

Problems in modern education in training and upbringing require close attention and solutions in the near future, since we are talking about the future of Russia, the value guidelines of our society, and, by and large, about the national security of the country.

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Problems in modern education in training and upbringing

Vakhrusheva Veronika Evgenievna

GAPOU Mamadysh Polytechnic College

Master of Industrial Training,

teacher of special disciplines

specialty: Chef, pastry chef

Education, schoolchild, student, problem, teachers, human development index, education, methods, motivation, society, youth.

Education has always faced multiple challenges along the way. This process of forming and educating society is not easy and requires a lot of effort and dedication. At each stage, difficulties arise that must be overcome. It is not easy to create a healthy education system. In modern education there is a lot that was not once there, and yet, it is difficult to say that this system is ideal.

First of all, they are trying to introduce new concepts, methods, etc. into education; they are often borrowed from the West and do not quite suit our education system. Mixing elements of different learning systems leads to internal conflict and lack of effectiveness in learning. Another problem is that all innovations in education are not tested, but are immediately implemented in practice, and immediately on a large scale. This often leads to undesirable consequences.

One big disadvantage of education is that education requires a lot of money, which means that the chances of everyone being able to study are reduced because they do not have enough money to do so. A complex curriculum is another drawback of modern education. Despite the fact that modern children are more advanced, they still have a rather difficult time learning complex material, which sometimes turns out to be difficult for the parents themselves.

The system for assessing knowledge through testing and quizzes also presents difficulties. Despite modern methods of testing and assessing knowledge, the results are not objective. It is wrong to demand good results when passing exams, while there is no clear and serious control over the learning process itself.

A lot can be said about the problem in modern education, and it is even difficult to understand who is to blame. Perhaps we ourselves are to blame because conditions are created for us to learn and gain knowledge, but we do not value it accordingly. Probably, we simply lack motivation because we do not see the final practical application of our knowledge.

Today, there are a huge number of methods, programs and methods that allow you to work with all categories of children, using the latest developments in the technological sector, original exercises, authentic, modern and interesting audio and video materials, as well as interactive learning tools. But the main reason for the constant monotony of life of an ordinary schoolchild is the reluctance to implement them.
In fact, what should an ordinary teacher, who has recently graduated from the university and came to school, do if his bold undertakings, in most cases, meet fierce resistance from the “old”, still Soviet-trained, team of teachers? So we have to be sophisticated, introducing tasks of our own design into the curriculum, approved “from above” and suppressed by years of practice of these same teachers, in order to at least slightly diversify the learning process for children.
The casket opens simply: the connection between the hardened thinking of the team and the reluctance to change something is the fear of risks. Yes, risks are always problems that need to be solved using modern methods, because children change and those methods that worked well in the 1980s are no longer effective or completely useless in 2017. Children’s consciousness, environment, moral values, and upbringing stereotypes have changed. in the family and public opinion, while the education system, like a sleepy turtle, tries to understand the changes happening around, but, due to its own helplessness, either goes the wrong way or lags even further behind.
In connection with the above contradictions, which currently exist in the existing education model, the following problems arise that require close attention and solutions in the near future:

1) The problem of stagnation is the lack of novelty in the learning process.

2) The problem of knowledge obsolescence, which consists in the insufficient speed of updating existing information in the process of its transmission from teacher to student, using traditional teaching tools.

3) The problem of a shortage of young specialists, which consists of insufficient staffing of schools with graduates of pedagogical universities due to low wages and the impossibility of self-realization.

4) The problem of student disinterest, which consists in the lack of motivation for learning among schoolchildren and students, caused by the invariability of the methodology for conducting each lesson.

Over the past 10 years, issues of training and education have not left the pages of newspapers and magazines. One discussion follows another. The assertions that the existing education system cannot satisfy the increased demands of production, science and the entire increasingly complex social life have become banal. Almost everyone agrees with this. Discrepancies arise later, when a discussion begins of the question of what the essence of these inconsistencies, or “gaps,” is, what their most characteristic manifestations are, and what needs to be done to eliminate them. The problem of the development of education undoubtedly deserves the closest attention, since, in essence, we are talking about the future of Russia, the value guidelines of our society, and, by and large, about the national security of the country, the roots of which lie in the upbringing, civic development of the younger generation, the formation he is ready for worthy service to the Fatherland. It would be logical to consider two problems separately. The first is the problem of educating society, the second is the problem of forming the same society in modern Russia. In these problems, the object of research will be society itself, and the subject of research will be the system of education and upbringing.

Education is a purposeful process of education and training in the interests of the individual, society, and state. Education can also be defined as the purposeful cognitive activity of people to acquire knowledge, skills, or improve them. In the broadest sense of the word, education is the process or product of “…forming the mind, character or physical abilities of an individual. In a technical sense, education is the process by which a society, through schools, colleges, universities and other institutions, purposefully transmits its cultural heritage - accumulated knowledge, values and skills - from one generation to another." In the ordinary understanding, education, among other things, implies and is mainly limited to the teaching of students by a teacher. It may consist of teaching reading, writing, mathematics, history and other sciences. Teachers in subspecialties such as astrophysics, law or zoology may teach only that subject, usually at universities and other institutions of higher learning. There is also teaching of vocational skills such as driving. In addition to education in special institutions, there is also self-education, for example, through the Internet, reading, visiting museums or personal experience. It is considered necessary to add that the right to education is one of the fundamental and inalienable constitutional rights of citizens of the Russian Federation. Education in the Russian Federation is carried out in accordance with the legislation of the Russian Federation and international law. Law of the Russian Federation dated July 10, 1992 No. 3266-1 “On Education” states: “Education is understood as a purposeful process of education and training in the interests of an individual, society, and state, accompanied by a statement of the achievement by a citizen (student) of educational levels established by the state (educational qualifications) " All this confirms that the field of education is a priority. Also, the right to education is currently confirmed by national and international legal instruments, for example, the European Convention for the Protection of Human Rights and Fundamental Freedoms and the International Covenant on Economic, Social and Cultural Rights, adopted by the UN in 1966.

The main task of education, along with socialization, professionalization and self-realization, is the development of a person’s national self-awareness. Having considered the definition of the word education, identifying its main task, we can move on to one of the sides of the problem. Namely, to the question of what are the problems of education in modern Russia?

To begin with, it makes sense to cite such an indicator as the Human Development Index (HDI), which is determined through three integrative indicators: life expectancy, level of knowledge (consisting of two blocks: literacy level and the aggregate indicator of school enrollment of children) and “decent standard of living” (determined by capitation income adjusted on a purchasing power parity basis). According to this index, in 1998 Russia ranked 62nd among 174 states. This is exactly the same place it had separately on the “literacy level” scale, being inferior not only to all developed countries, but, by the way, to Cuba and Belarus (56th and 57th place, respectively), as well as a number of Asian, Latin American and African countries. It is noteworthy that in 1995 it ranked 57th. And in 1990, the Soviet Union, in its worst years, ranked 33rd on this same indicator. Thus, in eight years, almost 30 states managed to bypass post-reform Russia. This information shows how bad things are with education in Russia.

Education is the purposeful formation of a personality in order to prepare it for participation in social and cultural life in accordance with sociocultural normative models. According to the definition of Academician I.P. Pavlov, education is a mechanism for ensuring the preservation of the historical memory of the population.

It is perhaps difficult to find parents who would not want to raise a good child. Most people in the process of raising children rely on their life experience, on how they were raised at one time. Meanwhile, there is a lot of evidence that previous methods of education fail and do not bring the expected results. Sometimes the effect of their use is exactly the opposite. What are the reasons for this phenomenon? The changes taking place in the modern world require new, extraordinary approaches to the problem of education, the search for alternative modern methods of raising children.

The methods of raising children, which are still used by the vast majority of parents, were formed in the family over centuries in the conditions of feudal society, and then in the conditions of bourgeois or socialist democracies, the basis of which was authoritarian power. These are authoritarian methods of raising children. The basic principle of such methods is the requirement of unquestioning submission of children to the will of their parents. The arsenal of educational measures here includes such methods of influencing a child as orders, reprimands, shouts, threats, ridicule, punishment, including physical ones. The child is considered as a kind of negative, hostile subject who constantly strives to do something wrong, who constantly needs to be pulled back and directed. The motivational mechanisms of children's actions using such methods are based on fear.

Democratic methods of raising children are new, modern methods that were born under the influence of democratic changes taking place in the world around us. The basis of such modern methods of raising children is the rejection of coercion, the subordination of children’s actions to the wishes of their parents and the conflict-free reorientation of them from bad behavior to good. The use of these methods involves studying the child’s perception of certain facts or events in life and providing him with unobtrusive assistance in correctly assessing them. The child is not seen as good or bad, but as a living person who tends to make mistakes. It is the actions that are evaluated, not the person himself. Actions that take into account the interests of all parties involved in the conflict receive a positive assessment. Relationships in the family are built not on children’s fear of imminent punishment, but on the principles of mutual understanding, trust, mutual respect, and unconditional love. The motivation for children’s actions in this case is an internal urge to action and the choice of the right course of action based on their own ideas about what is good and what is bad.

A positive result of educational influence is not considered to be unconditional compliance with parental orders, but the correct choice of the necessary action in specific life circumstances and its conscious implementation. These methods help develop a child’s sense of self-confidence, courage in decision-making, initiative, responsibility, honesty, democracy, and friendliness. Growing up in a family where relationships are based on respect and love, such children enter the adult world open, sincere, and capable of giving love to other people.

In modern conditions of social development, the direction of education is determined by the unity of goals and content. Consequently, by highlighting such areas in education as: mental, labor, moral, aesthetic and ideological-political, we will receive a holistic educational system. In children, memory, attention, and imagination are involuntary in nature and are, as it were, woven into their cognitive activity; therefore, the activity must have a certain logic, but instead of intensive cognitive activity, we offer the child passive activity - at the computer or TV, thereby developing a “clip-type mentality” that is harmful to the child. thinking".

An important direction of the educational process is ideological and political education, which involves the formation in the child of the foundations of citizenship, a responsible attitude towards the family, one’s people and the Fatherland. Nowadays you can quite often hear the following phrase from children: I’ll study and leave this “terrible” country! Why have we so polluted the brains of our own children that they are already at this age ready to give up everything and start living in another country? The history of one’s own people, settlement, family is nothing compared to material well-being; it is material well-being created by someone, and not by oneself, that comes to the fore when formulating such a desire for a child. We weaned him from working, but we taught him and continue to do it successfully - to consume.

The essence of moral education lies in the formation of a child’s system of relationships towards society, other people, and himself. Probably, to the above educational areas that have traditionally been used in solving educational problems, it is necessary to add others. Now in modern society new directions of educational work are being formed, such as economic and legal, they require our attention and detailed development. It’s time to get rid of right-wing and economic nihilism and from an early age to form in children the qualities that determine social behavior in conditions of legal and economic protection of the individual.

In the modern world, about 90% of the population are believers, therefore, the role of religious education is great, and you should not turn a blind eye to this phenomenon. Like any innovation, the process of modernization of society has positive and negative sides, as well as negative side effects: the destruction of traditional institutions and ways of life led society to social disorganization, chaos and anomie; The scale of deviant behavior among children, adolescents and young people has increased, and crime among young people has become the norm.

The issue of interaction and relationships between different ages has been acute at all times. The worldview, principles, views of the world and the place of man in it have always differed among representatives of different generations.

So, for example, young people are a group that is still in a state of forming values, ideals, and is mastering the traditions and customs existing in society. In a situation where society itself does not have norms, the orientation of young people in the existing system becomes doubly problematic.

Since we are talking about fundamentally new approaches to life management, this is impossible without relying on science and education, which we understand as a triad consisting of upbringing, training and personal development.

Consequently, by removing a person’s indifference towards himself, his present and future, we will be able to launch creative processes in society even in the condition of modernization of the social system, relying on the combined efforts of the state and family. To do this, it is necessary to encourage children from childhood to think freely, fantasize about scientific achievements, about possible options for the development of humanity, and to use the latest technological achievements in education only after teachers have been thoroughly trained. Everything new needs to be introduced, carefully based on the principle - do no harm. In a word, love for your Fatherland, for your people, is unthinkable without concern for its future.

“THE PROBLEM OF EDUCATION AND SPIRITUAL EDUCATION IN A MODERN SCHOOL”

PREPARED BY:

Geography TEACHER Fomina Yu.I.

In recent decades, scientists have been updating the problem of spiritual education of the younger generation, and the quality of Russian education can be recognized as one of the highest in the world, if we take into account the awareness of our graduates, but issues of spiritual education are poorly resolved. The younger generation has currently lost the main factor in personality development - the education of the spirit.

The lack of spiritual development, as we now see, has led to moral devastation.

The words have disappeared: Good is a source of joy, peace and harmony in the soul.

Repentance is renunciation of evil. Mercy is like mercy in the heart. Grace, which is caused by good deeds and love for loved ones. People have become more intolerant of each other, harsher, more cruel. Spirituality has disappeared. There was no more trust in each other. ...Gospel of Luke

Spiritual education is a complex problem and can be solved gradually by including all members of society, both adults and children, in this process. The solution to the problem of spiritual education lies not in separate hours, but in creating a spiritual atmosphere in the school that would contribute to the spiritual development of the student and awaken in him the desire to do good. Currently, spiritual guidelines have been confused and the younger generation can be accused of lack of spirituality, lack of faith, and aggressiveness.

Therefore, the relevance of the problem of moral education is connected, at least, with four positions:

Firstly, our society needs to prepare well-educated, spiritually and moral people who have not only knowledge, but also excellent personality traits.

Secondly, in the modern world, a small person lives and develops,

surrounded by many different sources of strong influence on him, both positive and negative, which daily fall on the child’s fragile intellect and feelings, on the still emerging sphere of spiritual morality.

Thirdly, education in itself does not guarantee a high level of

spiritual and moral education.

For good manners 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.

Fourthly, arming yourself with spiritual and moral knowledge is also important because it not only informs the child about the norms and rules of behavior established in modern society, but also gives ideas about the consequences of violating these norms or the consequences of this act for the people around him.

The main function of education is the formation of intellectual, emotional, business, and communicative abilities of students for active interaction with the outside world.

*Education is an activity aimed at personal development, creating conditions for self-determination and socialization of the student on the basis of sociocultural, spiritual and moral values and socially accepted rules and norms of behavior in the interests of the individual, family, society and state.

School is the only social institution through which all Russian citizens pass. Of course, personal values are formed, first of all, in the family, but the most systematic, consistent and profound spiritual and moral development and upbringing of the individual occurs in the field of education, where it is ensured by the entire way of school life.

In accordance with the age characteristics of children, starting from primary school age, it is necessary to implement the ideas of developing a spiritual and moral personality:

And the secondary school faces the following tasks:

Help students develop not only intellectual, physical, but also spiritual abilities; realize interests and inclinations: develop personal moral beliefs, tolerance for a different way of life;

To teach understanding and methods of working in a team; careful and caring attitude towards the environment and each other;

Create conditions for the development of independent creative thinking; for students to satisfy their spiritual needs;

Encourage self-expression and self-confidence;

Introduction to the content of education - the study of the history of religion of the peoples of the world;

Concentrate children's attention on the content of material that represents spiritual values, the basis of which is the Word and Action.

Problems of spiritual and moral values in the history of society are not new, however, each era and rapidly changing social world brings forward new and more complex facets in them.

It is indisputable that a school-age child, especially in elementary school, is most susceptible to spiritual and moral development and education. But the shortcomings of this development and upbringing are difficult to make up for in subsequent years. What is experienced and learned in childhood is characterized by great psychological stability.

Therefore, it is necessary to lay down spiritual, important values from childhood. (Transfer)

Patriotism - love for the Motherland, one’s land, one’s people, service to the Fatherland;

social solidarity - personal and national freedom; respect and trust in people, institutions of the state and civil society; justice, equality, mercy, honor, dignity,

Family - love and loyalty, care, help and support, equality, health, prosperity, respect for parents, care for elders and younger ones, care for procreation;

Health - taking care of your health, forming the habit of a healthy lifestyle.

labor and creativity - respect for work, creativity and creation, determination and perseverance, hard work;

Science is the value of knowledge, the desire for knowledge and truth, the scientific picture of the world;

Nature - native land, reserved nature, planet Earth, environmental consciousness;

Humanity - world peace, diversity and respect for cultures and peoples, human progress, international cooperation.

The problem with education is that the historical continuity of generations is not respected in the process of education. Young people are deprived of the opportunity to follow the example of people who lived in the past; they do not know how people solved their problems, what happened to those who went against the highest values, and to those who were able to change their lives, setting us a shining example.

And here are the sources of spiritual education that influence the spiritual education of students:

Country, family, nature, society, small homeland, science, art, multinational people.

Areas of spiritual education can be divided into three type:

"Me and my health" - this is the education of a value-based attitude towards one’s health through the formation of ideas about a healthy lifestyle, the education of cultural and hygienic skills, the development of physical qualities and skills, the formation of the foundations for the safety of one’s own life, and the provision of a favorable psychological climate.

"Me and my values" - Fostering love and respect for family , as a core value; introducing children to basic generally accepted norms and rules of relationships with peers and adults; familiarization with universal human values; nurturing a value attitude towards labor , « Me and my Motherland" - Nurturing patriotic feelings, the child’s conscious acceptance of the traditions and culture of the hometown of the region, country, filling with concrete content the concepts: “small homeland”, “native land”, “Fatherland”, “native language”, “my family”

"Me and my health" - Physical education and the formation of a healthy lifestyle - forms a healthy lifestyle, the formation of personal qualities that provide the younger generation with the mental stability necessary for effective educational activities and a healthy lifestyle. The following activities will be effective:

Conversations about the importance of physical exercise, an active lifestyle, participation in sports competitions, the use of health-saving technologies, walks in the fresh air, outdoor games, extracurricular activities in sports and recreation, physical education, eye exercises, health days, daily routine, information health corner.

“Me and my values. Family." - All these actions on the part of the state, the church, and educational structures, of course, have their enormous significance, but the most important, in my opinion, in this entire complex structure in the education of the Personality is its foundation - the family. Teachers often joke bitterly: “The most difficult thing in working with children is working with adults.” Therefore, I think it is effective to carry out such events:

Educational conversations about family, “Mother’s Day”, holidays with the participation of parents, Information stand for parents, creative projects “My Family”, “Holidays in My Family”, “My School”.

“Me and my values. Work"- Conversations about the professions of parents, a duty corner, work assignments, mutual assistance, getting to know professions, reading fiction, working with proverbs and sayings, school clean-up days, role-playing games based on professions, household work.

"Me and my Motherland" -

One can note the role of the church in educating the younger generation. Because the church guides humanity and youth on the path of truth, goodness and righteousness. And holding such events

Poetry and drawing competitions on patriotic themes, visits to the library, joint holidays with parents “Victory Day”, “Defender of the Fatherland Day”, holidays dedicated to Russian customs and traditions: “Maslenitsa”, “Christmas”, “New Year”, “Easter”, Excursions to memorable places of the city, visits to the local history museum, conversations, reading books about the exploits, valor and glory of the Russian people, projects “My Motherland Russia”, meetings with veterans.

"Motherland" . Nature" - Participation in a competition of crafts and bouquets made from natural materials, excursions into nature, making feeders and feeding birds, participation of children and parents in campaigns for the protection and preservation of the environment - planting trees, watching videos about nature, looking at paintings and illustrations, participation in poetry competitions and drawings about nature .

Conditions for the spiritual and moral development of students:

1. The conscious desire of each teacher for their own spiritual growth and helping their students in spiritual maturation.

Creating an atmosphere of camaraderie, goodwill, respect for the personality and individuality of each student in the team, recognizing his right to his own point of view, developing dialogue forms of communication.

2. Interaction with religious and public organizations, civil-patriotic, cultural, environmental, children's and youth movements, organizations that share basic national Russian values in their activities and are ready to contribute to the achievement of the national pedagogical ideal.

3. Improving the pedagogical culture of parents through holding parent conferences, debate meetings, and round table meetings.

Thus, problem solving The formation of spiritual and moral culture in children and adolescents is seen in the following:

1. Purposeful interaction with religious and public organizations.

2. Resolving the personnel issue. Introducing rates for school psychologists at schools.

3. Development of a system of additional education based on schools.

4. Elimination of a purely knowledge-based approach to the educational process. Education is, first of all, upbringing. 5. Strengthening state policy in the field of environmental control.

Thus, speaking about this problem, its causes and solutions, we can say that there are no insoluble problems. Yes, there is a problem of spiritual and moral education, but there are also ways to solve it. And with targeted and coordinated educational and pedagogical work of the family, the political system, the church, the educational system and the individual above himself, this problem will noticeably decrease.

Spiritual and moral portrait of a child.

Kind, not causing harm to living things, Honest and fair, Loving and caring, Hardworking and persistent, Creating and preserving the beauty of the world, Seeking knowledge and thinking critically, Brave and decisive, Freedom-loving and responsible, Independent and law-abiding, Feeling his connection with his people , country, culture, careful with his word, with his speech actions, Patriotic (ready to sacrifice his interests), Tolerant (respecting others who are not like him). The spiritual and moral state of Russians and the growth of negative phenomena are such that the future of our country is becoming unpredictable. This forces society and even people far from faith to think about the urgent need to restore the spiritual and moral potential of people. Material values have acquired a clear priority over spiritual ones. This leads to the formation of false goals in life, changes in value orientations, and, as a consequence, to a distorted understanding of the categories of good and evil.