The essence of moral education
This chapter sets out to study the scientific literature on psychology and sociology in order to understand the process of moral education, as well as to identify the characteristic psychological characteristics of older adolescence.
1.1 The concept of moral education
Moral education is a systematic influence on an individual with the aim of transmitting to her the moral values existing in society, with the aim of developing her ability for moral improvement. Essence moral education is a set of moral relations towards living and inanimate nature, to the people around and to yourself. Moreover, these relationships are established in accordance with generally accepted norms in society, assessed from the standpoint of good and evil. Achievements of science, culture, labor, the manifestation of the best human qualities, such as heroism, patriotism, a sense of duty and conscience are valued in our society as good - they have a socially valuable result. Manifestations of immorality, misconduct, delinquency, negative personality traits such as deceit, hypocrisy, philistinism, are assessed from the standpoint of evil, since they bring with them a result that is negative for people.
The goal of moral education is to form in students a system of relationships that correspond to moral standards. The central thing is to treat Man as the highest value. Moral education could be defined as the purposeful formation in students of the ability to see a person in the world around them, to know the highest value of human life, to empathize with a person, to promote the good of man and humanity through the production of material and spiritual values.
The content of moral education is such personal qualities as humanism, collectivism, and patriotism. The specificity of moral relations gives moral education an exceptional character. Moral relations in the broadest sense reflect the attitude towards Man as such, insofar as they permeate all social relations of the individual: political, legal, aesthetic, scientific-cognitive, environmental, etc. - all social spheres of public life.
The development of social culture involves not only the enrichment of knowledge in all spheres of life and relationships of people, the sophistication of thoughts and feelings, but most importantly - the development in a person of social properties, the correct perception of the highest meaning of human activity - active service to society, humanistic ideals, the ability to build one’s behavior on the basis social values, high aspirations.
The means of moral education are: training: personal example teachers, persuasion, skillful handling of students (pedagogical tact), measures of prevention and encouragement and punishment.
1.2 The concept of older adolescence and its characteristic features
Because we are talking about older adolescence, it is worth noting that adolescence is the period of completion of childhood, growing out of it, transition from childhood to adulthood. It usually correlates with the chronological age from 10-11 to 14-16 years and is one of the most unstable, but important periods in a person’s life. In older adolescence - 14-16 years old - a person gives special pleasure to immerse himself, to explore his thoughts, feelings, and actions. In such solitude, an internal experience of what a teenager encounters in reality occurs, which contributes to the development of his emotional sphere, which largely determines the student’s growing up. In addition, at this age, due to puberty, the teenager’s interest in the opposite sex intensifies, and intimate and personal communication becomes the leading activity during this period. In this regard, the teenager “reorients” from communicating with close adults to communicating with significant peers, which often causes dissatisfaction and misunderstanding on the part of the former. It is important that self-esteem is finally formed at this age. young man- what he thinks about himself and his place among people. Until this moment, the child was at the mercy of the judgments that other people, especially significant adults, expressed about him. In this regard, the teenager’s need to stand out from the people around him becomes more acute. Self-awareness of a teenager as a new development of age contributes to a deeper understanding of other people. Social development, which leads to the formation of personality, acquires in self-awareness a support for its further development.
The formation of self-awareness is closely related to the development of ideas about time. The teenager develops an idea of the past and the future, which leads to the discovery of the finitude of existence, causing anxiety and fear. However, subsequently, a sense of personal identity presupposes, among other things, a sense of stability and immutability over time, and reduces anxiety in the face of various types of uncertainty. Identity is thus based on the awareness of temporal extension: the “I” embraces the past that belongs to it and rushes into the future, making significant choices among possible ways personality development.
The transition of the adolescent psyche consists in the coexistence and simultaneous presence in it of the features of childhood and adulthood. In adolescence, a tendency to behavioral reactions that are usually characteristic of younger people often remains. These include the following:
1. Refusal reaction. It is expressed in the refusal of usual forms of behavior: contacts, household duties, study, etc. The cause is most often sudden change habitual living conditions (separation from family, change of school), and the soil that facilitates the occurrence of such reactions is mental immaturity, traits of neuroticism, and inhibition.
2. Reaction of opposition, protest. It manifests itself in the opposition of one’s behavior to the required one: in demonstrative bravado, in absenteeism, escapes, thefts, and even actions that seem ridiculous at first glance, performed as protests.
3. Imitation reaction. It is usually characteristic of childhood and manifests itself in imitation of relatives and friends. For teenagers, the object of imitation most often becomes an adult who has certain qualities that appeal to his ideals (for example, a teenager who dreams of theater imitates his favorite actor in manners). The imitation reaction is characteristic of personally immature adolescents in an antisocial environment.
4. Compensation reaction. It is expressed in the desire to make up for one's failure in one area with success in another. If antisocial manifestations are chosen as a compensatory reaction, then behavioral disorders arise. Thus, an underachieving teenager may try to gain authority from his classmates with rude, defiant antics.
5. Overcompensation reaction. It is determined by the desire to achieve success precisely in the area in which the child or adolescent shows the greatest inconsistency (in case of physical weakness - a persistent desire for sports achievements,
Adolescent psychological reactions themselves arise during interaction with the environment and often form characteristic behavior during this period:
1. Reaction of emancipation. It reflects the teenager’s desire for independence, for liberation from adult care. Under unfavorable environmental conditions, this reaction may underlie runaways from home or school, affective outbursts directed at parents, teachers, as well as individual antisocial behavior.
2. “Negative imitation” reaction. It manifests itself in behavior that contrasts with the unfavorable behavior of family members, and reflects the formation of an emancipation reaction, the struggle for independence.
3. Grouping reaction. It explains the desire to form spontaneous teenage groups with a certain style behavior and the system of intragroup relationships with their leader. In unfavorable environmental conditions, with various types of inferiority of the adolescent’s nervous system, the tendency to this reaction can largely determine his behavior and be the cause of antisocial actions.
4. Infatuation reaction (hobby reaction). It reflects the characteristics of the internal structure of a teenager’s personality. Passion for sports, desire for leadership, gambling, and a passion for collecting are more typical for teenage boys. Activities that are motivated by the desire to attract attention (participation in amateur performances, a passion for extravagant clothing, etc.) are more typical for girls. Intellectual and aesthetic hobbies, reflecting a deep interest in a particular subject or phenomenon (literature, music, fine arts, technology, nature, etc.), can be observed in adolescents of both sexes.
5. Reactions caused by emerging sexual desire (increased interest in sexual problems, early sexual activity, masturbation, etc.). The described reactions can be presented both in behavior patterns that are normal for a given age period, and in pathological ones, which not only lead to school and social maladaptation, but also often require therapeutic correction. The criteria for the pathology of behavioral reactions include the prevalence of these reactions beyond the boundaries of the situation and microgroup where they arose, the addition of neurotic disorders, and disorders of social adaptation in general. It is very important to differentiate pathological and non-pathological forms of behavioral disorders in time, since they need different forms pedagogical and social assistance, and in some cases drug therapy is required. An important area of mental development in adolescence associated with the formation of strategies or ways of overcoming problems and difficulties. Some of them develop in childhood to resolve simple situations (failures, quarrels) and become habitual. In adolescence, they transform, are filled with a new “adult meaning”, and acquire the features of independent, strictly personal decisions when faced with new requirements. Among the variety of ways a person behaves in a difficult situation, constructive and non-constructive strategies can be distinguished. Constructive ways of solving problems are aimed at actively transforming the situation, overcoming traumatic circumstances, which results in a feeling of growing one’s own capabilities, strengthening oneself as a subject of one’s own life. This does not mean at all that there are no worries and doubts about the future.
Constructive methods:
Achieving a goal on your own (don’t give up, make an effort to achieve your goal);
Seeking help from other people included in the this situation or those with experience in resolving similar problems (“I’m turning to my parents”, “I’ve consulted with a friend”,
“we decide together with those who are concerned”, “my classmates helped me”, “I would turn to a specialist”);
Thinking carefully about the problem and different ways to solve it (think, talk to yourself, behave thoughtfully;
"don't do anything stupid");
Changing your attitude towards a problematic situation (treat the incident with humor);
Changes in yourself, in the system of your own attitudes and habitual stereotypes (“you need to look for reasons in yourself”, “I’m trying to change myself”).
Unconstructive behavior strategies are not aimed at the cause of the problem, which is “moving into the background,” but represent various forms of self-soothing and the release of negative energy, creating the illusion of relative well-being.
Non-constructive methods:
Forms of psychological defense - up to displacing the problem from consciousness (“don’t pay attention”, “look at everything superficially”, “go into yourself and don’t let anyone in”, “I try to avoid problems”, “I didn’t even try to do anything”). ;
Impulsive behavior, emotional breakdowns, extravagant actions that are inexplicable by objective reasons (“I was offended by everyone,” “I can throw a tantrum,” “I slam doors,” “I wander the streets all day”);
Aggressive reactions.
A comparative cross-cultural study of Russian and German teenagers showed that there is a certain similarity in the choice of behavioral strategies between teenagers in St. Petersburg and Potsdam. Both prefer to turn to parents or other adults for help when problems arise, try to independently think through the situation and various options for resolving it, and resort to the advice of friends. However, significant differences were also found. Young St. Petersburg residents are much more likely than their Potsdam peers to demonstrate so-called avoidant behavior. They try not to think about the problems that have arisen, to push them out of their thoughts, to behave as if everything was in order, in the hope that the problems will be solved by themselves. They are less inclined to compromise and change in themselves, to demonstrate constructive activity in resolving conflicts and overcoming problems. And the frequency of their use of active problem-solving strategies is much lower. Author of the study E.V. Alekseeva connects the identified cross-cultural differences with the influence of such external factors as features of cultural tradition, the consequences of totalitarian ideology, parental attitudes towards social normativity and guardianship. According to the famous German psychiatrist H. Remschmidt, psychopathological symptoms often represent inadequate adaptation, inadequate strategies for overcoming difficulties that arise in the lives of adolescents.
The search for personal identity is a central task of growing up. Conflict factor in in this case is the difficulty of coordinating one’s own experiences, the experiences of others and adapting to social norms.
Based on the above, we can confidently say that the age we are studying is extremely complex and delicate; when working with such children, the teacher simply needs patience, accuracy and knowledge of the characteristic characteristics of schoolchildren in their late teens.
Moral education is one of the forms of reproduction, inheritance of morality, expressing the need of society to consciously influence a process that is extremely individualized and generally proceeds spontaneously.
The difficulty of transferring the general idea of education into specific pedagogical recommendations and deeply conscious actions, during which a pre-planned moral result would be achieved, indicates the conventionality of this concept. Attempts to understand moral education as a special direction along with physical, aesthetic, legal, civic and other types of education sooner or later encounter a number of insoluble difficulties. First of all, this concerns the participants in this process. If we assume that, in relation to moral education, an individual should stand out among other people with his moral qualities, then one of distinctive features a truly moral person consists in his awareness of his own imperfection, a feeling of dissatisfaction with himself, as a result of which he cannot be impeccable in fulfilling the role of a teacher of morality. If a person considers himself worthy of such a role, then this precisely proves that he is least suitable for it.
In this case, the following paradox arises: someone who has reason to teach moral lessons (precisely because he possesses the necessary moral qualities) will never become a teacher of morality, but someone who willingly strives to fulfill such duties at will, you can never be trusted with such a role.
There are also contradictory ideas about the object of moral education. In any educational process Educators, teaching students, pass on their experience, knowledge, skills and abilities. However, morality cannot be acquired in a purely external way; it is based on personal autonomy, since the moral law, unlike all other prescriptions, is the law of the individual himself. The way out of these contradictions was usually seen in interpreting moral education as a kind of “midwifery” art (Socrates).
Education, like any rational activity, is also characterized by a difference between the final result (goal) and the intermediate actions (means) leading to it, in which the means are justified only in interaction with this goal (for example, physical education requires daily, systematic exercise). However, moral education does not fit into logic purposeful activities, since morality is not an ordinary goal that can be achieved in a certain period of time using specific means. It can rather be called the final, highest goal, or the goal of goals, which makes possible the existence of all other goals and is not so much ahead as at the foundation of human existence itself. More precisely, morality is not a goal, but an ideal - the highest moral role model.
At the same time, another contradiction arises: if moral education is rational organized activity, then in the course of this activity morality should turn from an ideal goal into a real one. However, if morality acts as an ideal goal, then efforts to further transform it are meaningless, since existing in the form of an ideal is the way of its real existence. The absence in society of persons and institutions professionally engaged in moral education is extremely important for understanding the mechanisms of the reproduction of morality among people. According to the ancient Greek philosopher Protagoras (c. 480 - c. 410 BC), there is no need for special teachers of virtue, since all teachers (mathematics, music, law, etc.) teach virtue.
Consequently, the literal understanding of moral education as teaching morality is not entirely accurate, since morality cannot be taught.
Social institutions (family, school, work collective, prosecutor's office, court, etc.), along with their direct purpose, also have a moral impact on the individual. The process of reproduction of morality is included in all the diversity social activities. In general, it proceeds spontaneously and is amenable to directed influence and conscious control, mainly in the form of self-education and self-improvement.
A person can influence his own moral development through the cultivation of certain actions and behavior, concentrated in moral character traits. As are the actions, said Aristotle, such are the moral qualities of a person. By distributing goods equally in exchanges between people, a person learns to be fair, showing courage in the face of danger, and ultimately gains masculinity. At the same time, it is through his actions that he influences other people. “Moral education begins there. where they stop using words”3, it is carried out through the power of one’s own example. This is how the person being educated becomes an educator. By educating oneself, a person simultaneously educates others.
Moral education can also take on opposite forms: moralizing and moral terror (the desire to forcibly make a person happy by imposing on him through strict regulation certain rules, forms of behavior, while moral precepts act as a means of suppressing and humiliating the individual).
The term “moral education” is also used in a narrow sense - as teaching the norms of public decency. In this case we're talking about about the forms of individual behavior accepted in a given culture in various situations: from behavior to dining table to honoring elders. Moral precepts teach a person to look at himself from the outside and self-critically develop respect for himself and others. It would be a big mistake to separate ethics from etiquette. underestimate his role. Decent, dignified behavior, good manners, what is called good manners, culture, cannot yet be called morality, but is a necessary component of it.
The problem of moral education is one of the most acute in modern society. Now, when the whole world is in spiritual decline, it is very important to give this a special role. Moral education is the purposeful formation of moral consciousness, as well as a set of measures for the development of moral feelings, as well as habits of moral behavior. The role of moral education is difficult to downplay - after all, it is what allows us to see a morally healthy nation.
Fundamentals of moral education
Let's consider what the concept of moral education includes, what aspects and qualities it should address:
- Education of moral feelings: responsibility, citizenship, duty, conscience, faith, patriotism.
- Cultivation of moral character: mercy, meekness, patience, sympathy, gentleness.
- Cultivation of a moral position: the ability to distinguish between good and evil, good and bad, the ability to show love, readiness for life's trials.
- Education of moral behavior: manifestations of spiritual prudence, readiness to serve society and the Fatherland, good will.
The moral education of an individual in the family is by no means a one-sided process. What is important here is not only what the teacher or parent says, but also the response actions of the student, who should be able to apply the acquired skills in life. It is worth understanding that moral concepts do not immediately become a guide to action, but only when a person has deeply comprehended them and accepted them as his own moral convictions. We can talk about good social and moral education only if the final goal has been achieved, and not just measures have been taken for education.
How to educate morality in a child?
The most important thing that parents need to understand is that children learn from life, and life in early childhood for them it is family. You can read a hundred books to your child about the need to be friendly, but if scandals and reproaches constantly reign in your family, the child will learn aggression, not morality. Therefore, you need to start such education, first of all, with your relationship with your spouse.
It is your personal example and nothing else that will allow the child to most accurately and correctly perceive all moral principles. A child in childhood simply perceives, and everything that he sees around him seems normal and reasonable to him. The behavior patterns characteristic of his parents will certainly be embodied in his life.
Therefore, if you want to develop patience in your child, never yell at anyone, treat everyone and everything condescendingly. If you want your child to be friendly, sociable and hospitable, invite his friends to visit.
In order for a child to be able to empathize, one must not shy away from sick people and animals, but be able to sympathize, selflessly 
help, pity.
There is no need to tell the child what to do, because this is “non-living” information, and the child will not perceive it. You just need to act the way you would like him to act. If a child from childhood sees his father sitting with a beer on the sofa, and a persecuted mother who constantly yells at him, what kind of moral development can we talk about? A grown child will take either the position of a mother or a father, but it is unlikely that any of this will bring him happiness.
That is why it is so important to harmonize your relationships in the family, maintain a friendly atmosphere, be sensitive to people and animals, be able to show empathy and find a compromise in difficult situation, and not start a scandal. Moral education is possible only in a family that itself lives by such principles.
Being members of a social system and being in many public and personal connections with each other, people must be organized in a certain way and comply with relevant norms and requirements. This is why every society develops a large number of a variety of means, rules and regulations, the function of which is to regulate people’s behavior in all spheres of their lives and activities. This regulatory function, in particular, is performed by legal norms and various regulations government agencies, various charters and instructions, instructions and orders officials and finally, morality or ethics.
Moral of a person - the totality of his consciousness, skills and habits of behavior associated with actual compliance with these norms, rules and requirements.
Morality as a form of social consciousness is the sum of rules, requirements, norms governing the relationships and interactions of people, their behavior. According to materialism, morality is historical in nature: it arises and changes with the development of society, and includes norms and ideals that are different for different social strata and groups.
The norms, rules and moral requirements reflect those moral relations that should determine the behavior and activities of one person in various fields life. For example, according to morality, every person must treat work conscientiously, be thrifty, modest, honest, truthful, humane, etc. To carry out moral education, it is necessary to know the content of those relationships, on the basis of which the corresponding personal qualities. This content specifically includes:
♦ attitude towards state policy, towards the homeland, other countries and peoples(citizenship, patriotism, respect for other peoples and countries);
♦ attitude towards work(hard work, conscientious work for the common
and personal benefit, labor discipline);
♦ attitude towards the public domain, material values and nature(frugality, concern for the preservation of public property and personal belongings, ecological culture);
♦ attitude towards people(democracy, collectivism, humanity, culture
communication, camaraderie, mutual respect for each other, etc.);
♦ attitude towards oneself(honesty, truthfulness, modesty, integrity, etc.).
The norms and rules of morality are not of such a mandatory nature and are supported the strength of public opinion, established customs and traditions. For this purpose, there are two moral categories in ethics - good and evil. Compliance with moral requirements and their support by an individual is usually associated with goodness. Violation of these norms and requirements, deviation from them are characterized as moral evil.
Understanding this encourages the individual to behave in accordance with moral requirements society, improve her behavior, which, at the same time, means her moral development.
Since compliance with the moral requirements of society ultimately depends on the individual himself, since he acts as the bearer and subject of moral progress, it is quite understandable how great importance moral education and increasing its content and pedagogical effectiveness acquire.
Thus, moral education (NV)- this is a purposeful and systematic influence on the consciousness, feelings and behavior of pupils with the aim of developing in them moral qualities, meeting the requirements of public morality. As a result of moral education, human morality appears.
Moral education is carried out only in the process of including students in various types practical activities and organizing it in such a way that it contributes to the formation of positive moral attitudes and personal traits and qualities.
The main tasks of moral education:
1. Formation of moral consciousness(judgments, concepts, views, beliefs). This Team work teachers and students on mastering the rules and norms of behavior.
Highest level formation of moral consciousness - conviction. Consciousness is our internal state. The growth of consciousness is evidenced by a person’s actions, behavior, and activities. The most difficult task is the formation of consciousness and the organization of control over it. This is a joint activity of the teacher and students to learn the rules and norms of behavior.
The formation of moral consciousness goes through 4 stages:
1) Ideas (the child knows what is good and what is bad).
2) Concepts (the child can explain what is good and what is bad).
3) Beliefs (the child has determined for himself what is good and what
that's bad).
4) Action, action (the child manifests his attitudes in actions).
2. Education and development of moral feelings- this is the impact
teachers on consciousness and emotional sphere students for the purpose of development
they have moral feelings (pride for something, someone, shame, sympathy,
responsibility, organization, punctuality, etc.). Are used
methods: personal example, suggestion, advice, etc.
3. Developing skills and habits of moral behavior is to develop students through special exercises
culture of behavior. Only activity should reflect the growth of our consciousness. Moral education is carried out in practical
activities, as well as in specially organized activities
on moral education and exercise in performing highly moral actions. Based content of moral relations, students need to be included in the following types activities: educational and cognitive, civil-patriotic, social, labor, environmental, interpersonal communication, cultural and sports activities.
The very formation of moral relations and moral qualities is carried out in the same way as the education of personal qualities in general. This process includes:
♦ analysis of students’ moral education and formation
they have needs for its development and improvement;
♦ their inclusion in moral-gnostic activity to understand the essence of the qualities being formed and the ways of their manifestation;
♦ development of moral feelings, views and beliefs;
♦ formation of appropriate skills and habits of behavior;
♦ development of the ability to demonstrate volitional efforts that help
overcome emerging difficulties and obstacles while complying with
norms and rules of morality.
NV tends to free itself from the ideological and political aspect and to strengthen the psychological orientation, to the formation of the student’s need for self-development.
NV means include general and specific methods And forms education:
♦ Moral education as one of the methods is to inform students in the field of morality and discuss moral problems with them. It serves to develop knowledge about moral norms and values.
♦ Another NV method is to involve students in activity:
labor, social, artistic, sports, etc.
♦ Creation educational situations- also one of the NV methods.
♦ It is advisable to use role-playing games, their discussion, training to develop ethical knowledge, habits, and communication skills.
♦ Order, requirement, individual work, punishments, rewards also contribute to the development of habits and a culture of behavior..
All these methods are used both in the learning process and in free
children's activities.
♦ To forms of moral education, in addition to special lessons,
include conversations, lectures, discussions, theme nights, meetings, conferences on ethical topics. The teacher should not neglect special activities to develop the morality of students. -
♦ One of the main methods of moral education is ethical conversation.
♦ Moral Exercises- this is an imitation of situations in the process
which the education of rules and norms of moral behavior is practiced. They are addressed mainly to younger schoolchildren.
Thus, moral education is carried out on everyone training sessions through the use of a system of various methods, techniques, means, forms, technologies of training and education in extracurricular and extracurricular activities by forces educational institutions and institutions additional education; in the process of implementing all other areas of education (aesthetic, labor, etc.); in the process of interpersonal communication and social activities; in the process of communicating with nature, under the influence of the media, etc.
The result of this activity is moral education, expressed in the following indicators: knowledge of moral standards, the presence in the student’s mind of moral rules, the need and ability to fulfill them, the ability to experience moral feelings (compassion, conscience, love), behavior in accordance with moral standards, etc.
Test on the subject: “Ethics”
correspondence students
PS groups – 3 No. 07555 course 2
option 05
Babich Irina
Moral education
Introduction
1. The essence of moral education.
2. Structure and functions of moral education.
3. Methods of moral education.
Literature
Introduction
On modern stage society is absorbed by the problems of market relations, economic instability, and political difficulties that destroy social ties and moral foundations. This leads to intolerance and bitterness of people, destroys inner world personality.
When solving the problems of education, it is necessary to rely on the rational and moral in a person, to determine the value foundations of one’s own life, and to gain a sense of responsibility for preserving the moral foundations of society. Moral education will help with this.
The problem under study was reflected in the studies of such ancient philosophers as: Pythagoras, Democrat, Aristotle.
Pythagoras said that the main thing for a person is “to instruct the soul in good and evil.” The outstanding thinker of antiquity, Aristotle, in his essay “Politics” noted that “the legislator must pay exceptional attention to the education of youth, since in those states where this is not the case, the political system itself suffers damage.” .
A number of Soviet researchers such as: L.N. Tolstoy, A.S. Makarenko, V.A. Sukhomlinsky, N.I. Boldyrev, I.F. Kharlamov, I.S. Maryenko, as well as a number of Russian scientists: B.T. Likhachev, L.A. Popov, L.G. Grigorovich, I.P. Podlasy and others, consecrate in their works the essence of the basic concepts of the theory of moral education, content, and methods of moral education.
He highly appreciated the moral education of L.N. Tolstoy: “Of all the sciences that a person should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible.”
1. The essence of moral education.
The term “morality” originates from the word morality. In Latin, morals sound like /moralis/ - morality. “Morals” are those standards and norms that guide people in their behavior and in their everyday actions. Morals are not eternal and not immutable categories; they are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not by legal provisions.”
At the same time, moral requirements, norms, and mores receive a certain justification in the form of ideas about how a person should live, behave in society, etc.
Morality is historically specific; it changes with the development of society. There is no morality that is the same for all times and peoples. As socio-economic formations changed, ideas about morality, appropriate norms and mores of behavior in the public environment changed.
L.A. Grigorovich gave the following definition of “morality” - it is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism.”
I.S. Maryenko defined “morality as an integral aspect of the individual, ensuring his voluntary compliance with existing norms, rules, and principles of behavior. They find expression in relation to the Motherland, society, the team, individuals, oneself, work, etc.”
“Moral norms” are rules, requirements that determine how a person should act in a particular situation.
A moral norm can encourage a child to take certain actions and actions, or it can prohibit or warn against them.
“Education” is a process purposeful formation personality. This is a specially organized, managed and controlled interaction between educators and students, the ultimate goal of which is the formation of a personality that is necessary and useful to society.
The concept of “moral education” is comprehensive. It permeates all aspects of human life. That is why the outstanding teacher of our time V.A. Sukhomlinsky, having developed educational system O comprehensive development personality, quite rightly believed that its system-forming feature is moral education. “The core of moral education is the development of the moral feelings of the individual.”
“Moral education” is a purposeful and systematic influence on the consciousness, feelings and behavior of pupils with the aim of developing in them moral qualities that meet the requirements of public morality.”
Moral education is effectively carried out only as an integral process of pedagogical, corresponding to the norms of universal morality, organization of the entire life of young adolescents: activities, relationships, communication, taking into account their age and individual characteristics.
The result holistic process is the formation of a morally integral personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, and socially valuable behavior.
Moral education includes: the formation of consciousness of connection with society, dependence on it, the need to coordinate one’s behavior with the interests of society; familiarization with moral ideals, requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, creation of a system of these beliefs; the formation of stable moral feelings, a high culture of behavior as one of the main manifestations of a person’s respect for people; formation of moral habits.
“Moral education of the individual” is a complex and multifaceted process, including pedagogical and social phenomena. However, the process of moral education is to a certain extent autonomous. This specificity of it was once pointed out by A.S. Makarenko.
The main tasks of moral education:
1. formation of moral consciousness;
2. education and development of moral feelings;
3. development of skills and habits of moral behavior.
Moral consciousness is an active process of reflecting moral relations and states. Subjective driving force The development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, evaluation, making moral decisions, making responsible choices. Moral experiences and torment of conscience are amazed by the unity of sensory states reflected in consciousness and their comprehension, evaluation, and moral thinking.
The morality of an individual consists of subjectively mastered moral principles that guide him in the system of relationships and constantly pulsating moral thinking.
Moral feelings, consciousness and thinking are the basis and incentive for the manifestation of moral will. Outside of moral will and an effectively practical attitude towards the world, there is no real morality of the individual. It is realized in the unity of moral feeling and conscious, unshakable determination to realize one’s moral convictions in life.
The source of moral habits is the unity of deep consciousness and personal emotional assessment of phenomena, relationships between people, and their moral qualities. Moral habits are the ABCs of moral ideas and beliefs. The formation of moral habits is the way for the educator to penetrate into spiritual world a pupil, without whom it is impossible to understand a person and influence him by the finest means- in a word, beauty. Thanks to moral habit, the norms of social consciousness and public morality become a spiritual acquisition of the individual. Without moral habit, self-affirmation, self-education, and self-respect are impossible.
The moral behavior of an individual has the following sequence:
Life situation - the moral - sensory experience generated by it - moral understanding of the situation and motives of behavior,
Choice and decision-making are a volitional stimulus—an action. In life practice, especially in extreme conditions, all these components are always realized in unity.
The most important means of moral education is the use of culturally created different stages historical development moral ideals, i.e. models of moral behavior to which a person strives. Usually, moral ideals are formed within the framework of a humanistic worldview as a generalized system of views and beliefs in which a person expresses his attitude towards the natural and natural environment around him social environment and is centered around the person. At the same time, a person’s attitude contains not only an assessment of the world as objective reality, but also an assessment of one’s place in the surrounding reality, connections with other people.
2. Structure and functions of moral education.
L.A. Grigorovich considered the content of moral education through humanity.
“Humanity” is an integral characteristic of a personality, including a complex of its properties that express the attitude of a person to a person.
Humanity is a set of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person as the highest value. As a personality quality, humanity is formed in the process of relationships with other people: attentiveness and goodwill; skills to understand another person; in the ability to sympathize, empathize; tolerance for other people's opinions, beliefs, behavior; in readiness to come to the aid of another person.”
In addition to humanity, the content of moral education includes the cultivation of conscious discipline and a culture of behavior. Discipline as a quality of a person characterizes her behavior in various spheres of life and activity and is manifested in consistency, internal organization, readiness to obey personal and social goals, attitudes, norms, and principles.
