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approaches of domestic scientists to spiritually-moral education of rising generation

In the XXI-st century in connection with decrease in level of morals in a society interest of scientists, teachers, parents, politicians, religious figures to questions of spiritually-moral development and education of the growing person has raised.

In the scientific and pedagogical environment the requirement for new approaches to increase of moral culture of the population and, first of all, rising generation as without the decision of this problem spiritual updating of the person and a society is impossible is sharply felt. We consider problems of spiritually-moral education from positions of those scientists which consider, that in the conditions of transition of the Russian Federation to a postindustrial information stage of development spirituality of separate members of a society and the nation will define as a whole progress in all spheres of the state and public life [Zaharchenko, 2008. With. 40; Metlik, 2012. With. 64-65].

The successful decision of problems on formation at children and youth of bases of spiritual culture and morals in defining degree depends on a coordination of methodological positions of experts in the given problem and the world outlook maintenance of this important direction of educational activity. In the light of told it is obviously necessary to track genesis of approaches of domestic researchers to spiritually-moral education of schoolboys and on this basis to add pedagogical knowledge of ways of rendering assistance to younger schoolboys from teachers and parents in mastering by cultural wealth and their transformation into personal senses.

As obosnovanno scientists, in modern conditions, when consider
Russian polyethnic and polikonfessionalnoe the state passes a difficult stage of a political, economic and social reorganisation, before researchers it is necessary - to define the important problem and scientifically to prove ways of education at the growing person of such qualities, as kindness, responsiveness, unselfishness, a call of duty, valid relations to and another, mercy, diligence on the basis of the spiritual and moral values existing in cultural, family, religious traditions of the multinational people of the Russian Federation [Aleksandrova, 2004; Akutina, 2009; Daniljuk, 2010; Molchanov, 2018; Nikandrov, 2008; Petrakova, 1999; Redkovnikova, 2016].

Bases of spiritually-moral education in the Russian pedagogics were put in pawn by K.D.Ushinsky. In the works he constantly underlined a priority of the moral beginnings in the person. «We safely state belief, that influence moral makes the education main task, much more important, than mind development in general, filling of a head by knowledge» [Ushinsky, 1976. With. 237]. Ushinsky asserted, that the person represents unity of a body, soul and spirit. These components of a human body are interconnected: the body is a material basis, a receptacle of soul and the carrier of spirit, a shower - immaterial sphere of ability to live, its mentality. The spirit represents expression of a divine substance. «To the person one knowledge not to live, and consequently the belief is necessary to it as addition of knowledge», - confirmed Ushinsky [Ushinsky, 1950. With. 356].

K.D.Ushinsky specified in importance of education at children of respect for religious values and to requirement to follow in the development and behaviour to the ethical standards which have been put in pawn in the religious doctrine, first of all in Orthodoxy.

The teacher legally considered, that actually religious education is function of clerics. The role of teachers consists in that «to show a correct way of satisfaction of this higher purely human requirement, to show
Mental bases of religious feeling, history of its development in the person »[In the same place. With. 29].

K.D.Ushinsky's ideas about religious-moral education have made the big impact on formation of the Russian religious-philosophical and pedagogical thought of the end XIX - first half XX centuries In N.A.Berdjaeva's (1874-1948) works, I.A.Ilyin (1882-1954), N.O.Lossky (1870­1965), V.S.Soloveva (1853-1900), by S.L.franc (1877-1950), etc. formulates positions about existence in the person of three beginnings: corporal, sincere and spiritual. On the one hand, such approach recognises necessity to consider the person in its unity of corporal, sincere and spiritual forms of a life, and with another - underlines divine character of its spiritual nature, confirms a priority of the spiritual beginning over the material. In this context spiritually-moral education should become a priority kind of education in a society, according to philosophers.

The analysis of views of representatives of filosofsko-pedagogical thought of second half XIX - first half of XX-th century gives the basis to consider, that they considered spirituality and religiousness as the interconnected phenomena which generality is expressed in belief in the God. Spirituality allows the person to realise more deeply importance of an ascension to high moral ideals on the basis of religious values, to search and find meaning of the life, being guided on these values. The given purpose is reached, including, during formation of the growing person provided that education and training promote acquisition and accumulation of spiritual experience. These ideas of representatives of the Russian religious-philosophical and pedagogical thought of the end XIX - receive first half XX centuries development in works of modern domestic scientists on spiritually-moral education of citizens of the Russian Federation [Ajrapetova, 2001; Aleksandrova, 2004; Vlasova, 2009; Metlik, 2012; Kolesnikov, 2008; SHitjakova, 2004].

The analysis of the literature devoted to history of the Soviet formation carried out by us, has shown, that in the Soviet pedagogics at youth of spiritual culture not enough attention because the Marxist-Leninist doctrine admitted the USSR unique scientific and state ideology [Boguslavsky, 2012 was given to a theoretical substantiation of conditions and ways of formation; Vasileva, 2009; Prjanikova, 1994; Stepashko, 1999].

Moral education of youth was carried out on an example of a life and activity of leaders, on revolutionary, fighting and labour traditions of Communist party and the Soviet people. At schools and high schools authoritative style of dialogue between teachers and pupils was spread; collective interests were put above the personal. At the same time, during the Soviet period in formation and in ideological work with the population the concept "spirituality" for the characteristic of communistic qualities of the person was widely enough used. Level of spirituality of the person in this context was defined by the ideological and political literacy, the developed intelligence, ability to put public interests above personal, absence of aspiration to material enrichment [SHitjakova, 2004. With. 65]. Realisation of such model in education, on the one hand, has led to formation of generation of implicit executors of supervising ideas of Communist party, and with another - has allowed teachers to bring up people who showed heroism, courage and bravery in days of the Great Patriotic War, giving the life for the sake of communism ideals.

A.S.Makarenko (1888-1939) became one of the first Soviet teachers who were engaged in a theoretical substantiation of problems of education, including moral. Developing the pedagogical ideas in the tideway of official ideology, Makarenko considered as a main objective of formation education of collectivists. In this context the teacher considered the social environment as the important tool
Formations of outlook and morals of the person, and educational collective - as a necessary condition of moral education of the maturing person. At the same time, Makarenko asserted, that any educational collective is created that the person is moral and spiritually developed: «collective... Protects also each person and provides for it optimum conditions of development». It resolutely objected to aspiration of some tutors «to cut all one makarom, to squeeze the person in one scale» [Makarenko, 1983. With. 170]. Such approach expressed a humanistic position of the teacher since has been directed on the coordination of interests of the person and collective.

Humanism Makarenko is expressed also in its pedagogical optimism, belief in a creative power of the growing person, in ability to see in each pupil the person, worthy respect, in aspiration to reveal in it positive inclinations which should be developed. Thus Makarenko considered, that in education it is necessary to combine love and respect with insistence. Defining essence of the pedagogical experience, he wrote, that it is necessary to show «as much as possible requirement to the person and as much as possible respect for it» [Makarenko, 1988. With. 27-30]. A.S.Makarenko's ideas about importance of the coordination in pedagogical process of respect and insistence to the growing person, about necessity of education of the person for collective have proved, in our opinion, the viability and can creatively be used in duhovnoyonravstvennom education of younger schoolboys.

The importance for our research is represented by the positions formulated by A.S.Makarenko about family education as means of preparation of the growing person by a life. In this important issue, according to Makarenko, teachers should help parents. The important role in family education Makarenko took away to increase of cultural level of parents and children as to means of moral education. «In that family where parents do not read newspapers, books, do not happen at theatre or cinema, not
Are interested in exhibitions, museums, certainly, it is very difficult to bring up the child cultural. And on the contrary, in that family in which parents live an active cultural life, there cultural education will take place even then when parents as though do not think of it »[Makarenko, 1959. With. 427]. Thus, the great teacher asserted actual idea for us that bringing up children, parents simultaneously improve the cultural and moral shape.

In 1940-1950th years the Soviet scientists (N.K.Goncharov, M.A.Danilov, B.P.Yesipov, I.A.Kairov, etc.) have brought the big contribution to scientific judgement of the maintenance and methods of moral education on the basis of principles of communistic morals. Thus the pedagogics was considered as the form of ideology which provides, first of all, requirements of a society and the state, instead of the person. As wrote N.K.Goncharov, «difference of its (pedagogics) from other forms of ideology and culture consists that it has the problem formation of rising generation of the Soviet society» [Goncharov, 1947. With. 205]. Such approach focused scientists, first of all, on a theoretical substantiation of ways of performance of decisions of congresses of the CPSU in the field of ideology and formation, and teachers - on their practical realisation.

In 1960-1980th years, in realisation in Soviet Union Concepts of the developed socialism the partijno-state management of an education system has been strengthened. Problems of moral education were considered in documents of Communist party of Soviet Union (CPSU); at CPSU congresses strategic decisions on improvement of quality of educational work with the population were made. During this period such known scientists as S.A.Amonashvili, P.R.Atutov, JU.K.Babansky, O.S.Bogdanova, N.I.Boldyrev, B.T.Lihachev, I.S.Marenko, I.F.Kharlamov, etc. Thus the special attention was given to definition of structure and problems of moral education were engaged in a scientific substantiation of moral education.

Being based on the structure of the person developed by psychologists, N.I.Boldyrev, I.F.Kharlamov was formulated by the primary goals of moral education in which included: formation of moral consciousness, development of moral feelings, development of skills and habits of communistic behaviour. All it as legally confirmed Boldyrev, «finally, provides formation and fastening of necessary moral qualities, preparation to public and private life» [Boldyrev, 1981. With. 19]. Such structure of moral education has confirmed the viability and is used by modern teachers.

The Soviet scientists have brought the big contribution to working out of the complex approach to education which has been aimed at an all-around development of the person on the basis of maintenance in the theory and unity practice idejnoyopoliticheskogo, labour and moral education of all groups of the population [Bogdanova, 1980]. Within the limits of the complex approach all directions of education united on the basis of a leading problem - formation of communistic outlook of the person which defines it ideologically - a political orientation, social activity and a civil liability. To form communistic outlook scientists offered during the decision of problems ideological and political, labour, moral, aesthetic and physical training. On the one hand, realisation of the complex approach in practice allowed to carry out all educational influences on the person of the child in unity and interrelation, and with another - subordinated educational activity to formation at pupils of communistic outlook. It led to strengthening of a political and ideological orientation of the maintenance of formation and teaching and educational process, to the further planting at school of authoritative style of education, to ignoring of spiritual reference points of the person.

However, despite such unilateral orientation of scientists in
Education questions, from the end of 1950th years in the Soviet pedagogics the new understanding of essence and character of moral education as the activity directed on development in the maturing person of humane qualities and spiritual culture starts to be formed. The considerable contribution to the theory of moral education from humanism positions during the Soviet period has brought V.A.Suhomlinsky (1918-1970). It one of the first Soviet teachers began to use widely in the works and in concept practical activities «spiritual culture», «spiritual activity», «spiritual riches». Essence of spiritual culture, on Suhomlinsky, the morals which serve as the uniting beginning for formation of culture of thought, cultures of feelings and culture of will are. The teacher understood creative development by the growing person of the cultural values created by mankind in process of a civilisation which gradually become its own representations, as spiritual activity by belief and motives of behaviour [Suhomlinsky, 1971. With. 200-202].

V.A.Suhomlinsky's big attention gave to increase of educational functions of a family in formation of moral qualities of children. He considered, that the family should become «school of original human love, love trustful and strict, gentle and exacting» [Suhomlinsky, 1990. With. 66]. Therefore teachers should pay special attention to increase of cultural and moral level of a family. Suhomlinsky obosnovanno, taking into account own rich pedagogical experience, asserted, that all attempts to make on the child educational impact remain vain, «if the father, mother are not those people, the true requirement in which makes moral culture and completeness of a life of children» [In the same place. With. 60].

In 1980-1990th years against a formalism and authoritative model of formation, for revival in pedagogics of spiritual and humane bases known domestic scientists of S.A.Amonashvili acted,
E.V.Bondarevsky, I.B.Kotova, B.T.Lihachev, N.B.Romaeva, E.N.Shijanov, E.A.Jamburg, etc. B.T.Lihachev considered spirituality, first of all, as intellectual and moral essence of the person as ability of the person to operate self, to build the relations with others according to norms of public morals which have developed under the influence of cultural wealth [Lihachev, 1995. With. 63-64]. Moral activity, on Lihachevu, represents accumulation by the maturing person of the spiritual experience reflected in images of spiritual culture and got as a result of moral searches.

S.A.Amonashvili understands spirituality as the higher value of the person and the base of a human hostel. The purpose, the maintenance and the basic directions of formation of spirituality at schoolboys are characterised by the teacher in the author's concept of is humane-personal pedagogics. Within the limits of this concept spirituality education assumes not only development in the maturing person of intelligence, but also creation of conditions for formation at it aspirations to Spirit perfection, achievement bogochelovecheskogo conditions. In the book «the life School» Amonashvili asserts, that at modern school the spirituality essence is lost, it became an educational institution arming rising generation by knowledge and abilities [Amonashvili, 2000. With. 12]. Thus, in formation, on Amonashvili, important not only to organise mastering process by trained knowledge, but also to create conditions for formation of corresponding motives on the basis of this knowledge. Idei S.A. Amonashvili and its followers about is humane-personal pedagogics became stimulus to gradual transition of domestic school and a pedagogical science to a humanistic paradigm of development in which the important place occupies spiritually-moral education of the growing person.

In 1990th years, in realisation in the Russian Federation liberally-democratic reforms in the educational policy
And youth not enough attention was given to education of children. As obosnovanno considers S.V.Darmodehin, «was the official rate on replacement of education from school, the termination of its is standard-legal and methodical maintenance, abolition of divisions of educational work» [Darmodehin, 2016 is taken. With. 6]. Under a pretext deideologizatsii methodical maintenance of educational activity at school was insufficiently carried out, many forms and the methods of education directed on formation at schoolboys of moral qualities have been betrayed to oblivion. The considerable part of establishments of nonscholastic adult education has been privatised and reorientated or began to carry out the activity on a commercial basis that has essentially limited possibilities of children in moral development, in familiarising with culture and science achievements.

At the same time, formulated in the Federal law «About formation» (1992) principles of a state policy: humanistic character of formation; a priority of universal values, a life and health of the person, free development of the person; protection and development by an education system of national cultures, regional cultural traditions and features in the conditions of the multinational state; democratic, state-public character of management of formation - was provided with the Russian scientist with possibility of working out of theories and the concepts, which steels a theoretical substantiation of transition to a new, humanistic paradigm of formation.

In these conditions the Russian teachers had an opportunity to be engaged in a theoretical substantiation of ways and ways of development of potential abilities of the growing person, its enrichment spiritual and a mental potential, formation of experience of creative activity on transformation of and world around on the humane beginnings (E.V.Bondarevsky, O.S.Gazman, V.A.Karakovsky, I.A.Kolesnikov, V.I.Slobodchikov, V.V. Serikov, N.P.Shitjakova,
N.E.ShChurkova, etc.).

In the first decade of the XXI-st century the education role in the educational policy of the Russian state gradually raises. In federal state educational standards (FGOSah) the second generation requirements to the general education among which among priority are named are defined: preservation of national unity of a society and the state, introduction in the maintenance of formation of system of national values for formation at trained to the Russian identity and patriotism, mastering by them cultural wealth and culture of the multinational Russian people [http://www.pravo.gov.ru, 05.02.2016]. As one of educational areas «Bases of spiritually-moral culture of the people of Russia» that allows to solve problems of spiritually-moral development and education trained in system are entered into standards, taking into account their age and specific features.

In the Federal law «About formation in the Russian Federation» (2012) requirements to spiritually-moral education are reflected in article 87 «Feature of studying of bases of spiritually-moral culture of the people of the Russian Federation» in which it is underlined necessity of formation of the person on the basis of family and public duhovnoyonravstvennyh and sotsiokulturnyh values. In these purposes the basic educational programs can join subjects, the educational disciplines directed on familiarising of the people trained to spiritually-moral culture of the Russian Federation, to cultural traditions of world religions [the Federal law «About formation in the Russian Federation», 2013. With. 112].

According to the Law «About formation in the Russian Federation» the great value is given to studying of bases of spiritually-moral culture of the people of the Russian Federation in the Federal state educational standard of the initial general education. In the standard
The subject domain «Bases of religious cultures and secular ethics» (ORKSE) in which frameworks there is a possibility to form for children readiness for spiritual self-development is entered; to create conditions for their acquaintance with norms of secular and religious morals, for understanding of a role of morals and religion in a life of each person [http://mosmetod.ru/metodicheskoe-prostranstvo/nachalnaya-shkola/fgos/prikaz - minobrnauki-rossii-ot-31-dekabrya-2015-g-n-1576-o-vnesenii-izmenenij-v-fgos-noo.html]. Thus, at is standard-legal level modern researchers have accurate enough reference points for the further working out of conceptual aspects of spiritually-moral education of schoolboys.

In the XXI-st century the scientific judgement of problems in sphere of interaction with teachers in spiritually-moral education is carried out taking into account new historical, political and sotsiokulturnyh factors, major of which is globalisation. The Russian scientists have shown, that globalisation makes ambiguous impact on culture and formation. On the one hand, it unites the countries and the people in cultural-educational activity, vzaimoobogashchaet them, and with another - Davidov, 2003 leads to unification of cultures, loss by the person of cultural originality, distribution in public consciousness of ideas and the values not always corresponding to ethical standards, accepted at the people of the Russian Federation [. With. 6].

The factor which is putting forward in the XXI-st century spiritually-moral education abreast of priority pedagogical problems, the cultural variety of the Russian society which amplifies in communication by population shift, expansion kompetentsy subjects of the Russian Federation in the field of culture and formation, intensive development in regions of ethnic languages and cultures, increase of influence of religion on formation of consciousness of schoolboys is. One of results of influence of the named factors on formation is that at schools of the Russian Federation children which are trained
Belong to various ethnic, konfessionalnym to groups and population social strata, speak in different languages, are guided by various cultural values and norms of behaviour [Suprunova, 2011. With. 3]. In these conditions it is important to growing person to have accurate reference points for definition of the moral position which can be generated during spiritually-moral education taking into account the polycultural factor.

The modern pedagogical thought in sphere of interaction of school and a family in spiritually-moral education is characterised by variety of pedagogical concepts, valuable installations and approaches which are formed in two basic directions: secular and religious. In the presented dissertation the basic attention is given the analysis of concepts of the Russian scientists in which questions of spiritually-moral education reveal from secular positions. Kontseptualizatsiej concepts and a theoretical substantiation of questions of spiritually-moral education such scientists as, etc. the Most significant for our research conceptual positions are formulated by V.G.Aleksandrova, V.A.Beljaeva, T.I.Vlasova, A.J.Daniljuk, M.V.Zaharchenko, I.A.Kolesnikov, I.V.Metlik, T.A.Petrunina, N.L.Shehovsky, N.P.Shitjakova in I.A.Kolesnikovoj, T.I.Vlasovoj, L.O.Volodinoj, A.J.Daniljuka, A.M.Kondakova, V.A.Tishkov, N.N.Lebedevoj, I.V.Metlika's works, N.P are engaged. SHitjakovoj.

I.A.Kolesnikov considers spirituality as condition immanently inherent in the person which is shown at a certain stage of development of the person. According to the scientist, spirituality is expressed in requirement to moral self-improvement on the basis of knowledge of, self-determination, an intelligent moral choice. Personal efforts, belief, life experience acquisition are necessary for achievement of this purpose [Kolesnikov, 2008. With. 27]. Thus, I.A.Kolesnikov considers, that spirituality cannot be brought up, it cannot be generated someone
"Outside", therefore it is necessary to speak not about spiritual education, and about pedagogical support and support of formation at the maturing person «certain internal properties and personal displays which accompany and promote spiritual development» [Kolesnikov, 2008. With. 28]. To number of such properties and personal displays by scientist are legally carried self-respect, love to relatives, religiousness, desire to help the people who have got to a trouble, aspiration to self-improvement. Functions of the teacher and parents in spirituality formation, on Kolesnikovoj, consist in creation of the stimulus inducing schoolboys to self-education and spiritual development, and also in maintenance of the conditions promoting this activity.

Agreeing, basically, with position that in development at the maturing person of spiritual properties the teacher should pay special attention on creation of conditions for formation of requirement for moral perfection, we at the same time consider, that in the decision of this problem are important not only pedagogical support and support, but also pedagogical interaction of the child with the significant adult since in many respects in joint activity of the teacher and the pupil, parents and the child positive changes in its consciousness and behaviour are carried out, experience of spiritual behaviour is formed and collects.

Ideas valuable to our research contain in spiritually - the focused concept of education of T.I.Vlasovoj. Under duhovnoyoorientirovannym education the author of the concept understands pedagogicheski the organised process of formation at the growing person of system of existential values for finding of individual meaning of the life [Vlasova, 2009. With. 167]. In T.I.Vlasova's this context, also as well as I.A.Kolesnikov, considers necessary to integrate scientific and religious aspects of education to provide conditions for formation at the growing person of bases of spirituality and erudition. Thus as the purpose of spiritual education mastering is considered

The growing person system of existential values for finding of sense of own life.

Spirituality represents, according to the researcher, the realised aspiration (intentsiju) the person to absolute values: to good, true, beauty - also should become an education subject [Vlasova, 2008. With. 109]. The named values form a basis for formation existential (bytijnyh) representations of people as they are directly connected with comprehension by the person of sense of the life, its relation to world around and to. The parametres of existential values formulated by T.I.Vlasovoj can serve as reference points for teachers and parents in the decision of problems of spiritually-moral education of children in the polycultural educational environment as provide interrelation of absolute ideas and the personal senses representing the positive importance both for the person, and for a society, and also allow the growing person osoznanno to define meaning of the life. Besides, spiritually-moral education on the basis of existential values gives the chance to co-ordinate more effectively sensual experiences and rational judgement the child of the life and surrounding validity. The Spiritually-focused concept of education of T.I.Vlasovoj allows teachers to create in uchebnoyovospitatelnom condition process that the growing person perceived the higher cultural wealth as lichnostno significant, considered them as stimulus and sense of self-improvement.

It is system questions of spiritually-moral education of schoolboys are opened in the Concept of spiritually-moral development and education of the person of the citizen of Russia developed by A.J.Daniljukom, A.M.Kondakovym, V.A.Tishkov. In the Concept the national educational ideal is formulated, are characterised the purpose and problems duhovnoyonravstvennogo development and education, the essence and stages of this important process are considered, base national values of the Russian Federation are defined and
Principles of their realisation. The education ideal in the modern Russian state is defined by scientists as «the highly moral, creative, competent citizen of Russia accepting destiny of Fatherland as personal, realising responsibility for the present and the future of the country, implanted in spiritual and cultural traditions of the multinational people of the Russian Federation» [Daniljuk, 2010. With. 11]. Thus, the national educational ideal is presented to Concepts as an image of the person which is claimed by a society and the state in modern conditions. On the basis of a national ideal the purpose of education which focuses its subjects on creation of conditions and maintenance of pedagogical support for formation at schoolboys of the spiritual qualities representing the important resource both for self-realisation of the person, and for state strengthening is formulated.

Problems and the maintenance of spiritually-moral development and education of the person are structured in the analyzed Concept at the most significant levels: at level of personal development, at level of public relations and at level of the state relations. The complex decision characterised in the Concept duhovnoyonravstvennogo development and education of the person of the citizen of Russia of problems allows to create conditions for formation at the maturing person of qualities of spiritually developed person possessing the Russian identity, respect for the carriers of cultural values occupying Russia, education of requirement and ability to moral perfection.

Spiritually-moral development of the person represents, according to authors of the Concept, consecutive enrichment tsennostnoyosmyslovoj spheres of the maturing person, formation at it abilities to estimate and osoznanno to build relations with itself, with others, with a society, the state, with the world «on the basis of traditional moral standards and moral ideals» [Daniljuk, 2010. With. 9]. We consider, that
The priority attention in spiritually-moral education to traditional moral standards and moral ideals is lawful as in them the experience of familiarising of rising generations saved up and selected during much centuries to culture which has confirmed the public value and the personal importance contains. At the same time in enrichment of tsennostno-semantic sphere of the maturing person it is necessary to consider, in our opinion, and modern values, such as freedom, purposefulness, success, human rights. It is important to explain these and other modern values to pupils, to learn them to realise their positive and negative aspects for the person and a society in the conditions of the polycultural Russian state.

Authors of the analyzed concept have defined the approximate maintenance of spiritually-moral education of the growing person and have offered algorithm of realisation of base national values of the Russian Federation in uchebnoyovospitatelnom process. So, the maintenance of spiritually-moral education reveals on the basis of base national values which schoolboys join during studying of history of the Russian state, analysis of traditions and life experience of a family trained, acquaintances to traditional religions of the people occupying the Russian Federation, acquaintance with achievements of domestic and world culture, within the limits of socially useful and lichnostno significant activity. Base national values are characterised in the Concept as the basic moral values, the moral installations which are available in cultural, family, religious traditions of the multinational people of the Russian Federation which pass from father to son and provide successful development of the country in modern conditions. Thus, as obosnovanno authors of the Concept underline, base national values should not be concentrated in the maintenance of separate educational discipline. «They penetrate the educational maintenance, all way of the school life, all multiplane
Activity of the schoolboy as person, the person, the citizen »[Daniljuk, 2010. With. 22]. In whole, in the Concept of spiritually-moral development and education of the person of the citizen of Russia priority directions of spiritually-moral education at domestic school are defined, ways and conditions of its maintenance on the basis of interaction of educational institutions with other subjects of formation are offered.

Interest for our research is represented by the positions formulated in works by I.V.Metlika and representatives of its scientific school on spiritually-moral education. In I.V.Metlika's Concept the concepts characterising essence duhovnoyonravstvennogo of education, a definite purpose, principles, problems are in details opened, the maintenance and subjects of this prominent aspect of educational activity, are formulated the basic directions and conditions of realisation of problems of spiritually-moral education in a comprehensive school. For our research the special importance is represented by that all structural components of spiritually-moral education are considered in I.V.Metlika's Concept taking into account features of development polyethnic and polikonfessionalnogo the Russian state.

Spiritually-moral education reveals the author of the Concept as the activity directed on development of tsennostno-semantic sphere of the maturing person within the limits of certain outlook, and also system of values of morals corresponding to this outlook, cultures, a way of life [Metlik, 2012. With. 49]. Thus, the main thing in spiritually-moral education, on Metliku, is the world outlook component, as the education purpose assignment by the person of corresponding higher values on the basis of this outlook, and also formation of moral qualities and as a whole bases of moral culture of certain type acts. Values of the spiritual culture presented in world dogmas Mean, mainly.

As legally underlines I.V.Metlik, in the real
The validity the spiritual culture is shown in concrete forms of spiritual achievements of the different people, in their philosophical and religious views, getting an originality and the features caused by type of outlook [Metlik, 2012. With. 43]. We after I.V.Metlikom consider, that in spiritually-moral education of children it is important to lean not so much against abstract universal values, and to attach them to representations about the values having the positive importance for a concrete cultural generality and a family. Cultural obshchnostjami the Russian nation (the multinational people of the Russian Federation) and the people (ethnic a generality) Russia are such, first of all. Significant for these cultural obshchnostej values are reflected in traditional dogmas which have historically received development in Russia, and also in not religious outlooks and moral standards to which numerous social groups of Russians follow.

The analysis of the theoretical positions formulated by I.V.Metlikom, allows to consider, that the author's concept of the scientist differs sistemnostju, interrelation of actions of the subjects who are taking part in education. It is aimed, on the one hand, at preservation of uniform educational space on territories of the Russian Federation, and with another - on creation of conditions for self-realisation of everyone trained, including on the basis of the account of its ethnocultural features and cultural wealth, significant for his family. It is thus important, that the family is considered in I.V.Metlika's Concept not as the abstract subject of education, and as the representative concrete sotsiokulturnoj the groups, possessing certain ethnocultural and konfessionalnoj by the identity, having the interests and inquiries in this sphere. Therefore it is important to define effective ways of interaction of school and a family in spiritually-moral education of younger schoolboys.

In the research we lean against positions about spirituality and morals as the pedagogical categories, formulated in
S.P.Akutinoj, L.O.Volodinoj, N.N.Lebedevoj, T.I.Petrakovoj, N.P.Shitjakovoj's works. The analysis of publications of the named authors allows to understand more accurately the general and distinctions in these kontseptah. The Russian researchers obosnovanno believe, that kontsepty "spirituality" and "morals" unites presence at their maintenance of certain non-material values.

Spirituality is characterised in pedagogical knowledge as continuous search by the person of basic valuable reference points in ability to live at level of the generalised semantic formations [Volodina, 2016; Akutina, 2010], as «tendency of the person to the prime targets, the valuable characteristic of consciousness» [Petrakova, 1999. With. 18]. Spirituality concerns the higher abilities of the person, «lifting the person over its psychophysiological requirements, doing“ the person the person ”. This that higher to what the person aspires, that is expressed in good and harm ideals» [Lebedev, http:omsk8marta.hut2.ru].

The morals are understood by experts in the given problem as set of the general principles of behaviour of people under the relation to each other and to a society [Petrakova, in the same place; SHitjakova, With. 21-22]; as result of judgement the person of moral standards which is expressed in development of concrete moral values [Volodina, in the same place]; as set of principles and norms of behaviour of people in relation to itself, a society, culture and the nature [Lebedev, in the same place]. Thus, spirituality and morals are represented by two basic interconnected characteristics of the person. However thus spirituality is morals core. Cultural wealth as generalised semantic kontsepty characterises the ideals which have developed in a society on the basis of world dogmas. Moral values reflect moral standards which are accepted in a society at a certain stage of its development. Moral values, as a rule, represent result of judgement the person of cultural wealth.

Hence, the maintenance of spiritually-moral education includes as the generalised semantic representations about good, beauty, true, love, etc., and certain norms and rules of behaviour of people in relation to itself, a society, the surrounding validity. In this context spiritually-moral education is directed on creation of conditions for development by the growing person of the generalised cultural wealth, and also their coordination with concrete norms and behaviour rules, including accepted in a family, for transformation into personal senses. The characterised theoretical positions about spirituality and morals, about the purpose, problems and the maintenance of spiritually-moral education have defined the further trajectory of our research.

1.2.

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A source: RAZHINA IRINA NIKOLAEVNA. PEDAGOGICAL FEATURES of INTERACTION of SCHOOL And the FAMILY In SPIRITUALLY-MORAL EDUCATION of YOUNGER SCHOOLBOYS In the POLYCULTURAL EDUCATIONAL ENVIRONMENT. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Pyatigorsk - 2019. 2019

More on topic approaches of domestic scientists to spiritually-moral education of rising generation:

  1. diagnostics of readiness of teachers and parents to interaction in spiritually-moral education of pupils
  2. monitoring and interpretation of results of approbation of model of interaction of school and a family in spiritually-moral education of pupils of elementary grades in polycultural educational
  3. RAZHINA IRINA NIKOLAEVNA. PEDAGOGICAL FEATURES of INTERACTION of SCHOOL And the FAMILY In SPIRITUALLY-MORAL EDUCATION of YOUNGER SCHOOLBOYS In the POLYCULTURAL EDUCATIONAL ENVIRONMENT. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Pyatigorsk - 2019, 2019
  4. RAZHINA IRINA NIKOLAEVNA. PEDAGOGICAL FEATURES of INTERACTION of SCHOOL And the FAMILY In SPIRITUALLY-MORAL EDUCATION of YOUNGER SCHOOLBOYS In polikulturnojobrazovatelnoj to ENVIRONMENT. The dissertation AUTHOR'S ABSTRACT on competition of a scientific degree of the candidate of pedagogical sciences. Pyatigorsk - 2019, 2019
  5. features of spiritually-moral formation of the person of the younger schoolboy
  6. Socially-philosophical essence of spiritually-moral formation of the person
  7. the organisation of experimental work on pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  8. pedagogical aspects of assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  9. model of pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  10. Chapter 1. THEORETICAL BASES of PEDAGOGICAL ASSISTANCE to SPIRITUALLY-MORAL FORMATION of the PERSON of the YOUNGER SCHOOLBOY IN OUT-OF-CLASS ACTIVITY
  11. CHAPTER 2. EMPIRICAL RESEARCH OF EFFICIENCY OF PEDAGOGICAL ASSISTANCE TO SPIRITUALLY-MORAL FORMATION OF THE PERSON OF THE YOUNGER SCHOOLBOY IN OUT-OF-CLASS ACTIVITY
  12. pedagogical conditions of efficiency of model of pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  13. 1.6 Research kontsepta "House" in works of domestic and German scientists
  14. 2.3. The training organisation as a condition of social education in domestic system doprizyvnoj preparations
  15. the creative approaches applied to generation and development inyonovatsy: design thinking, TRIZ and lateralnoe thinking
  16. 1.2. Preconditions of social education in domestic system doprizyvnoj preparations
  17. 2.3. Value of experience of humanistic development of theoretical bases of domestic man's and female formation of noble family for formation of modern spiritually-intellectual elite of Russia.
  18. Salish Saltanat Salishevna. PEDAGOGICAL ASSISTANCE to SPIRITUALLY-MORAL FORMATION of the PERSON of the YOUNGER SCHOOLBOY IN OUT-OF-CLASS ACTIVITY. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2014, 2014
  19. SALISH Saltanat Salishevna. PEDAGOGICAL ASSISTANCE to SPIRITUALLY-MORAL FORMATION of the PERSON of the YOUNGER SCHOOLBOY IN OUT-OF-CLASS ACTIVITY. The dissertation author's abstract on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2014, 2014
  20. 2.1. The essence and the maintenance of social education in domestic system doprizyvnoj preparations