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features of spiritually-moral formation of the person of the younger schoolboy

For deepening of understanding of dialectics spiritually-moral
Formation of the person of the child, we will address to a problem of an age periodization. The age is one of the essential parties, in many respects defining features of process of spiritually-moral formation of the person.

As the younger school age is most senzitivnym for the given process, we will stop on a general characteristic of age features of younger schoolboys.

It is considered to be one of the important new growths of younger school age ability any way to regulate the behaviour and to operate it, that becomes the important quality of the person of the child.

Numerous researches of psychologists confirm senzitivnost younger school age to process duhovnoyonravstvennogo developments. L.I.Bozhovich's researches and its employees show, that the moral orientation of the person is pawned at younger school and teenage age [22, 173]. Researches Yakobson [217] prove Of this year, that at younger school age mutual standard regulation of behaviour in situations of a moral choice amplifies.

L.G.Vygotsky has described «spontaneity crisis» at seven-year age which means ability "awakening" to constrain emotional impulses, spontaneous reactions, possibilities of formation of skills of self-control [46].

At younger school age the schoolboy worries (reinterprets) the world outlooks and installations in the valid world that corresponds to crises 6 and 11 th years twice.

The age range of children for training in initial classes is necessary for 6-11 years. With the beginning regular training at school varies a social situation of formation of the person of the child, there is an original relation for the given age between the child and the validity surrounding it. The younger schoolboy becomes the subject of specific, qualitatively new social communications which are defined and characterised by following circumstances,
Connected with the beginning of a school life:

- There is a further isolation of the child from parents;

- The child enters in new to itself social a generality, aspires to find the certain status in school collective, establishes diverse relations with associates. Therefore the child of younger school age «is concentrated to the world of people, laboriously investigates the social environment» (E.O.Smirnova). M.I.Lisina writes, that younger schoolboys have a new form of dialogue - «vnesituativno personal», consisting in aspiration to reach a generality of sights and estimations with the teacher, adults and contemporaries, that, in turn, gives to children «a support at considering of moral concepts, formation of moral judgements»;

- The behaviour of the child should correspond to norms and the rules accepted at school;

- Transition from game to educational activity is connected with necessity to study to trace communications of the actions with received results, and also to correct the actions according to samples, i.e. ability to supervise and estimate and the work. At the younger schoolboy the motive to educational activity should be generated, he should understand, realise its value. In the first days of stay in school at it representation about itself as the pupil (H.T.Bedelbaeva, E.O.Smirnova) is actively formed. Educational activity includes necessity of cooperation and cooperation. The preschool child outgrows an own way the lives which are available at its order of force and means are not adequate to the changed situation of the development, those problems which face to the pupil.

It also leads to age crisis in development of children (table 1).

Table 1

Crises of younger school age as stages of spiritually-moral formation of the person of the younger schoolboy

Age The central personal new growth and its characteristic Behavioural korreljat Ways of pedagogical influence
6-7 years Self-control crisis:

The child demands special attention to, in behaviour demonstrative naivety is shown.

Simultaneously shows to other people the norms defined by it; the unity of affect and intelligence breaks up.

Bazalnoj as requirement the respect acts.

Feeling samostojatelnos ti. Encouragement of independence of children promotes development of their intelligence and the initiative. Insistence promotes formation of the intelligent relation to, another, to the world
11-13 years Social self-affirmation: Decrease in efficiency and ability to educational activity, negativism, the qualitative characteristic of intelligence. On change to the concrete the logic thinking comes. There comes intensive self-perception, introspection, knowledge of the world of own experiences. Under the influence of thinking bases of the person and outlook of the teenager are pawned. Feeling vzroslosti - the requirement from associates of respect of the advantage. Support of formed feeling of personal advantage promotes formation of system of positive relations.

The younger school age is characterised following psihologoyovozrastnymi by features:

- Fast fatigue;

- raznourovnevoe touch development;

- Readiness for perception of the information at level of visions, and at level of concepts since as leading type of activity at younger school age the doctrine (on h.p. Vygotsky) acts;

- The involuntary perception is replaced any - the younger schoolboy is capable of purposeful any supervision for
Object or the process submitting to a certain problem;

- The emotionally-sensual sphere is developed enough unlike kognitivnoj;

- Spiritually-moral formation of the younger schoolboy is expressed in ability to express and transfer relation to object of perception, emotionally to paint the speech, movement.

Enough wide range of researches (F.V.Bassin, R.Burns, I.Kon, G.Krajg, V.S.Marylin, M.Rosenberg, etc.) is devoted studying of consciousness, the JA-concept. The positive JA-concept is defined by three factors: firm conviction in imponirovanii to other people, confidence of ability to this or that kind of activity and feeling of own importance.

Formation «moral I», transition to higher stage of moral consciousness «assumes achievement by the individual of certain level of intellectual development» [92, с.351]. In foreign theories At Jams, Z.Freud, E.Ericson, Z.Piazhe, J. Dewey, S.Kouena, etc. is given a general characteristic of this period.

Supporters of the theory social nauchenija (J. Aronfrid, M.Harris, M.Hoffman, etc.) consider moral formation as adaptive process of mastering of the forms of the behaviour set by a society, proceeding on bihevioristskoj to the scheme «stimulus - reaction».

William Jams «empirical I» subdivides [64] process of formation of the person into three components: «material I», «social I», «spiritual I».

Leading activity of younger school age defines the basic direction of aspiration to self-formation of the person. The success measure in educational activity acts as the engine of formation of personal advantage and personal formation.

K.Rogers in the works has defined essence of concept «I - the concept» as perception and interpretation by the person itself,
Reflecting those characteristics which the person perceives as a part of as he sees itself(himself) in connection with various roles which he plays lives.

Methodological installations of questions of education of J. Dewey [69] where education is understood as process of socialisation of the person, its adaptations to existing values, divided A.Maslou, A.Kombs, E.Kelli, K.Rogers, T Brameld, S.Huk, etc. In their opinion, value of education depends on in what measure it promotes growth of the person, helps it to find answers to arising daily problems, and the main thing - specifies, how it is better to adapt to the given situation, to survive in it, as a life - «first of all constant process of the adaptation, not only biological, but also social» [207, with. 71].

J. Dewey asserts, that the main purpose for the person of its formation - process of this formation, the development, understood as its growth, quantitative accumulation of those qualities which are inherent in it at any stage of a life. Education develops at the person of ability to management of the actions and to the control over them. Above all J. Dewey appreciates self-determination of the person. Growth, in its opinion, in itself is the moral purpose.

A.Maslou understands importance for formation of the person of moral qualities, but comes to conclusion that actualisation of the person (the fullest expression of all its abilities and possibilities) is connected with private world as only the person knows that is for it good. In other words, A.Maslou gives the major value to a self-estimation of the behaviour [118].

L.Kolberg as a basis of moral education has offered the scheme of stage-by-stage development of moral consciousness. Following ideas of J. Dewey and Z.Piazhe, L.Kolberg underlines informative value of moral judgements. He asserts, that moral education stimulates «natural development of own moral judgements and abilities
The person that will help it to use further these judgements for the control over the behaviour »[207, with. 93].

Process of moral formation, according to P.Hurst, following problems include:

- Acquisition of knowledge of logic of rational moral judgement;

- Mastering of social skills and roles;

- Reception of the most general knowledge of fundamental moral principles, the physical world, people and social institutes;

- Development of conscious and unconscious propensities of the person to argue morally and to operate on the basis of the judgements.

J. Flejvell considered moral formation of the person of the younger schoolboy, being based on kognitivnuju psychology, as follows. On change to a preschool egocentrism at younger school age the position detsentratsii on which basis children are capable to understand thoughts and feelings of other person, social relations (friendship), social instructions (customs, rules, conventions) "comes".

Characterising the age periods, S.Kouen has entered concept «development resources», close to concept «age possibilities» and has described the conditions necessary for development. In its opinion, at younger school age, according to age resources, the big attention to formation of skills of communications should be paid.

According to R SHtejneru [212], the centre of educational work should be concentrated to the organisation of the moral education as which basis Platon's ideas about Good serve, to Beauty and the Truth. If to cultivate these qualities in the childhood and a youth at adult age they become a strong basis «to morals, creativity and wisdom».

S.G Yakobson [218] considers, that at younger school age mutual standard regulation of behaviour in situations of a moral choice amplifies.

L.G.Vygotsky has described «spontaneity crisis» in the seven-year
The age, meaning ability "awakening" to constrain emotional impulses, spontaneous reactions, possibilities of formation of skills of self-control [46].

About communication of development of moral consciousness and consciousness of the person with process of abstract, conceptual thinking wrote in the works in h.p. Vygotsky.

I.S.game takes away a main role in formation of moral consciousness to own experience of the person and its practical activities in which course «develop both its moral concepts, and moral feelings, habits and other not realised components of moral behaviour» [92, с.354].

L.I.Bozhovich's researches and its employees show, that the moral orientation of the person is pawned at younger school and teenage age [22, 173].

V.V. Davidov gives huge value of a role of "purposeful influences of education». Education acts as the form of the organisation of mental development of children, «the human person occurring in parallel with formation» [59, с.117]. V.V. is especially underlined

Davidov a conclusion that «abilities and qualities of the person develop and develop in the course of it ontogeneza at a main role of cooperation of the child with the adult, at a defining role of an educational system...» [59, with. 138].

A.V.Kirichuka, N.E.ShChurkovoj, M.G.Janovskoj's researches are devoted system engineering of education at schoolboys of moral relations. The named scientists considered a role and value, the purposes and the maintenance of moral education at schoolboys, allocated and characterised its sources and factors. They offer various techniques and diagnostics of moral good breeding, concrete positive results of moral education of pupils in the course of game, educational, out-of-class kinds of activity are received.

Now questions of moral education are engaged in A.A.Kalyuzhny, N.G.Kapustin, Z.Z.Kuatova, M.M.Mukanbaeva, G.B.Ospanova, T.G.samojlenko, A.I.Shemshurina, M.I.Shilova, N.E.ShChurkova, etc.

From the pedagogical point of view process of spiritually-moral formation of the person should have a certain purpose and should have contradictions which are the engine of the given process, carrying out actually its formation.

As the purpose of this activity formation moralnoyonravstvennoj cultures of behaviour, perceptions and world around transformations according to universal moral values and the standard moral standards acts.

The problem of spiritually-moral formation of the person of the schoolboy is considered by modern scientists-teachers and psychologists as one of central in an education system. In this connection one of directions of work of teachers on the given problem is studying of factors and components of spiritually-moral formation of the person of the younger schoolboy in the scientific literature and practice. Spiritually-moral formation of the person occurs under the influence of various factors. Now in a psihologo-pedagogical science and practice leading factors which make forming impact on formation of the person are allocated. The factor in the literature is defined «as the reason, the motive power of any process defining its character or its separate lines» [28].

In a pedagogical science in various sources pedagogical, psihologo-physiological, intellectual, emotionally-strong-willed, effective-practical factors and contradictions, as a special kind of factors are allocated sotsioyokulturnye.

Fig. 2 Factors influencing spiritually-moral formation of the person of the schoolboy

Among all factors it is necessary to allocate especially social which make solving impact on spiritually-moral formation of the person of the pupil as pedagogical process is a product of social development (table 2).

Table 2 Social factors of spiritually-moral formation of the person

Factors sotsioyokulturnoj environments Spiritually-moral reference points of pedagogical interaction Activity of the person of the younger schoolboy
The Sotsialnoyoetnichesky factor Judgement of value of a human life; formation of system of knowledge and representations about itself, the people; development of skills duhovnoyonravstvennogo interactions. Independent definition of ways of relations with Others; care and attention display in relation to Another; comprehension of own responsibility for mood and state of health of Others.
The Sotsialnoyoistorichesky factor Formation of complete knowledge and representations about history and culture, people cultural wealth; assistance to judgement of unity of mankind and as its integral and original part, responsibility before the future generation for preservation of cultural wealth of the people. Display of will power, persistence, independence, ability to transfer difficulty; observance of elementary ethical standards irrespective of a situation, mastering by methods of expression of own advantage;

Application of ways of practical spiritually-creative and converting activity;

Ability to self-education, self-estimation, reflexion.

The Ekologoyoestetichesky factor Formation of feeling of unity with the World, the nature, the valuable relation to the nature, responsibility for unreasonable use by natural resources.

Sotsio-cultural factors make huge impact on process of formation of world outlooks of the person, so and on the relation of the person to world around. They are of great importance and in development of motives of activity. Numerous research have proved, that sotsio-cultural factors qualitatively influence process duhovnoyonravstvennogo formation of the person if will co-operate with purposeful pedagogical educational process.

Pedagogical factors are realised in pedagogical activity and are an original link between a public life and pedagogical process. These factors will make effective impact on spiritually-moral formation of the person if they act in interrelation with the pedagogical. J.P.Sokolnikov carries to pedagogical factors «activity of tutors and activity of pupils», and the leading part in this interaction is taken away activity of the teacher [172, with. 136]. R.H.Lepyokhin to pedagogical factors is carried also by the teaching and educational process which is carrying out information, communicative, rough functions. «UchebnoYOvospitatelnyj process as the factor is closely connected with judgement teachers and pupils of value of moral work in modern conditions of spiritual crisis...» [104, with. 48].

In a pedagogical science pedagogical factors are considered in unity with psihologo-physiological.

Formation of the person is connected with its inwardness: installations, interests, motives, requirements etc. JU.K.Babansky's [12] Researches, J.P.Sokolnikova and other modern scientists show, that formation of the person occurs on the basis of interaction of three leading psihologo-physiological factors: intellectual, emotionally-strong-willed, effective-practical.

Effectiveness of the intellectual factor in spiritually-moral formation of the person is caused by degree of judgement of knowledge, possession
Skills of independent cogitative activity, communication establishment between knowledge and their application in a concrete situation. The result of influence of the given factor assumes mastering by schoolboys by representations and spiritually-moral concepts on the basis of a communication establishment between the knowledge, corresponding behaviour and generalising cogitative activity as a whole.

The emotionally-strong-willed factor acts as a regulator, motive power of informative activity of schoolboys, therefore is of great importance in their spiritually-moral formation.

The effective-practical factor acts as means of interaction of the schoolboy with the validity. The success of influence of the given factor in many respects depends on a task in view, comprehension of value of world around, from variety of kinds of activity.

Contradictions are allocated as the special psychological factor of spiritually-moral formation of the person of the schoolboy. In works G.S.Kostyuk it is noticed, that the external contradictions, getting by time disputed character, in itself do not become the formation and development engine. «interiorizirujas, causing in the individual the opposite tendencies entering among themselves in struggle, they become a source of its activity directed on the permission of the internal contradiction by development of new ways of behaviour» [198, с.6]. Contradictions are resolved by means of activity which leads to formation of new properties and qualities of the person.

Special value in a life of younger schoolboys is got by their relations and the feelings arising from dialogue with Others, with parents, with teachers.

On change to pedagogics of external requirements and compulsions, indefatigable "nataskivanija" pupils for the purpose of inculcation to rising generation of elementary ethical standards the pedagogics of deep internal relations comes. The intrinsic characteristic spiritually-moral
Good breedings level of relations shown by it with itself, to Another, to people, to a society, to the World is...

Throughout all history of progressive pedagogics and psychology a special significant role take away to education as the organisations of the activity creating conditions for display by schoolboys in the course of its realisation of relations. We will stop attention to relations as a category, allowing to analyse essence of educational process.

A.N.Leontev underlines: «... The Person of the person... It is created by public relations which the individual enters in the activity». In our research especially important place occupies A.N.Leonteva's position that «the valid riches of the individual entirely depend on riches of its valid relations» [103, с.177].

In A.S.Makarenko's pedagogical works the great value is underlined is moral valuable relations in education of merits of the person. «Relations make true object of our pedagogical work». A.S.Makarenko considered, that «it is impossible to imagine evolution of the separate person, its moral development without the account of evolution of relations in which system it exists» [113, с.20].

Relations, according to A.Maslou [117], make base for formation of the person, and at the higher stage of the development create that in pedagogics and psychology is called as an orientation of the person. V.N.Mjasishchev, supporting the concept of formation of person A.Maslou, underlines, that «the morals problem is, first of all, a problem of moral relations which define motive and an act choice... The Major socially-psychological problem of education of moral character consists in formation of steady, dominating moral relations defining an act» [1 24, с.156].

The analysis of the philosophical and psihologo-pedagogical literature has allowed us to assume, that one of the main forms of development of the validity is the valuable relations, represented as the importance of object rather to requirements of the person. We agree from V.N.Mjasishchevym in the point of view of consideration of relations of the person in a broad sense concept and allocation of three areas connected with the person by various relations:

- Natural phenomena and the world of things;

- People and the public phenomena;

- The subject (the person).

«The intrinsic characteristic of good breeding of the person is level of relations shown by it to people, subjects, the phenomena, the facts, world around events», - marks G.J.Ksenzova [98, с.8].

In our work we adhere to such pedagogical organisation of educational work in which the system of relations «I - Another - the World» (drawing 3) is formed.

Fig. 3 - System of spiritually-moral relations of the person

According to the spent numerous researches younger schoolboys possess a humanistic orientation (I.e. Yerofeev, S.V.Peterina, V.K.Kotyrlo); the formed JA-concept (K.Rogers, V.N.Mjasishchev, A.G Kovalyov, S.L.Rubinshtejn); the developing
Ability to smysloobrazovaniju (L.I.Bozhovich, h.p. Vygotsky, A.N.Leontev); developing imagination (A.V.Zaporozhets, V.T.Kudryavtsev); formed steady situational sopodchineniem motives (L.I.Bozhovich, D.A.Leontev); formed feelings of empathy and soradovanija (V.V. Abramenkova). V.I.Slobodchikova's D.A.Leonteva, A.Maslou, V.A.Petrovskogo's researches prove formation at younger school age of a reflexion.

Theoretical filling of essence of a definition "reflexion" carries the polyscientific maintenance. The philosophical aspect of a reflexion is shined in works the Dam, J. Lock, V.A.Lektorskogo, etc. Psychological aspect it is considered in several contexts:

1) Studying of theoretical creativity of thinking (N.G.Alexey, I.N.Simeon);

2) Joint activity of people (G.M.Andreeva, A.Z.Zak, G.P.Schedrovitsky);

3) Research of consciousness and conditions of its formation (K.S.abulhanova, S.L.Rubinshtejn, G.A.Tsukerman);

4) self-knowledge Activity, as noegenesis process about itself (N.I.Gutkina, S.JU.Stepan, I.N.Simeon).

The reflexion, from the point of view of V.P.Bezduhova, means «a recognition the teacher of importance of the values satisfying its informative activity; comprehension of unity of the reproductive and creative activity causing displacement of adaptive function of pedagogical activity to the humanistic; transformation of the pedagogical validity with a support on human essence of the child at designing of assignment of values by it; interaction of the teacher and pupils in the course of joint activity and dialogue» [16, from 66-67].

In our research we give reflexions value of the thought process directed on the analysis and understanding of (own actions, activity, feelings, conditions, knowledge), relations with Others, the World and to

Another, to the World.

Spiritually-moral formation of the person in a pedagogical and psychological science is considered as the dialectic process connected with transition from one certain condition (spontaneous tendency to values and ideals) to another - higher level (to the realised behaviour on their achievement); as unity already carried out and potentially possible; as unity of the making reason and natural consequences in the formation certificate. (H.p. Vygotsky, A.V.Zaporozhets, A.G Kovalev, M.V.Korepanov, V.T.Kudryavtsev, etc.)

The younger school age is the period of the beginning realised self-formation as perfection of separate acts and actions, active nauchenija imposing or demanded activity and possesses huge potential of personal growth. Process of spiritually-moral formation is movable from within and supported by internal bent for to own self-formation. This requirement to self-formation is given by the nature in the form of not realised aspiration, and education conditions are capable either to support it, or to slow down.

By the end of younger school age the child has new possibilities, however he yet does not know, that it itself(himself) represents. The answer to a question «Who I?» Can be found only by collision with the validity. The younger school age is characterised by an establishment of communications with microsociety, mental, social space, development time subektnosti. Preconditions subektnosti are: reflexion elements (an estimation of the actions, interest to private world); selective activity in projections of the consciousness to the world of things and the world of people; ability to react to situations of relations of people to state them an estimation; desire to receive knowledge of the world and to build representations about itself in it; display of requirement for mastering of socially significant values.

The basis for development of the younger schoolboy in an elementary school
It is necessary to consider inquisitiveness, imagination and kreativnost about what in due time spoke h.p. Vygotsky, L.I.Bozhovich. Thereupon the direction of pedagogical work should be defined on inquisitiveness maintenance, to promote development of imagination and kreativnosti as bases for spiritually-moral formation.

Thus, having studied psihologo-pedagogical aspects duhovnoyonravstvennogo formation of the person of the younger schoolboy, we can draw a conclusion about senzitivnosti younger school age to duhovnoyonravstvennomu to formation, the younger school age is the period of the beginning realised formation of the person, the period active nauchenija the activity claimed significant by Others. This feature is caused by the raised emotionality, trustfulness, an openness, occurrence in the world of concrete social communications, development of social norms, self-determination in public space, reflexion and consciousness development.

D.B.Lihachyov connects spiritually-moral formation of the person of the younger schoolboy with independent creative activity of children. The independent and creative judgement of a life «gradually passes in process of moral searches, turns to the important element of a spiritual life and property of the developing person» [108, с.99]. «Formation of ideals and aspiration to follow them, deep experiences and resolute display of will, active aspiration to understand and to make a moral choice of behaviour» - all it, according to B.T.Lihachyova, defines duhovnoyonravstvennoe formation of the person of the younger schoolboy [108, с.108].

Younger school age most senzitiven to morals development (on the basis of the developed emotionally-sensual sphere), in dejatelnostnom aspect - to creative kinds of the activity, opening private world of the younger schoolboy.

The analysis of the modern pedagogical works devoted to researches of spiritually-moral education of the younger schoolboy (T.G.

Rusakova, V.G.Ryndak, I.A.Solovtseva) allows to allocate stages of process of spiritually-moral formation of the younger schoolboy:

- Identification - formation of representations about own spiritual essence, formation of knowledge of, about other people, about an estimation of and relations to;

- Integration - merge of separate displays of spirituality in a single whole (feelings, thoughts, acts);

- Interpretation - ability formation assotsiirovat the behaviour, abilities to build the relation with others to develop own abilities to creative activity).

Stages of a spiritually-moral identification (understanding and comprehension of own essence), integration (spiritually-moral relations, emotions and feelings) and interpretations (expansion and deepening of experience of interaction with others, with the world) give ample opportunities for creation of conditions in which emotional conditions (an emotionally-sensual component) are formed, motives and requirements (motivatsionno-potrebnostnyj a component), knowledge and senses (a mental component).

Thus, having studied age features of the younger schoolboy, we can draw conclusions about senzitivnosti the younger schoolboy to process of spiritually-moral formation. It is connected with experience of the crisis moments of socialisation, reconsideration of world outlooks. Process of spiritually-moral formation is influenced by various factors in which number we allocate sotsio-cultural, pedagogical, psihologoyofiziologicheskie (intellectual, emotionally-strong-willed, dejstvennoyopraktichesky) and contradictions as the special factor.

In pedagogical process such organisation of educational space in which the system of relations «I - Another - the World» which passes through stages of a spiritually-moral identification is formed, is necessary for integration and interpretation.

Process of search of moral senses occurs in duhovnoyotvorcheskoj activity and is accompanied by reflexion and consciousness formation.

Abundantly clear necessity of consideration of possibilities of the organisation of pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy to that the following subsection is devoted.

1.3.

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A source: 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

More on topic features of spiritually-moral formation of the person of the younger schoolboy:

  1. the organisation of experimental work on pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  2. model of pedagogical assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  3. pedagogical aspects of assistance to spiritually-moral formation of the person of the younger schoolboy in out-of-class activity
  4. Chapter 1. THEORETICAL BASES of PEDAGOGICAL ASSISTANCE to SPIRITUALLY-MORAL FORMATION of the PERSON of the YOUNGER SCHOOLBOY IN OUT-OF-CLASS ACTIVITY
  5. 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
  6. 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
  7. 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
  8. 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
  9. Socially-philosophical essence of spiritually-moral formation of the person
  10. 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
  11. 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
  12. approaches of domestic scientists to spiritually-moral education of rising generation
  13. diagnostics of readiness of teachers and parents to interaction in spiritually-moral education of pupils
  14. 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
  15. reflexion of theoretical bases of formation of noble family in formation of spiritually-intellectual elite of Russia of the end XVIII - first third XIX centuries
  16. 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.
  17. § 2. A limiting moral problem of the person.