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The concept of moral education. Moral education of the individual

What do we know about morality? Well, apart from the fact that her “oh, how the younger generation lacks,” which, by the way, is not at all true. What is "moral education"? Why is it so important for its development and existence in society? Who is a moral person, and what are modern moral principles? It is very important to know the answers to all these questions, so we will try to deal with everything in order.

Moral education begins at birth, and continues throughout life in the course of everyday relationships. By this term, we mean a system of influences on a person, aimed at the formation of moral principles, qualities, as well as behavior, which society calls "moral". The concept of morality depends on the culture of the people, religion and a particular era (if we consider it in a time period). Moral education is the basis in the development of personality.

What is morality

She was always loved to talk about. She was paid attention by teachers, psychologists, religious figures. Moral norms were and are the basis of civilization, society. This is the unity of the mental and spiritual in a person, what ensures his behavior in society, his relationship with the world. The most common synonym for morality is morality.

What is it for the individual? This is her desire to evaluate her conscious actions (states) on the basis of the norms of behavior adopted by him. The measure of our own morality for us is conscience. This is the one a scale that determines the balance of good and bad in our behaviour. Each of us has a scale for measuring morality, his own criteria, his own rules, which he receives with upbringing in the family, school, with religious teachings and in relationships with the surrounding society.

If we disassemble this term etymologically, then the root “temper” is immediately revealed - character. For the first time the concept of "morality" was introduced in 1789 and published in the Dictionary of the Russian Academy.

Moral education - from the cradle to gray hair

The moral qualities of a person are born and formed in the family. No matter how it seems to be the lot of certified teachers, but the basics of morality are always set by parents. So it was hundreds of years ago, so it will always be. The first concept of morality is given to the baby by his mother, with a smile and slight severity explaining what is good and what is bad. “It’s bad to pull your sister’s hair, say rude words, or show your tongue, but it’s good to thank for a delicious meal, say hello to someone or help” - this is an example, and there are hundreds of them. Elements of moral education can be traced in every moment of everyday life. The moral model for the child will always be the parent, whatever he may be. That is why it is so important to give a fragile personality the right example to follow.

The formation of personality is a complex, long process that requires attention and patience from parents and from educational institutions, as well as the whole society. When instilling moral qualities, one should take into account the age of the individual, his ability (readiness) to accept information, understand it and process it correctly.

Moral education includes:

Formation of a sense of morality;
Culture of personality and culture of behavior;
Conscious connection with society;
Creation of moral concepts (principles);
Formation of behavioral norms.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION "BELARUSIAN STATE PEDAGOGICAL UNIVERSITY NAMED AFTER M. TANK"

FACULTY OF SOCIAL AND PEDAGOGICAL TECHNOLOGIES

DEPARTMENT OF SOCIAL WORK

ESSAY

in the discipline "PEDAGOGY"

on the topic "Moral education"

Artist: Prokopenko Tatyana Nikolaevna

group: 100

Head: Associate Professor of the Department

social pedagogy

Pishkova Anna Vladimirovna

Introduction

2. Methods of moral education

4. Relationship of moral education with other types of education

Conclusion

List of used literature

Introduction

Moral education is one of the most important aspects of the multifaceted process of personality formation, the development of moral values by an individual, the development of moral qualities, the ability to focus on the ideal, to live according to the principles, norms and rules of morality, when beliefs and ideas about what should be embodied in real actions and behavior. The upbringing of a growing person as the formation of a developed personality is one of the main tasks of modern society. Overcoming the alienation of a person from his true essence, the formation of a spiritually developed personality in the process of the historical development of society does not happen automatically. It requires efforts on the part of people, and these efforts are aimed both at creating material opportunities, objective social conditions, and at realizing new opportunities for the spiritual and moral improvement of a person that open up at each historical stage. The real opportunity for the development of a person as a person is provided by the totality of the material and spiritual resources of society. However, the presence of objective conditions in itself does not yet solve the problem of forming a developed personality. It is necessary to organize a systematic process of education based on knowledge and taking into account the objective laws of personality development, which serves as a necessary and universal form of this development.

Purpose: To consider the purpose, content and methods in moral education.

1. To study the essence and goals of moral education.

2. Consider the content of moral education.

3. Reveal the methods of moral education.

4. Determine the relationship of moral education with other types of education.

Moral education, as a specific process, includes in its content, first of all, the communication to the educated of certain information about proper behavior. Responsibility for behavior is developed on the basis of knowledge of how a person should act in certain conditions. Assimilation of moral norms is carried out spontaneously in everyday communication of people. Moral education gives this process a target orientation, systematicity with the help of ethical education. No matter how its forms vary, it is fundamental that this means of moral education needs to be developed and improved.

1. Goals and objectives of moral education

moral education personality

The goal of moral education is realized by the entire content of educational activity, which is a two-way process of relations between the subject and the object of education. Educational activity itself involves the process of transforming moral norms into internal convictions of the individual, attitudes to action, while both the educator acts as a “co-author” and “supplier” of the impact of society on the individual with the help of specific educational means and techniques used by him, and the object of education is an active participant process of education: selectively refers to the perception of social influences directed at him and therefore, in a certain sense, he himself acts as the subject of education. The term "morality" originates from the word character. In Latin, morals sound like /moralis/ - morality. “Morals” are those standards and norms that guide people in their behavior, in their daily actions. Morals are not eternal and immutable categories, they are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not legal provisions. At the same time, moral requirements, norms, mores receive a certain justification in the form of ideas about how a person should live, behave in society, etc.

L.A. Grigorovich gave the following definition of "morality" - this is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism.

I.S. Marenko defined morality as an integral part of the personality, ensuring its voluntary compliance with existing norms, rules, and principles of behavior. They find expression in relation to the Motherland, society, collective, individuals, to oneself, to work. “Moral norms” are rules, requirements that determine how a person should act in a particular situation. A moral norm can encourage a child to certain actions and actions, or it can prohibit or warn against them. "Education" - the process of purposeful formation of personality. This is a specially organized, managed and controlled interaction of educators and pupils, whose ultimate goal is the formation of a personality that is necessary and useful to society.

The concept of "moral education" is comprehensive. It pervades all aspects of human life. That is why the outstanding teacher of our time V.A. Sukhomlinsky, having developed an educational system for the comprehensive development of the personality, quite reasonably believed that its system-forming feature was moral education. "The core of moral education is the development of the moral feelings of the individual." “Moral education” is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form moral qualities in them that meet the requirements of public morality. adolescents: activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally whole person, in the unity of his consciousness, moral feelings, conscience, moral will, skills, habits, 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, the requirements of society, proof of their legitimacy and reasonableness; the transformation of moral knowledge into moral convictions, the creation of a system of these convictions; the formation of stable moral feelings, a high culture of behavior as one of the main manifestations of a person's respect for people; the formation of moral habits. "Moral education of the individual" is a complex and multifaceted process, including pedagogical and social phenomena.

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. The subjective driving force behind the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, evaluation, moral decision-making, responsible choices. Moral experiences, torments of conscience are amazed by the unity of sensual states reflected in consciousness, and their comprehension, evaluation, moral thinking.

Moral feelings, consciousness and thinking are the basis and stimulus for the manifestation of moral will. Outside the moral will and effectively practical attitude to the world, there is no real morality of the individual. It is realized in the unity of moral feeling and conscious unbending determination to realize one's moral convictions in life.

Moral habits are the ABC of moral ideas and beliefs. The formation of moral habits is the way for the educator to penetrate into the spiritual world of the pupil, without which it is impossible to understand a person and influence him by the subtlest means - in a word, beauty. Thanks to the moral habit, the norms of social consciousness and public morality become the spiritual acquisition of the individual. Without a moral habit, self-affirmation, self-education, self-respect are impossible.

2. Methods, forms, means of moral education

The moral behavior of a person has the following sequence:

The life situation is the moral and sensual experience generated by it - the moral understanding of the situation and the motives of behavior.

Choice and decision-making - volitional stimulus - deed.

In life practice, especially in extreme conditions, all these components are always implemented in unity. The most important means of moral education is the use of moral ideals created in culture at different stages of historical development, i.e. patterns of moral behavior to which a person aspires. The strength and stability of a moral quality depends on how it was formed, what mechanism was used as the basis of pedagogical influence. For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of a moral quality, about its necessity and about the advantages of mastering it. The child should have a desire to master a moral quality, i.e. it is important that there are motives for acquiring the appropriate quality. The appearance of a motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the process of formation a personally significant coloring and therefore affect the strength of the emerging quality. But knowledge and feelings give rise to the need for their practical implementation - in actions, in behavior. Actions and behavior take on the function of feedback, which allows you to check and confirm the strength of the quality being formed. Therefore, we can single out the mechanism of moral education: Knowledge and ideas + motivation + feelings and attitudes + skills and habits + actions and behavior = moral quality.

The main feature of this mechanism is the absence of the principle of interchangeability. This means that each component of the mechanism is important and cannot be excluded or replaced by another. The action of the mechanism is flexible: the sequence of the component may vary depending on the quality and age of the object of education. The development of moral consciousness involves knowledge of moral principles, norms and, at the same time, constant awareness and understanding of one's moral position in society, moral state, sensations, feelings of moral consciousness - an active process of reflecting the child of his moral relations, states. The subjective driving force behind the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, evaluation, moral decision-making, responsible choices. Moral feelings, consciousness and thinking are the basis and stimulus for the manifestation of moral will. Outside the moral will and effectively practical attitude to the world, there is no real morality of the individual. The moral behavior of a person has the following sequence: life situation - experience - comprehension of the situation and motives - choice and decision - stimulus - deed.

Moral education is carried out with the help of certain means and methods. The means of moral education of preschoolers can be combined into several groups:

Fiction, visual arts, music, cinema and other media can be combined into a group of artistic media. This group of means is very important in solving the problems of moral education, because. contributes to the emotional coloring of cognizable moral phenomena. Artistic means are most effective in the formation of moral ideas and moral feelings in children.

The second means of educating preschoolers is nature. Nature makes it possible to evoke humane feelings in children, the desire to take care of those who are weaker, who need help, to protect them, contributes to the formation of self-confidence in the child.

The third means of moral education of preschool children is the children's own activity: play, work, educational activity, artistic activity. Each type of activity has its own specifics, performing the function of a means of education, but this means - activity as such - is necessary, first of all, in the education of the practice of moral behavior. A special place in this group of means is given to communication. Communication as a means of moral education best fulfills the tasks of correcting the idea of morality and educating feelings and relationships. The whole atmosphere in which a child lives can be a means of moral education: the atmosphere can be saturated with benevolence, love, humanity, or vice versa, cruelty and immorality. The environment surrounding the child is a means of educating feelings, ideas, behavior, i.e. it activates the entire mechanism of moral education.

The choice of means of education depends on the leading task, on the age of the pupils, on the level of their general and intellectual development, and on the stage of development of moral qualities. As you know, the tool becomes effective in combination with adequate methods and techniques of education.

In pedagogy, there are several approaches to the classification of upbringing methods. Most often, it is supposed to combine all methods into three groups:

Group 1: methods for the formation of moral behavior (training, exercise, management of activities). Group 2: methods for the formation of moral consciousness (persuasion, clarification, suggestion, conversation). Group 3: methods of stimulating feelings and relationships (example, encouragement).

The choice of methods depends on the content of educational activity, on its orientation. Thus, in the process of moral enlightenment, conviction naturally comes to the fore; in labor education - exercise; in the education of discipline and responsibility, along with the main methods, encouragement and punishment are also used.

There are some binary methods of moral education-self-education: persuasion and self-persuasion (intellectual sphere), stimulation and motivation (motivational sphere), suggestion and self-hypnosis (emotional sphere), demand and exercise (volitional sphere), correction and self-correction (self-regulation sphere), educating situations and social trials (subject-practical sphere), dilemma method and reflection (existential sphere). These methods are most effective in our time in the process of moral education.

No matter how good the methods are, they give an effective result only under certain conditions:

1. Any method must be humane, not humiliating the child, not violating his rights. 2. The method must be real, feasible, it requires a logical conclusion. 3. To use the method, conditions and means must be prepared in advance. 4. The method should not be applied in the same way, stereotyped in relation to all children and in any situation. 5. Methods of education should be applied tactfully. The pupil should not feel that he is being brought up. 6. When selecting methods, one should take into account the degree of complexity of the quality being formed. 7. When designing, selecting methods, it is important to foresee the possible results of their impact on a particular child. 8. The application of methods of moral education requires patience and tolerance. When it comes to a child of preschool age, you cannot count on an instant and permanent result. It is necessary to repeat the methods already used and select new ones, understanding with understanding that the result will not be achieved immediately, and perhaps not in the form and not in the quality we planned. 9. Predominant in the moral education of preschoolers should be practical methods that involve teaching the child how to act. If you only rely on consciousness, understanding the significance of positive behavior and do not teach the methods of such behavior, there will be no results. 10. Methods are not used in isolation, but in combination, in interconnection. The basis for the selection of methods that can and should be used in combination is the leading educational task and the age of the children.

The concept of the form of education in the pedagogical literature is defined as a way of organizing the educational process.

The forms of education are classified depending on the number of pupils - the whole class, small groups or individual students are covered (frontal, group, individual work). This is the most common classification. It is also legitimate to classify the forms of organization of educational activities depending on the methods of education:

1) verbal forms (meetings, gatherings, lectures, reports, disputes, meetings, etc.);

2) practical forms (hiking, excursions, sports competitions, olympiads and competitions, etc.);

3) visual forms (school museums, exhibitions of various genres, thematic stands, etc.).

The above classifications, of course, do not reveal the full richness of the educational process. In the complex process of moral education, various forms of organization are possible. Of the above classifications of forms of education, the first seems to be the most universal.

In the organization of moral education, its instrumentation is important. The educator can influence the student directly, face to face, but can also through his comrades, through the student team.

3. Age features of moral education

Children go a long way from assimilation of moral concepts, first at the level of representation to complete mastery of its content. Moral ideas that are being formed begin to play a regulatory role in the behavior of children, their attitude towards others. Primary school age is characterized by increased susceptibility to the assimilation of moral rules and norms. The initial foundations of morality are being formed. There is a development of behavior in relations with parents, peers, teachers, a moral attitude to nature, care for the people around, and a value attitude to work are formed. The core of education, which determines the moral development of a person in primary school age, is the formation of a humanistic attitude and relationships between children, reliance on feelings, emotional responsiveness.

In adolescence, there is an introduction to universal human values (friendship, mercy, etc.), the formation of humanity, justice, responsibility, benevolence and other qualities. as well as the abilities and skills of moral self-improvement. Formation of moral experience. The study of intra-collective relations, the level of upbringing of adolescents. Highlighting an aspect in all activities. Solving such problems as the aesthetics of appearance and speech, the sanitary and hygienic culture of a teenager, forms of communication with peers and adults, etiquette of relationships between the sexes, etc. using group and individual forms of education, prevention of deviations in moral development, prevention of conflicts with adults and peers.

In adolescence, the system of moral values (work, creativity, love, responsibility, etc.) is mastered, this activity is combined with the solution of problems of moral self-improvement. Organization of discussions, press conferences, meetings, etc., during which spirituality is formed as the main component of self-consciousness and worldview of high school students, during which spirituality is formed as the main component of self-consciousness and worldview of high school students.

Given the age of children, the norms of moral behavior can be divided into 3 levels:

A child under 5 learns a primitive level of rules of conduct, based on the prohibition or denial of something. If the baby has been taught to comply with these elementary norms, then others consider this baby to be a well-bred child.

By the age of 10-11, it is necessary for a teenager to be able to take into account the state of the people around him, and his presence not only does not interfere with them, but would also be pleasant. It makes no sense to talk about the second level of moral education if the first has not been mastered. At level 3 (by the age of 12-14), the principle is mastered: “Help the people around you! The moral consciousness and behavior of children are formed in unity - this is the cardinal principle of pedagogy. New features appear in children in relationships with adults and peers. Children actively show interest in meaningful communication with adults. The authority of an adult, his value judgment continues to play a serious role in behavior. Growing independence and awareness of behavior lead to the development of the ability to be guided in actions by learned moral standards.

The education of moral behavior is the formation of moral deeds and moral habits. An act characterizes the attitude of a person to the surrounding reality. In order to evoke moral deeds, it is necessary to create appropriate conditions, to organize the life of pupils in a certain way. A moral habit is a need to perform moral deeds. Habits can be simple when they are based on the rules of the hostel, culture of behavior, discipline, and complex when the pupil creates a need and readiness to perform activities of a certain importance. For the successful formation of a habit, it is necessary that the motives by which children are encouraged to act are significant in their eyes, that the attitude towards the performance of actions among the children is emotionally positive, and that, if necessary, children are able to show certain efforts of will to achieve results.

4. Relationship of moral education with other types of education

In the general system of human education, physical education is practically inseparable from other types of education. The natural prerequisite for the interconnection of various aspects of education is the unity of the physical and spiritual development of a person

General moral principles are concretized in the field of physical culture and sports activities in the form of specific ethical norms that regulate behavior and relationships in this area. A number of such norms constitute the so-called sports ethics. In its universal principles, it has a humane character, which is expressed in the requirements that oblige everyone who is related to sports to behave in a way worthy of a person: to honestly observe the established rules of competitions, to be noble in sports rivalry, not to resort to forbidden or dubious ways to achieve victory, respect the opponent, etc. The assimilation and relentless observance of such ethical norms is, under certain conditions, one of the important concrete ways of moral education. The ethics of athletes and athletes must ultimately be subordinated to the highest forms of universal moral norms.

Physical culture and sports provide effective material for the formation of moral ideas, feelings, and behavioral skills. It is not without reason that physical culture and especially sports are called the "school of emotions", "school of will", "school of education". Like any means of education, physical culture and sports activities give the desired educational effect in the context of pedagogically oriented leadership. Providing it, a specialist in physical education widely uses such ways as education through a moral example, through an exercise - accustoming to ethically justified norms of behavior and through a system of regulated ethical relationships in the process of physical culture, sports activities.

The path to physical perfection is the path of many years of hard work to transform oneself, one's "nature" - it goes through the overcoming of increasing loads, often very difficult, requiring maximum self-mobilization. In such voluntary everyday work, an attitude towards work in general is also developed, especially when physical education is inextricably linked with moral and other types of education. Then it is one of the main factors in the education of diligence.

Conclusion

The formation of moral education in children occurs under the influence of the objective conditions of life, training and education, in the process of various activities, the assimilation of universal culture and will be effectively carried out as a holistic process of pedagogical, corresponding to the norms of universal morality, organization of the entire life of the child, taking into account their age and individual characteristics. . Therefore, educational work should include moral ideas and be carried out in various and effective forms, meaningfully and with due emotional richness. It can be concluded that for the successful formation of moral ideas and actions, it is necessary:

Full understanding of the essence of moral education as a psychological and pedagogical process;

Knowledge of the "mechanisms" of the formation of morality;

The ability to plan work on the formation of a culture of behavior, to be able to develop and put into practice the ways and means of moral education.

Of decisive importance for moral education is a positive moral experience, of particular importance for the accumulation of which is the communication and joint activity of children. But experience will only lead to the goal when the behavior is carried out for high motives. Moral education is a purposeful two-way process of the formation of moral consciousness, the development of moral feelings and the development of skills and habits of moral behavior. It includes the formation of moral consciousness, the upbringing and development of moral feelings, the development of skills and habits of moral behavior. Behavior is moral if a person weighs, thinks through his actions, acts with knowledge of the matter, choosing the right way to solve the problem he faces. The moral behavior of a person has the following sequence: a life situation - a moral and sensual experience generated by it - a moral understanding of the situation and motives for behavior, choice and decision-making - a volitional stimulus - an act. Moral education has as its task the formation of a sense of duty, responsibility towards oneself, towards other people, society. Motherland. These qualities arise in people only at the cost of their own efforts, the perseverance of each person, primarily in relation to himself. A moral person can be considered a person for whom the norms, rules and requirements of morality act as his own views and beliefs, as habitual forms of behavior.

Moral education is the basis of all foundations, depending on what the teacher has put into the soul of a child at a certain age, it will depend on what he himself will build in the future, how he will build his relationships with others.

Bibliography

1. Babayan, A.V. On moral education / A.V. Babayan, I.A. Sikorsky, // Pedagogy. -2004. - No. 10. - S. 66 - 74.

2. Pedagogical technologies of educational work in special (correctional) schools of I and II types. A textbook for students of higher pedagogical educational institutions studying in the specialty "Deaf Pedagogy". In two parts. Part 2 / E. G. Rechitskaya [and others]; ed. E. G. Rechitskaya. -- M.: Humanitarian. ed. center VLADOS, 2009. - 389 p.

3. Pedagogy of the modern school: a course of lectures for students of ped. specialties of universities / E. F. Sivashinsky, I. V. Zhurlova; under total ed.E. F. Sivashinsky. - Minsk: Ecoperspective, 2009. - 212 p.

4. Grigorovich, L. A. Pedagogy and psychology: textbook / L. A. Grigorovich. - M.: Gardariki, 2003. - 287p.

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The problem of moral education

1.1 The concept of moral education

The modern interpretation of morality in the dictionary of S.I. Ozhegov is as follows: “Morality is the rules that determine behavior, the spiritual and spiritual qualities necessary for a person in society, as well as the implementation of these rules, behavior”

L.A. Grigorovich gave the following definition of "morality" - this is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism"

I.S. Marenko defined “morality as an integral part of the personality, ensuring its voluntary compliance with the existing norms, rules, principles of behavior. They find expression in relation to the Motherland, society, collective, individuals, to oneself, work, etc.”

IN AND. Dahl gave several concepts to this word, one of them says that “moral” is the opposite of the bodily, carnal and equates it with the spiritual, mental, related to one half of the spiritual life, opposite to the mental, but constituting the spiritual principle with it: “truth belongs to the mental and lies; to the moral - good and evil"; the second definition of the concept of "moral" according to V.I. Dahl: “Good-natured, virtuous, well-behaved; agreeing with conscience, with the laws of truth, with the dignity of a person, with the duty of an honest and pure-hearted citizen. What did the compiler of the dictionary refer to as moral? IN AND. Dahl wrote: “All self-sacrifice is an act of morality, good morality, valor. The Christian faith includes in itself? rules of the highest morality. Morality in our ry is higher than civil morality: the first requires only strict observance of laws, while the second puts conscience and God as a judge. Thus, “moral”, according to V.I. Dahl is the spiritual being of a person, based on the laws of Christian morality.

Kodzhaspirova A.Yu. in his “Dictionary of Pedagogy” gives the following interpretation of this concept: “Morality is 1. a special form of social consciousness and a type of social relations, one of the main ways to regulate human actions in society with the help of norms. Unlike simple norms and traditions, moral norms are substantiated in the form of ideals of good and evil, due, justice, etc.; 2. a system of internal human rights based on humanistic values: kindness, respect for elders, justice, decency, honesty, sympathy, willingness to help.

The Pedagogical Encyclopedic Dictionary gives the following interpretation of this concept: “Morality, a term used, as a rule, as a synonym for the term morality, less often - ethics. Just like the concepts of "ethics" in Greek, "morality" in Latin, the Russian word "N." etymologically goes back to the word "nature" (character) and is lexically fixed in the Dictionary of the Russian Academy (1793).

So, “morality” is the awareness, acceptance and fulfillment of positive spiritual and spiritual qualities.

Education is a process of purposeful formation of personality. This is a specially organized, managed and controlled interaction of educators and pupils, whose ultimate goal is the formation of a personality that is necessary and useful to society.

In the dictionary, the word “education” is defined as “the activity of transferring socio-historical experience to new generations; systematic and purposeful influence on the consciousness and behavior of a person in order to form certain attitudes, concepts, principles, value orientations that provide conditions for its development, preparation for social life and work.

V.A. Sukhomlinsky notes that education is the gradual enrichment of the child with knowledge, skills, experience, it is the development of the mind and the formation of attitudes towards good and evil, preparation for the fight against everything that goes against the moral principles accepted in society. By definition, V.A. Sukhomlinsky, the essence of the process of moral education is that moral ideas become the property of each pupil, turn into norms and rules of behavior. The main content of the moral education of V.A. Sukhomlinsky considered the formation of such personality traits as ideology, humanism, citizenship, responsibility, diligence, nobility and the ability to manage oneself.

Writer and teacher S.A. Soloveichik writes: “Education is the teaching of a moral life, that is, the teaching of moral means. Raising children, we teach them to achieve their goals at their own expense - using only moral means. Morality (defined by the question “at whose expense?”) indicates the lower limit of actions and deeds possible for a person; it is impossible to transcend the requirements of morality. Morality is the limit of what is permitted by conscience. And there is no upper limit, upwards - spirituality, it is endless ... A person has any choices, except for those that are associated with difficulties for another person ... There will be moral education - the child will perceive the rules of cultural behavior from the environment surrounding him, take an example from his parents ... There will be morality , there will almost certainly be spirituality; there will be no morality - there will be nothing, no education.

Thus, upbringing in itself implies familiarizing the child with universal human values, knowing which the child forms the experience of moral relations and communication, which are characterized by the ability to promote and cooperate in activities, the ability to understand and accept the position of another, the need to harmonize activities and relationships with the world, attachment to culture, to native places.

“Moral education is one of the forms of reproduction, inheritance of morality in society. In the understanding of N.V. in the history of culture there were 4 main. traditions: paternalistic (N.v. as obligatory veneration of elders); religious-church (N.v. as maintaining the authority of faith); educational (N.v. as a result of the development of scientific knowledge subject to the court of reason); communitarian (N.v. as a process of forming a sense of collectivism). The diverse concepts in which these traditions were embodied (not always, of course, in their pure form) had, as a rule, a philosophical status - they were limited to posing the question of a fundamental possibility in the general direction of N.V. At the same time, many concepts that (as, for example, Plato, J. J. Rousseau) contained detailed educational programs and methods turned out to be utopian. The complexity of transforming the general idea of upbringing into specific pedagogical recommendations and rationally organized actions, during which a pre-planned moral result would be achieved, testifies to the conventionality of the concept of "N.v.".

There is a literal understanding of N.v. as teaching morality, which is not entirely adequate: it is impossible to teach morality; N.v. expresses the need of society to consciously influence the process, which is extremely individualized and, on the whole, proceeds spontaneously.

The term "N. in." It is also used in a narrow sense - as teaching the norms of social decency. In this case, we are talking about the forms of individual behavior accepted in a given culture in various situations: from behavior at the dinner table to rituals of worshiping the gods. 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, to underestimate the role of the latter. Decent, dignified behavior, good manners, what is called upbringing, culture (see Culture of behavior), cannot yet be called morality, but is a necessary component of it.

Many great teachers attached great importance to moral education.

The moral education of children, according to Aristotle, is based on the exercise in moral deeds - the frequent repetition of desirable actions, in which there should not be extremes, but, on the contrary, they should be thoughtful and moderate.

Instructions of Ya.A. Comenius in the field of moral education had a religious basis. He advised to instill in children from an early age the desire for activity, truthfulness, courage, neatness, politeness, and respect for elders.

The formation of moral values in children was given great importance in his pedagogy by K.D. Ushinsky. Moral education, in his opinion, should be inextricably linked with the mental and labor education of children. In the article “On the Moral Element in Education”, he wrote: “Of course, the education of the mind and the enrichment of its knowledge will bring many benefits, but, alas, I do not believe that botanical or zoological knowledge ... could make Gogol's mayor an honest official, and I am completely convinced that if Pavel Ivanovich Chichikov was initiated into all the secrets of organic chemistry or political economy, he would remain the same, very harmful to society, a rogue .... Convinced that morality is not a necessary consequence of scholarship and mental development, we are also convinced that that ... moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge ... .

“I 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."

Foreign teachers looked at moral education differently.

In his work New Introductory Lectures on Psychoanalysis. Freud writes that everything in a person is determined by the unconscious principle - instincts, heredity. It is the unconscious that unites the psyche of animals and humans ... Based on this conclusion, he believes that education is powerless to change anything. But to Freud, man is a sensual, sexual being and morality does not play a decisive role in his life. According to this theory, the child's behavior is mysterious and regulated by deep mutational, uncontrollable processes, and therefore is not subject to moral regulation and self-regulation.

“A major representative of behaviorism, B. Skinner, believes that a person does not mediate his actions by motives and goals, and a person’s behavior is controlled by the social environment. As a result, actions lose their moral meaning for the individual, since the assessment is given by the external environment, and not by herself ... B. Skinner claims that a person, like a machine, obeys strict laws.

“Based on the views of J. Dewey, this direction [the “progressive path”] is being developed by L. Kohlberg... His position is based on the idea of identifying the progress of society and the development of the individual. Therefore, he believes that, while stimulating the moral development of a person, it is not at all necessary to invest some specific content in this ... L. Kolberg believes that to carry out education is to create conditions that will provide students with moral perfection.

However, one should understand why one person is moral and another is not. What motivates a person to act morally? His consciousness, beliefs and developed habit. … Moral convictions are a synthesis of knowledge about the proper and valuable, emotions and feelings, i.e. moral experiences of actions associated with moral (or, conversely, immoral) behavior. In this triad ... it is the emotional component that is the central link. For knowledge about moral culture is assimilated if it is experienced as a value ... At the heart of emotional and moral culture are moral feelings.

So, moral education is the systematic formation of a child's knowledge about moral and immoral, about good and evil, about good and bad, assistance in the emotional experience of moral values, so that they become personally significant for the pupil.

The upbringing of a child's morality begins with the family. This is the environment in which the baby enters immediately after birth. It forms a certain relationship between parents and children. These connections play an important role in the moral education of the child.

It is in the family that the first experience is laid and the knowledge that previous generations owned is accumulated. An adult is a role model for a child. Looking at the behavior of his parents, he builds relationships with others. In the family, the child develops a sense of caring for loved ones, the ability to respect their position and interests.

Is it important to raise children morally?

Moral education of children implies the impact on the child of the family, school and society in order to develop moral qualities, behavior and feelings in him. Imitation is the basis of any learning for a young child. The kid understands the atmosphere in the family, the relationship between parents. He feels the tone of their conversations. What happens within the family cannot but affect the child. It is from here that he takes the habits of his behavior and attitude to the world.

Moral education involves the formation of moral convictions in the child. One of them is responsiveness. It consists in understanding the needs and condition of another person. Responsiveness is empathy, a desire to help, which makes the child sensitive to other people's problems. The upbringing of responsiveness in the family consists in instilling in a small person the skill of caring for loved ones and respecting their desires and feelings.

Even in early childhood, it is necessary to form in the child an attitude towards goodness. It is important to explain to him how good it is to benefit people. At the same time, it is necessary to convey the fact that actions are important, and not talk about good.

Thus, the moral qualities of children begin to form in the family. They originate from the behavior and example of adults. It is important that the word of the parents is always confirmed by the deed. This is the only way to form the necessary moral qualities in your children.

Toddler upbringing

The formation of the moral qualities of a person originates in early childhood. It is during this period that the child learns the first moral requirements and enters the world of social relations. An adult plays a leading role in shaping the moral qualities of the baby, who either copies his behavior or adopts the necessary qualities in the process of communicating with him.

In order for the primary social adaptation of the child to proceed normally, it is necessary to arouse in him the need to communicate with adults. The stage is the basis for creating a positive attitude towards peers and loved ones. During this period, the need for a small person to imitate, understand the speech addressed to him develops. The child must learn to distinguish between "can" and "impossible." Early childhood is the period when correct behavior and positive habits are formed.

Emotional communication, which existed between an adult and a baby up to six months old, is replaced by a substantive one. Manipulating toys, parents cause the child's desire to imitate. During this period, the child develops the qualities necessary for moral education: understanding of speech, independent reproduction of actions, substantive communication with people.

The baby begins to understand the words of approval and prohibition only by the end of the first year of life. Emotionally colored words are perceived by the child more seriously than those spoken without a certain facial expression and intonation. The child willingly plays with objects and repeats the actions of an adult.

The opportunities for moral education of a one-year-old baby are expanding, since he can already walk and it becomes easier for him to learn about the world and interact with it. The child already understands the speech of an adult well, which allows him to verbally control his behavior. An important aspect of this period is communication not only with adults, but also with peers. On this basis, a friendly attitude towards other children, love for parents and affection for the teacher are formed.

The formation of the correct behavior of the child largely depends on the assessment of the adult. All his actions develop on this basis. If an adult positively assesses the behavior of the baby, he has a desire to do something else good. Punishment causes a feeling of dissatisfaction.

Games will help develop a positive attitude towards peers, the ability to behave correctly in a team. They will also create a certain discipline among young children. Usually they use such simple games as "Loaf" or "Who is good with us?".

Game "Karavai"

Usually kids play it, but it is also common among schoolchildren. To conduct it, children, together with an adult, are put in a round dance and begin to sing a well-known song:

“As for Nyushina (Sasha, Katina, etc.) name day

We baked a loaf

Here is such a height (children stand on tiptoe and raise their hands),

Here is such a lowland (kids should sit down),

This is the width (children spread their arms to the sides, increasing the round dance),

Here is such a dinner (the round dance narrows)

loaf loaf

Whoever you want - choose!

After that, the leader chooses another child, calling his name, and dances with him in the middle of the circle. And so the game continues until all the children have played.

Important in the upbringing of young children is to teach them to play together and conflict-free. An adult should teach kids to play with one toy and be able to change them. It is important that children can play alongside their peers without taking away their toys. That is to play with concentration.

So, by the end of an early age, the child learns simple rules of behavior, learns to be in a team, to fulfill the instructions of his parents. He has a positive attitude towards others. The behavior of the child is regulated by the assessment of the adult. So in the child a sense of satisfaction is formed with the result that he will receive if the instructions of the adult are correctly carried out.

How to raise preschoolers

The moral upbringing of children in the family should be based on the development of a certain system of values in them, instilling positive deeds, which in general creates the right personality. The child will not experience difficulties in communicating with other people if he understands the meaning of such words as kindness, friendship, empathy, love and justice. Properly educated preschoolers are more resistant to stress.

Moral norms are better assimilated at preschool age, so their education should begin during this period. The patterns of behavior that are established by society will later act as regulators of children's actions. Properly organized moral education makes it possible to develop in a child the desire to do well, not because of the approval of an adult, but because he wants to do it and knows that it is right.

A friendly attitude towards other children, responsiveness to other people's problems is the center of moral education in preschool age. Emotions play an important role in raising a child. They become more diverse as the baby grows. Emotions help to form a certain attitude to reality and a reaction to it. The older the child, the richer his emotional sphere. Thus, a preschooler masters verbal and non-verbal means of expressing emotions. He learns to manage them and consciously respond to what is happening.

Moral education is present in the life of a child throughout his life. The environment in which the child grows and develops is the basis for the moral development of the individual. Therefore, the participation of the family in the formation of the morality of preschoolers is an important point. The way the parents behave, the child very quickly grasps and perceives this as the norm of behavior.

Feelings, which then become valuable for the child, are not formed without the help of adults. They are able to cause remorse for a bad deed and satisfaction for the right behavior. Therefore, parents need to discuss moral issues with the preschooler, forming in him a system of values and an understanding of right and wrong actions. Most often, they use the method of discussing the behavior of literary characters and people around the child. Thus, the concept of morality becomes clearer for the baby.

If the child is not taught in time to understand the feelings of other people, then a conflict personality may form. Therefore, empathy is an important feeling that needs to be developed in a preschooler. Adults should pay attention to the experiences of the child, teach him to express his feelings and emotions in words.

Each year of a child's life is the performance of various social roles that he tries on himself: friend, daughter (son), pupil, etc. These roles allow you to form a moral personality with kindness, care, friendliness, justice and other qualities. The richer the world of roles is, the more moral standards the child will learn.

The game will help to educate a preschooler. For example, "Piggy bank of good deeds" . The game consists in cutting out of colored paper (this can be done by an adult) squares, circles or other shapes that are interesting to the child. It can also be animal figurines. When the child does a good deed, he will have to put one form in the "piggy bank". This game will serve as a motive for doing good deeds.

If it is possible to conduct a collective game, then as an example we can consider "Compliments" . Children should sit in a circle and take each other's hands. Each in turn says a pleasant word to his neighbor, for which he should thank his comrade. If a child finds it difficult to choose words, an adult should help him with this.

What should be instilled in schoolchildren in terms of morality

In our time, moral education is becoming a necessity, as the world is filled with cruelty and debauchery. Both the teacher and parents should pay attention to this aspect in the development of students. In order to protect children from a rough world, it is necessary to acquaint them with the provisions of morality, talk about ethics, and develop correct beliefs.

The center of the comprehensive development of the individual is nothing but moral education. It is aimed at forming a proper attitude towards the Motherland, others, society and oneself. It teaches to exist in a team and work.

Any kind of education has in its arsenal a set of methods and means of influencing a personality. They are also present in moral development and are aimed at the development of moral judgments, concepts, ideas and assessments. To this end, conduct ethical debates and conversations. Lectures on ethical topics are not excluded.

Conversations and debates should be conducted in such a way that they do not look like an excessive imposition of their principles on children. When talking with schoolchildren, it is necessary to discuss life situations related to morality. The older the child, the more serious topics can be touched upon. The content of the conversation should also be guided by the level of moral preparation of children. And of course, it is impossible to do without discussing issues that concern the schoolchildren themselves.

The teacher plays one of the primary roles in the formation of moral ideas and values in school-age children. The success of moral education depends on how the teacher presents the necessary material. It is possible to convey certain principles to the child only through the word, and the teacher is well versed in this tool. Conducting conversations on spiritual topics helps the student to look at himself with different eyes, to sensibly assess his actions, to know and improve himself.

In order for a child to develop successfully, properly organized moral education of children in the family is necessary. To do this, you need to create a favorable atmosphere around the student. After all, everything influences the formation of his morality: the style of family education, its good and bad sides, the environment in which the child develops.

It must be remembered that the development of morality in a person begins in the family and continues in the nursery, kindergarten and school. In the last institute it becomes more purposeful. Therefore, not only teachers and educators, but also parents should take care of the moral education of children, because morality is not only the improvement of oneself, but also a change in the entire environment.

In elementary school, the child begins to acquire certain knowledge. But do not forget that it has already formed some character traits that need to be developed and directed in the right direction. It is at school that the moral image of the student continues to be laid.

The relationship of a child with peers is a necessary development for his moral development. In joint activities with classmates, the child develops the ability to help his neighbor, to respond correctly to demands and set them himself, to endure all the failures together and experience the joy of success. Otherwise, a vain, selfish and envious personality will be formed.

Students need to communicate with their peers. Only in this way will he have a friend with whom he can discuss school issues. A comrade is for him a friend with whom he wants to communicate.

Games contribute to the formation of morality. So, for example, you can play a game with a child "Let's Get Rid of Anger" . To carry it out, it is necessary to draw blots or clouds in advance, which are then given to the child. You will also need a bag that can be sewn by hand. The child should be invited to put the clouds in a bag, talking about his failures and bad deeds that he did today. It is necessary to agree with the child that in this bag he puts all his negative emotions, which then need to be thrown away.

Invite the children to play "Pyramid of Love" . The rules are simple: each of the participants names what he loves and puts his hand in the center of the circle. Thus, a pyramid is obtained.

What to say in conclusion?

The moral education of early, preschool and primary school age should be based on the ability to experience, show one's feelings, learn the rules of behavior, and be friendly to others. Most often, simple children's games are taken to help. With their help, the child tries on various social roles, becomes more sociable, better expresses and understands his feelings and those of other people.

The desire to help and empathy can also be developed by playing with children. The first moral ideas of the child are formed in the game. Having accumulated them, he can relate these beliefs to his actions. He already has a certain base of morality, so he is able to make his own choice. In the game, the child learns to follow the norms that are approved by society.