Spiritual and moral education at school. Moral education at school. Physical education, general health improvement

From the experience of history teacher T.V. Karpikhina.

“Spiritual and moral education in conditions modern school»

“Of all the sciences that a person should know,

the most important thing is the science of how to live, doing as

as little evil as possible and as much as possible more good».

L.N. Tolstoy

The issue of spiritual and moral education of children is one of the key problems facing society and the state as a whole today. A negative situation has developed in society regarding the issue of spiritual and moral education of the younger generation.

The spiritual and moral state of society is rightly considered one of the main indicators of its development and well-being.

Why is this topic especially relevant?

What do science, philosophy, and cybernetics say about this? sociologists:

Academician Viktor Dmitrievich Plykin in his book “ New model universe."

≪ Currently, humanity on Earth is emitting a colossal flow of negative information and evil energy, which leads to an increase in earthly disasters, international conflicts, man-made disasters, etc. Today, flows of evil, reaching the information field of the planet, distort information and disrupt the course of planetary processes. Humanity resembles an organism that does not cleanse itself of its own waste. This organism will either be poisoned by its own waste, or will begin intensive self-purification for salvation.”

Yuliy Anatolyevich Schreider - Russian mathematician, cyberneticist, philosopher.

“Among the global catastrophes threatening humanity, the most terrible may be the anthropological one - “... the destruction of the human in man.” In this regard, the most important thing is “... to understand how a person can remain a person in the spiritual sense of the word, a person not only reasonable, but also aware, that is, conscientious.

In recent decades, truly rapid changes have occurred in the socio-economic and socio-political life of not only Russia, but also the world community. In the context of the globalization of sociocultural problems, general technologization, environmental disasters, religious extremism, and international terrorism, the world is faced with “the problem of the “humanity” of modern man.” Modern man, being captured by many addictions, has no experience of conscious life. He knows a lot about the world, but he understands little about his relationship with this world."

At present, the greatest danger facing our society is not in economic problems, not in the complexities of the political situation, but in the destruction of the individual.

Shortcomings and omissions in moral education cause irreparable damage to society. Intellectual development for young people today there is no such problem as their moral formation. This is due to the fact that teaching the basics of science in our time occurs quite clearly, plannedly and without fail. However, the moral education of the younger generation is far behind. But it is morality that must stand in front and lead the intellect. Thus, the goal of moral education is the formation of morality, ethics, which corresponds to the criteria of goodness, mercy, care, education, decency, and honesty.

What is the background against which a child’s personality is being formed today?

The role of the family in education today is extremely low, the institution of the family is crumbling. A child develops surrounded by many different sources that strongly influence him, both positively and negatively. The media, especially television, the most influential of them, has a serious influence on the formation of value orientations, where there is a lot of cruelty and violence that destroys the psyche of children. As a result, the moral guidelines of the younger generation are being eroded. Material values dominate the spiritual, young people have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism

Statistics show that in Russia 17% of children are born with mental disabilities, 15 million drug addicts, 35 million alcoholics. There are more than 25 liters per person in Russia. alcohol per year, whereas at 8 liters. alcohol per year, the degeneration of the nation begins.

Only 15-19% of children and adolescents can be considered healthy; at least 75% of children and adolescents need, to one degree or another, the help and treatment of psychologists. According to experts from UNESCO and the World Health Organization, with a vitality coefficient on a six-point scale in Russia, it is only 1.4 points. This is, in essence, a death sentence for the nation.

As a result, we see serious problems in the spiritual and moral state of the younger generation in Russia

Over the past 20 years, such concepts as “duty”, “conscience”, “morality” and “patriotism” have become depreciated.

55% of young people are ready to step over
moral standards

More than 70% of young people do not want to serve in the army;

200 thousand avoid military service;

90% of graduates leave school with
various diseases

The institution of the family is disintegrating.

29% of children are born in unregistered marriages. Russia ranks: 1st in the world in the number of divorces and children born out of wedlock.

The problem of social orphanhood is worsening: the number of orphans has increased by 75% over 20 years.

High level of juvenile crime

DC 10 As a result of all this, “Spiritual Chernobol” exploded

Facts we all know:

A drunken parent beats a young teacher. classes in front of the children.

Teenagers bully an elderly physical education teacher.

Eighth-grader who jumped from the roof of a 9-story building

Fifth grader. hanged himself in the yard of his house.

Today, 5-7 thousand Russians were recruited by ISIS and left for Syria.

Russian university students wear hijab when converting to Islam.

These facts indicate a crisis of spiritual and moral education. The long-term alienation of man from genuine spiritual culture, national roots and traditions from faith has led to a crisis of public consciousness... Experiencing an acute social crisis, society and school experience a social need for spiritual and moral renewal and elevation.

The issue of moral education is so relevant that it is reflected in the Law Russian Federation"About Education". Article 2 of the Law of the Russian Federation states: “State policy in the field of education is based on one of the principles: The humanistic nature of education, the priority of universal human values, human life and health, free development of the individual, education of citizenship and love for the Motherland...”

The requirements of the Federal State Educational Standard indicate that the program of spiritual and moral development should be aimed at ensuring the spiritual and moral development of students in the unity of class, extracurricular, extracurricular activities, in joint pedagogical work. Thus, the goal of spiritual and moral education is to create a system for the formation of spiritual and moral guidelines for life choices.

In these conditions, the main instrument of pedagogical support for the spiritual and moral development of a citizen’s personality is the general education school, which builds partnerships with other social subjects of education: the family, civil society institutions, confessions, and public organizations.

However, school is the only social institution, through which all Russian citizens pass. It is here that not only intellectual, but spiritual and cultural life should be concentrated. What is learned and experienced in childhood is characterized by great psychological stability.

What do we understand by the concept of spiritual and moral education?

“Spiritual and moral education” refers to the process formations:

- moral feelings(conscience, duty, faith, responsibility, citizenship, patriotism),

- moral character(patience, mercy, kindness),

- moral position(ability to distinguish between good and evil, display selfless love, readiness to overcome life's challenges),

- moral behavior(readiness to serve people and the Fatherland, manifestations of spiritual prudence, obedience, good will).

It must be emphasized that the formation of moral concepts is a very complex and lengthy process. It requires constant efforts, systematic and systematic work to form the feelings and consciousness of children.

What are our traditional sources of morality:

Homeland, family, work, art, religion, nature.

Accordingly, basic spiritual values are defined and built: Motherland-patriotism, love for the small Motherland, law and order,

Family is love and fidelity, respect for parents, health and prosperity, care for elders and younger ones,

Work-creativity, determination, respect for work,

Religion is mercy, tolerance, the idea of spirituality,

Art - aesthetic development, harmony, beauty, moral choice,

Nature - ecological consciousness, the value of the purity of the native land, protected nature

Science is the value of knowledge, the pursuit of truth, the scientific picture of the world.

From what source do our children draw this life-giving drink - spirituality and morality at school?

This is, first of all, an educational activity. Moral development pupils in the lessons is carried out through the content of the program and didactic material, the very organization of the lesson, the personality of the teacher. Has enormous potential for moral influence on schoolchildren. educational material, especially in literature and history. It contains a large number of moral and ethical judgments. During the lessons, the teacher directly leads students to understand their relationship to man and society.

The strongest influence on the moral development of schoolchildren in the learning process is exerted by teacher's personality. The moral character of a teacher is revealed to children in the system of his relationships to his work, to students and other people, to himself.

From the teacher's sensitivity to spiritual world It is precisely the creation of an environment that encourages moral behavior and moral actions that depends on pupils.”

It is obvious that the “charisma” of a teacher, as the highest degree of pedagogical talent, is associated with his humanistic priority. If a teacher is not very emotional, if his “heart sphere” is undeveloped, if his feelings are shallow, he will not be able to influence the inner world of a teenager. The authoritarianism of the teacher, according to leading teachers, is associated with the low level of culture of the teacher and is a consequence of the predominance of his rational-empirical style of thinking

Examples of a passionate, responsible attitude to one’s work, integrity, sensitivity and care in relationships with colleagues and students strengthen adolescents’ faith in the triumph of morality. And, on the contrary, if students witnessed an indifferent or tactless attitude of a teacher towards someone, the moral development of adolescents will suffer significant damage. The effectiveness of moral education is determined by the personal example of the educator himself. Spiritual closeness and respect for the teacher, which encourages him to imitate, are formed from many components and, in particular, depend on the degree of his competence, professionalism, and the nature of everyday relationships with children. It is especially important not to allow words, even sincere, passionate ones, to diverge from his deeds and actions. If a teacher proclaims some standards of life, but himself adheres to others, then he has no right to count on the effectiveness of his words.

Technology "Pedagogical love"

1. Try to understand that they are children, and that is why they behave like ordinary children.

2. Try to accept the child for who he really is - with pros and cons, with all his features.

3. It is possible to find out more fully why he became “like this” and try to “develop” understanding, compassion and empathy for the child.

4. Find the positive in the child’s personality, express trust in him, try to include him in general activities(with a pre-predicted positive assessment).

5. Establish personal contact using non-verbal communication, create “success situations”, and provide the child with positive verbal support.

6. Do not miss the moment of verbal or behavioral-emotional response on his part, take an effective part in the problems and difficulties of the child.

7. Don’t be shy to show your attitude, your love for children, and openly respond to manifestations of reciprocal love , consolidate a friendly, cordial, sincere tone in the practice of everyday communication. In this context, it is also important to note that positive self-perception and self-love are just as important for a teacher as love for a child.

An important source of moral experience for schoolchildren is a variety of extracurricular activities.

Leading forms creative activity aimed at developing the moral qualities of the individual are clubs and sports sections, creative associations of children, electives, scientific and practical conferences for high school students, defense of independent projects, mass literary, musical, theatrical festivals, exhibitions of children's works, excursions, visits to museums and exhibition halls of the city, various kinds of school competitions, competitions, olympiads.

It satisfies their urgent needs for communication, deeper mutual recognition, self-expression and self-affirmation in a group of peers. In extracurricular activities, especially favorable conditions are created for the inclusion of students in the system of real moral relations of mutual assistance, responsibility, principled exactingness, etc. Individual inclinations, Creative skills develop more fully in this activity. Various moral attitudes, acquired in the educational process, are, as it were, tested in extracurricular activities. Their expediency is checked, aspects of certain moral principles are revealed with greater clarity. This ensures the translation of knowledge into beliefs.

The rich cultural heritage of Christianity remains an important aspect of spiritual and moral education.

President V.V. Putin noted that “it is difficult to disagree with those who claim that without Christianity, the Orthodox faith, without the culture that arose on their basis, Russia would hardly have existed. Therefore, it is important to return to these primary sources when we regain ourselves and look for the moral foundations of life.”
In “FUNDAMENTALS OF THE SOCIAL CONCEPT OF THE RUSSIAN RIGHT-GLORIOUS CHURCH” we read: “The school is a mediator that transmits to new generations the moral values accumulated by previous centuries. In this matter, the school and the Church are called to cooperate. Education, especially aimed at children and adolescents, is intended to do more than just impart information. Kindling in young hearts an aspiration for Truth, a genuine moral feeling, love for neighbors, for one’s Fatherland, its history and culture - all this should become the task of the school no less, and perhaps more so, than the teaching of knowledge.

The culture of Russia has been shaped for a millennium under the influence of the Orthodox religion. After all, the Christian Orthodox religion has traditionally been the leading religion of Russia since 988. It contributed to the formation of public consciousness and a living environment in which the most important ethical norms and values of life were preserved. Christianity taught people respect for every person, tolerance, selfless help, and sympathy. Without knowledge of the history of Christian Orthodox culture, it is impossible to master the values of Russian and world culture, and the Orthodox Christian principles of love, harmony and beauty in the structure of the world, man and society have invaluable educational opportunities. It is on their basis that it is possible to overcome the modern crisis of culture and education, the crisis of the inner world of man.

The history of Orthodoxy, full of dramatic and striking events, facts, and images, provides rich material for spiritual and moral education. The moral impact of Orthodox culture is great and multifaceted. Works of Orthodox art contain examples of highly moral behavior worthy of admiration and imitation. They give birth to a deep emotional and moral character in the souls of those who communicate with them, complement and expand a person’s moral experience. By forcing us to understand and empathize with the destinies of others, Orthodox art helps us learn lessons from life.

Reading Orthodox literature has a huge educational effect. It was the lives of the saints that were the most widely read children's books, on the basis of which the process of education in the family and school was built. In these works, schoolchildren can see examples of the lives of saints; under their influence, children form concepts about good and evil, about the moral ideal. Orthodox culture contains extensive material for the development of truly spiritual and moral qualities.

Thus, turning to the system of Orthodox values and studying Orthodox culture in school is a real factor in educating a truly moral generation. In that connection, the Course “Spiritual Local History of the Moscow Region”, which as regional component included in the school curriculum, very relevant and timely.

Main objectives of the course:

Historical and cultural education;

Spiritual and moral education.

These goals are very logical, since Russian culture has been shaped for decades under the influence of Orthodox culture. The objectives of the course follow from this:

give schoolchildren knowledge about the history of Christian Orthodox culture and its connection with the history of their native land;

give knowledge about Christian moral culture: about Christians’ understanding of the ethical categories of good and evil, the meaning of life and show examples of their embodiment in the lives of saints and heroes of the Fatherland;

contribute to solving the problems of moral education of schoolchildren, developing the quality of patriotism and citizenship.

One of the important manifestations of a person’s spiritual and moral culture is love for his native land. The culture of Russia was created by people who loved their Fatherland. However, understanding this culture is impossible without knowing what was its semantic and value source and content. The course involves visiting Orthodox churches, so students can become better acquainted with Orthodox art. Thus, in the “Spiritual Local History” lessons, schoolchildren learn that there is nothing random in the architecture and decoration of Orthodox churches; every detail has a symbolic meaning. The four sides of the temple, united by one chapter, symbolize the four directions of the world under the rule of the One Universal Church.

During the lessons, students are also introduced to icon painting. The Old Russian icon is a special world, which is not so easy to penetrate. But whoever finds access to this world easily begins to discover more and more new beauties in it. The abstract language of the icon, its symbols gradually become understandable and are clothed in the child’s mind in a concrete artistic image. From this moment on, simply looking at the icon gives way to understanding it.

We have good experience of cooperation between the school and the Sunday school of the Nativity Church in St. Zaozerie The priority here is education and development: spiritual, moral, creative and intellectual. What is the content of the cultural and educational activities of Sunday school and what does it consist of based on the materials that we own?

These are performances and festivals dedicated to church holidays and within the framework of social and church events; These are visiting performances of theater studios and choral groups, open lessons in secondary schools, associated with the names of outstanding cultural and artistic figures of Russia, with the names of the holy leaders of our Fatherland, heroes, ascetics and workers of the Russian Land. We can say that Sunday school is a school of additional education. Why? Because the basic, comprehensive school does not provide much of what a child needs to be given as a future member of society, as a Christian, as a highly moral person. In Sunday schools there are such subjects as Fundamentals of Morality, Christian Ethics, Traditions of Piety, which are absent in secondary schools. Sunday School introduces children to the world of national Russian culture and art, to the history of their Fatherland, i.e. forms national-patriotic feelings in children

We appreciate this cooperation.

The task of clergy and teachers is to teach them to see the very boundaries between good and evil, love and hate, which are currently blurred.

Art is an important source of moral experience for schoolchildren. Art is absolutely irreplaceable in education, it expands, deepens and organizes a person’s moral experience, confronts a child with a moral situation that he may not encounter in life, cannot be created in the educational process, but is important in the formation of moral qualities.. An irreplaceable role art in accumulating the experience of empathy. Art allows you to experience what every person, due to the limitations of his experience, cannot experience.

Conclusion: we are convinced that by creating a unified educational and educational environment in lessons and extracurricular activities, solving issues of spiritual, moral and patriotic education, we can preserve the spiritual and physical health of the younger generation.

folk wisdom:

IF YOU THINK ABOUT TOMORROW, THIS IS THE GRAIN,
IF TEN YEARS AHEAD - PLANT A FOREST,
IF FOR A HUNDRED YEARS - RAISING CHILDREN.

folk wisdom.

It is no secret that one of the main problems of our time is a spiritual crisis. Today it is difficult to choose an ideal to focus on; it is difficult to recognize where true good is and where evil is. True spiritual values are replaced by false ones. The crisis of spirituality deprives the life of our descendants of meaning. Such an important area of pedagogy as spiritual and moral education is called upon to find methods that meet the needs of today, which could reveal the meaning of spiritual values to modern schoolchildren. Only highly moral people who were raised correctly will strive to make life better. Read about the goals and objectives of the spiritual and moral education of schoolchildren in our article.

Role and goals

The main goal of spiritual and moral educational process at school is a creation effective conditions for the formation of spirituality and morality of schoolchildren. Today this is one of the most important problems of our society. This cannot be said to be very successful in our country today. Exist Problems that parents, teachers, and students themselves face:

lack of positive ideals for the younger generation
constant deterioration of the moral environment
reducing the amount of cultural and leisure work with children
deterioration physical development younger generation
lack of effective mechanisms for laying guidelines for a healthy lifestyle
negative factors (drug addiction, smoking, alcoholism, early sexual intercourse)
lack of culture of behavior and speech (as demonstrated by the media in their materials)
the presence of a huge amount of negative content on the Internet and the media (pornography, cruelty, extremism, aggression, etc.)

All of the above does not have a positive impact on the development of the child’s personality, but only interferes with the assimilation of true values, having realized which the child turns his gaze to the future with faith and hope. A young soul is not able to find the right life guidelines on its own. It is we, adults, who can show a child the path to goodness, creation, and light. Our future depends on how timely and skillfully we do this.

At some point, a child leaves the country of childhood and enters the big world, filled with joys and sufferings, happiness and grief, truth and lies, participation and soullessness.

It is in childhood that one can develop the ability to move through life with joy and to steadfastly overcome obstacles. Children feel everything very receptively. It is best to teach children good things from childhood: kindness, empathy, understanding the problems of other people, admitting their own mistakes, hard work, the ability to see beauty, correct attitude to nature.

“Did you know that the main thing is that best qualities Should personalities be established in childhood?

School time - good time for the formation of spirituality and morality. Spiritual and moral education is carried out with the aim of forming higher moral values , such as:

humane (friendly) relationships between children
a sense of duty, responsibility for one's behavior
diligence and need for work
careful attitude towards nature
orientation towards a harmonious and socially approved family life
communication culture
self-knowledge and self-education.

Spiritual values of schoolchildren

What ideal should today's schoolchildren be guided by? The concept of spiritual and moral education, developed for Russian schoolchildren, states that one must strive to become a highly moral, creative, professionally competent citizen of Russia, who perceives the fate of the country as his own, is aware of responsibility for the state, brought up in the Russian Federation.

Based on the above, we can determine the main spiritual values of schoolchildren:

patriotism
citizenship
freedom, honor, mercy, justice, trust,
desire for world peace, interethnic and intercultural diversity, tolerance, progress and cooperation
desire for knowledge
family value
creativity and work
faith and spirituality
art.

It is necessary to focus on these basic values when raising children. school age, organizing pedagogical influence on them at home and at school.

Video about an example of spiritual and moral education in a modern school

Moral education in primary school

Teachers believe that younger schoolchildren easily perceive information from the outside, believe in the truth of everything that happens, and are also very spontaneous in behavior. Such features have a positive effect on success in teaching and raising children. It is best to lay the moral foundations in.

Education is a two-way process, the essence of which is the teacher’s influence and the student’s response to it. The formation of the best spiritual and moral qualities of a child lies in the assimilation of moral and ethical concepts, in the formation and expression of attitudes towards certain moral or immoral actions.

The learning process at school is the main environment where the spiritual and moral development of younger schoolchildren takes place.

“Did you know that a lesson is a place where students collectively act and experience, while accumulating experience in moral communication?”

During the lessons, children learn to work independently, understand each other, compare their knowledge with the knowledge of classmates, defend their opinions, provide help and accept it. While studying, younger schoolchildren experience the joy of discovering new knowledge for themselves, and frustration in case of failures and mistakes. All this is the beginning of moral education, where the teacher plays a leading role. Traditionally, the moral education of schoolchildren is based on the transfer of moral and spiritual experience. A modern teacher must organize his activities in such a way that, with the help of modern and accessible methods for children, he can instill in them moral qualities. A primary school teacher should remember that a moral component must permeate every lesson. Therefore, when organizing teaching activities, you need to think about how you can productively influence the development of a student in motivational, intellectual and emotional terms through the use of various methods of moral education.

High school students

The morality of high school students is one of the most pressing topics today. Why does it require special attention? For reasons we all know:

loss of spiritual and moral ideals and values in society
the problematic nature of self-determination and self-realization of a young person.

Today, adults are often indifferent to the generation that is replacing them. The change in values today is not for the better, disorienting children who are just discovering the diversity of the world. Civil marriage is considered quite normal, not... A negative environment and media illiteracy lead high school students away from understanding true values. Given these problems, in high school it is necessary to devote Special attention instilling real values, such as:

morality and spirituality
intellectual development
family value
healthy lifestyle.

You can cultivate a harmonious personality in high school students with the help of various directions works:

Organization of volunteer and charitable activities.
Discussion of questions of faith and the meaning of life.
Family education.
Relationships between different sexes.
Nurturing a healthy lifestyle.
Love to motherland.
Aesthetic education is a love of beauty.
Conflict-free communication.
The right attitude to work.
Financial literacy.

The following are relevant forms of work: charity events, exhibitions, competitions, film shows, debates, round tables, excursions, talks and much more.

"Advice. When organizing the educational process, it is necessary to take into account the age and interests of high school students.”

Directions of work of the class teacher

A person who has one of the leading roles in the process of educating a student’s moral personality. In order to conduct the educational process in this direction successfully, you need to have special personal qualities that allow you to create a productive teaching environment.

Tasks of the class teacher:

development of spirituality, patriotism and hard work of students
development of a team of schoolchildren based on morality and spirituality
carrying out extracurricular intellectual and cognitive work
study of the personal qualities of schoolchildren, their interests and inclinations
learning to pay attention to health as a guarantee of true morality
interaction between school and parents through joint events, individual work, parent meetings.

Functions of the class teacher when organizing a holistic program of spiritual and moral education of schoolchildren are as follows:

creating a spiritual and moral environment of an educational nature
promoting a healthy lifestyle
joint creativity of students, providing for diverse forms of work
correction of individual paths of moral development of each individual student
stimulating self-knowledge and self-education of the pupil.

Differentiated and individual approaches are of great importance in the educational process.

educational work and much more.

A good pedagogical effect comes from using problem situations when the student is asked to reflect, find a way out of the proposed situation, and propose a solution to the problem. When working with schoolchildren, the development of their communication culture is of great importance: this teaches a humane attitude towards each other, trust, and mutual understanding.

When teaching morality, it is effective to use system-activity pedagogical approach. It can be used, for example, when reading a passage of a literary work together and analyzing it from different points of view. Literature Study- one of the main forms of education of spirituality and morality. A mandatory element here is students’ reflection and discussion of what they read.

Simulation of situations- It is also a form of moral education. Students join in the discussion and share personal experience, worry, realize values.

The teacher can be the initiator themed classroom hours And conceptual events patriotic, aesthetic, spiritual (religious), folklore nature.

Pedagogical culture of parents

Educators believe that many parenting problems could be avoided if all parents had at least a little knowledge in the field of pedagogy. When parents have pedagogical culture, they contribute to the formation of the child’s spiritual and moral personality, creating a favorable moral climate in the family. Such people represent a positive moral example, which will be a model for the child.

conclusions

Spiritual and moral education is one of the main elements of the educational and, in particular, educational process not only at school, but also in the family. By caring about spirituality and morality, we help the student grow up to be an honest, kind, caring, hardworking person and be able to find his unique place in life.

Spiritual and moral education in secondary school

Fedosova N.A.,
Candidate of Pedagogical Sciences
Moscow

Spiritual and moral education in secondary schools.

Currently, spiritual and moral education in secondary schools has acquired special significance.

Russia of the post-revolutionary period saw the main moral task in educating the younger generation patriotism, devotion to the ideas of the socialist Motherland. And the entire educational process in elementary school corresponded to this direction. But it was at this time that the word disappeared from our everyday life spiritual, spirituality .

Moral, patriotic, moral-patriotic These are the words that were constantly encountered during this period. And, which, unfortunately, you hear less often now. Since we associate them with our recent past.

The lack of spiritual development, as we now see, has led to moral devastation. The words disappeared: good- as a source of joy, peace and harmony in the soul, repentance - renunciation of evil; mercy is like mercy in the heart; grace, which is caused good deeds and love for loved ones, and there are many such words that can be listed.

People have become increasingly intolerant of each other, harsher, more cruel-hearted. Spirituality has disappeared. There was no more trust in each other.

But only... a kind person out of the good treasure of his heart he brings forth good, and an evil man brings out evil from the evil treasure of his heart, for out of the abundance of his heart his mouth speaks... Gospel of Luke

If we turn our gaze to the history of the Russian State, to our origins, we will see that the ideal of our Motherland has always been holiness, spirituality and love for the Motherland.

Many see a way out of this situation in spirituality as the fullness of being. And first of all they turn to the moral values of Orthodoxy. At all times, the core of Russian culture has been the Orthodox foundations and traditions of folk life. A departure from the traditions of Orthodoxy in education, in our opinion, is one of the reasons for the moral devastation of the individual. And in order to return to the roots of the development of spiritual and moral education, it is necessary spiritually healthy family and school.

The core of Russian culture has always been Orthodox foundations and traditions of folk life.

Spiritual and moral education at present in pedagogy is most often understood as moral education in accordance with the spiritual traditions of the people.

The school, while remaining secular, tries, through the culture of his people, to influence the spiritual and moral education of younger schoolchildren. Today, spiritual and moral education cannot be represented by separate lessons in the educational process. This is most likely training and education based on spirituality.

The solution to the problem of spiritual and moral education lies not in separate hours, but in creating a spiritual atmosphere in the school that would contribute to the spiritual development of the student and awaken in him the desire to do good.

The resulting spiritual vacuum forces primary school look for ways to improve the educational process.

In this transitional period, the general education school is looking for points of contact between secular and Orthodox pedagogy, and above all through the culture of its people. Optional courses have been introduced into educational programs Introduction to Ethnic Studies, Introduction to History, etc.

Spiritual and moral education cannot be solved only within the framework of school education. Today, a number of problems have emerged that need to be solved for a full-fledged spiritual and moral influence on the development of students’ spiritual qualities:

Most of us, and this is family, school, methodologists, turned out to be very far from our spiritual origins, from the heights of spiritual and moral culture, which makes it difficult to solve the problem. Make, teach parents, methodologists using general didactic methods be spiritual it is forbidden. An unspiritual teacher who masters the most modern methods cannot lay a spiritual and moral foundation in his students. Only the example of a teacher (mentor) can give results. Verbal instructions and moral teachings are unlikely to help.

Spiritual and moral education is a complex problem and can be solved gradually by including all members of society, both adults and children, in this process;

The content of school education, trying to remain secular, introduces fragmentary subjects of Orthodox life. They most likely introduce students to the cultural histories of their people, but do not form relationships. This same knowledge requires emotional reinforcement. The introduction of a course based on a sociocultural systems approach requires the allocation of additional time, which is impossible with today's educational standards. Even if such time is due to the regional (school) component, it is impossible to obtain full-fledged spiritual and moral education at the expense of a certain amount of time. It is necessary to update the integration of the entire content of primary education aimed, as N.M. Karamzin said, “for the heart and mind.” Based on sociocultural and cultural approaches;

The introduction into the content of education of material related to the traditions of the cultural life of the people is oversaturated with incomprehensible things for students. This will only push children away from the desire to understand their origins. Sufficiency and accessibility, mandatory didactic principles of learning must be present in every educational manual;

The multinationality of the country and its religions (which was not so clearly expressed in pre-revolutionary Russia) requires allocation for the study of the foundations of spiritual and moral

education in school of universal human values with their

individual religions (common holidays,

joy, sorrow, etc.). And at the same time, everyone living on

Russian State.

In order to realize the priority of spiritual and moral education, it is necessary to comply with the laws of the holistic educational process, and this places certain demands on the structure educational institutions and methods of their influence. If not

take measures to radically change the current situation, then expect positive results no need to.

Making attempts to create a holistic, didactically verified content, it is necessary to gradually, in accordance with the age characteristics of children, starting from primary school age, implement the ideas of personality development:

The secondary school faces the following tasks:

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

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

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

- encourage self-expression and self-confidence;

- introduction the content of education includes the study of the history of religion of the peoples of the world;

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

Moral development is one of the fundamental traits that describe the essence of a person. To develop morally is an opportunity inherent only to man and, because of this, is an absolutely necessary and obligatory process that must accompany a person throughout his life. That is why moral education, which begins in childhood, is so important.

The moral development of a child begins in the family, continues at school and should not stop at any stage of life.

When organizing certain work aimed at moral education, the means and ways of instilling morality have their own specifics. In particular, The school must instill morality based on the child’s ability to be part of a group. Communication with peers and teachers, joint activities can form moral habits and qualities of a social and socially significant nature.

Spiritual and moral educationhas several functions:

· forms a general idea of the moral values of life and culture;

· influences the acquisition of moral ideas, views, concepts, assessments and judgments that can lead to the development of one’s own independent judgments;

· promotes understanding and rethinking of schoolchildren’s own life experiences;

· able to correct misconceptions about morality received from dubious sources;

Helps self-education of the individual.

The school has a number of opportunities to provide children with knowledge and ideas about raising children, which is its professional priority. As a rule, the school’s capabilities are limited to fairly standard forms, but many years of experience prove the validity of the activities carried out. However, the school can be accused of inertia and traditionalism; nevertheless, many teachers are constantly introducing new forms of work that turn out to be more effective than traditional ones.

The following can be said about the arsenal of approved forms of influence of the school on the morality of students. The most common ways of its influence are:

conversations;
disputes;
theme nights;
meetings with representatives of different professions, veterans, etc.;
conferences;
collective gatherings, etc.

The course takes into account the age and personal characteristics of schoolchildren, their moral experience, and the moral education inherent in the family.

Teachers are called upon to explain based on worldview knowledge and specific examples, which can be understood and assimilated by the student at a developmentally appropriate level. Particularly effective are activities that can evoke ethical feelings and therefore be close and understandable to children.

The school pays special attention to the development of such moral values among schoolchildren as:

need for labor
need for communication
need for development,
the need to develop cognitive abilities, etc.

Numerous educational school events are aimed at this, which, in addition to classroom activities, also include all kinds of outdoor events outside the school as such.

The value of the latter lies in the maximum proximity of the activities to real life, which makes the work of teachers almost invisible to children and perceived as exciting walks and trips. During such activities, the inculcation of values and the development of moral qualities occurs in the most natural way. Hence the greater efficiency of this type of work by teachers.

Moral education requires teachers to:

create conditions in which the child has to take action;
influence children in a certain way, forming new moral habits in them;
understand the essence of contradictions in the development of children’s moral needs and help resolve them in an effective educational way.

Spiritual and moral education in a rural school.

Educational work program

“Formation of moral value orientations of students.”

What's next for you?

You should think about this more and more often

And if you are a real person,

The country expects great results from you

If you ask different people characterize modern world, then we will hear: terrible, cruel, disunited. And it’s really scary to live in our world: scary to lose consciousness on the street, scary to go home in the evening, scary to open the door to a stranger, scary to fly on an airplane. But what’s even worse is the thought that both our children and our grandchildren will experience feelings of mistrust and intolerance towards others throughout their lives.
Therefore, recently there has been more and more talk about moral education, in which the most important value is the unique and inviolable human personality.

One of the tasks in the formation of a student’s personality is to enrich him moral ideas and concepts. The degree of mastery of them in children varies, which is associated with the general development of the child and his life experience.

Spiritual and moral education is the most important aspect of the formation and development of a child’s personality. Currently, the need for the spiritual healing of the Russian people has become obvious, without which the Fatherland is not only unable to develop progressively, but is also historically doomed. IN modern conditions Russian education is the sphere of the spiritual life of society where the social and ethnocultural experience accumulated by humanity over the entire history of its development is transmitted.

Spiritual and moral education is an orientation toward high moral values. Based on this, the content of spiritual and moral education should be: the formation of a sense of duty and responsibility for one’s country and one’s behavior, the need for work, a humane attitude towards others, respect for nature, law-abidingness, the formation of socially approved views and attitudes in family life, development of communication skills, communication culture, needs and skills in self-knowledge and self-education.

A rural secondary school occupies a special place in the overall system of forming a student’s spiritual and moral culture. Due to a number of socio-geographical factors (remoteness from cultural centers, the specifics of the educational process, the number and composition of students and teachers, the availability of educational facilities, etc.) rural school is forced to take on the functions of a center for the education and upbringing of young people living in the society surrounding the school. The rural school is a leading factor in the moral education of adolescents. It has an arsenal of means that are absent in the city, including a close organic connection with the natural environment, preserved traditions, customs, rituals in social and family life, spiritual unity, care for the younger and older generation, focus on work.

At the same time, a modern rural teacher faces a number of difficulties in his work. The main ones among them are: remoteness from modern centers of culture, lack of necessary material resources at school, insufficiently high cultural standard of living of modern villagers, low degree of diversity of leisure activities, underdeveloped system of extracurricular institutions, limited and closed society, etc. All these features lead to the need to search forms, methods of education, consistent with the conditions of rural life in order to form the moral stability of adolescents.

Using the example of Kirillovskaya main secondary school I want to talk about the work of the teaching staff on the spiritual and moral development of personality in a rural school. One of the main aspects of educational work is educating students to folk traditions, and the task of spiritual and moral education is one of the priorities in school. The teaching staff strives to develop the following qualities in school students:
- moral feelings (duty, faith, conscience, responsibility, patriotism, citizenship);
- moral character (mercy, tolerance);
- moral position (ability to distinguish between good and evil, manifestation of selfless love);
- moral behavior (readiness to serve people, one’s homeland).

The system of educational work with students that has developed in our school is aimed at solving these issues, the objectives of which are:

development and education of a Russian citizen capable of preserving and enhancing the socio-cultural experience of the Fatherland;
formation of spiritual and moral values and their affirmation in the consciousness and behavior of schoolchildren;
building relationships based on goodness, justice, humanity.

A team of teachers has developed a program for educating schoolchildrenformation of moral value orientations of students

"I am a citizen of Russia." The main thing in the program is a systematic approach to the formation of a student’s civic position, creating conditions for his self-knowledge and self-education, as well as assistance in mastering socio-historical experience by entering the social environment, in developing his own individual experience of life.

The program is used in school from 1st to 9th grade. It includes six areas interconnected by the logic of formation of a Russian citizen.

1. “ME AND MY FATHERLAND.”

2. “ME and FAMILY.”

3. “ME AND MY HEALTH.”

4. “ME AND CULTURE.”

5. “ME AND THE PLANET.”

6. “ME and WORK.”

When implementing the program, the following values are formed:

Love to motherland
Respect for family
The need for a healthy lifestyle
Awareness of beauty
Communication culture.
Hard work
Caring for the Earth

1. “ME AND MY FATHERLAND.”

Value: love for the Motherland.

Love for the Motherland is both an active civic position and knowledge of traditions, knowledge of the history of the country, the history of the region. But it all starts with love and respect for our small Motherland, for the people who surround us. A museum room has been created at the school. There are a lot of photos here. Some of them are very old. Getting acquainted with these photographs, children are imbued with love for their neighbors, for the Fatherland. After all, these people, workers, are role models for their perseverance and faith. Local history work not only activates cognitive interest, develops students’ creative abilities, but is also an important means spiritual and moral education. Local history is one of the forms of education of spiritual and moral personality

As teachers, it was not by chance that we turned to the problem of using local history in the classroom and in extracurricular activities. Analyzing the work on natural history, the development of oral and written speech in reading and Russian language lessons, i.e. teaching core subjects, concluded that students know little about small homeland, native land, are not sufficiently familiar with its past and present. But even the small amount of material available is abstract in nature. In order to increase educational interest in the history of the region, its past, present and future, in the nature of the native land, we turned to the analysis of this problem and the search for ways to solve it.

Why should you study your region? What to study? How to teach local history material?

An important stage of work in local history is targeted extracurricular and extracurricular educational work. Of great importance is the connection with the social environment, with parents who can help in mastering the social, cultural, and natural environment of their native land. This organization of local history work contributes to the awareness of one’s place in the surrounding world (“I am my village”), the significance of the Nizhny Novgorod region in the history and culture of Russia (“I am my village, my region, my Fatherland”). It does not allow one to slip into the position of parochialism when studying the region and at the same time contributes to the formation of citizenship.

Local history involves a comprehensive study of the native land. A wide field of activity is the study of the subject “natural history”, geographical local history, biological local history.

In order to form civil relations The following events were carried out for the Fatherland:

Motherland. Travel game. 3-4 grades. Kaukenas O.V.
Excursions to the regional local history museum. 7-8 Classes Tereshina V.N.
Better organization of work to prevent road traffic injuries. Report for the competition. Class teachers.
Lessons of Courage. Conversation, meeting with WWII veterans, participants in local conflicts. Cl. leaders.
"My motherland". Drawing competition. 3-6 grades. Kazarina M.E.
“History of the Nizhny Novgorod region”, “I am a citizen of Russia”.

Conversations. 8 -9 cells. Gorbatykh L.A.

State symbols of the Russian Federation. Stand design.

Kukushkina Z.V.

Rights of minors. Knowledge of laws and their practical use. Lecture 6-9 grades. Gorbatykh L.A.
"Your rights" Role-playing game 5-6 grades Serova L.G.
Participation in regional competitions.

"A look through the centuries." On the history of the Nizhny Novgorod militia. Dumina S.2nd place.
History of elections in the Nizhny Novgorod province. Past and present. Plekhanova I.3rd place.
Campaign “I am a citizen of Russia.” Erlik K. 1st place.
Convention on the Rights of the Child. Bodrov D. Gratitude.

As a result of the activities carried outstudents were convinced that a true citizen loves and is proud of his Motherland, studies its historical, cultural, spiritual heritage, is faithful to his civic duty and is ready to defend the Fatherland.

2. “ME and FAMILY.”

Value: respect for family.

The goal of the next direction, “Me and Family,” was to form a civil attitude towards one’s family.

It is an indisputable fact, that the child receives the initial formation of morality in the family. It is in the family that the main thing is formed - faith and piety, and the school is designed only to help parents, but not to replace them.

The following tasks were set:

Develop respect for family members.
To form a family man who loves his parents.
To form in children an understanding of the essence of the main social roles: daughter, son, husband, wife.

To achieve these goals

joint educational activities are carried out with parents

open days

Lecture for parents,

Parent meetings,

parent-teacher conferences for dads,

joint meetings of parents + children

Such a meeting was held in November on the eve of Mother's Day.

Children, preparing for this holiday, wrote essays about their mothers and showed a poetic composition.

The following activities were developed and carried out:

conversations in grades 5-7 “What does it mean to be good son and a good daughter" Serova L.G.
drawing competition “Me and my family” 3-4th grade. Kazarina M.E.
holiday for mothers “With all my heart” 5 - 6 grades. Serova L.G.
“My dad is the defender of the Motherland” and others 5 -9 grades. Gorbatykh L..
Photo exhibition “My relatives are defenders of the Motherland.” Kukushkina Z.V.
Family holiday “A story from the heart and soul about how good mothers are!” Tereshina V.N., class teacher of grades 7-8.
Crafts competition “Flowers for Mom” Kaukenas O.V., 3rd -4th grade teacher primary classes Kaukenas O.V.
“My future family” - an evening of questions and answers. 6 -9 grades. Kukushkina Z.V.

3. “ME AND MY HEALTH.”

Value: healthy lifestyle.

In order to create the need for a healthy lifestyle and create health-saving conditions for organizing the educational process at school, the “Health” program has been developed.

One of the goals of our school is to achieve an acceptable level of health and a healthy lifestyle for students. The school is developing a system aimed at strengthening the health of children. Education is conducted at the school in one shift. At school and in each class, the air temperature is controlled. During lessons, teachers conduct physical education sessions. The school holds Health Days. Various intra-school competitions are regularly organized.

Most physical education lessons are held on the sports ground.

The school has a sports section and a tourism club.

Recess time is used to expand physical activity (through outdoor games).

Promoting a healthy lifestyle, teaching ways to improve the health of the body, revealing the importance of the relationship between a person and the environment as a factor that significantly influences health - these issues are emphasized in individual school subjects and class hours. Purposeful work is being carried out to develop healthy lifestyle skills - walks, conversations, outdoor games, competitions. Conducted

Action "School for a healthy lifestyle".

Prevention lesson “I choose life” (conversation with a medical worker).
Game Funny and mischievous (KFOR workers)
Quiz “My health is in my hands.”
Health lessons.

IN As a result of our work, students strive to healthy image life; recognize health as one of the main values in life, s engage in physical self-improvement

4. “Me and Culture”

Values: Awareness of beauty,culture of communication.

The understanding of beauty is formed through musical and artistic literacy, and the instillation of aesthetic taste through creative activity. Starting from primary school, children are attracted to creativity. These are hours of communication, the folklore holiday “Hot Rolls from the Russian Oven” by Z.V. Kukushkin, cool watch educating by example outstanding people, competitions, Mind games, production of posters, newspapers of various contents. Class teachers held discussions

“Learn to sit correctly at the table”;
“Words of welcome to our lives”;
“We came to visit...”;
“For elders - respect and honor”;
“On the relationship between boys and girls”;
"Adolescent Behavior in in public places»
The following events were held: an excursion to the regional museum of local lore, an excursion to the circus), a sports and recreation center (Semyonov), the holidays “Golden Hits of Autumn”, “New Year’s Serpentine”, Christmas carols, “Maslenitsa”. These events were held jointly with KFOR and the library.
The children were also offered classes in the “Do It Yourself”, “Magic Match”, and “People’s Artist” clubs. As a result of the work done, the children began to participate more actively in amateur artistic activities, and they developed the ability to see beauty in the life around them.
Participation in the regional photo competition “Children. Creation. Motherland."
Regional competition “I draw the world”, competition of young florists, “Art Deco” 2nd place.

5. “Me and the Planet”

Value: caring for the Earth.

The goal of the next direction “Me and the Planet” is to form a civil attitude towards planet Earth.

Objectives of this direction:

1. To develop an understanding of the relationships between man, society, and nature.

To form children’s aesthetic attitude towards the environment and work as a source of joy and creativity for children.

The school is working to develop in schoolchildren an understanding of the value of nature for every person. The school has a “Man and Nature” club. Members of the circle participate in competitions, promotions, conduct experiments, and work at the experimental site.

Events held:

excursions into nature “So autumn has come to us”

"On a visit to the green pharmacy"

drawing competition “The World Around Us”.
Class hour “To the Earthlings - a clean planet”
Ecological lesson “Fauna of the Nizhny Novgorod region”
Issue of postcards “Save our native corner”.
Reading and discussion of the environmental story “Sunday in the Woods”

Informative - entertainment"Ecological assortment"
Making birdhouses

School flower show.

"Bird Day". Competitions, quizzes. 1-8 grades. On an environmental theme.
Participation in a regional environmental campaign.

During the work, it became noticeable that the children were thinking about preserving planet Earth, that a real citizen loves and protects nature, and takes an active position in the struggle to preserve peace on Earth.

6. “I and Labor”

Value: hard work.

One of the areas of spiritual and moral education is labor education. In a rural school it is one of the priority areas of activity. Respect for work is formed through labor activity in the school team, at the school site, and labor actions.

Labor activity helps solve issues of self-sufficiency.

The main thing is that children see the result of their work. Today, a rural school sees its tasks in teaching students a skillful combination of activities in agriculture with respect for the land, technology, and the surrounding nature as the foundations of human life.

The educational and experimental area occupies a special place in the work of the school. The school site is a place where children work and conduct experiments. Children's work produces significant results. Children see joy and benefit in work, and feel the need for it. Today, work activity has become an integral part of the spiritual and moral education of school students. The working life of schoolchildren begins in early childhood. They receive their first labor “lessons” in the family under the guidance of their parents. At school, the range of work they perform expands significantly. It covers the most various activities: landscaping the village, cleanup days, patronage of the kindergarten, veterans and elderly people, work on landscaping the school grounds, landscaping the village territory and the area around the memorial to fallen soldiers - fellow villagers, duty around the school and in the classroom.

Work develops in schoolchildren not only the skills to perform certain significant operations, but also ideas about key moral values: hard work and mutual assistance, reputation, honor and dignity, mercy; instills in children a respectful attitude towards the work of fellow villagers, parents, and teachers.

Labor develops in students the need to work for personal and common good, and allows the school to realize the educational potential of lessons in technology, history, literature, and clubs of various types. The school held the campaigns “Hurry up to do good”, “Our help to veterans and the elderly”, and the presentation “All works are good, choose according to your taste”.

During school year diagnostics of the manifestations of the emerging moral, active-volitional character of adolescents were carried out, the results of which, in comparison with previous years, showed the following:

Relationship:

A caring attitude towards property, educational work, people, and oneself is growing.
Positive attitudes towards society and nature remain at approximately the same level.

These results indicate an educational impact class teachers paying special attention to these issues.

This school year, diagnostics of the level of education of students were carried out.

At the end of each school year, teachers sum up whether it was interesting for the children to live at school. To do this, they offered the children a questionnaire. The first question was: “Which of our common affairs did you find interesting and most memorable? The guys listed many events held during the year, some wrote: “You don’t have to get bored at school, but live an interesting and fun life.” To the question “What have our deeds taught you?” The students wrote that they learned to love their Motherland, their village, learned to protect nature, work conscientiously, learned the value of honesty and kindness, politeness, learned to help each other and not leave a friend in trouble.

To summarize, we can say that R the result of our work is:

Introducing children to the origins of folk spirituality, preserving the continuity of generations;

Increasing the competence of children and parents in the field of morality;

Absence of juvenile crime (there is not a single student registered in the PDN).

Only by combining all the efforts of teachers, parents, departments and institutions we were able to achieve such results.