Speech at a scientific and practical conference.

Topic: "Reflections on spiritual- moral education children"

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Municipal scientific and practical conference

"Education of spirituality in modern world»

Reflections

about the spiritual and moral education of children.

Dubovets Svetlana Nikolaevna,

senior teacher of preschool educational institution

Irkutsk kindergarten No. 75

Irkutsk, 2012

1. Introduction

Relevance

Problematic

2. Main part

Spiritual values

Facilities spiritual education preschoolers

Definition of Morality and Spirituality

Nurturing spirituality in kindergarten and in the family

3. Conclusion

4. List of used literature.

Reflections on the spiritual and moral education of children.

"A real man begins there,

Where are the shrines of the soul..."

(V.A. Sukhomlinsky)

Recently, the media have often begun to raise issues of spirituality in our society, about the spiritual revival of our country.Adults are concerned that they are losing a generation, cannot raise it in their own image and likeness, have not preserved family educational traditions, and cannot create the necessary authority among their children.

The world has become aggressive towards children, and the childhood industry has a destructive impact on the psyche of children, their morality and spiritual world. The rapid development of technology, the acceleration of the pace of life, social transformations throughout the world, the increase in the diversity of contacts between people, all this places increased demands on both moral maturity and human independence. All of a sudden, our good toys, books, cartoons, dear images from the world of childhood, literary and cartoon characters, on which more than one generation has grown up. All this speaks to the relevance of the moral and spiritual education of the younger generation.

We often cannot answer the questions: why do children grow up soulless and angry? Why are children's fairy tales about Cinderella and Ivan the Tsarevich almost uninteresting to our children? Why do they like Smeshariki, Luntik, Pokémon? Why games of Batman and Spider-Man occupy the most important place in life modern boys, games of military men, astronauts, and sailors have faded into the background.Television increasingly promotes evil, cruelty, and violence, which causes significant harm to the child’s psyche.

Unfortunately, such concepts as kindness, generosity, responsiveness in conditions modern culture may turn out to be unfamiliar to our children. In this regard, there is an urgent need for special pedagogical work to form a child’s humane relations with the world, the child’s caring attitude towards the natural and social surrounding reality. It is important for every person to live in harmony with the world around them, people, society, and themselves. And therefore we are faced with the problem of how to help the spiritual development of our children?

Teachers note with bitterness that raising a child often turns into preparation for school and a successful professional career. A pedagogical process, focused on learning at the expense of upbringing, displaces play, kind and lively communication with peers and adults from the life of a preschooler.

Since parents, due to their busyness, prefer public education and send their children to kindergartens from the age of 1.6, it is we, the workers preschool institutions, should play a leading role in forming the foundations of spiritual orientation and moral behavior of children. The teacher’s task is to prepare the child for life among people, to “make” him socially adapted.

IN last years in the Russian system preschool education Certain positive changes have taken place: the content of education and upbringing of children is being updated. However, in new comprehensive programs the problem of spiritual, moral and patriotic education of children from the perspective of fundamental changes in public consciousness is practically not addressed.

In addition, not all teachers know what spiritual and moral education is. Some people are confused about the concepts of “spirituality” and “morality,” and therefore many forms and methods do not correspond to the principles of spiritual and moral education. Spiritual and moral education is the creation of conditions for the education of a person who tries to live in harmony with his conscience. Morality depends on spirituality. What is spirituality? Many people think that spirituality is culture. “Spirituality” is a property of the soul, consisting in the predominance of spiritual, moral, intellectual interests over material ones.” (Explanatory dictionary of the Russian language by S.I. Ozhegov). Spirituality is a message of morality. Spirituality can be different, and whatever Spirit the teacher accepts, so does the education of morality in children.

The following most important spiritual values ​​can be identified:

– conscious knowledge of oneself and the world. Everyone must come to the need for such knowledge themselves, consciously making their choice;

– the desire to change oneself in accordance with known laws. A spiritual person strives to improve (Yu.M. Orlov defines self-improvement as “the correct use of life experience”) of himself through knowledge of himself and the world around him. You can have a great understanding of art, know the Bible by heart, have several higher educations, but at the same time remain a person without spirituality. Conversely, a spiritual person may be an illiterate peasant who worships pagan deities or spirits of Nature;

– not an obstacle to the free choice of other people. Spirituality involves respecting the free choice of another person.

– internal religiosity. External religiosity refers to church attendance and other attributive actions. Inner religiosity is an attitude towards the World and Life as divine manifestations, and therefore a desire to change oneself for the better.

The means of spiritual education through which a child can gain access to spirituality are:

Word;

Cognitive, experimental activity or teaching;

Natural and objective world;

National customs, traditions, folk holidays;

Public opinion (parents, peers);

The spiritual and moral climate of the family;

Folklore, fiction.

Over the course of the millennia-long history of the development of the Russian people, on the basis of folk traditions, an understanding of spirituality, reverence for the memory of ancestors, a sense of collectivism, love for the world and nature have developed.

Spirituality and morality must be instilled from early childhood. Native culture, like father and mother, should become an integral part of the child’s soul, the beginning that gives rise to personality. Russia is the homeland for many. But in order to consider himself her son or daughter, a child from preschool childhood needs to feel the spiritual life of his people and creatively assert himself in it, accept the Russian language, history and culture of the country as his own. The historical, spatial, racial connection of people leads to the formation of their spiritual similarity. Similarity in spiritual life promotes communication and interaction, which in turn gives rise to creative efforts and achievements that give a special identity to culture. The main task in the spiritual education of a preschooler is to develop the habit of acts of mercy, the desire to do good, and the creation of beauty. "S.A. Rachinsky, N.I. Pirogov, K.D. Ushinsky, and in the 50s. XX century V.A. Sukhomlinsky put first place in education the task of cultivating a person’s inner orientation, his deep abilities to sense the divine beauty of the universe, which give rise to spiritual love for the world around him and for other people.”

Ozhegov’s dictionary gives the following definition of morality: “Morality is “internal, spiritual qualities that guide a person; ethical standards, rules of behavior determined by these qualities.” A person, living in society, is in a system of numerous social, moral, economic and other connections. And these connections are regulated largely by moral and cultural rules that have developed over the centuries. Culture and traditions express the totality of knowledge, ideals, and spiritual experience of the people on the centuries-old path of formation of society.

Specialists of our preschool educational institution are convinced that the content of education must necessarily reflect a regional component, which includes history, culture, traditions, art and acts as a means of developing in children a feeling of love for their small homeland. In kindergarten, the education of a child’s spiritual culture begins with individual work with each child individually. The teacher is aimed at revealing the creative, intellectual, physical and aesthetic potential of the child.It must be remembered that a child can only learn values ​​that are significant to all people on Earth. creative activity, since it is she who reflects his ideological position, his understanding of good and evil, justice, love. Already in junior groups provides for the introduction of children to folk toy(pyramid, nesting doll, gurney, fun toy...). Children are introduced to Russian folk games, round dances, folk songs, nursery rhymes, tongue twisters, fairy tales, riddles that the Russian language is so rich in; with decorative and applied arts: Khokhloma and Gorodets painting; Dymkovo, Filimonovskaya toy. From age to age, the tasks of reproducing folklore, perceiving the brightness of color images in folk art, and expressiveness in conveying game actions in combination with words become more complicated. Preschoolers participate in folklore festivals and organize various exhibitions folk art, children's toy fairs, visit local history exhibitions in the museum. Through folk art, a child can develop as a person, can demonstrate his moral positions, interact with peers in games based on generally accepted ethical principles. To ensure that children effectively assimilate spiritual values, special classes on ethics are held in kindergarten, thematic matinees are regularly organized, theatrical performances are periodically organized with the participation of invited artists from children's theaters or visits to city cultural events. All this is aimed at raising a comprehensively developed and spiritually rich personality. The basis of our work is the work on the “Childhood” program (section “The child enters the world social relations"), the program "Introducing children to the origins of Russian folk culture" by O. L. Knyazeva.

It has become traditional in our kindergarten to hold a week of Friendship, Goodness and Beauty, during which we instill in the hearts of children the ability to compassion and empathy, form kindness, obedience, modesty, patience, attention, friendliness and, most importantly, love in their character, mind and soul. . For each age group we develop long-term plans in the following areas: how they lived in Rus'; I and my family; great people of Russia; significant dates; my small and large Motherland based on the integration of different types of activities: cognitive-research, speech, productive, musical and artistic, reading fiction, memorizing works of folklore, active and didactic games. In plans music directors children's participation in such folklore and Orthodox holidays as Intercession, Christmas, Maslenitsa, Easter has been introduced. Consultations and lectures are planned to allow teachers to expand their knowledge about the culture of the Russian people (“Raising children in the traditions of Russian folk culture”, “ Family holidays"). Bala also thought out the integration of cultural education with different types of children's activities. This contributed to the development of the child’s creative potential in musical, communicative, visual, and dance areas with ethnic content.

Teachers, together with parents and children, select visual, didactic material to familiarize children with the history and culture of their native country, fiction and methodological literature. In group rooms, corners of local history and Russian life have been created, where household items and handicrafts are displayed, mini-exhibitions of household utensils and decorative and applied arts are organized, manuals and didactic games are selected that introduce children to the characteristics of each type.

Participation of preschool children in folklore holidays andentertainment (“Trip to the Museum”, “Expeditions to the Old Time”, “Hours of exciting reading “I want to know everything”, « Trade fairs parenting ideas", "Parade of Family Heirlooms"allows you to introduce them to the spirit of those times, feel the mood, feelings of people, express your Creative skills, which contributes to the recognition and strengthening of national identity, which is so important for preserving the identity of society, preserving history and determines the future of our people. Among all types of arts - folk music, games, fairy tales, dances - they have the ability to directly embody the world of a person’s emotional experiences, the diverse range of his feelings and moods. Education in music can be considered the most important: thanks to it, “harmony penetrates deeply into the soul,” masters it, fills it with beauty and makes a person a beautiful thinker. Such a person will joyfully perceive the beautiful, admire and be saturated with it, coordinating his life with all this.

In order to convey spiritual values ​​to a child, first of all, it is necessary that teachers and parents themselves adhere to them. If adults don't live up to the values ​​they teach children, what can they teach them? Ross Campbell writes: “For a child to accept what we have, he must identify himself with his parents so much that their life values ​​become his life values. If he does not feel the sincere and deep love of his parents, if they do not accept him in their hearts for who he is - with all his advantages and disadvantages, the child experiences serious difficulties trying to identify himself with his parents and their values.

Childhood is the happiest time of life: a time of organic spontaneity; the time of “great happiness” that has already begun and is still anticipated; a time of increased gullibility and heightened impressionability, a time of spiritual sincerity, a time of affectionate smiles and selfless goodwill. The more loving and happier the parental family was, the more of these properties and abilities will be preserved in a person, the more such childishness he will bring into his adult life.

Therefore, it is necessary to note the importance in the process of education of the connection between such phenomena as spirituality and emotionality. The child is inherently prone to emotionality. Therefore, if his spiritual experience is emotionally pleasant, then there is more hope that it will take hold in the child’s mind and spirituality will not be just an empty word for him. Ross Campbell notes: “...parents who want to help their child spiritually should take care of him emotional state. Precisely because a child remembers feelings more easily than facts, he should accumulate pleasant emotional memories in his memory, on which facts can already be strung, especially facts of spiritual content.” A person is forced to live among many and varied temptations, and it is very important for him to be able to independently understand what is right and what is wrong. To do this, parents must instill in their child a love of goodness and an inner sense that will help him recognize and overcome temptations. The task of teachers is to help parents realize that, first of all, moral and spiritual customs and values ​​created by their ancestors must be preserved and passed on in the family and that it is parents who are responsible for raising children.

A preschooler learns in the family and in kindergarten to correctly perceive the authority of an adult. In the person of the teacher, father and mother, he meets natural authority and learns to perceive the highest rank of another person, bowing, but not humiliating himself. The child begins to understand that the authority of a spiritually older person is not at all called upon to suppress, neglect his inner freedom and break his character, but that, on the contrary, he is called upon to educate a person to inner freedom. The main goal of spiritual education is to acquire an internal system of values ​​in accordance with the requirements of modernity. It is important not only to teach the child the rules of behavior, but to help him gain the desire to live by them.

Children do not have an innate understanding of moral values. The process of formation of spiritual and moral values ​​is long, quick results It cannot be, but the work that is carried out by parents and educators will help plant precious seeds in the child’s soul.

Bibliography

1. Bagashev A. Spiritual and moral education of youth // Education of schoolchildren. – 2008. – No. 9. – P. 10-13.

2 Kozlova S. Moral education in the modern world // Preschool education. – 2001. – No. 9. – P. 98-101.

3. Ozhegov S.I. Explanatory dictionary of the Russian language. – M., 1993.

4. Petrova V.I. The ABC of Moral Growing Up. St. Petersburg: Peter, 2007.

5. Sazhina S.D. Technology of integrated classes in preschool educational institutions: Toolkit. – M.: TC Sfera, 2008.

6. Tereshchenko A.V. History of the culture of the Russian people. – M.: Eksmo, 2007.- 736 p.

Explanatory note

In order to assist in the implementation of state policy in the field of patriotic education, aimed at strengthening the spiritual and moral foundations of Russian society, interested subjects of the educational process are offered this program, which includes the patriotic education of schoolchildren as an organic part of the education of spirituality - a universal resource-end in itself, the fundamental basis and overall way of development of Russia, current state which is characterized not only by socio-economic, but also by spiritual polarization of the life of society.
The border of spiritual chiaroscuro passes through the consciousness, heart and will of people. In the form of a one-sided, materially oriented consciousness, immoral, anti-aesthetic feeling and selfishly directed will of a person who has deviated from the evolutionary flow of world life, lack of spirituality is the basis of human troubles and suffering.
The only way out of this situation? a qualitative change in the spirit of the people: through the formation of a holistic worldview, the development of a morally pure and beautiful feeling, the education of free, moral and legal will, in a word, the rebirth of man in the spirituality of his Fatherland as the fullness of being.
First of all, the system of domestic, rather than transnational, education is called upon to solve this fundamental problem. However, the currently dominant rationally oriented pedagogy with its morally reduced, spiritually drained educational technologies is not able to implement this. Its cardinal drawback from the formal side? lack of integrity, with content? lack of spirituality. The meaning of life and the purpose of man are not studied in modern schools. Result? theoretical and practical rejection by a person of his essence, partial realization of his purpose by pedagogy, giving rise to a partial person reproducing social life in his own image and likeness.
The lack of integrity in pedagogical activity is reflected mainly in the fact that the very creative essence of man? his spirit in the form of thinking, feeling and will? is not a self-conscious subject (subject-object) of the educational process. Without education workers understanding the concept of spirit? universal item their professional activities? the true education of a person who is essentially thinking, feeling and practically active spirit, ? not feasible. Education as a sphere of spiritual production can be successful only on the basis of scientific knowledge of the nature, laws and forms of existence of the human spirit, which is a creative subject, process, method and result of education. Spirit as subject and object, subject and method of pedagogical activity, not knowing itself? This is a spiritually blind, unconscious, instinctive pedagogy.
Without rejecting the derivatives of the spirit “spirituality” and “lack of spirituality,” a person with a crudely materialistic, ideologically poisoned, fearfully cautious, or even simply uneducated consciousness does not accept “spirit” or identifies it only with religion. Logical paradox as a result of self-truncated reason: the “effect” is affirmed, the “cause” is denied. Meanwhile, the spirit rejected by a person is himself, his self-determining, conscious-volitional essence, which is absent in an animal. Those who reject the “spirit”? life-giving root, creative source of “spirituality”, be logically consistent: along with the “noun”, drop the “adjective”. But what then remains of man?
Existing educational programs are aimed primarily at developing thinking only. It is clear what kind of person a one-sided pedagogy can produce and what kind of life a person whose three-quarters of the spirit is undeveloped will produce. The pedagogical development of feeling and its highest form - the spiritual heart, if carried out, is carried out on the residual principle of optionality. As for the will, it does not specially and consciously develop at all at school. Meanwhile, the entire human essence, and therefore social life, is completely and completely reduced to will, which is the basis of thinking and feeling. All human grief is not so much from an uneducated consciousness as from a weak, selfish, heartless and immoral will.
The modern education system practically does not engage in the education of students. It is believed that upbringing is part of education. From a scientific point of view? is included, but education is not automatically included in pedagogical practice. The imbalance between the education of consciousness and the education of human will is also facilitated by the fact that in such names as: “education system”, “Ministry of Education” (today it is more likely the Ministry of Economics of Education), “educational institutions”, “educational programs” and so on. ? the word “upbringing” is missing, which in its concept precedes “education” and contains the latter in a subtracted, transformed and practically implemented form.
It is unacceptable to manage education by “effective managers” who are ignorant of the spiritual nature of man - the true and only subject of the educational process, mediated by economic and legal relations - the financial and organizational shell of the meaning of education, which has become, in the conditions of the total market, the reducing spirit of Russia, not a means, but an end in itself.
The national education system will become holistic, and therefore effective, only when it is spiritual, i.e. aimed at developing all the universal abilities of the human spirit in accordance with its nature and evolutionary purpose: the formation of consciousness, the education of the feelings and will of a person, the development of his physical nature, as well as the transformation of educational activities into a moral and legal way of life. For these purposes, an integral program for teachers has been developed - an ontological and methodological basis for patriotic education, which consists of two parts: theoretical and practical.
The first part examines the subject of education - man as an evolutionary process and the formation of his essence - spirituality as a self-determining basis of human life, developing into social reality. The scientific part of the program answers the question of what spirituality is.
The second part outlines the method of educating spirituality as a practically operating self-awareness of the subject, which in the process of pedagogical activity turns into the worldview and way of life of students. The practical part of the program answers the question of how to cultivate spirituality in a child’s soul.
In conclusion, methodological recommendations are given to help the creators of original school programs for the education of spirituality and its component - patriotism.

Theoretical part. Subject of education

A HOLISTIC WORLDVIEW IS THE UNIVERSAL BASIS OF HUMAN SPIRITUALITY

INTRODUCTION. THE SPIRITUAL MEANING OF DOMESTIC EDUCATION

TOPIC 1. SUBJECT OF EDUCATION
1.1. Life and education.
1.2. The concept of education.
1.3. The spiritual birth of a person is the meaning of education.

A holistic worldview is the universal basis of human life and pedagogy. The meaning and specificity of domestic education. Scientific knowledge of the subject of education? a necessary condition for conscious pedagogical activity. Life as a universal subject of pedagogy. The concepts of “education” and “upbringing” of a person and their relationship.
Education as a self-conscious function of human life? extensively reproducing human nutrition with national spirituality.
Second, spiritual birth of man? universal meaning and subject of education. Its differentiation into the corresponding types and directions of educational activities: the development of a systemic worldview, a character corresponding to the meaning of life and the purpose of a person, etc., as well as physical, labor, moral and legal, civil-patriotic, artistic and aesthetic, environmental education, other types of educational work, forming in their interdependent unity the internally holistic, spiritual education of students.

TOPIC 2. MAN IS A SELF-CONSCIOUS FORM OF ONE LIFE

2.1. Concept and architectonics of world life.
2.2. Man as a microcosm of the macrocosm.
2.3. Spirit? essence of man.
2.4. The concept and forms of the human spirit.
2.5. Features of human existence.

Definition of a single life, its involution and evolution, meaning, basic laws and architectonics.
The universal principle of analogy. Human? a self-conscious microcopy of the Universe. The meaning of life and the evolutionary purpose of man. Its structure and methods of interaction with the macrocosm as a spatio-temporal manifestation of a single life.
The concept of spirit as the self-determining essence of man. Thinking, feeling and will? creative forms spirit, their concept, specific difference and dialectics of interdependence.
The peculiarity of human life as a conscious-volitional exchange of substances and energies, carried out by a thinking, feeling and practically acting spirit.

TOPIC 3. SPIRITUALITY AS THE AUTHENTIC BASIS OF HUMAN LIFE

3.1. Spirituality? essence of spirit.
3.2. The logic of the formation of human spirituality.
3.3. Spirit as body. Health? essence of the body? bodily form of spirituality.
3.4. Spirit as thinking. Forms of thinking. True? the essence of thinking? an intellectual form of spirituality.
3.5. Spirit as a feeling. Forms of feeling. Morality, beauty
and love? intellectual-sensual form of spirituality.
3.6. Spirit as will. Forms of will. Freedom (good)? essence of will? intellectual-sensual-volitional form of spirituality.
3.7. The unity of health, truth, morality, beauty, goodness and love is the spirituality of the spirit of the people, the creative substance of human life, patriotism and the meaning of education.
3.8. Characteristic features of Russian spirituality.
3.9. Lack of spirituality and overcoming it.

The concept of spirituality as the creative basis of human life. The formation of spirituality as a process of man developing the essence of his material and spiritual nature in the conditions of national culture.
The concept of spirit as a subject of spirituality and lack of spirituality. The birth of the bodily form of spirituality. Spirit as body. Body structure. Ways to create and reproduce its essence? health as a psychophysiological expression of spirituality.
Way of thinking? way of life. The meaning of true and false thinking in human life and society. True? spiritual and intellectual basis of human existence. The logical process of formation of the mental form of spirituality. The concept of "I". Definition of thinking. Spirit in the form of consciousness, self-awareness and intelligence. Truth as definitions of being, categories of essence and concept. True? the essence of thinking. Logical structure of truth. The conceptual way of thinking and its difference from rational thinking. Truth as a process, method and result of a logical culture of thinking is an intellectual expression of spirituality.
Spirit in the form of feeling. The concept of feeling, its forms and types. The relationship between feelings and the human body and soul. The purpose of the sentient spirit? develop your essence: morality, beauty and love for the Motherland. Their concept. Morally pure, beautiful and loving feeling person? intellectual-sensual expression of spirituality.
The concept of will as practically acting thinking. Self-transformation of natural will, arbitrariness into freedom.
The concept of freedom as the essence of will. Free will? a natural way to satisfy a person’s vital needs? volitional form of spirituality.
Spirituality as materiality (life reality), inspired by rational consciousness, moral and beautiful feeling and free (good) will.
Spirituality as an intellectual-sensual-volitional pattern of human life, expressed as truth, goodness, beauty and love? the self-determining substance of society, the real basis of patriotism.
The concept of the spirit of the people as a life-giving root social life. Characteristic features of the Russian people and forms of their manifestation. Outstanding historical events and sons of the Fatherland. Fundamentals of the national culture of the peoples of Russia.
The concept of lack of spirituality as a conscious-willed violation of the laws of life. Types of lack of spirituality. Lack of spirituality in the form of ignorance, ugliness and arbitrariness? the triune cause of human grief, evil that destroys and destroys life. Reasonable and moral education and patriotic education of a person as a means of overcoming the lack of spirituality of society.

TOPIC 4. DEVELOPMENT OF SPIRITUALITY INTO SOCIAL ACTUALITY

4.1. Spirituality as health as the harmony of spirit, soul and body created by man.
4.2. Spirituality in the form of science as a logically unfolded truth.
4.3. Spirituality in the form of economics as an objective and practical expression of rational and moral social labor.
4.4. Spirituality in the form of law as an external expression of free will.
4.5. Spirituality in the form of morality as an internal state of free will.
4.6. Spirituality in the form of morality as the unity of external (legal) and internal (moral) human freedom.
4.7. Spirituality in the form of family, civil society and the state as a universal moral and legal way of life of the people.
4.8. Spirituality in the form of art as the artistic embodiment of beauty.
4.9. Spirituality in the form of religion as love for the Supreme, the relationship between the finite (human) and infinite (Divine) spirit.
4.10. Internal and external forms of spirituality as a condition, means and method of national-patriotic fullness of life of the people.
4.11. Spirituality as a social reality as an intellectual-sensory-volitional pattern of the unity of objective-practical and conscious-volitional forms of the spirit of the people.

The concept of spirituality as a social reality. The logic of the development of spirituality in the form of objective-practical and conscious-volitional activity in a system of economic and moral-legal relations, in social life, organized in appropriate social institutions, family, civil society and state.
Human health as a psychophysiological expression of spirituality? the result of a rational and moral lifestyle, a harmonious union of spirit, soul and body, living in accordance with the laws of the evolution of world life.
The science? a theoretical form of spirituality, a systematically developing knowledge of life. Logical concept as the unity of the self-conscious regularity of the subject of knowledge and the rational way of thinking that cognizes the truth? the essential content of the object and the thinking “I”. The intellectual form of spirituality as a conceptual, logically holistic way of thinking. True knowledge? spiritual basis of human life.
Economy? an objective-practical form of expression of spirituality as a realized goal of social production in accordance with the evolutionary purpose and meaning of human life, with the laws of production relations and with the cosmic law of saving global energy.
Right? external (objective) expression of spirituality as freedom. Legal relations as a conscious-volitional form of the actual existence of economic and other public relations, objectively in need of externally mandatory regulation by the state. Law and law (normative act). The concept and types of legal rights and obligations. Offense and legal liability.
Morality? internal (subjective) expression of spirituality as a natural state of mind and internally free will of a person. The concept of the phenomena of moral will: intent, guilt, intention, good, good, evil, conscience. The finitude and lack of independence of legal and moral spirituality and their transition to their foundation? moral.
Moral? the highest conscious-volitional form of social spirituality as an internal-external expression of free will.
The moral spirit of the people? the substance of social life. The relationship between the spirituality of the people and the level of development of society.
Will adequate to moral substance? moral duty. Types of responsibilities. Patriotism as the spirit of the individual, imbued with moral substance and statehood.
As an immediate or natural spirit, morality exists in the form of the family.
As independent persons, organized into a legal universality, it appears in the form of civil society.
As a self-conscious substance, developed into the free integrity of the world created by the spirit itself, it is the state - the completed form of the objective spirit.
The family as a natural form of spirituality is a moral unity based on love, marriage, family property and raising children.
Love as a sensual-self-conscious unity with the opposite sex, in which a person finds himself and in it has the significance of the fullness of his being.
Marriage as a direct moral relationship based on the natural mutual attraction of the sexes, love and moral duty. Monogamy? true form of marriage. Physical union is a consequence of a moral union.
Spiritual connection? essential in marriage. The inviolability of spiritual and moral relations. Feeling of shame. Chastity. The spiritual meaning of marriage, its moral purpose.
Natural birth of children and their upbringing? second, the spiritual birth of man in culture and morality.
Civil society as a system of needs and social labor, socio-economic relations and law enforcement agencies, etc.
The state as a civil society, possessing, in the person of the relevant bodies and institutions, an adequate, practically operational self-awareness.
The state as a systematically developed freedom of the spirit of the people in the form of economic, legal, moral and organizational phenomena in the life of society, a state organism that contains less developed forms of spirituality in a removed form? family and civil society.
A political state as a trinity of legislative, executive and uniting powers of the head of state.
Art as an artistic form of spirituality. Essential content of art? artistic and beautiful. Forms of beauty as sensually contemplated spirituality.
Religion as the unity of the concept of God and the forms of his existence in the mind, heart and actions of man (faith and cult).
World forms of religion.

Practical part. Education method

SPIRITUALITY AS A GOAL, PROCESS, METHOD AND RESULT OF EDUCATION

TOPIC 5. EDUCATION METHOD

5.1. Features of pedagogical activity.
5.2. Unity of subject and method of education.
5.3. Concept of method.
5.4. Method structure.
5.5. Unity of logical-psychological and ethical-aesthetic activity of participants in the pedagogical process? universal method of education of spirituality.

Spirituality as a pedagogical process in general.
Specifics of pedagogical activity. Its content: the world in its endless differentiations, the teacher’s own spirit and the student’s spirit opposing him.
Unity of subject and method of education. Method as a practically operating self-awareness of the subject of education, its creative conscious-volitional form.
The general structure of the method of integral pedagogy as unity:
- logically holistic way of thinking;
- specific logic of a specific subject;
- age-related logic of the human spirit as a subject-object of educational activities (the law of onto- and phylogenesis).
The unity of logical-psychological, ethical-aesthetic and physical activities of participants in the pedagogical process as an integral method of education of spirituality, arising from the trinity of the human spirit: thinking, feeling and will, their triune essence: truth, beauty and goodness, synthesized into love? and forms of their theoretical reflection: logic, psychology, ethics, aesthetics, other sciences of theoretical and practical spirit.

TOPIC 6. FUNDAMENTALS OF SPIRITUAL EDUCATION

6.1. Principles of education arising from human nature, national characteristics and specific historical conditions of his life.
6.2. Compliance of the method of educational activity with the concept, evolutionary meaning and purpose of human life.
6.3. Compliance of pedagogical activity with the laws of evolution? the highest criterion of the truth of education.
6.4. Compliance of teachers, textbooks and educational programs with the concept of spirituality.
6.5. Spirituality as a goal, process, method and result of education.
6.6. Law of onto- and phylogenesis.
6.7. Respect by the teacher for the free will of the student.
6.8. Taking into account the character traits and conscious-volitional state of the student.
6.9. Golden Rule pedagogy.
6.10. Naturalness and expediency of education.
6.11. Logical sequence: from simple to complex.
6.12. Correspondence of means and methods of education to the nature, forms and properties of the human spirit.
6.13. Integrity and balance in the development of universal human abilities.
6.14. Self-determination of the student's will.
6.15. Overcoming internal and external obstacles? a necessary condition for the education of spirituality
6.16. Trial.
6.17. Toward truth, goodness, beauty and love through expansion of consciousness, aspiration, tension and discipline of the spirit.
6.18. The unity of the universal abilities of a psychophysically healthy person: thinking, feeling and will; their essential content: truth, beauty, goodness and love; forms of their scientific expression: logic, psychology, ethics, aesthetics? a genuine subject and method of spiritual education.

The order of ideas is the order of things (Spinoza). The truth of the principles of human upbringing as a pedagogical manifestation of the truth of knowledge of his cosmic-social nature, the meaning and purpose of life.
Adequacy of educational activities to the evolutionary laws of world and human life? criterion for the truth of education.
Spiritless programs. Pseudo-spirituality of pedagogy.
Spirituality of the pedagogical process as a whole.
Correspondence of the content and forms (methods) of education to the physical and spiritual state of the student.
Free will of the student? fundamental principle of spiritual education.
Taking into account the student's character traits? specific approach to education.
Everything that contributes to the development of human spirituality is pedagogical.
Naturalness and expediency of the pedagogical process. Ascent from simple to complex as a necessary condition for the education of spirituality.
Correspondence of various methods and techniques of education to its overall goal, the characteristics of each universal ability of the child, his age and unique properties character.
The principle of integrity, uniformity and balance in the development of the student’s universal abilities.
Theoretical and practical self-determination of students? universal principle of the educational process.
The need and ways to overcome internal and external obstacles. Testing students as a condition for their rational and moral growth.
Ways to expand consciousness. Cultivating aspiration, tension and discipline of the will as a means of ascent of the spirit to its essence? truth, goodness, beauty and love.
The human spirit as a subject and object, process, means, method and result of pedagogical activity. His universal forms, their essential content, forms of scientific expression of the content? not only aspects of the subject, but also the method of integral, or spiritual, education.

TOPIC 7. EDUCATION AS THE PROCESS OF ARISE, DEVELOPMENT AND RESOLUTION OF PEDAGOGICAL CONTRADICTION BETWEEN TEACHER AND STUDENT

7L. The concept of teacher and student.
7.2. Pedagogical attitude.
7.3. Pedagogical contradiction.
7.4. Pedagogical punishment.
7.5. The tenderness of love and the severity of duty.
7.6. Resolution of pedagogical contradiction.
7.7. Pedagogical pedagogy.

Dialectical contradiction between teacher and student? creative nerve of the pedagogical process.
What are a teacher and a student from the point of view of the intellectual-sensual-volitional state of their spirit? The difference between a child and a student. Who is the teacher for junior and senior students?
Pedagogical attitude as a living “cell” of practical pedagogy. Elements of pedagogical attitude and the logic of its development in the educational process.
The concept of pedagogical contradiction and the reasons for its occurrence.
The concept of pedagogical punishment. Its types and conditions of use.
Love and exactingness towards children? two sides of integral pedagogy. Their specificity and correlation.
Methods and results of resolving pedagogical contradictions.
Is every educational activity pedagogical in its concept? What is the criterion for the pedagogical nature of pedagogy and is such an expression not a tautology?

TOPIC 8. METHOD OF EDUCATION OF PSYCHOLOGICAL PROPERTIES OF THE HUMAN SPIRIT

8.1. Self-determination, self-contemplation, self-awareness.
8.2. Attentiveness, determination, concentration.
8.3. Observation, sensitivity, swiftness.
8.4. Imagination and other dynamic states of mind.

What are human psychological properties? How do they differ from his spiritual and moral qualities and how do they relate to each other? General and specific in methods of education of psychological and rational-moral properties of a person.
The concept of these states of mind. Their relationship and role in the development of spirituality of schoolchildren.

TOPIC 9. EDUCATION AS THE SPIRITUAL BIRTH OF A PERSON ACCORDING TO THE LAWS OF HEALTH, TRUTH, BEAUTY, GOODNESS AND LOVE

9.1. The practice of implementing a program of spiritual behavior: image -> action -> habit -> character.
9.2. Upbringing healthy image life. Nourishment by the sun and the elements of the world. The science and practice of spiritual and physical health.
9.3. Formation of a rationally holistic way of thinking. Feeding on truth. Logics.
9.4. Development of spiritual self-regulation. Practical psychology.
9.5. Cultivating a wonderful feeling. Eating beauty. Aesthetics.
9.6. Education of free, moral and legal will. Eating good. Ethics.
9.7. Education and self-education of the highest qualities of the human spirit:
- love, compassion, mercy;
- joy, solemnity, sincerity;
- patience, heroism, dedication;
- hard work, self-sacrifice;
- chastity;
- straight-knowledge (intuition);
- other highly moral qualities of spirit.
9.8. Raising a worker and a patriot. Labor training and education. Domestic history and culture.
9.9. Educating a global citizen. World culture.
9.10. Nurturing a spiritually developed microcosm as a harmonious unity of spirit, soul and body, creatively interacting with the macrocosm.
Education as a pedagogical process of developing the student’s spirit in accordance with the essence of his universal abilities. Health, truth, beauty, goodness and love as specific definitions of spirituality. Their concept, specific difference from each other and interdependence, as well as the peculiarity of the method of their implementation in pedagogical practice.
Characteristics of each element of the dynamic system of education of spirituality. Image -> action -> habit -> character.
Methods of promoting a healthy lifestyle. The role of the sun and the elements of the world in human physical nutrition. Primary energy as the vital substance of a bodily person. Meaning proper nutrition, sleep, rest, mental and physical labor in creating human health. Hygiene of spirit and body. Interaction between spiritual and physical health. Morality and health. Methods of controlling the human body and vital functions.
Logic as a process of self-birth of truth and a methodology for teaching true thinking. Age-related methods for developing a culture of thinking. Logic in the form of a sensually contemplated image and the logic of a developing concept. Intellectual and moral quality of thought. The influence of thought on human life and the world. Truth as the fullness of life of the fourth dimension and the spiritual food of the thinker.
Practical self-regulation? creative condition for the education of spirituality. Methodology of spiritual self-regulation as a process: creating psychological silence of the mind; emotional balance; dynamic concentration on the corresponding idea, its visualization, etc.
Beauty as intellectual and sensual nourishment of the soul. Method compliance aesthetic education the specific nature of human feeling.
The highest works of art as a synthesis of truth, beauty, goodness and love. Real immersion of schoolchildren in the living element of beauty. The creative work (life) of beauty in the human soul and the co-creation (living) of the soul with beauty and in beauty. Individual artistic creativity. Aesthetics like perfect shape expressions of beauty.
Good as voluntarily realized truth, beauty and love. An organ of goodness? heart. Kindness and love of kindness as an internal state of the soul, action and way of life. Methods of cultivating goodness as spiritual nourishment of the mind and heart. Ways to transform a morally free goal of behavior into practice Everyday life according to the principle: “as you want people to do to you, do so to them.” Education of kindness and patriotism using relevant examples of spiritual personalities of Russian history. The relationship between goodness and fortitude. The concept of evil as the antipode of good. Evil? synonymous with destruction and death. The causes of evil and ways of transforming it into good. Ethics as a theoretical form of systematic expression of the concept of good, the science of a moral and legal way of life.
The highest qualities of the human “I” as the specific content of spirituality. Their characteristics and relationships. Methodology for educating a person’s higher spirituality. Studying the lives of heroes and devotees of Russian history and imitating them. Conversations about spirituality and patriotism. Daily implementation of one or more highly moral qualities of spirit.
Education of chastity. The concept of gender. The importance of sexual energy as an aspect of world energy in human life. Ways to transform sexual energy into spiritual energy. Love concept. Love? universal law of world life. Types of love. The concept of marriage. Marriage as the only condition for sexual relations. Chastity is the wisdom of a person’s integrity, the highest state of his spirituality. The concept of family and its purpose in human life.
Awareness of inspired labor as the absolute substance of the universe. Work? the creative source of human life and evolution. Methodology labor education. Labor as the participation of all universal human abilities in the development and implementation of their spiritual content. Creativity, seriousness, authenticity and the collective nature of work as pedagogical condition labor education of schoolchildren.
Love to motherland? the highest content of human spirituality. Fostering patriotism through the study of local history, national history and culture, excursions and travel around Russia, as well as familiarization with folk culture through practical participation in various types of folk art, games, etc.
Man as a potential citizen of the world. The relationship between domestic and world culture. Introducing to the culture of humanity through the study of world history, material and spiritual culture of the planet.
Citizen of the world? patriot of his Fatherland.
Holistic education of spirituality as a comprehensive and balanced development of all universal abilities of students. Harmony of human spirit, soul and body? the result of its comprehensive development.
Spirituality as a creative relationship between man and the cosmos? the basis, means and method of truly human existence.

TOPIC 10. SPIRITUALITY, ETHICS AND ETIQUETTE

10.1. Ethics is the science of the spiritual and moral way of life.
10.2. Etiquette is a form of practical ethics.
10.3. Etiquette as a subject school curriculum and students' practical spirituality.

Is spirituality the essential content of ethics? moral sciences. Etiquette? practical ethics, the way of the actual existence of spirituality in human life. Rules of etiquette in various life relationships. Method of teaching etiquette at school. Compliance with the rules of etiquette as a spiritual and moral way of life for students.

TOPIC 11. A SPIRITUALLY AND PHYSICALLY DEVELOPED PERSONALITY IS A REALIZED MEANING OF EDUCATION, A UNIVERSAL RESOURCE- AN END IN ITSELF FOR THE DEVELOPMENT OF RUSSIA

11.1. The concept of a spiritually developed personality.
11.2. Spiritual personality as historical reality and ideal.
11.3. The life of a spiritually and physically developed person in national culture according to the laws of truth, goodness, beauty and love as the embodied meaning of spiritual, moral, patriotic education.

Personality as an organic unity of developed spirituality of all universal human abilities, coordination of his spirit, soul and body; life in accordance with its meaning and purpose.
Personality as an evolutionary process. The concrete historical concept of personality. Personality as an infinite ideal.
Historically possible realization of the concept of the human spirit, its diverse living spirituality? the embodied meaning of education.

TOPIC 12. EDUCATIONAL AND ORGANIZATIONAL FORMS OF EDUCATION OF SPIRITUALITY

12.1. LESSON.
12.1.1. Education of spirituality based on the unity of logical-psychological and ethical-aesthetic activity as a universal methodology of the educational process.
12.1.2. Education through comprehension of the spiritual content of relevant school curriculum subjects.
12.1.3. Education of spirituality through the study of subjects that are a theoretical form of reflection of the universal abilities of man (logic, psychology, ethics, aesthetics), integral subjects that form a holistic worldview and national identity of students, as well as the implementation of acquired knowledge.
12.2. EXTRACURRICULAR EDUCATIONAL WORK AT SCHOOL
12.2.1. Club activities, clubs, sections, associations of interests.
12.2.2. Scientific societies of students.
12.2.3. School museums and cooperatives.
12.2.4. Choral singing, travel, etc.
12.3. EXTRASCHOOL EDUCATIONAL WORK.
12.3.1. Children's creativity centers, etc.
12.4. JOINT WORK OF FAMILY AND SCHOOL.
12.4.1. Parent schools.
12.4.2. Psychological and pedagogical consultations for parents.
12.4.3. Joint forms of spiritually oriented creativity and leisure.

Since in any lesson, the inseparable thinking, feeling and will of the student are involved to one degree or another, educational work must be consciously carried out on the basis of the unity of logical-psychological and ethical-aesthetic activity as a universal methodology of the integral pedagogical process.
Since truth, beauty and goodness, synthesized into love, are the triune essence of the triune spirit, the development of a logical culture of thinking, moral, aesthetic and moral education of the feelings and will of students is possible and necessary through the appropriate content of school subjects.
Spiritual and moral education of schoolchildren through the study and implementation of subjects that are a theoretical form of reflection of the universal abilities of man.
To realize the domestic, and not the abstract-global meaning of education, it is necessary to teach spiritually developing subjects along with other subjects of educational programs and implement pedagogical activity in such a way that logic, ethics, aesthetics, local history, cultural history of Russia, the foundations of Orthodox culture and world religions would be the spiritual principles of the methodology of the educational process. As a result of this, pedagogy will transform from verbally abstract and rationally oriented, which it predominantly is, into spiritually oriented, integral pedagogy.
The meaning of domestic education? revelation of the essence of the human spirit (truth, goodness, beauty and love), the spiritual birth of man in culture and national identity? the life-giving root of the individual, family, civil society and state.
Spirituality as the basis of content and form various types extracurricular school and extracurricular educational work.
Parent school. Consequences of adultery. Lifestyle before the birth of a child.
The influence of the spirituality and lack of spirituality of parents on the fate of their child. Basics of family education.
The importance of joint forms of educational work between family and school for spiritual development students.

METHODOLOGICAL RECOMMENDATIONS FOR THE CREATION OF AUTHOR'S SCHOOL PROGRAMS FOR EDUCATION OF SPIRITUALITY

BASIC PRINCIPLES OF THE PROGRAM SUBJECT

1. Spirituality as a creative substance (grain), self-developing (growing) into a system of corresponding definitions (parts of the plant), forming in its coordinated and subordinated unity an educational program (plant as a whole). And vice versa, the scientific definitions that make up the program (elements of a plant)? these are diverse forms of manifestation of the concept of spirituality (the life of the grain), which permeates and nourishes all its parts, organs and modes of existence and holds them in a living, differentiated unity.
2. Spirituality in the form of the trinity of universal human abilities: thinking, feeling and will; their triune essence: truth, beauty and goodness, synthesized into love; forms of their theoretical reflection? logic, psychology, ethics and aesthetics. All these elements that make up the concept of spirituality and the scientific way of expressing it must be present in each educational program in the appropriate logical sequence and serve as the ontological basis for the formation of a holistic worldview and the education of a spiritual and moral way of life.
3. Spirituality in her national peculiarities. As a scientific concept, spirituality? abstraction. In living reality, spirituality exists in the form of a special (national) content of the spirit of the people, expressed in the form of the entire set of social relations: customs, traditions, folk art, politics, economics, morality, law, ethics, culture, statehood, religion and patriotism. School's mission? to embody the spirit of Russia in the mind, heart and will of students, to raise children in the spirit of love for their Fatherland.

BASIC PRINCIPLES OF THE PROGRAM METHOD

1. Spirituality as a goal, means, process, method and result of educational activities.
2. Spirituality in the form of onto- and phylogenesis? the process of spiritual formation of a specific person, repeating in an abbreviated form the stages of development of the human spirit from the simple, natural-sensual to the complex, conceptual, free and spiritually concrete,? creative basis of age-related pedagogy.
3. Spirituality as the unity of logical-psychological and ethical-aesthetic activity of the subjects of pedagogical relations is the fundamental principle of integral pedagogy.

Spirituality in Russian society, especially in recent decades, is undergoing a serious crisis. The old Soviet ideals that inspired the entire people have been lost. There are no new ones that correspond to them yet. There is serious confusion in the public consciousness. There is no clear boundary between good and evil, patriotism and cosmopolitanism. And rarely does anyone remember what selflessness is, especially representatives of the new generation who grew up after the violent 90s of the last century.

The spiritual and moral education of youth in this sense has special meaning in the public life of the country. Every newly emerging generation, from childhood, must understand the true, and not superficial, spiritual values ​​of the Fatherland, which for centuries have helped it to withstand the most difficult years, build its country, and inspire its science and culture. Without knowledge of these values, a person will not have guidelines that will help him move on with the same dignity as his ancestors. This is a beacon of the future, a support for descendants.

Every student must realize the highest spiritual meaning of both his own life and that of the entire society and state, for only people with high morality are able to intelligently organize their activities and make a worthy and positive contribution to life, improve it and ultimately make it attractive to everyone. Pedagogy plays a special role in this. It is designed to find adequate and effective methods, which would not only meet the needs of today, but also look a little further.

Goals, objectives, problems of education

The most important topics for the spiritual and moral education of children at present are those that enable students to learn the basics not of their usual, completely immoral, but of proper behavior in life. These include:

• humanity, which in school should be instilled at the level of relationships between students;
• culture in communication with each other;
• a sense of duty - at the level of personal relationships in the classroom, school, as well as in the family and society;
• hard work - instilling in children the idea that this is the only way to achieve something in life;
• environmental consciousness: love and respect for nature;
• a prosperous family life, approved by society;
• knowledge of the environment and education of oneself.

The strategic goals of spiritual and moral education and tactical tasks are adjusted to these directions, allowing them to be solved most optimally. The main goal of the process leading to the spiritual and moral rise of the child’s personality is the creation of adequate conditions at each stage of education, not only by teachers, but also by parents . The latter circumstance depends on a number of problems:

• the absence of positive ideals in modern society, which makes it difficult for the younger generation to choose a truly value orientation;
• immoral phenomena in the surrounding world, which are not sufficiently suppressed by the authorities and incline young people to the opinion of permissiveness;
• poor organization of leisure and cultural events for children;
• superficial attitude of the state and school towards physical development students;
• insufficient attention of authorities, teachers and parents to the negative predilections of children. These include: alcoholism, drug addiction, tobacco smoking, and too early initiation of sexual activity. This leads to general debauchery;
• corrupting information in the media and the Internet, which inclines young people to a carefree, aggressive, unhealthy lifestyle, as well as to cruelty and extremism;
• extremely low culture of speech and behavior in society.

All these factors do not at all contribute to the formation and development of personality in the spirit of the ideals declared in pedagogy. Schoolchildren, seeing something completely different on the street, in the family and on TV, simply do not believe their teachers, despite all their persuasiveness and pedagogical gift. In order to overcome this skepticism of the younger generation, all the efforts of the family, the state, and with them - educational institutions.

Children, due to their naivety and maximalism, are simply not capable of doing this on their own. At the initial stage of life, only adults will be able to become their moral guides and indicate possible guidelines for moral creation. And the sooner adults do this, the more likely happy future for youth.

Childhood is the most convenient time, when it is still almost free to put into the head and soul of a little person those thoughts and feelings that will help him steadily and joyfully build his life, relying on worthy examples from the past, and not be distracted by the petty squabbles of reality.

A child is a very sensitive creature to everything that happens around him. Therefore, it is preferable to teach him only good things from childhood. Kindness, empathy, self-criticism, hard work, love for people, animals, nature, understanding of the problems that other people have, and much more are laid down at an early stage of life. School is the perfect place for this.

Theoretical foundations of spiritual and moral education

Raising a child in the spirit of high morality is a difficult task. In modern preschool and school pedagogy, it is customary to solve it in three aspects:

• philosophical and methodological;
• psychological;
• directly pedagogical.

The philosophical and methodological aspect substantiates the normative foundations for the spiritual and moral education of children of different ages. Therefore, the approach to teaching in junior and senior grades should be differentiated. This is the basis for the development of teaching methods. They are designed to give students an understanding of spirituality, ethics, ethics, spiritual and moral education and development, - basic principles general education.

Spiritual and moral education in this case is interpreted from the point of view of philosophy, religion, sociology, and cultural studies. Comprehensive in this case is an interdisciplinary approach to education, which provides for a variable consideration of it from the standpoint of both materialism and idealism.

The task of philosophical methods of spiritual and moral education is to instill in students a speculative view of the world. This is the position that allows us to compare the natural scientific and religious approaches to truth, asserting its relativity.

In this case, the principles of organizing the educational process become the education of schoolchildren in the spirit of activity, consciousness, and science. Students’ answers in lessons should be consistent, holistic, teaching should be as visual as possible: using thematic excursions, specially selected paintings, diagrams, symbols, etc.

The psychological aspect of spiritual and moral education involves a dialogue between teacher and student. The teacher must necessarily take into account the psychology of each age and, based on this, build the educational process.

In the primary grades where children are taught, play is the basis of learning. Through play situations artificially created by the teacher, the child emotionally masters the basics of spiritual and moral education. Some of them later become habits and become the leading motive for behavior in life.

In high school, issues related to spirituality and morality are resolved at the level of consciousness; they are more complicated and closer to real life. Effective method learning is simulation problematic situation, the student, as in real life, must find a way out of it himself, based on previously accumulated knowledge.

The pedagogical aspect in the education of spirituality and morality is based primarily on analytics. The first place here is the comparison of individual situations drawn from life. At the same time, students evaluate the advantages and disadvantages of certain behavioral options and choose the most, in their opinion, adequate from the point of view of the spiritual and moral concept being analyzed.

Directions of spiritual and moral education and development

In modern school pedagogy, a complex influence on the consciousness of the student is practiced in several directions, each of which reflects one or another aspect of a person’s life. They are based on the relationship to the following institutions:

• religion;
• family;
• creativity;
• society;
• to the state.

Religious education forms in a child a system of views associated with God, with the divine origin of all things, which sets a person the highest standard of spiritual and moral behavior. It is carried out through:

• the closest circle who believe in God - family members;
• school teachers;
• clergy;
• religious organizations;
• mass media;
• religious literature.

Education is instilled in lessons, lectures, seminars, religious holidays (in church), and pilgrimage excursions. There are many forms of influence. All of them reflect the sacred dogmas of the religious denomination to which the child is close, and develop in him certain views and style of behavior in life.

Family education becomes one of the main ones for a child. Ideally it is:

• supports the physical, spiritual and moral health of the child;
• provides him with economic and moral freedom to realize all available opportunities;
• allows the child to comprehend the world in its diversity;
• forms an aesthetic position, a sense of beauty;
• creates an atmosphere of love, home warmth and comfort, conducive to maximum personal self-realization;
• instills in the little person his moral values, culture, sets an example of the moral attitude of close people to each other: care, compassion and mercy:
• sets the first moral principles sex education, relationships with other people;
• attracts to family traditions;
• attracts attention to the pedigree, cementing the unity of generations;
• raises the child to be a citizen, a patriot of his Fatherland;
• supports harmony in the development of the personality of a growing person.

Creative education develops the aesthetic and cognitive side of children's consciousness. The modern schoolchild, his language and culture are influenced by the cultures of other peoples. Other people's cartoons, detective stories, and horror films are splashed onto children from television screens. Their heroes become the heroes of our children, displacing our good cartoons, our fairy tales, our moral heroes.

The only thing that still firmly retains its place in the minds of children is folklore. The child receives his first examples of oral folk art in the family. The school develops this tradition in every possible way and uses it as a means:

• psychological impact on students;
• exploring their emotional world;
• formation of spirituality and high moral qualities;
• development of aesthetic views;
• to develop metaphorical thinking using images of Russian fairy tales;
• increasing children's vocabulary through emotionally expressive words.

Social and patriotic education are largely similar areas. A true patriot and a true citizen are similar concepts. Both include humane ideals, respect for other people regardless of their nationality, and for law and authority.

The spiritual and moral education of a patriot and citizen at school develops in students:

• attachment to native places;
• respect for your language;
• compliance with the interests of society and the state;
• the desire to protect the Fatherland and be loyal to it in the most difficult moments.

Conclusion

Raising in children a spiritual and moral attitude towards everything that happens around them is the key to not only personal well-being, but also general well-being, including the well-being of the Motherland. At school, it is the leading moment in education and makes the process of comprehending all other sciences meaningful.

Orthodox spiritual education is connected with the activities of the church. The revival of Russia presupposes at the same time the revival different religions, activities of the clergy, restoration of Orthodox churches, mosques, synagogues; opening of theological schools under them. The formation of religious education occurs in parallel with secular education, in collaboration with the state system of secular education.

In our secular literature, especially philosophical, many attempts have been made to explore the reasons for the stable, centuries-old state of spirit that characterizes the psychology of a believer and is the leader for him, guiding his actions, behavior, and activities in general. This provision applies primarily to the Russian people, but it equally applies to people of other nationalities and religious beliefs.

The basis of Orthodox spirituality for Russians is teaching of Jesus. It is set out in the Gospels and has not been lost over the past millennium, and since the adoption of Christianity in Rus', it has been for the Russian people, as well as for many other peoples inhabiting Russia, the only recognized religion, which, with the help of the church, shapes the psychology of believers.

Before presenting some of the provisions of this teaching, it should be noted that it is based on the ability of people to understand the deity and find it in their minds and hearts. “Whoever does not honor this ability in himself does not honor the deity.” In various situations, Jesus expounded divine understanding of human behavior. Learned people have tried to combine everything Jesus said into a “moral law.” Jesus himself “was determined to remain eternally faithful to that which was inextinguishably imprinted on his heart: to honor only the eternal law of morality and the one whose holy will is not subject to anything other than this law.”

1. The Divine isolated man from the world of nature, breathed into him the soul with the reflected radiance of his essence, gave him reason, and only faith in reason allows man to fulfill his high destiny.

2. Man is not only a sensual being, his nature is not limited to one thirst for pleasure, he also has a spirit; the spark of divine essence, given to all rational beings, was given to him.

3. Reason (by reason Hegel means the deity itself) does not condemn natural instincts, but directs and ennobles them. Only the one who does not obey reason condemns himself, for he did not recognize its light, did not keep it in his soul, and thus, through his deeds, testified to the spirit that gave birth to it.

4. True reverence must be based on a spirit in which only reason reigns and its highest manifestation is the moral law.

5. If the power of good dies in you, then your deeds will disappear among the meaningless worries and affairs of people. The help you provided in trouble, the consolation you brought in misfortune, will have beneficial consequences forever and ever.

6. Do not judge others strictly, because the measure that you apply to others will be applied to you, and this does not always serve you well.

7. “Let the lust for power be banished from your midst. Consider it an honor to provide mutual services and serve each other, just as the goal of my life has never been domination over people, but service to humanity and the willingness to sacrifice even life for it.”

These are just some of the provisions. Orthodox Christians also refer to the Sermon on the Mount of Jesus Christ, the main idea of ​​which is that people should do “good deeds and glorify your Father in heaven” (Gospel of Matthew. Chapter 5). This gives an idea of ​​the essence of Orthodox moral education.

Orthodox spirituality consists in understanding or unconsciously feeling the fundamental view of human life as an eternal spiritual value, in connection with the idea that “there is only one highest idea on earth, namely the idea of ​​the immortality of the human soul, for all the other “higher ideas” of life by which a person can live flow only from this alone” ( F.M. Dostoevsky).

People who profess the Christian religion, for the most part, do not require proof of the appearance of Jesus among the Israelis, the sacrament of his birth from the Holy Spirit, and his ascension to heaven after execution. They just believe it. For psychology in general and for understanding the psychology of a believer, this is a very important aspect of the matter. Undoubtedly, faith gives vitality to a person, it gives rise to his life meanings, it controls the behavior of not only an individual person, but also large groups of people: wars were fought for faith, infidels were burned at the stake.

What is faith? Many scientists are trying to understand Orthodox teaching, comprehend Orthodox morality, return from communist morality to universal morality, and create a program for the development of spirituality in children in schools. To understand what has been said, the article by V.I. is useful. Trotsky “National spiritual traditions and the future of Russian education.”

Traditions of genuine education in Russia, writes V.I. Trotsky - are initially associated with spirituality, with Orthodoxy. The modern godless consciousness has difficulty perceiving this thought. Therefore, it is advisable to approach it speculatively and clarify the issue of spirituality in the general cultural sense. But first of all, a question: How does Orthodoxy look at a person?

Patriarch Alexy II, a full member of the RAO, explains that “the Christian view of man sees in him the image of God. This is an image that is in everyone. In many ways it is clouded and darkened by sins. And the task of spiritual transformation of a person, which the Church serves, is akin to the task of restoring icons: the dark face must be cleansed of layers and the original beauty and radiance of colors and lines, the harmony of the face must be revealed to the world.

The Church carries out its restorative work in the souls of people through human preaching and God’s grace, sacraments and conversations, the manifestation of good deeds and the remembrance of bright life examples of ascetics of the spirit.”

Considering life from the point of view of spirituality, continues V.I. Trotsky, we can repeat after V.G. Belinsky: a person’s life is given to him “to bring him closer to God”, “his pleasures should consist in truth, goodness and beauty”... Consequently, only high ideas, rising above everyday life and pragmatic views of reality, turning us to higher values, can be called spiritual.

The spiritual principle was the cornerstone of Russian public education, aimed primarily at everyday tasks of conciliar national life. In the era of the formation of Russian national self-awareness, the school served precisely this. “The main attention is pedagogy,” wrote V.O. Klyuchevsky, apparently, about primary education, was addressed... to life rules, and not on scientific knowledge. The code of feelings and skills that were considered necessary for the assimilation of these rules constituted the science of Christian living, of how Christians should live.

XIX century Russian enlightenment took place in the fight against nihilism, i.e. corruption of the spirit. Mental education, A.S. wrote at that time. Khomyakov, aims not only at the transfer of private positions, but also at the general development of the entire thinking ability. In this case, we must proceed from the historical national experience, which recognized as correct only the path through the stimulation of spiritual experiences, through contempt for naked nihilism. Spirituality, according to A.S. Khomyakova, is inextricably linked with initial family impressions and is impossible without the integrity of the educational objectives set by the school. Integrity gained through the breadth of the world, through general education, A.S. Khomyakov considered it an indispensable condition for national education. For only the completeness of ideas about the world, including divine reality, transforms education into the knowledge of the world as created by God.

The domestic school of the Soviet period, having gone through separation from the church, a “class approach to education,” all kinds of pedagogical hobbies, replaced spirituality with ideology. The Code of the Builders of Communism, being a distorted version of the Christian commandments beyond recognition, could in no way replace their spiritual essence.

Following the traditions of the Russian school meant the need to educate children and adolescents in an atmosphere comprehension of the image of Jesus Christ, his moral teaching. The religious and moral development of the individual at that time remained the primary educational task.

Today, when national values ​​have faded or are rejected, and new ones have not yet been invented, shouldn’t we, the author of the article asks the reader, with faith and love turn to the folk Christian tradition, to connect, as far as possible, the spiritual development of children with those means of education that Russian people will inevitably encounter on the threshold of the third millennium.

The ways of reviving modern Orthodox education and spirituality were outlined by His Holiness Patriarch of Moscow and All Rus' Alexy II at the VI International Christmas educational readings in 1998. Here are fragments of his speech.

A significant problem remains spiritual disorientation society. Many people have lost the moral core of life. All children, regardless of the type of school, need Orthodox education. The most acute concern is the modern state education system. In transforming it, we must first of all preserve all the best in our education.

The media are used for evil, to destroy moral order and enslave the mind and spirit. They are used to suppress the creative inner forces of the soul, feelings of modesty and chastity, to awaken base instincts, spread immorality and aggression. The very existence of human culture was under threat.

The successful development of new technologies is not yet cultural progress. Without spiritual development and deepening of personality, without high ideals of serving truth, goodness and beauty, without awakening in his soul the image of God, man becomes more and more enslaved and becomes a slave to things. For this reason, there is a revival of archaic cults and the spread of totalitarian sects. Magic, the destruction of children in the womb, experiments with heredity and artificial breeding of living individuals, corruption of minors, desecration of everything holy and pure - these are the consequences of the denial of moral spiritual principles, their separation from the cultural foundation of communication.

Orthodoxy can and should help our people regain the breath of life, return to true conciliarity, and revive the national existence and dignity that has almost died out today.

Education should be based on eternal values, perceived as a continuity of traditions. The students’ thoughts should not scatter throughout the tree, but should learn to gather, concentrate, and be whole. Learn something that is not outdated and will never become outdated. All other knowledge should be grouped around this core.

First of all you need "heart education". "Seeing with the heart" precedes mental cognition. The heart sees at once, inseparably, instantly. The idea belongs to the heart, not the mind, to the inner man, and not external.

The school is changing its type and structure. But today it is still impossible to understand certain features of the new school. Whatever she is, she must inherit best features domestic school and fulfill its main purpose - to provide moral and value guidelines, to teach children the most necessary things and to instill in them the ability to learn new things and distinguish between the essential and the unimportant.

In the modern information world, the pilot for children should be a modern teacher. And his compass should be moral purity and living conscience and of course, excellent knowledge of the subject. Without deep roots in the native national tradition, verified by the experience of many generations of people, this, of course, will not work. Conscience is the voice of God in the human soul, and it may not rely on the revelation of God, given to people for all time.

Only the development of relations between the Orthodox and state educational systems and finding points of mutual understanding will help them enrich each other. Orthodox - the development of a moral way of life and personal harmony, state - developed teaching methods, school premises, etc. Moral revival of the people, strengthening of principles family life, preservation of the best in Russian education, mutual assistance and mutual enrichment of religious and secular education, effective opposition to the forces of destruction and decay - this is the real basis for constructive interaction of the Russian Orthodox Church with the Ministry of General and Professional Education Russian Federation.

Much amazing beauty, purity and pristineness, strength and freshness are inherent in children's souls, great treasures are hidden in children's hearts. It is very important that there be fewer children who become prematurely decrepit in soul, who have lost all interest in life, in the high and noble.

The most important issue of pedagogy is not so much to saturate with knowledge, but to quench spiritual thirst. Officially, Orthodox education is carried out parallel to secular education. Under the current conditions, the autonomy of the two systems of upbringing and education does not have clear boundaries. Priests work not only with adults, but also with children school age, religion comes to children and from adult family members. The combination of two directions of spiritual education places considerable difficulties on the child: he himself has to solve in his mind and soul the problem of the relationship between science and faith. For a certain category of children, this is overwhelming mental labor, so only a teacher can help the child.

The list of questions necessary to study various types of spirituality is presented in Appendix 2.

In the upbringing of a person, it is important to ensure that moral and moral truths are not only understandable, but also become the goal of every person’s life, the subject of their own aspirations and personal happiness.

Now it’s 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 spiritual and moral education, where the most important value is the unique and inviolable human personality.

One of the tasks in the formation of the personality of a junior schoolchild is to enrich him with high spiritual 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.

We must raise a generation of people capable of becoming worthy citizens of Russia, loving their family, their home, their business, their Fatherland, ready for moral behavior and fulfilling civic responsibilities. The task of spiritual education is for teachers to transform the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, and dignity. good evil society action

In the Modernization Concept Russian education the most important tasks of education are spelled out, which consist in the formation in schoolchildren of civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, ability to successful socialization in society and active adaptation in the labor market.

Raising a new generation is a problem that is becoming a national matter. To solve this problem, to solve the problems of education, it is called upon classroom teacher. He is entrusted with the most important task of coordinating and directing the efforts of all teachers of an educational institution to form an educational system, thanks to which the self-actualization of the personality of a growing person will take place.

• 1. Organizing time
• - Today we will talk about good and evil. (The projector turns on (1st slide)).
• 2. Setting a lesson goal
• - So, what goals do we need to set for ourselves in the lesson, what will we learn in this lesson?

Select those expressions that, in your opinion, will accompany the goals, underline them in red and those that will accompany the result of this lesson, underline them in green.

3. Learning new material

There is an opinion among Christians that good and evil are almost the same thing, since they are the fruits of the same tree. This has led to the fact that believers do not feel condemned by the evil they do and do not see the need to do good. However, the Bible - the Word of God - says very clearly that good and evil are not at all the same thing, but on the contrary, they are diametrically opposed phenomena. Scripture makes it clear to us that good comes from God and evil comes from the devil.

The Bible never tells us to do evil. On the contrary, she calls for doing only good, turning away from evil. So where does the judgment come from that good and evil are things of the same order?

Using the example of images that we understand, such as a tree, fruit, snake, etc., the “model” of the fall of mankind is figuratively shown.

• - Children, who do you think really is the talking snake that seduced Eve (this is the devil).
• - Let's think about what exactly the trees symbolize, what is “in the middle of paradise” and what their fruits symbolize.

Two trees in the middle of paradise symbolize life according to two different principles - life according to the principles of God (the tree of life) and life according to the principles of God's enemy - the devil (the tree of the knowledge of good and evil). Life in God, with God and according to His holy principles of love and harmony, is allegorically (exaggerated) represented as the “tree of life.” Only the fruits of such a “tree” can produce eternal life, because those who live holy and righteous are worthy of heaven. In contact with God, we become aware of good and evil in perfect, true, that is, in God’s understanding. There is a knowledge of His wisdom and His law, which leads to righteousness, holiness, and therefore to life.

In the middle of paradise there was a tree of the “knowledge of good and evil”, the consumption of the “fruits” of which was forbidden by God. The tree of “knowledge” symbolizes living according to the principles proposed by the devil. This tells us that by the time the first people appeared, unfortunately, evil had already arisen in the universe. The devil, who rebelled against God, proposed his own path of development outside of God. Naturally, the first people, like all creatures in the universe, endowed with the right of choice and freedom of will, had the right to choose any of these paths, but they were warned in advance by God about the consequences, that is, about inevitable death if they chose the devilish, sinful, selfish ways.

And so all his life a person is tested when choosing one path or another. It is very difficult not to be tempted and not to sin, but by refusing something, we become stronger, we strengthen our willpower.

• - Tell me, what is good and what is evil?
• - Guys, what do you think can be done to make our lives a little better? (children's answers)
• -How can we become kinder?
• -Have you ever heard the word “homeless”? Who is it?

This is a person left homeless, destitute, unhappy.

• - How is his life? What he eats? Why did you stay on the street? How does he feel? Does he have friends, relatives?
• -What do you think when you pass by such a person?

I'll tell you a parable. Every morning I walked along the seashore old woman. She was wearing torn and dirty clothes. She was collecting something in a black dusty bag. The woman smiled at every child she met, but they made faces at her in response (they thought she was sick). Later it turned out that the woman collected glass shards from the sand every day so that none of the children would injure their legs...

If we think about others, we can make the world a little better. Let's look deeper. Learn to analyze and reflect on people's actions. You can't judge a person by their appearance alone!

What else can you do? Each of you has encountered computer games, those in which you need to shoot while killing others. We may not fully understand the horror of what is happening. Our consciousness suffers from this cruelty, we take it out of virtual life into real life. We become rude and cruel.

The first step on the right path can be such an act as giving up such games.

Kindness is a quality inherent in the soul. Kindness is shown:

• 1. The tendency to think positively towards others;
• 2. The ability to be unpretentious towards others;
• 3. In the softness of the heart.

True kindness always appears where there is a correct understanding of how to help people, and where there is strength of character that can withstand their shortcomings. There is a special kind of kindness - MERCY. This is mercy of the heart, pity, compassion, love for people. Mercy is not weakness, but strength, because it is characteristic of people who are able to come to the rescue.

Let's summarize and conclude that KINDNESS is: (children)

The ability to rejoice in the successes of others, the ability to empathize, the ability to sympathize, the ability to forgive and ask for forgiveness, the ability to sympathize, the strong always protect the weak, helping another person not for profit, but selflessly, is contrary to evil.

Kindness is something that is done voluntarily, disinterestedly, for the benefit of everyone and for one’s own benefit, and not to harm oneself.

The benefits of kindness.

Kindness ensures openness towards people, events and life in general.

Kindness gives vigilance - in order to notice the best and sweep aside the worst.

Kindness gives you the opportunity to become better yourself and help those around you to become better.

Kindness gives energy to do good deeds.

Showing kindness in everyday life.

Family relationships. Parents who invest effort in raising their children, in explaining to them what is good and what is bad, have children who grow up to be kind people.

How to develop kindness in yourself.

Communication with God. God is the highest manifestation of kindness.

Sensitivity to others. By showing interest in the people around you and caring about them, a person shows kindness.

Participation in charity events. There is no kindness without compassion; By participating in charity events, people show compassion and cultivate kindness.

Reading. Both spiritual and most secular literature appeal to the best in man; It also awakens kindness.

What good deeds can we do ourselves?

• -show care for family members: take care of an old grandmother, help a tired mother, play with a younger brother...
• -help an elderly person carry a bag;
• -make birdhouses in the spring, bird feeders in the winter;
• -feed homeless animals,
• -take things to the organization social protection population;
• -help orphans and disabled children;
• -plant flowers, a tree, help in landscaping the school grounds...