Conditions of spiritual and moral education and development of student's youth (on the example of implementation of the grant project “With good deeds by orthodox paths!”)

The article substantiates the relevance and necessity of realizing the goal of a comprehensive study of the conditions and areas of moral development. It considers the main problems arising in the process of researching the moral education and development of the children with hearing impairments. It also discusses the problems of choice and application of methods in the diagnostics of moral development. The article systemizes the approaches to solving the issue of differentiating the criteria of moral development and reveals the significance of these criteria for deaf education activity. In the process of moral education, children with hearing impairment due to the peculiarities of their speech and cognitive development face problems and difficulties in understanding ethical issues, standards, concepts and rules. The results of a comprehensive study of the moral development of children with hearing impairment show uneven development of the components of different areas and their moral conscience; sources of moral knowledge are limited and insufficiently used, the ability to define ethical concepts is not precise, it is narrow and associative. In this regard, there is a need for special educational and correctional efforts, but the possibility of carrying out and the content of the moral development correction are currently the debatable issues. The article shows the contradictory criticism of the moral development. It also promotes the idea about the positive impact of the correction, and its value regarding the problems of moral education. It emphasizes the need to use a variety of educational tools in correctional and pedagogical work to activate the behavioral, axiological and cognitive areas in the process of the phased implementation of the moral development program.

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On the Preparation of Teachers for the Implementation of the Educational Program «Origins»

Standards and Monitoring in Education ◽

10.12737/1998-1740-2020-37-42 ◽

2020 ◽

Vol 8 (3) ◽

pp. 37-42

Author(s):

Tatiana Fugelova

Keyword(s):

Teacher Training ◽

Training Program ◽

Moral Education ◽

Spiritual Development ◽

Educational Program ◽

School Teachers ◽

Primary School Teachers ◽

Teacher Training Program ◽

Education And Development ◽

Education Of Students

The education and spiritual development of a person, his ability to realize and analyze his actions, value himself and other people depends on the teacher. All this is the basis of sustainable development of society. This study involves the development and description of a teacher training program for the implementation of the program on spiritual and moral education and development of students. The program is focused on the formation of teachers' competencies in designing activities for spiritual and moral education of students. Training involves mastering school teachers by monitoring in the field of spiritual and moral education of students. The article presents the contents of the teacher training program on the topic: “Parenting on socio-cultural experience: theoretical and practical aspects of the work of primary school teachers in the process of implementing the “Origins” program. In the process of implementing the continuing education program, the concept of spiritual and moral education of students, which is the basis of the socio-cultural educational program “Origins”, was revealed. Teachers were offered methodological tools for organizing individual and group work with children in the process of implementing the “Origins” training course.

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Moral education and development in Poland after 1989

Ethics & Bioethics ◽

10.1515/ebce-2016-0007 ◽

2016 ◽

Vol 6 (1-2) ◽

pp. 69-77

Author(s):

Joanna Mysona Byrska

Keyword(s):

Moral Education ◽

Catholic Church ◽

The State ◽

The Other ◽

State Model ◽

The Past ◽

Current State ◽

Education And Development ◽

State Schools ◽

The Catholic Church

Abstract This paper aims to show the development of moral education in Poland after 1989. The Catholic Church, family and schools are the most important things concerning moral education and development in Poland. . In the past, moral education in families and in state schools was different. The Catholic Church was, for many years, the anchor of freedom and Polish identity. By 1989, there were two models of education and moral development in Poland: the state model in the communist spirit and the Catholic Church with its Christian values. Individual families were in favor of one or the other. After 1989 everything changed and the state model became the same as the model of the Catholic Church and Polish families. In the paper, I will try to show how the current state of moral education in Poland and also I will try to present the changes that took place after 1989 in moral education.

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The boundaries of the spiritual and moral self-awareness of the student's personality

Казанский педагогический журнал ◽

10.51379/kpj.2021.146.3.003 ◽

2021 ◽

Author(s):

Л.М. Литвина

Keyword(s):

Theoretical Analysis ◽

Moral Development ◽

Moral Education ◽

Functional Model ◽

Special Role ◽

Self Awareness ◽

Moral Self ◽

The Individual ◽

Education And Development

В статье представлен теоретический анализ разработанности проблемы границ духовно-нравственного самосознания личности в контексте изучения вопросов роли субъектного и духовного «Я» в данном процессе. Обоснована особая роль субъектного и духовного «Я» в определении границ духовно-нравственного развития обучающегося, и адаптированы структурно-функциональная и динамичная модель данного процесса. Представлены типологии духовно-нравственного самосознания личности в контексте духовного и субъектного «Я». Выявлено, что расширение границ духовно-нравственного самосознания личности происходит за счет развития духовного и субъектного «Я». Проблема духовно-нравственного развития человека обогащена на основе теории субъектности и духовности личности. Результаты обобщенно-теоретического анализа могут быть трансформированы из теории в практику духовно-нравственного воспитания и развития обучающегося. The article presents a theoretical analysis of the elaboration of the problem of the boundaries of the spiritual and moral self-awareness of the individual in the context of studying the issues of the role of the subjective and spiritual self in this process. The special role of the subjective and spiritually «I» personality in determining the boundaries of the spiritual and moral development of the student has been substantiated. The structural and functional model of spiritual and moral self-awareness in the context of the spiritual and subjective self has been adapted to the problems of the research. The typologies of manifestation of the spiritual and moral self-awareness of the individual are presented. It was revealed that the expansion of the boundaries of the spiritual and moral development of the individual occurs due to the development of the spiritual subjective «I». The problem of the spiritual and moral development of a person is enriched on the basis of the theory of this process in the context of the theory of subjectivity and spirituality of the individual. The results of a generalized theoretical analysis can be transformed from theory into practice of spiritual and moral education and development of the student.

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Implementation of socio-pedagogical conditions of spiritual and moral development of students in the educational process of the university

Bulletin of Nizhnevartovsk State University ◽

10.36906/2311-4444/21-1/04 ◽

2021 ◽

pp. 24-31

Author(s):

Liliya A. Ibragimova ◽

Irada Dzhakhangir kizi Mekhdieva

Keyword(s):

Moral Development ◽

Moral Education ◽

Educational Process ◽

Education Development ◽

Actual Problem ◽

Educational Activities ◽

National Values ◽

Education And Development ◽

The University ◽

Development Of Students

The article, dedicated to the actual problem of spiritual and moral development and education of bachelors of the pedagogical direction, presents a meaningful analysis of the possibilities and prospects of educational and other organizations carrying out educational activities in the implementation of spiritual and moral development and education of students in social and pedagogical conditions. The directions of interaction between educational organizations and students are determined as a condition for the spiritual and moral development of students in the educational process of the university. The ideas of enlightenment and educational activities for the spiritual and moral development of students of the university, the teachers themselves, based on the basic national values and traditions of national culture. The article presents the fundamental principles of spiritual and moral education and development of bachelors. The main directions of work on the formation of basic concepts included in the structure of self-consciousness are proposed. The role of the consolidating participants in the educational process in the spiritual and moral education of young people is determined. An attempt has been made to analyze educational programs focused on solving the problems of education, development and socialization of university students.

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Should Empathic Development Be a Priority in Biomedical Ethics Teaching? A Critical Perspective

Cambridge Quarterly of Healthcare Ethics ◽

10.1017/s0963180110000320 ◽

2010 ◽

Vol 19 (4) ◽

pp. 433-445 ◽

Cited By ~ 9

Author(s):

BRUCE MAXWELL ◽

ERIC RACINE

Keyword(s):

Moral Reasoning ◽

Moral Education ◽

Medical Curriculum ◽

Moral Motivation ◽

Biomedical Ethics ◽

Critical Perspective ◽

Moral Functioning ◽

Ethics Teaching ◽

Empathic Development ◽

Education And Development

Biomedical ethics is an essential part of the medical curriculum because it is thought to enrich moral reflection and conduce to ethical decisionmaking and ethical behavior. In recent years, however, the received idea that competency in moral reasoning leads to moral responsibility “in the field” has been the subject of sustained attention. Today, moral education and development research widely recognize moral reasoning as being but one among at least four distinguishable dimensions of psychological moral functioning alongside moral motivation, moral character, and moral sensitivity. In a reflection of this framework, medical educators and curriculum planners repeatedly advance the idea that educators should be concerned with supporting empathy, and this, very often, as a means of improving on and broadening medical ethics education’s traditional focus on moral reasoning.

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