Issue of Determining the Upbringing Purpose in Kyrgyzstan

Research relevance: this article deals with problem of determining the goal of educating students and youth in Kyrgyzstan. The republic government has adopted a number of documents in the field of upbringing and education; however, the goals in upbringing are not clearly defined until today. Research objectives: to analyze the literature on upbringing goals in pedagogy and make conclusions about this problem. Research materials and methods: the work used various scientists, educators and politicians points of view in defining the essence of education process in pedagogy. Research results: in developing the upbringing goals, we should not forget about ideas from religious pedagogy, which is promoting the idea, that child should be brought up on religious morality to form good child “yimanduu bala”. Conclusions: our opinion in determining the upbringing goal is to form a spiritually moral personality prepared for life.

Outrage Fatigue? Cognitive Costs and Decisions to Blame

Across nine studies (N=1,672), we assessed the link between cognitive costs and the choice to express outrage by blaming. We developed the Blame Selection Task, a binary free-choice paradigm that examines the propensity to blame transgressors (versus an alternative choice)—either before or after reading vignettes and viewing images of moral transgressions. We hypothesized that participants’ choice to blame wrongdoers would negatively relate to how cognitively inefficacious, effortful, and aversive blaming feels (compared to the alternative choice). With vignettes, participants approached blaming and reported that blaming felt more efficacious. With images, participants avoided blaming and reported that blaming felt more inefficacious, effortful, and aversive. Blame choice was greater for vignette-based transgressions than image-based transgressions. Blame choice was positively related to moral personality constructs, blame-related social-norms, and perceived efficacy of blaming, and inversely related to perceived effort and aversiveness of blaming. The BST is a valid behavioral index of blame propensity, and choosing to blame is linked to its cognitive costs.

MORAL VALUES IN JODI PICOULT’S NOVEL MY SISTER’S KEEPER

This study deals with a study of moral values in Jodi Picoult’s Novel My Sister’s Keeper, published in 2004. Moral values are human actions in carrying out their life activities. It is raised through the characters in the novel. The purpose of this study is to find out the elements of moral values contained in the novel. The elements are basic moral principles and moral personality attitudes. The theory used to analyze this topic was put forward by Suseno. The qualitative research method is used in this study. It is a research procedure that produces descriptive data in the forms of written words. After doing the research, it is found that two elements of moral values are found in the novel, they are basic moral principles and moral personality attitudes. Basic moral principles cover good attitude and justice. These basic moral principles can be portrayed through the character, Anna. Furthermore, moral personality attitudes include willingness to take responsibility and moral courage. These personality attitudes are also presented when Anna wants to defend her rights.

Belief in a Just World and Moral Personality as Mediating Roles Between Parenting Emotional Warmth and Internet Altruistic Behavior

This study explores the influence of parental emotional warmth (PEW) on college students’ Internet altruistic behavior (IAB), and the mediating roles of personal belief in a just world (PBJW) and positive moral personality traits (PMPT). A total of 893 college students were assessed using questionnaires. Results: (1) PEW, PBJW, PMPT, and IAB are positively correlated with each other; (2) PEW can directly predict the IAB of college students; and (3) PEW can indirectly predict IAB through the mediating effect of PMPT and PBJW-PMPT. PBJW and PMPT account for 22.79% of the total influence of PEW on IAB.

Formation of the prospective engineer’s moral personality as a problem of modern technical education

The paper substantiates the urgency of the problem of the technical specialists moral personality formation, harmoniously combining production, personal and public interests, and indicates the need to solve the problem of engineering personnels professional training organization, focused on the development of students (prospective engineers) morality. The author has revealed a role of moral values in the moral education of students of a technical university, which contributes to the formation of the moral personality of a future engineer as a person and a professional. The moral values of the Russian engineer, presented in the Codes of Ethics for the Engineer, are indicated. Attention is focused on the relationship between the concept of attitude and the concept of value, in the context of which (interconnection) the choice of moral values is substantiated, familiarization with which allows to educate the prospective engineer as a moral person. The specificity of moral values is revealed as conscious life meanings that determine the attitude of an engineer to technology, to colleagues and to society. Specific moral values that are identified determine a specific type of relationship between an engineer: good, humanism, duty, freedom, honesty (the attitude of an engineer to technology), kindness, mercy, reliability, conscience, fairness (the attitude of an engineer to colleagues), dignity, responsibility, benefit, truth, honor (the attitude of an engineer to society). The ways of introducing a student to moral values in the educational process of a technical university, contributing to the formation of the prospective engineers moral personality, are indicated: the use of the educational potential of educational disciplines; application in the educational process of methods that allow harmoniously to combine the acquisition of professional knowledge by students and their introduction to values; extracurricular work with students; corporate training program (interaction between the university and the enterprise).

RESEARCH ON THE MORALITY OF FEMALE COLLEGE STUDENTS BORN IN 00 FROM THE PERSPECTIVE OF MICRO-CULTURE

Post-00s female college students are not only high-quality new talents in our country, but also shoulder the important task of educating the motherland for the future generations. Their moral research has urgent and important practical significance. With the influence of micro-culture, the mainstream of female college students' morality after 00 is positive, but there are also some potential crises that cannot be ignored. To prevent crises, we must make every effort to carry out targeted moral education with female characteristics. Strengthen the moral education of women in the new era, shape the good moral personality of female college students after 00; strengthen the education of modern women's awareness, mold the healthy moral personality of female college students after 00; strengthen the mental health education of women, and shape the healthy moral personality of female college students after 00; strengthen women's love Moral education, shaping the responsible moral personality of female college students born after 00.

Preliminary Concepts and Division for a Metaphysics of Morals

This chapter explicates key ideas and concepts from Sections III and IV of the general introduction to Kant’s Metaphysics of Morals. Section 1 of the chapter explains the concepts of freedom, practical law, imperatives, obligation, and duty. Section 2 explains the distinctions between moral personality, humanity, and human being, while section 3 explains Kant’s view that there is a single fundamental moral principle that serves as a basis for deriving a complex system of duties. Section 4 explains the difference between the legality and morality of actions according to Kant’s technical understanding of these concepts. Section 5 explains the basis for a division between the doctrine of right and the doctrine of virtue. Finally, section 6 presents some of the basic elements of the doctrine of right, for purposes of contrast with the doctrine of virtue. The chapter concludes with reflections on Kant’s conception of duty and lawgiving.

EDUCATIONAL CONTEXT OF RELIGIOUS DISCOURSE

This paper deals with the educational orientation of religious discourse, which is the dominant feature of this type of communication. In this regard, the article provides a comparative analysis of religious and pedagogical discourses, which allows us to identify common constitutive features, show typological similarities based on a special type of relations between discourses that have developed in the process of their historical interaction at different stages of development. The socio-cultural characteristics of discourses demonstrate the unity of their goals, means and methods aimed at the formation of a spiritual and moral personality. The study uses theological, socio-cultural and discursive research methods.