Ethical Education for Grades 1 and 2 in Finland from the Values Perspective

The article addresses a key issue in curriculum policy, ethical education in Grades 1 and 2. The article uses the Finnish 2014 basic curriculum as the basis for a case study rooted in the humanities, philosophy, and the cultural sciences. The article explores what is embodied in this policy, especially the objectives of the subject of ethics in the curriculum. The article draws attention to the development of values through the curriculum in primary education in Finland and presents an overview of recent developments in values education in schools, taking curriculum research into account. The key part of the study is an analysis of the Finnish National Core Curriculum, principally those parts which involve secular ethics, as formulated by the Ministry of Education, and which emphasize the right of children to a good education and “to understand themselves, other people, the society, the environment, and different cultures” (National Core Curriculum, 2016, p. 15).

THE HISTORY OF IMPLEMENTATION AND EXPERIENCE OF TEACHING A COMPREHENSIVE TRAINING COURSE "FUNDAMENTALS OF RELIGIOUS CULTURES AND SECULAR ETHICS" IN SCHOOLS OF THE UDMURT REPUBLIC

The article is devoted to the history of implementation and practice of teaching a comprehensive course "Fundamentals of Religious Cultures and Secular Ethics" (ORCSE) in educational organizations of the Udmurt Republic. The authors are convinced that the study of the ORCE course carries not only great educational, but also educational potential, and in combination with other humanitarian subjects (history, literature) will be one of the key elements in the system of spiritual and moral education, prevention of manifestations of xenophobia and extremism. in the children's and youth environment, contributing to the strengthening of the national security of our country. The paper provides a brief overview of the regulatory legal framework for the implementation of a comprehensive training course, provides a chronology of the implementation of the course in Russian schools, indicating the experience of the Udmurt Republic. The main difficulties that educators had to face in the course of testing and teaching in the general educational organizations of the country of the comprehensive training course of the ORCSE are noted. Summing up their arguments, the authors propose to resume a broad expert and public discussion about the possibility of creating a single integration course within the framework of the existing module "Foundations of World Religious Cultures".

3. Atheist ethics

‘Atheist ethics’ argues that atheists are not only capable of leading moral lives, they may even be more able to do so than those who confuse divine law and punishment with right and wrong. The Euthyphro dilemma is very powerful argument against the idea that God is required for morality. An objection to the possibility of a godless morality is the degree of personal choice it seems to leave to the individual. It is important to identify the source(s) of morality and look at the concept of moral thinking. Ultimately, many remain unconvinced that secular ethics really can thrive without some kind of religious foundation.

From Homo Economicus to Homo Eudaimonicus: Anthropological and Axiological Transformations of the Concept of Happiness in A Secular Age

Purpose. The paper is aimed to explicate a recently emerging anthropological model of homo eudaimonicus from its secular framework perspective. Theoretical basis. Secularity is considered in three aspects with reference to Taylor’s and Habermas’ ideas: as a common public sphere, as a phenomenological experience of living in a Secular Age, and as a background for happiness to become a major common value among other secular values in the Age of Authenticity. The modifications of happiness interpretation are traced from Early Modernity till nowadays. The preconditions of the contemporary appeal to Aristotle’s eudaimonic theory of happiness are elucidated. The main characteristics of homo economicus anthropological model and reasons for its collapse in the contemporary world are analyzed. Specificities of the contemporary interpretations of eudaimonia are described with reference to the works of MacIntyre, Haybron, Hamilton, Kekes, Melnick, and others. A moral foundation and a behavioral strategy of homo eudaimonicus model are expounded and the role of this model in the life of a contemporary individual person and society is revealed. Originality. For the first time in the Ukrainian philosophical discourse, it is shown how secular ethics enables the rise of a new homo eudaimonicus model within a sphere of secularity; and it is argued that homo eudaimonicus is the result of overcoming the values crisis. It is revealed how homo eudaimonicus along with being descriptive becomes also a normative model of a new effective behavior strategy of a contemporary person facing the current social, economic, political, and environmental challenges. Conclusions. According to the contemporary interpretation, happiness as eudaimonia is a combination of the good life and the meaningful life; it is a human flourishing in this world (saeculum) through the accomplishment of a person’s life plan in the sphere of secularity. Homo eudaimonicus manifests the overcoming of values crisis and the rediscovery of purpose and meaning, this time on the secular basis. Homo eudaimonicus implies the realization of a person’s project of a happy and fulfilling life through moral behavior and socially useful activities.

Virtual reality technologies for teaching «Fundamentals of Religious Cultures and Secular Ethics» at school

В статье освещаются вопросы преподавания предметов духовно-нравственного цикла в общеобразовательной школе с использованием технологий виртуальной реальности. С помощью виртуального образовательного путешествия «Москва многоконфессиональная» ученик может побывать в православном храме, синагоге, мечети и буддийской ступе, изучить их внутреннее убранство, познакомиться с традициями поведения в ритуальных сооружениях. К статье прилагаются разработки учебных занятий с применением данной технологии и рабочие листы. The article highlights the issues of teaching subjects of the spiritual and moral cycle in a secondary school using virtual reality technologies. With the help of the virtual educational trip «Moscow multi-confessional», a learner can visit an Orthodox church, synagogue, mosque and Buddhist stupa, study their interior decoration, and get acquainted with the traditions of behavior in ritual structures. The article is accompanied by the development of training sessions using this technology and worksheets.

Cooperation between Russian secondary schools and confessional Muslim organizations in the Volga region, North Caucasus, Tyumen and Ulyanovsk regions in educational work and teaching of the «Fundamentals of religious culture and secular ethics»

Авторы кратко освещают аспекты взаимоотношений между светскими школами и мусульманскими организациями в воспитательной и образовательной работе в некоторых регионах Российской Федерации, дают рекомендации по организации данной работы для московских педагогов, преподающих «Основы исламской культуры». The authors write about aspects of the relationship between secular schools and Muslim organizations in educational work in some regions of the Russian Federation, and give recommendations on the organization of this work for Moscow teachers teaching «Fundamentals of Islamic Culture».

Presentation of the author’s course «Spiritually-oriented Pedagogy and Psychology»

This article presents a general description of the author’s course «Spiritually-oriented Pedagogy and Psychology», intended for undergraduates, postgraduates and doctoral students in «Theology», «Philosophy», «Psychology»; for educators and psychologists teaching in universities, that implement the «Theology» training direction; for school teachers leading the courses of «The Fundamentals of Religious Culture and Secular Ethics», as well as for the members of the Association of Psychological Assistance to Muslims who work with religiously oriented clients. The article also reveals the reasons of the course creation, its goals and objectives, specifies the course structure and provides the results of its approbation.