Problems of moral education: child’s personality – such as duty, honor, conscience and dignity

“In education, it is important to ensure that ethical and moral truths are not just understandable, but also would be the purpose of every person’s life, subject to individual pursuits and personal happiness”. ( I. F. Svadkovskii 1977, – 11).

Issues of moral development, upbringing and perfection of a man worried about the society always and at all times. Especially now that more and more can be found cruelty and violence, the problem of moral education is becoming increasingly important. Who does not like the teacher, having the opportunity to influence the education of the child should give this issue a crucial role in its activity. And that is why the aim of the teacher is to shield the infant from the world of cruelty and rudeness, to acquaint the child with the principles of morality and ethics, shaping moral ideas and concepts.

The core in the General system of comprehensive development of personality is moral education. Moral education is a process aimed at the formation and development of holistic personality of the child, and involves the formation of country, society, the collective, the people, to labour, their duties and to himself.

The task of moral education is that the socially necessary requirements of society, the teachers turned to the internal incentives of each child’s personality, such as duty, honor, conscience, dignity, learn more on international adoption at adoption agencies blog.

Solutions to the problems of moral education can be carried out in the process of special training, and in his spare time can be used for ethical discussions, competitions, thematic leisure.

To implement a program of moral education of students, it is very extensive and covers the range of moral relations, which is clearly manifest moral qualities. The structure of the educational process consists of raising environment, upbringing and understanding of the pupil his life in relation to the surrounding reality provided for the post by International Adoption research blogger and columnist.

The basis of education, defining moral development is the formation of humanistic relationship children, regardless of the content, methods, forms of educational work. The process of education aimed at the development of all children, should be structured to ensure the optimal development of each child, based on the individuality of each child.

In the education of any moral qualities are different means of training. In the General system of moral education occupies an important place group of funds, directed on formation of moral judgments, valuations, concepts, in the teaching of moral beliefs. This group includes the ethical talks, lectures, debates on ethical issues.

Many teachers rightly say that professionally make use of the resources of moral education is much more difficult than the usual lesson. The feature of conducting ethical discussions and debates about morality is that it is not in any case should not go into excessive edification, conversation should contain more discussions with children situations that have moral content. Topics depend on the age characteristics of children, level of moral readiness, and the teacher should plan and discuss with children the most for their questions.

Knowledge of moral norms has a prerequisite of moral behavior, but knowledge alone is not enough. The criterion of moral education can only be real actions of children, their motivations. The desire, the willingness and ability to consciously abide by the rules of morality can be raised only in the course of long practice, the child is only practicing moral action.

Speaking about morality, we mean the behavior of people, a set of rules that govern society, as measured from the position of good and evil. A huge role in the sphere of morality, moral feelings play. Morality enshrined in such concepts as “good”, “honor”, “conscience”, “justice”. All of these concepts are evaluative in nature.

Direct impact on the acquisition of moral values lies with the teacher. The result of this process depends on how the teacher presents it to the child. Cheerful emotional state of knowing the world is a characteristic feature of the spiritual life of children’s personality.

The word of the master is a kind of tool impact on the education of the individual child. It is through conversation with teacher, spiritual development, self-education, the joy of achieving that noble work open human eyes to himself. Self-knowledge, self-improvement, the ability to be alone with her own soul, devoted to the work of the teacher, his special talks. We encourage our students to be truthful and honest with yourself, set a goal in life, to achieve which it was necessary to solve the problem, which correspond to the rules of morality, and never contrary to true ethical standards.

Moral education is the Foundation of all foundations, in terms of what the teacher has put into the soul of the child at this age will depend on what he will build in the future, will build its relations with others. Parenting is an art and this art is that the person we educate, humanized world of things that come into his life, he should feel them in the human – intelligence, wisdom, love for people. If the child did not survive, it will be alien to genuine human keenness of perception.

The fullness of human happiness lies in the development of all creative abilities and powers of man, in the richness of spiritual life in the consciousness of things, which give their strength. In moral education it is important not only to articulate moral consciousness, moral sense, and most importantly, to enable the younger pupils in various activities that disclose their moral relations.

In order to objectively assess the state of the problems of moral education at the present stage, it is necessary to make a clear analysis of events, repeatedly in practice to conduct various interviews and discussions, but at the moment the results of the research can say with certainty, how great the importance of this problem that the school required special additional classes that systematize and deepen the view of younger students.

3 thoughts on “Problems of moral education: child’s personality – such as duty, honor, conscience and dignity

  1. In the psychological-acmeological aspect of mental stability is the harmonious development of intellectual, emotional-volitional and personal and professional qualities that ensure the success of professional action and behavioral reactions in the process of managerial activity and life strategy.
    In summary, Derkach A. A.; Cleaver, M. F.; Mikhailov G. S. in his monograph constitutes mental stability characterization of the adequacy of the mental state of activity of the head, which gives him the opportunity to maintain maximum performance in a variety, including stressful situations, achieving success within the life of the strategy. It’s about the ability of stakeholders to successfully withstand the conditions that may affect its performance.
    Acmeological aspect here is that on the one hand, this stability is quite stable. On the other hand, it involves the commitment of interrelated development and compliance activities are not only subject – activity characteristics, but also individual and personal, the most characteristic and distinctive, which characterize the person as a unique individual.
    Thus, based on the above we can conclude that the level of development of mental stability depends directly on the level of professionalism of management and the ability to achieve the ACME in their professional activities.
    Therefore, in the process of training and retraining in educational institutions of various departments need to focus on optimizing the mental stability, given the acmeology of the developed programs, models, algorithms and technologies of socio-psychological monitoring of the development of students, to ensure their productive professional activities throughout life.
    Having analyzed various approaches to the concept of optimization of A. A. Derkach and V. G. Zazykin point out what is common among them is that the optimization is related to the comprehensive development of the individual as a professional. The most often the preference is given to the optimization interpretation, according to which it still goes about creating the most favourable, the best (note that one of the meanings of the Latin optimus-best) for solving the maximum self-realization, including by achieving the tops of professionalism.
    This implies in the process of continuous education the formation and development of acmeological culture of executives, needs for creative self-development and self-realization, improvement of preparedness for the implementation of optimal professional practice and regulation, and training public servants to the creative use of productive technology in everyday and unusual circumstances; providing a comfortable environment, as well as the restoration of a psychological resource of civil servants and psychological assistance to them in solving problems in psychologically complex situations.
    When optimizing mental stability in the system of continuous education should be implemented:
    training government personnel as qualified users of psychological knowledge;
    the formation of civil servants ‘ skills of assessment and accounting of psychological characteristics of personality, the mastery of the psychic techniques of business communication, awareness and practical use of the psychological aspects of managing people;
    – training sessions. Which suggests the intensification of a skills certification staff manage their physical and emotional state. This extends the sphere of their consciousness, there is an active maintenance and development of an instrumental basis for further action of any kind, personal growth;
    test the fitness classes that were important for the development of attitudes in concrete engagement in the process of potentially difficult conflict-combined activities. In the course of such practice more actively there is a formation of skills of psychodiagnostics, of anticipation, organization and optimization of collective interaction, attitudes towards cooperation;
    the development of volitional qualities, self-regulation skills, which requires appropriate training with the use of psycho-pedagogical technologies.

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  2. In modern conditions from personnel management requires a high professional level, which takes into account not only the external work performance (success, effectiveness), not only the internal state (motivation, effort, satisfaction) of a person, but also a constant readiness to productive activity to steadily rising self-development, etc.
    Speaking about the development professional consider it appropriate to elaborate on the notion of mental stability.
    The border of mental stability are determined by objectively existing limits, which, in a broad sense, boil down to two. First, is the potential of people; secondly, the objective requirements of the particular situation. Mental stability is recognized for maintaining maximum efficiency.
    Mental stability – ability to meet the requirements of maintaining effectiveness in different, including extreme situations.
    The essence of the mental stability of the head, according to Malinin V. R. is the specific personal and professional orientation, focus on a certain goal in a certain character of moral orientation of man and his abilities. In other words, mental stability is relatively stable, but the concrete manifestation of all components of the psyche with a certain orientation that expresses the harmony of man’s communication with the external environment in specific conditions.

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  3. The development of the second tier forming self-concept – I-like-the subject is presented not as a series of interlevel transitions, characterized by changing those aspects of the “J” that are predominant in the field of awareness, as a single parallel process of accumulation of ideas about all aspects of the “J”, devoid of any qualitatively different stages.
    In accordance with the views of S. Harter (1985) differentiation of different levels of self-concept considered in the sequence displays the trajectory of ontogenetic development of personality and awareness of its physical properties, behavioral characteristics, emotional-motivational sphere, as well as intellectual properties.
    The earliest self-descriptions are made in terms of physical characteristics. The next level in the development of the volunteers is a terms of behavioral features. The third level is “emotional” portrayal of yourself. The fourth level – “motivational” self-description. The fifth level includes the self-describing in terms of mental activity.
    The transition from one level to the other speakers in addition to substantial characteristics of self-concept is accompanied by an increase in the degree of generality of the concepts that are used for self-descriptions on each of above allocated levels. These so-called “structural changes” include four stages, each of which has two levels.
    The first stage is self-describing in terms of individual properties, behaviour and emotions. In the second stage some manifestations are integrated into features. The third is to integrate the features in “private” generalization. In the fourth stage integrates these generalizations in generalizations “of the highest order”. As you can see, the move to each subsequent stage includes the processes of integration.
    It should be emphasized that S. Harter indicates that there is a correspondence between these stages of self and stages of cognitive development proposed by Jean piaget. The first stage sootvetstvuetopredelennyj intelligence, the second stage of concrete operations, etc. In turn, the movement from the first to the second level within each of the identified stages include the processes of differentiation. On the first level describing the various properties, features and characteristics represented in poorly differentiated, undifferentiated form. On the second level these self-descriptions become more differentiated and situation specific and, at the same time, more consistent and sustainable.

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