Spiritually moral education in school

Moral development is one of the fundamental features that describe the essence of man. Developing morally is an opportunity inherent only to man and, as such, is an absolutely necessary and obligatory process that must accompany a person throughout his life. Therefore, moral education is so important, which begins with childhood.

The moral development of the child begins in the family, continues in the school and should not stop at any stage in life.

When organizing certain work aimed at moral education, the means and ways of educating morals have their own specifics. In particular, the school should educate morality, based on the possibilities of finding a child in the team . Communication with peers and teachers, joint activities are capable of forming moral habits and qualities of a social and socially significant nature.

Spiritually moral education has several functions:

· Forms a general understanding of the moral values of life and culture;

· Affects the acquisition of moral representations, views, concepts, assessments and judgments that can lead to the development of their own independent judgments;

· Contributes to the comprehension and rethinking of students' own life experience;

· Is capable of making corrections to misconceptions about morals obtained from questionable sources;

· Helps self-education of the person.

The school has a number of opportunities for presenting children with knowledge and ideas about morality and morality. Moral education of children is her professional priority. As a rule, the opportunities of the school are reduced to fairly standard forms, but many years of experience prove the consistency of the activities. However, the school can be reproached with inertia and traditionalism, nevertheless many teachers constantly introduce new forms of work that are more effective than traditional ones.

On the arsenal of approved forms of the influence of the school on the morality of students it is possible to say the following. The most common ways of its influence are:

• Conversations;
• Disputes;
• Themed evenings;
• Meetings with representatives of different professions, veterans, etc .;
• Conference;
• Collective fees, etc.

In the course of educational activities, age and personal characteristics of schoolchildren, their moral experience, moral education inherent in the family are taken into account.

Teachers are called upon to explain moral norms based on ideological knowledge and specific examples that can be understood and learned by the schoolchild at the level corresponding to their development. Particularly effective are activities that are capable of provoking ethical experiences and, by virtue of this, they turn out to be close and understandable for children .

The school pays special attention to the development of such moral values among schoolchildren, as:

• Need for work,
• Need for communication,
• The need to develop cultural values ,
• The need for development of cognitive abilities, etc.

This is the aim of numerous educational school activities, which apart from the lessons include extracurricular activities, as well as all kinds of outreach activities outside the school as such.

The value of the latest forms of education is the maximum closeness of activities to real life, which makes the work of teachers almost imperceptible to children and perceived as fascinating walks and travel. During such events, the instilling of values and the development of moral qualities takes place in the most natural way. Hence the great effectiveness of this type of work of teachers.

Moral education requires teachers to be able to:

• Create conditions in which the child has to make a moral choice of the mode of action;
• To influence children in a certain way, form their new moral habits;
• Understand the essence of the contradictions in the development of the moral needs of children and help them solve in an effective educational way.