Moral and Value Orientations of Adolescents in Extracurricular Work

Abstract

The present paper gives a review of such terms as "value" and "extracurricular activities". Secular values are to be passed from generation to generation. Family is the most traditional means of the transfer. However, educational institutions are of equal importance, though criticized at all times and under all regimes. Therefore, school must build spiritual and moral values in schoolchildren, taking in consideration the current conditions. The authors tried to answer the question how exactly the modern school should do it. The research contains an analysis of numerous foreign and domestic scientific sources, as well as the authors’ own empirical research. The research objective was to identify the psychological and pedagogical conditions for orientation of adolescents to moral values during extracurricular activities. The empirical basis was the data obtained from a survey conducted at a secondary school (Romanovskaya Station) in 2018 (N=43). The research employed methods of analysis and synthesis. The results of theoretical and empirical research can find direct application in the educational process. They may also be useful for humanitarian departments of Russian pedagogical universities that prepare students for spiritual and moral education of students. In addition, the data can be used in the system of training and retraining of teachers.

Implementing a Spiritual and Moral Education Program for Maths Teachers

“…It grew out of the Orthodox Christian view of the essence of being, out of the Orthodox faith, which brings up the divine beauty of the human soul that is embodied both in Russian literature and artî (Troitsky, 2010, p. 14). Curren (2014) and Szutta (2019) confirmed the ambivalence and an extremely high degree of difficulty in solving spiritual and moral education and the development of criteria for its solution. Watson (2019) focused on intellectual character education and drew attention to an interesting case in which exemplarism in the classroom might inhibit, rather than promote, the development of intellectually virtuous character.…”