Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 131 (2014) 465 – 469
WCETR 2013
Experimental Study of Students' Spiritual - moral Development Zhiyenbayeva N.B. , Abdrakhmanova R.B. , Abdrakhmanov A.E. Tapalova O.B., Kassenova Samal, Uaidullakyzy Elmira
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Abstract
The aim of the research is the study of moral behavior experience among teenagers. The object of the research - teenagers. The control group - children, studying in Almaty high schools. Sample volume - 156 children. In the research systemic, comparative and experimental approaches were applied. Research methods techniques for study moral behavior experience among teenage age children. Issues that have been revealed: l)The problem of multifactoral influence to a child during spiritual-moral development process; 2) As a result of the study, we have observed progress in the development of communication skills among school children, as well as means of emotional expression; 3) The studies have shown the result of target-directed pedagogical work with children in developing their potential, increase in creativity and self-esteem; 4) Experience of moral behavior is a cumulate indicator, which is determined by all used diagnostic (constative) methods in the experiment. © 2014 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. © 2014 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013. Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013. Keywords: spiritually-moral development, spiritual personality, spirituality, spiritual values, moral awareness, moral sensibleness.
Corresponding Author: Zhiyenbayeva N.B E-mail:
[email protected]
1877-0428 © 2014 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013. doi:10.1016/j.sbspro.2014.04.149
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1. Introduction The Values and functions of secondary school in continuing education system doesn't consider other parts of education, but includes unique value of child's personality formation and development. Psychologists have found that it's a primary school age that is characterized by increased susceptibility to moral rules and assimilation norms. This allows to lay in time the moral foundation of personality development. The core of education which determines personality moral development in early school years is humanistic attitude formation and children's relationship, reliance on feelings and emotional responsiveness. Pedagogical sense of work for, primary school children’s' personality moral formation help them to move from basic conduction skills to higher level that is required to make independent decisions and ethical choices. Success of this type of activity in forming the moral character depends on teacher's literacy, methods diversity and children emotional response. Moral development begins from student's learning and his familiarizing to spiritual values and needs. In enculturation process a child internalizes moral experience to personal sense, transforms it to the content of his own views, to his spiritual arsenal. Thus, spiritual development is overcoming it "yesterday" in the process of renovation and ascents to the ideals, values, and their realization during the path of life. Spiritual development is found not only in human desire to improve himself in moral terms, but also in understanding by his personality the purpose in life. As we see, potential spiritual and moral teenager's development is as follows. So refer to the following schema 1.schema 1.Young people's potential spiritual and moral development
Spiritual personality Spirituality Degree of mastering the spiritual values by personality, property of developed personality consciousness, expressed in its intellectual, creative and ethical potentials
Spiritual development Personality understanding of his own purpose in life, aspiration to constant moral perfection Spiritual potential disclosing
Spiritual needs formation and development
Pedagogical conditions
Familiarizing to spiritual values
Teenager
There have been created definite pedagogical conditions, the essence of which we'll describe later, as a result teenager among communion to spiritual values and needs, takes ability to expand and develop his spiritual and moral potential.
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2. Methods There should be noted that a man's spiritual development is the result and the most important aspect of socialization, that is, his gradual and motivated inclusion in community life. This is a complex, multifactorial and controversial process. Experimental work on organization of the students spiritual and moral potential included three phases: theoretical, experimental and final search. A principal method for evaluating the work effectiveness, which was carried out by students, became the analysis of a schoolboy knowledge and personality qualities. There was compared obtained data from the initial and final sections, according to these criteria: - moral knowledge and values orientations; - moral choice orientation in everyday situations and conflicts (correlation between altruistic and selfish reasons), - self-realization (expressed, not expressed, some attempts); - the level of moral awareness. In the final stage of experimental work, obtained characteristics about the levels of pupils' spiritual and moral development, the level does not allow to judge about great changes that have been taken place in young peoples' minds after pedagogical work. The study discovered the problem of multi-factor influences affecting the child. Necessary to pay attention to external factors that impact on adolescents - environment, school, family, as well as internal - experience already gained by students, the internal settings, motives, changing child identity. All this makes it difficult to work out scientific diagnose of students' content of spiritual and moral development. We can't talk about big shifts and changes in adolescents' personality during short period of time, when educational work is carried out. Do not forget that moral education does not give immediate results, as it is very complex, multistep and multifactorial process, the results of which are not shown immediately, but in the period of time. We can conclude that in a teenage team, because of organized studies about students' potential spiritual and moral development gradually accumulates experience of moral relationships, forms a habit of moral self-control in a communication, conflict prevention. In addition, adolescents become friendlier, they find a way out of conflict situations faster and easier, behave better, less arguing with teachers. As a result of our studies, there have been observed progress in development of communication skills among school children, as well as means of emotional expression (see figure 1). Figure 1 . Levels of emotional reactions of teenagers experimental group Figure 1 . Levels of emotional reactions of teenagers exp
Before experiment
After experiment positive emotional reaction
positive emotional reaction
neutral emotional reaction
neutral emotional reaction
negative emotional reaction
negative emotional reaction
According to the diagrams, it is seen, how gradually increases desire to move away from negative emotional reactions by teenagers; there has been observed a tendency to resolve conflict-of-school situations peacefully. The studies have shown that as a result of the target-directed pedagogical work with children to develop their potential there increases creativity and self-esteem. Changes in spiritual development are also evident in the fact that students have demonstrated the following:
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Awareness about moral ideas; Expression of higher independence in the way of solving moral problems; - Desire to consider and predict the consequences of own acts; - Positive personality moral orientation; - Stability of ethical reflection; - Raising the level of moral sensibleness. Key indicators of positive dynamics, of conducted educational work, have been reflected in the table below: Table 1 Data of teenagers' potential spiritual and moral development level
Criteria of teenagers' development
Weak awareness Satisfactory Good
Number of students in% Before After experiment experiment 67 56 23 27 10 17
Moral personality orientation (tendency)
Negative The unstable Unstable
62 26 12
52 34 14
Level of moral sensibleness
A little realized Fragmentary High
59 34 7
55 37 8
Level of moral (awareness)
moral
knowledge
Characteristics of development level
personality
The table shows that our contribution to teenagers' potential of spiritual and moral development most visibly seen in increasing moral awareness among students. By the end of experimental work significantly has increased the number of children with satisfactory level of moral knowledge, and, consequently, reduced the number of students with weak moral awareness reduced. Remarkable, that the largest changes have been observed in low level due to adolescents' transition to higher levels. Consider carefully these positive changes:
I cut II cut
Results Figure 2 a – low level of moral students' awareness; b - satisfactory moral awareness; c - good moral awareness. Above - mentioned phenomena can be described collectively as a moral experience obtained by teenagers as a result of pedagogical work. In our opinion, experience of moral behavior can be reasonably called a dominant
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construct of moral educated personality. In moral experience the expression of formed moral consciousness, knowledge about moral qualities and moral standards and the ability to make decisions in situations of of the study teenagers moral sensibleness in experimental group moral choice (resolve conflict episodes with moral context) is revealed. Experience of moral behavior is a cumulate indicator, which is determined by all used diagnostic (constative) methods in the experiment. Undoubtedly, studies about development of spiritual and moral potential must build appropriate to children's age psychological characteristics. Considering that adolescents have developed the need to be noticed especially in the team, it is necessary to show them how to change for better, good discipline and study perceived by friends, teachers and help to take their right place in the team. At this age it's particularly important to develop student's faith, a sense of self-respect, after lessons about spirituality and morality were given. A teacher should explain teenagers how the self-study brings positive changes to knowledge, broadens horizons and improves overall culture, read excerpts from books about famous culture figures, how they worked from childhood on themselves. Convincing kids by word, a teacher will achieve success in the pedagogical communication. Most significant in the organization the spiritual and moral education is a teacher's ability to "see" attitudes, to observe children's behavior, identifying hidden moral sense in it. The attitude is reflected in their eyes, in replica, in act, the facial expressions, gestures and emotions. A teacher's personality constantly works on a student morality. A teacher educates a student primarily by serious training for conversation, his masterful execution, high behavior culture, neat clothes, accurate speech, timely start and end of the lesson, willingness to stay and explain inexplicably Valued teacher's behavior manner, his benevolence, honesty, tact in relations with other people. Thus, for the development of adolescents' spiritual and moral potential, not only pupil's activities, but teacher's personality is important. A student may become the subject of religious education, if his cognitive activity is morally oriented and different situations in which he is an actor, always has been resolved in conformity with moral principles. References Averin N.G. About spiritual and moral younger students education / N.G. Averin / / Early. School. - 2005 - №11 - P. 68-71 Archangel N.V. Moral education. - M.: Education, 1979. - 534p. Babayan A.V. About morality and moral education / A.V. Babayan / / Education - 2005 - №2 - P. 67-68 Bozhovich L.L About moral development and children education / Bozhovich L.L / / Questions of psychology. - M.: Education, 1975. - 254p. Bondarevskaya E.V. Students moral education in contributions of school reform realizations: Textbooks. / E.V.Bondarevskaya - Rostov-on-Don: WPIIS, 1986-361p. Zharkovskaya T . G. Possible ways of organizing the spiritual and moral education in modern conditions / T.G. Zharkovskaya / / Standards and Monitoring in Education - 2003 - JV« 3 - P. 9-12. Lednev / / Standards and Monitoring in Education - 2002 - N« 6 - P. 3-6. Makarenko A.S. Problems of Soviet school education: Vol. - Vol.5. - M.: Education, 1976.-231p. Matveeva L.I. Primary school children development as a subject of learning activities and moral behavior. / L.I.Matveeva-Leningrad, 1989-265p. 10. Nemov R.S. Psychology. In three books. B. 1.: General principles of psychology. / R.S.Nemov Moscow: Vlados, 2000 – 436p.
