Why is compassion leaving our lives? This question is considered by D. Granin.
The problem raised by the author is relevant, because it concerns each of us. D. Granin is convinced that mercy is one of the important properties of morality. It is characteristic of all living things, and a person is born with it. Mercy is necessary for him to show responsiveness and compassion to his neighbors, to all who need it: "the defeated and the injured."
The publicist believes that people need to think about preserving mercy in society, because if this feeling is not used, it will atrophy. In other words, showing mercy only in some cases, and sometimes even forgetting about the need to be responsive, we kill this feeling in ourselves.
I agree that for the development of a healthy society, the problems posed by the author need to be addressed. And, above all, by reviving the glorious traditions of Russian society, which has always been characterized by mercy, responsiveness, and the desire to help one's neighbor.
This ability to a large extent distinguishes society from the world of animals and plants. It was this feeling inherent in the Russian emigrant Tamara Volkonskaya that allowed her to save more than a dozen lives during the difficult years of World War II.
Others lead to the atrophy of people's ability to empathize, the "mechanization" of relationships, the degradation of the human personality and, ultimately, to the death of mankind.
This is also confirmed by A.N. Ostrovsky, whose characters Tikhon and Boris, brought up in malice and ignorance, indifferent to the grief of others, with their heartlessness brought the main character of the work "Thunderstorm" Katerina to suicide.
In this regard, today's world is becoming more and more like the "dark kingdom" of A.N. Ostrovsky, where morality is eradicated. But still, each of us can become "a ray of light in the dark kingdom" if we preserve morality and kindness in ourselves.

The text on which the essay is written:

(1) Our conversations about morality are often too general. (2) And morality consists of specific things - of certain feelings, properties, concepts.
(3) One of these feelings is the feeling of charity. (4) The term is old-fashioned for the majority, unpopular today and even seems to be rejected by our life. (5) Something peculiar only to former times. (6) "Sister of mercy", "brother of mercy" - even the dictionary gives them as "obsolete", that is, outdated concepts.
(7) Words do not grow old by chance. (8) Mercy. (9) What is it - not fashionable? (10) Not necessary?
(11) To withdraw mercy means to deprive a person of one of the most important manifestations of morality. (12) This ancient necessary feeling is characteristic of the entire animal community: mercy for the downtrodden and injured. (13) How did it happen that this feeling in us subsided, died out, turned out to be neglected? (14) They may object to me, citing many examples of touching responsiveness, condolences, and true mercy. (15) Examples, they are, and yet we feel, and have long been, the ebb of mercy from our lives. (16) If it were possible to make a sociological dimension of this feeling...
(17) The recent tragedy in Chernobyl stirred up the people and the soul of the people. (18) The disaster showed the kindest, warmest feelings in people, people volunteered to help and helped - with money, with everything they could. (19) This, of course, is a manifestation of universal mercy, which has always been characteristic of our people: this is how they always helped the fire victims, this is how they helped during the famine, crop failure ...
(20) But Chernobyl, earthquakes, floods are emergencies. (21) Much more often mercy and sympathy are required in normal, everyday life, from person to person. (22) The constant readiness to help another is brought up, perhaps, by a demand, a reminder of neighbors, friends who need it ...
(23) I am sure that a person is born with the ability to respond to someone else's pain (24) I think that this feeling is innate, given to us along with instincts, with the soul. (25) But if this feeling is not used, not exercised, it weakens and atrophies.

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1. The meaning and structure of ethical conversation on moral education

2. Technological project of a conversation on moral education

2.1 Rationale for the topic

2.2 Technological project of the conversation on the topic "Feelings"

List of used literature

1. The meaning and structure of ethical conversation on moral education

The moral education of schoolchildren is one of the most difficult tasks of a teacher. To solve this problem, the teacher needs not only knowledge of the subject and methods of teaching it, but also the ability to direct their activities towards the formation of the moral education of children. Questions of moral education, improvement of the child worried society always and at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.

In the process of moral education of a schoolchild, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, the need for organizing the moral education of students is obvious, starting from the very first grade. There is also an obvious need to organize a special work of the teacher to clarify the essence of moral norms, the moral relations of a person to society, the team, work, to the people around him and to himself. The opportunity to provide moral knowledge at a level where the student will have the ability to cover the general and essential in various phenomena of the surrounding life, to realistically assess the situation that has arisen, the consequences of his act.

In the education of any moral quality, various means of education are used. In the general system of moral education, an important place is occupied by a group of means directed by judgments, assessments, concepts for the education of moral convictions. This group includes ethical conversations.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. The conversation differs from the story, instruction precisely in that the teacher listens and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems.

The effectiveness of ethical conversations depends on the observance of a number of important conditions:

1. It is important that the conversation has a problematic character, involves a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.

2. An ethical conversation should not be allowed to develop according to a pre-compiled scenario with the memorization of ready-made or prompted by adults answers. Children should be given the opportunity to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the right point of view.

3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the students will reveal their soul in it.

4. The material for the conversation should be close to the emotional experience of the pupils. It is impossible to expect and demand from them activity when discussing difficult issues or those in which facts are taken as a basis, phenomena connected by events or feelings that are incomprehensible to them. Only when relying on real experience can conversations on abstract topics be successful.

5. During the conversation, it is important to identify and compare all points of view. No one's opinion can be ignored, it is important from all points of view - objectivity, fairness, culture of communication.

6. Proper leadership of ethical conversation is to help pupils independently come to the correct conclusion. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, understand his position and the feelings associated with it.

It is a mistake to think that conversation is a spontaneous method. Highly professional teachers conduct interviews infrequently and prepare thoroughly for them.

Ethical conversations are built according to the following approximate scenario: communication of specific factors, explanation of these factors and their analysis with the active participation of all interlocutors; discussion of specific similar situations; generalization of the most significant features of specific moral qualities and their comparison with previously acquired knowledge, motivation and formulation of a moral rule; the use by students of the acquired concepts in assessing their own behavior, the behavior of other people.

In the first grade school, ethical conversation has a simpler structure. Here, the inductive path is preferable: from the analysis of specific facts, their evaluation to generalization and independent conclusion. In middle and high school, a conversation can begin with the formulation of a moral rule and, for illustration, use specific material from life, fiction.

Conducting ethical conversations includes:

· preparatory stage;

Conducting a conversation

organization and evaluation of daily activities and relationships of children on the basis of learned moral norms and rules.

The preparatory stage, the longest and most laborious, includes a variety of activities of the teacher and children. There are various options for preparing for an interview, we recommend the following:

1. Depending on the age of the students, the level of development of the children's team and moral problems, the topic of the conversation is determined.

2. The purpose of the conversation is the assimilation of certain norms, concepts that students must understand; the practical conclusions to be drawn.

3. A selection of factual material, which tells how to act, what to do.

4. The questions of the conversation are thought out.

5. Preparing students for a conversation:

a) the topic of the conversation is announced in advance, literature is indicated, situations are prepared, questions to think about, examples to be selected;

b) if necessary, individual tasks are determined, since this psychologically sets up students for introspection of behavior, and they are convinced of the need to improve it;

c) group tasks are determined.

Conducting a conversation requires great skill from the teacher. The main requirement is to ensure the activity of children in the process of the conversation itself. The teacher does the right thing, who, after a conversation, asks questions, gives vivid examples, makes brief persuasive remarks, directs and clarifies the statements of the children, and does not allow wrong thoughts to take root.

When conducting a conversation on the material read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, force them to turn to facts, examples, events of life around them.

The sequence of questions should lead the children to the derivation of a moral rule that must be followed when communicating with other people, performing their duties. When asking questions in conversations on moral topics, you can adhere to the following recommendations:

1. The question should direct the attention of children to the moral side of life, actions, phenomena hidden behind the objective actions of people.

2. The question should make the child think about the motives of the act, see the complex relationship between the motive and the result of the act.

3. The question should make children see the moral consequences of any action for other people.

4. The question should draw the attention of schoolchildren to the inner experiences of people, teach the child to learn about the state of a person by external signs, understand this state and, therefore, empathize.

Questions that would help schoolchildren to connect what they read with their own moral experience, their collective experiences are very important.

Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, contain admonitions, reproaches and ridicule. Children express their opinions, freely share their impressions

In ethical conversations with schoolchildren, there should be elements of entertainment. To do this, it is advisable to include various situations that contain a moral problem in the content of the conversations. It is very important that the positive actions of schoolchildren be the object of public opinion, and public opinion should not be directed only to actions associated with poor academic performance and discipline. The development of public opinion occurs due to the introduction of new and adjustment of existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's team act as criteria for moral assessment.

There are various options for the sequence of ethical conversations:

1. Determination of the topic of conversation and arousal of students' interest in the perception and assimilation of the material.

2. Justification of the relevance, significance of the topic under discussion.

3. Disclosure of the topic of conversation on the example of the life and work of prominent people, as well as on the material of the surrounding life.

4. Analysis of the state of affairs in the classroom in connection with the problem under discussion and the definition of specific tasks (advice, recommendations) to improve the work and behavior of students.

5. Summarizing the results of the conversation and a brief survey of students on the main provisions of the material presented.

Of course, this structure of the conversation should not turn into a stencil. As in educational work in general, so in conducting a conversation, there can be no stencils, recipes for all occasions. However, the more such recipes the teacher knows, the more chances he has for their implementation. They do not limit the creative activity of the teacher, but stimulate it.

When determining the topic at the beginning of the conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.

To do this, you can use the following methods:

a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc.;

b) before announcing the topic, you can talk about some entertaining event or fact related to the intended topic;

c) before announcing the topic, you need to recall some case from class life, which allows you to justify the need for in-depth disclosure and understanding of the relevant moral norm;

d) having announced the topic, try to give it special importance and emphasize its significance with the help of a meaningful statement or aphorisms.

The method of presenting moral material can combine a question-answer form, a teacher's story and explanation, students' brief reports on certain issues, reading from books, newspapers, using art pictures, etc. At the same time, the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.

When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and talk about shortcomings in a benevolent tone, emphasizing in every possible way your confidence that students will eliminate them.

Summarizing the results of the conversation, vivid statements should be made so that the conversation penetrates deeper into the consciousness and feelings of schoolchildren. Clearly highlight those categories that constituted the purpose of the conversation.

Thus, preparing and meaningfully conducting an ethical conversation is a very difficult matter. No wonder experienced teachers say that it is much more difficult to conduct a conversation on a moral topic than a lesson.

2. Technological project of a conversation on moral education

2.1 Rationale for the topic

I chose this topic because I think it is more relevant today.

First of all, a child from an early age needs to instill etiquette. Etiquette expresses the content of certain principles of morality, in the broad sense of the word.

Etiquette is an important part of human culture, morality, morality, in goodness, justice, humanity - in the field of moral culture and about beauty, order, improvement.

To teach the child everywhere and in everything to respect society as a whole and each of its members individually, to treat them the way he treats himself and that others treat him the same way. The rule is very simple, but alas? In everyday practice, human relations are far from being carried out by everyone and are not always carried out. Meanwhile, culture - human relations, communication between people play an important role in life. If a child manages to communicate culturally with relatives, acquaintances, he will behave in the same way with complete strangers.

Each of us can almost unmistakably determine by personal actions the degree of their upbringing, the predominance of their habit of thinking or not thinking about the interests of others.

And each era has its own style, each society has its own rules of conduct, but there are universal human values ​​and it is on their basis that the culture of any nation develops. An integral part of culture is etiquette, which has been developing for centuries, rooted in the sphere of morality.

Everything starts from childhood. The education of morality begins from the cradle. When a mother smiles at a child, rejoices in him, this is already the education of the deepest morality, his friendly attitude towards the world. Next kindergarten, then school. The central figure in society, on which its future depends, are teachers who give out more wisdom - in the book. Only high culture can unite us.

Culture is valuable for all mankind, it is dear to all. It is not dear only to those people who are deprived of it. Culture, only culture can help us even in the absence of it - the cause of many troubles.

This is a pressing issue in our society and I believe that more attention should be paid to the younger generation.

2.2 Technological project of the conversation on the topic "Feelings"

Target: Raising a sense of love, attention to their loved ones

Tasks:

educational: during the conversation, study the main approaches to the definition of "feelings", define this concept;

developing: to develop the ability to correctly express one's thoughts, to reflect;

Educational: to instill love, respect for others, relatives.

Concepts: feeling, aesthetics, affinity, emotions, sensations, love.

Conversation flow:

Task 1. Listen to the story of V.A. Sukhomlinsky and answer the questions.

Two young men came to a flowering meadow.

What a beauty! Sergei whispered. “Look: on a green carpet, as if someone had woven pink, red, blue flowers!”

Indeed - lush grass! Matthew said. - Let the cow go here - by the evening there will be two buckets of milk.

And the bees are ringing like a harp, - Sergey whispered, captured by magical music.

And the hives would be brought here. Honey, honey, how much would be applied! Matthew said excitedly.

And there are people who do not see this beauty, thought Sergey.

I'll go and fetch a cow and bring beehives, - said Matvey and went to the village.

Students answer the questions:

1) How did Sergey and Matvey perceive the world? For which of the boys life seemed brighter, richer?

2) Which of the characters in the story would you choose as a friend? Why?

Task 2. Try to formulate what feelings are. What can a person feel? What feelings do you express most vividly?

The students answer.

The teacher gives examples of well-known sayings.

Feelings are a special kind of emotional experience associated with a representation or idea.

Feelings are the color of thought. Without them, our thoughts are dry, lifeless contours, not pictures. (N. Shelgunov)

U: The main reality of the inner world of a person is sensations, emotions and feelings. Sensations are information “at the input”, which we perceive from the outside. Emotions are experiences that can be considered “output” information, this is the reaction of our feelings to sensations that are important to them. Feelings are, as it were, certain creatures that inhabit our inner world. They can arise, develop and fade away. For each feeling there is a certain range of sensations to which it reacts. Each feeling has its own range of emotions that it can generate. A person's feelings interact with each other, they can support each other, they can conflict and even be hostile. Sometimes one - the only feeling can subjugate all the others.

Feeling of love. The moods accompanying the feeling of love can be extremely diverse: pride, admiration, trust, tenderness, sadness, chagrin, anxiety, despair. There is hardly an emotional state that we could easily relate to this feeling. But the first emotion should be called joy, delight, happiness caused by the very existence of a loved one.

In love, as in hate, a wide variety of feelings can be combined: both suffering, and pleasure, and joy, and sadness, and fear, and anger. (K.Ushinsky)

Task 3. What feelings does the feeling of kinship include?

The students are trying to answer.

U: A sense of kinship is our attitude towards relatives and close people. The feeling of kinship is one of the earliest human feelings and at the same time one of the most stable, accompanying a person until the end of life.

The deepest of kindred feelings is maternal feeling. Mother's love does not depend on the qualities of the child. A mother, and only she, can love a baby not for some virtues, but simply for the fact that he exists. During this period, the child develops the ability to be loved; only then does the ability appear - already an adult - to love another, for example, a mother. A mother's love is the springboard by which a person takes the leap into life.

Reading a poem by a student(pre-learned) "Take care of mothers"

Take care of mothers

Please take care of mothers

Warmly shelter from the blizzard of life,

Their love is a hundred times hot

Than friends and beloved girlfriend.

Mother's love cannot be embraced

And I will not break the canons here,

If I say: “Mother is ready to give

Your affection, tenderness and soul.

Mother will take your pain

All the torment, confusion and torment,

Mother will put bread and salt on the road

And stretch out his hands towards you.

Let not punish severely for a prank,

Only you never lie to her

And in the name of the great God

Take care of your mothers.

Do not leave them without participation,

You will remember this order, children,

After all, there can be no complete happiness,

If mom is not in the world.

(A. Remizova)

W: Feelings for parents - son for mother, son for father (also daughters) - these are all quite different feelings.

W: The feelings of brothers and sisters instill in us a taste for equal treatment. You will turn to your older brother or sister with what you will not express to your parents. A younger brother or sister awakens tenderness and care in us.

Reading a poem teacher.

If I have a beloved older brother,

I would listen to his advice, shy,

His brotherly protection would be glad

Until I am weaker.

If I have a beloved younger brother,

He would teach life as best I can,

And defended, not demanding awards,

Until I am stronger.

(K.Vanshenkin)

Kindred feelings become for us a school of personal spiritual properties. On them we first of all learn love, friendship, submission and leadership, we learn to be a man and a woman. The family is our first and most natural society.

Task 4. Students' analysis of statements

W: Feeling beautiful is the ability of a person to feel and appreciate the beauty of life.

F.M. Dostoevsky was right in many ways when he said that beauty would save the world. Not beauty in itself, of course, but a person who perceives beauty as the true content of life.

In the world there is not only necessary, useful, but also beautiful. From the time a man became a man, from the moment he looked at the petals of a flower and the evening dawn, he began to look into himself. Man has achieved beauty. (V. Sukhomlinsky)

How much beauty has entered childhood, so are you. (A. Popov)

Summarizing

Students answer the teacher's questions:

What do you think the word "feeling" means?

How is kinship different from other concepts?

Why do we need a sense of beauty?

What kinds of feelings do you know? Which one do you consider the most important?

What is the relationship between love and respect?

List of used literature

1. Kopteva S.I. Innovative technologies and psychological support of education. Teaching aid. Minsk: BSPU, 2004.-104 p.

2. Fundamentals of school didactics. Comp. V.A.Kapranova, I.G.Tikhonova. Minsk: BSPU, 2004.

3. The process of education: theory, methodology, practice: study method, manual / P845 V.A. Kapranova, M.I. Dron, L.L. Podolnaya and others / ed. V.A. Kapranova. -Minsk: BSPU, 2009.-138 p.

4. Handbook on the theory of education in schemes and concepts / compiled by E.L. Adarchenko, L.N. Gorodetskaya, N.A. Khmelnitskaya. - Mozyr: Assistance, 2005. - 44 p.

5. Stepanenkov N.K. Pedagogy: Textbook. 2nd ed., rev. and additional - Mn.: ed. Skakun V.M., 2001. - 448.

6. Stepanenkov N.K., Penkrat L.V. Pedagogy: Methodology for conducting practical classes. Teaching method. Benefit. - Mn.: Ed. Skakun V.M., 2000. - 80 p.

7. Torkhova, A.V. Prevention of illegal behavior of schoolchildren: a manual for general education teachers. institutions / A. V. Torkhova, I. A. Tsarik, A.S. Chernyavskaya. - Minsk: Nat. Institute of Education, 2009. - 120 p.

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Statements not from the collection of Tsybulko

Exposition No. 1 "The Path in Life"

There is simply no and cannot be a universal recipe for how to choose the right, the only true, only path in life intended for you. And the final choice always remains with the individual.

We make this choice already in childhood, when we choose friends, learn to build relationships with peers, and play. But most of the most important decisions that determine the path of life, we still make in our youth. According to scientists, the second half of the second decade of life is the most crucial period. It is at this time that a person, as a rule, chooses the most important thing for the rest of his life: his closest friend, the circle of his main interests, his profession.

It is clear that such a choice is a responsible matter. It cannot be brushed aside, it cannot be postponed until later. You should not hope that the mistake can be corrected later: it will be in time, the whole life is ahead! Something, of course, can be corrected, changed, but not everything. And wrong decisions will not remain without consequences. After all, success comes to those who know what they want, decisively make a choice, believe in themselves and stubbornly achieve their goals. (According to Andrei Nikolaevich Moskvin)

Statement No. 2 "What is morality"

What is morality? This is a system of rules for the behavior of an individual, first of all, answering the question: what is good and what is bad, what is good and what is evil. Each person, when assessing his own behavior, the behavior of other people, uses this system of rules. The basis of this system includes values ​​that this person considers important and necessary. As a rule, such values ​​include human life, happiness, family, love, prosperity and others.

Depending on what values ​​a person chooses for himself, in what hierarchy he has them and how much he adheres to them in behavior, it is determined what a person’s actions will be - moral or immoral. Therefore, morality is always a choice, an independent choice of a person.

What can help to make the right choice and ensure the moral behavior of a person? Only conscience. Conscience, which manifests itself in a sense of guilt for an immoral act. This is the only force that can ensure the moral behavior of a person.

(According to A. Nikonov)

Presentation No. 3

Trials await friendship always. The main one today is a changed way of life, a change in the way and routine of life. With the acceleration of the pace of life, with the desire to quickly realize oneself, an understanding of the significance of time came. Previously, it was impossible to imagine, for example, that the hosts were weary of the guests. Now, when time is the price of achieving one's goal, rest and hospitality have ceased to be significant. Frequent meetings and leisurely conversations are no longer indispensable companions of friendship. Due to the fact that we live in different rhythms, meetings of friends become rare.

But here is a paradox: before, the circle of contacts was limited, today a person is oppressed by the redundancy of forced communication. This is especially noticeable in cities with high population density. We strive to isolate ourselves, to choose a secluded place in the subway, in a cafe, in the reading room of the library.

Presentation No. 4

I was betrayed by a loved one, I was betrayed by my best friend. Unfortunately, we hear such statements quite often. Most often betray those in whom we have invested our soul. The pattern here is that the more beneficence, the stronger the betrayal. In such situations, the saying of Hugo is recalled: "I am indifferent to the stab blows of the enemy, but the pinprick of a friend is painful to me."

Many suffer mockery of themselves, hoping that the traitor's conscience will wake up. But what is not there cannot wake up. Conscience is a function of the soul, and the traitor does not have it. The traitor usually explains his act by the interests of the cause, but in order to justify the first betrayal, he commits the second, third, and so on ad infinitum.

Betrayal accurately destroys the dignity of a person, as a result, traitors behave differently. Someone defends his behavior, trying to justify his deed, someone falls into a feeling of guilt and fear of impending retribution, and someone just tries to forget everything without burdening himself with either emotions or thoughts. In any case, the life of a traitor becomes empty, worthless and meaningless. (M. Litvak)

Statement No. 5

A real purpose allows a person to live life with dignity and receive joy. If a person lives to bring good to people, to alleviate their suffering in case of illness, to give people joy, then he sets himself a goal worthy of a person. If a person sets himself the task of acquiring all elementary material goods: a car, a summer house, a furniture set, he makes a fatal mistake.

Setting a career or acquisition as a goal, a person experiences in total much more grief than joy, and risks losing everything. Not promoted - disappointment. I did not have time to buy a stamp for my collection - disappointment. Someone has better furniture or a better car than you - again disappointment, and what else! And what can a person who rejoices in every good deed have to lose? It is only important that the good that a person does be his inner need, come from a smart heart, and not just from the head.

Therefore, the main life task must necessarily be a task wider than just a personal one, it should not be closed only on one's own successes and failures. It should be dictated by kindness to people, love for the family, for your city, for your people, country, for the whole universe.

(According to D.S. Likhachev) 172 words

Micro-themes for text No. 1

1. To live life with dignity and receive joy allows a person to have a real goal, which is to serve people.

2. Personal gain cannot bring a person as much joy as doing good deeds for other people, done from the heart.

3. Therefore, the main life task should be wider than the personal interests of a person, it should be dictated by kindness to people.

Statement No. 6 "Power"

The essence of the concept of "power" lies in the ability of one person to force another to do what he would not have done of his own free will. The tree, if left undisturbed, grows straight up. But even if it fails to grow evenly, then it, bending under obstacles, tries to get out from under them and again stretch upwards. So is man. Sooner or later he will want to get out of obedience. Submissive people usually suffer, but if once they managed to throw off their "burden", then they often turn into tyrants themselves.

If you command everywhere and everyone, then loneliness awaits a person as the end of life. Such a person will always be alone. After all, he does not know how to communicate on an equal footing. Inside he has a dull, sometimes unconscious anxiety. And he feels calm only when people unquestioningly carry out his orders. The commanders themselves are unfortunate people, and they breed misfortune, even if they achieve good results.

Commanding and managing people are two different things. The one who manages, knows how to take responsibility for actions. This approach preserves the mental health of both the person himself and those around him.

(M.L. Litvak)

Statement No. 7

Chekhov, through the mouth of Dr. Astrov, expressed one of his absolutely amazing in accuracy thoughts that forests teach a person to understand beauty. In the forests, the majestic beauty and power of nature, enhanced by a certain haze of mystery, appear before us with the greatest expressiveness. This gives them a special charm.

Forests are the greatest sources of inspiration and health. These are gigantic laboratories. They produce oxygen and remove poisonous gases and dust. Each of you, of course, remembers the air after a thunderstorm. It is fragrant, fresh, full of ozone. So, in the forests, as it were, an invisible and inaudible eternal thunderstorm rages and scatters streams of ozonized air over the earth.

In the forests you breathe air that is two hundred times cleaner and healthier than the air in cities. It is healing, It lengthens life, it increases our vitality, and, finally, it turns the mechanical, and sometimes difficult for us, process of breathing into pleasure. Whoever has experienced it for himself, who knows how one breathes in the pine forests warmed by the sun, will remember, of course, the amazing state of seemingly unconscious joy and strength that engulfs us as soon as we get into the forests from stuffy city houses.

Statement No. 8

Unfortunately, our copious conversations about morality are often too general. And morality consists of specific things: from certain feelings, properties, concepts. One of these feelings is the feeling of mercy. The term is somewhat outdated, unpopular today and even seems to be rejected by our life. Something peculiar only to former times. "Sister of mercy", "brother of mercy" - even the dictionary gives them as an outdated concept.

To withdraw mercy means to deprive a person of one of the most important effective manifestations of morality. This ancient, necessary feeling is characteristic of the entire animal and bird community: mercy for the downtrodden and injured. How did it happen that this feeling overgrown with us, died out, turned out to be neglected? One can object to me by citing many examples of touching responsiveness, condolences, and true mercy. There are examples, and yet we feel, and for a long time already, the decline of mercy in our lives.

If only it were possible to make a sociological dimension of this feeling! I am sure that a person is born with the ability to respond to someone else's pain. I think that this feeling is innate, given to us together with instincts, with the soul. But if this feeling is not used, not exercised, it weakens and atrophies.

(According to D. Granin)

Statement No. 9

Compassion is an active helper. But what about those who do not see, do not hear, do not feel when it hurts and feels bad for another? How to help both those who suffer from indifference and those who are indifferent themselves?

From childhood, you need to educate yourself in such a way as to respond to someone else's misfortune and rush to help those who are in trouble. Sympathy is a great human ability and need, a blessing and a duty. People who have cultivated the talent of kindness in themselves have a harder life than those who are insensitive. And more restless. Their conscience is clear. They grow up good children, they are respected by others.

A person who never sympathized with anyone, did not empathize with anyone's suffering, finding himself in front of his own misfortune, turns out to be not ready for it. Pitiful and helpless he meets such a test. Selfishness, callousness, indifference, heartlessness cruelly avenge themselves. Blind fear. Loneliness. Belated remorse. One of the most important human feelings is empathy. And let it not remain just sympathy, but become an action. Assistance. There is no radio receiver stronger and more sensitive than the human soul, if tuned to a wave of high humanity.

Statement No. 10.

We often talk about the difficulties associated with raising a person starting life. And the biggest problem is the weakening of family ties, the decrease in the importance of the family in raising a child. And if in the early years nothing lasting in the moral sense was laid in a person by the family, then later society will have a lot of trouble with this citizen.

The other extreme is the overprotection of the child by the parents. This is also a consequence of the weakening of the family principle. Parents have not given their child spiritual warmth and, feeling this guilt, they strive in the future to pay their inner spiritual debt with belated petty care and material benefits.

The world is changing, becoming different. But if the parents could not establish internal contact with the child, shifting the main concerns to grandparents or public organizations, then one should not be surprised that some child acquires cynicism and disbelief in selflessness so early that his life becomes impoverished, becomes flat and dry. (According to Yuri Markovich Nagibin)

Statement No. 11

There are values ​​that change, get lost, disappear, becoming the dust of time. But no matter how society changes, eternal values ​​remain for thousands of years, which are of great importance for people of all generations and cultures. One of these eternal values, of course, is friendship.

People very often use this word in their language, they call certain people their friends, but few people can formulate what friendship is, who is a true friend, what he should be. All definitions of friendship are similar in one thing: friendship is a relationship based on the mutual openness of people, complete trust and constant readiness to help each other at any moment.

The main thing is that friends have the same life values, similar spiritual guidelines, then they will be able to be friends, even if their attitude to certain phenomena of life is different. And then true friendship is not affected by time and distance. People can talk to each other only occasionally, be apart for years, and still be very close friends. Such constancy is the hallmark of true friendship.

Statement No. 12

If a heavyweight sets a new world record in weightlifting, do you envy him? How about a gymnast? And if the champion in diving from a tower into the water? Start listing everything that you know and that you can envy: you will notice that the closer to your work, specialty, life, the stronger the proximity of envy. It's like in a game - cold, warm, even warmer, hot, burned!

The closer the achievement of the other is to your specialty, to your interests, the more the burning danger of envy increases. A terrible feeling, from which the one who envies suffers first of all.

Now you will understand how to get rid of the extremely painful feeling of envy: develop your own individual inclinations, your own uniqueness in the world around you, be yourself, and you will never be envious. Envy develops primarily where you are a stranger to yourself. Envy develops primarily where you do not distinguish yourself from others. Envy means you haven't found yourself.

Exposition No. 13 "The war was ..."

War was a cruel and rude school for children. They were not sitting at desks, but in frozen trenches, and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. They did not yet have life experience and therefore did not understand the true value of simple things that you do not attach importance to in everyday peaceful life.

The war filled their spiritual experience to the limit. They could cry not from grief, but from hatred, they could childishly rejoice at the spring crane wedge, as they never rejoiced either before the war or after the war, with tenderness to keep in their souls the warmth of bygone youth. Those who survived returned from the war, having managed to preserve in themselves a pure, radiant world, faith and hope, becoming more irreconcilable to injustice, kinder to good.

Although the war has already become history, the memory of it must live on, because the main participants in history are People and Time. Not to forget the Time means not to forget the People, not to forget the People - it means not to forget the Time. (According to Yuri Vasilyevich Bondarev)

The Great Patriotic War goes further and further into the past, but the memory of it is alive in the hearts and souls of people. Indeed, how can one forget our unprecedented feat, our irreparable sacrifices made in the name of victory over the most insidious and cruel enemy - fascism. The four years of war cannot be compared with any other years of our history in terms of the severity of the experience.

The most important feature of the past war was its nationwide character, when everyone fought for a common cause at the front, in the rear, in partisan detachments: from young to old. Let not everyone take the same risk, but give themselves without a trace, their experience and work in the name of the coming victory, which we got at a very high price. But a person's memory weakens over time, first the secondary, less significant and bright, and then the essential disappear from it bit by bit. In addition, there are fewer and fewer veterans, those who went through the war and could talk about it. If the self-sacrifice and resilience of the people are not reflected in documents and works of art, then the bitter experience of past years will be forgotten. And this cannot be allowed.

The theme of the Great Patriotic War has nourished literature and art for decades. Many wonderful films have been made about the life of a person in the war, wonderful works of literature have been created. And there is no premeditation here, there is pain that does not leave the soul of the people who lost millions of human lives during the years of the war. But the most important thing in a conversation on this topic is the preservation of measure and tact in relation to the truth of the war, to its participants.

Statement No. 15

There is a saying: "There are no children in war." Well, it is true, because it is unnatural to bring these concepts together. Those who got into the war had to part with childhood - in the usual, peaceful sense of the word. As for those who grew up in the post-war world, should they be taught the memory of the war, to disturb the serenity of their youth? I am convinced it is necessary. Memory is our history. What will be the look of a child on her, such will be our tomorrow. By erasing the past, we erase the future. Of course, the history of the war was written in blood, and the further time passes, the more calmly people, including children, will remember its cruelest facts. But they should never stop worrying about them.

Each person keeps in memory some moment of his life, which seems to him a second birth, a turning point in his entire future destiny. These memories are always associated with discoveries in oneself and in other people. The war lives in the souls of those who experienced it with such memories, and they will never be able to forget it, just as they will not be able to forget that they were born once.

In my opinion, you need to remember the history of your people not only because memory preserves human dignity, but also in order to see the meaning of your life, so as not to be lonely and helpless. Therefore, the war will be remembered, written about it, as our ancestors strove to preserve in the annals all the details of ancient history - this is necessary for a person to justify his existence on earth. The memory of history is the self-affirmation of a person, therefore, even in a hundred years, schoolchildren will write with pride and excitement about their great-grandfather, who was a front-line soldier.

Statement No. 16

True Love and true Friendship come by themselves, not as a simple hobby, but as a higher state. Like any Dream, Love or Friendship does not come true immediately, but after long battles, unsuccessful attempts, suffering, overcoming selfish motives. It comes only to the person who never stops dreaming of it as the highest principle of life.

Any attempts to artificially evoke love, force genuine relationships, impose oneself, demand love, plan and adjust situations for its implementation sooner or later end in failure. This thin and fragile “bird of happiness” feels threatened and, not wanting to become a slave to any formal situations, flies away from the golden cage prepared for it, so that later we can avoid all the baits with which we will vainly try to return it back.

Love requires complete devotion and selflessness, puts itself in the foreground, in the center of attention, forcing everyone to dance around us, our problems and interests, constantly demand proof of love, do good and love only in order to be answered the same. All this kills true Love and true Friendship.

concise statement

True love and friendship come not as a passion, but as a higher state. They do not come true immediately, but after long battles, unsuccessful attempts, suffering. Love comes only to the person who dreams of it as the highest principle of life.

Any attempts to artificially evoke love, to force genuine relationships end in failure. This fragile "bird of happiness" feels threatened and, not wanting to become a slave, flies away from the golden cage prepared for it, in order to avoid any bait later.

Love requires full giving and unselfishness. Putting yourself first, demanding proof of love, doing good and loving only to be answered in the same way - all this kills true love and true friendship.

Statement No. 17

The greatest value of a people is the language in which they write, speak and think. This means that the entire conscious life of people passes through their native language. All thoughts of a person are formulated by language, and emotions, sensations color what he thinks about.

There is the language of the people as an indicator of their culture, and there is the language of a person as an indicator of his personal qualities. The language of a person is his worldview and behavior. As he speaks, so, therefore, he thinks. Therefore, the surest way to get to know a person is to listen to what and how he says.

We pay attention to the way a person behaves, to his gait and face, but to judge a person only by these signs is to be mistaken. But the language of a person is a much more accurate indicator of his moral qualities, his culture. Language is the most expressive thing that a person possesses, therefore, one must constantly monitor one's speech - oral or written.

Micro topics:

2 The language of a people is an indicator of its culture, and the language of a person is an indicator of its personal qualities. To know a person, you need to listen to what and how he says.

3 The language of a person is an accurate indicator of his moral qualities, his culture, so you must constantly monitor your speech.

Statement No. 18

Nature has been creating man for many millions of years, and this creative, constructive activity of nature must, I think, be respected. A person needs to live life with dignity and live in such a way that nature, working on our creation, is not offended. To do this, people must support the creative activity of nature and in no case support everything that is destructive in life. How to do it? Each person must answer this question individually in relation to his abilities, his interests.

You can simply create a good atmosphere around you, as they say now, an aura of goodness around you. For example, a person can bring into society an atmosphere of suspicion, some kind of painful silence, or he can immediately bring joy, light. This light comes from a deep connection with all living things in the world.

This feeling of sympathy and respect for life and its rights is one of the highest feelings of a person. Respect for all living beings is humanity - the true nature of the human soul.

Statement No. 19

Listen carefully, standing in a forest or among an awakened flowering field, and if you have retained a sensitive ear, you will certainly hear the wonderful sounds of the earth, which at all times people have so affectionately called mother earth. Whether it is the murmur of a spring stream or the overlap of river waves on the sand, the singing of birds or the thunder of a distant thunderstorm, the rustle of flowering meadow grasses or the crackling of frost on a winter night, the fluttering of green foliage on trees or the crackling of grasshoppers along a trodden meadow path, the rise of a lark and the noise of ears of corn , the quiet fluttering of butterflies - all these are countless sounds of the earth, which city people, deafened by the noise of cars, have lost the habit of hearing. It is all the more joyful for such a person, who has not yet completely lost his sense of his native nature, to visit the forest, on the river, in the field, to gain spiritual strength that perhaps all we need.

For farmers and us seasoned hunters, the sounds of the earth are precious. It is probably impossible to list them. They replace music for us, and is it not from these sounds that the best that is imprinted in songs and great musical creations arose?

I now recall with joy the sounds of the earth that once captivated me in childhood. And is it not from those times that the best that is embedded in my soul remains? I remember the forest mysterious sounds, the breath of the awakened native land. And now they excite and delight me.

Statement No. 20

What is the most important thing in life? The main thing can be for everyone their own, unique. But still, the main thing should be for every person. Life should not crumble into trifles, dissolve in everyday worries. A person should be able not only to rise, but to rise above himself, above his personal daily worries and think about the meaning of his life - look back at the past and look into the future.

If you live only for yourself, with your petty concerns about your own well-being, then there will be no trace of what you have lived. If you live for others, then others will save what they served, what they gave their strength to. People who served others, who served intelligently, who had a good and significant goal in life, are remembered for a long time. They remember their words, deeds, their appearance, their jokes, and sometimes eccentricities. They are told about them. Much less often and, of course, with an unkind feeling, they talk about evil people.

In life, you must have your own service - service to some cause. Let this thing be small, it will become big if you are faithful to it. Happiness is achieved by those who strive to make others happy and are able to forget about their interests, about themselves, at least for a while. This is the "unchangeable ruble". Knowing this, remembering this at all times, and following the path of kindness is very, very important.

Presentation No. 21

What does human memory store? In general, why do we remember what is no longer there? Does it really matter that someone remembers how he learned to write the first letters, or what dress his favorite teacher came to class, or what house once stood on the site of the current shopping center? Our memory carefully preserves many things, details, faces, pictures that seem to have no meaning, since they no longer exist and it is impossible to return them. And yet they persist in our memories. They live and imperceptibly fill our life, making it voluminous, deep, meaningful.

I remember what was once, which means that the past is not lifeless for me, it is filled with my feelings and experiences. The past is no longer a dull list of information and dates, but a series of visible images and living situations. Therefore, I live not only now, but also in the past. My life is not a moment, limited by the word "now", it takes on an extension.

And through memories, my life is connected with the lives of other people: friends, relatives, acquaintances. I remember their faces, gestures, I remember our conversations and meetings. And the length of my life seems to be supplemented by volume: I am not alone in my past.

But my personal memories inevitably bear the imprint of some past time for the country, a passing era. And this means that through them I become involved in history, I feel like a part of it. My ability to remember makes my life meaningful. I am not Ivan, who does not remember kinship, but a person who feels his kinship with the flow of common life.

The presentation of "Fate ..."

Fate... What does it depend on? Can a person influence it? Such questions have troubled people since ancient times. In the mythology of various peoples, the idea of ​​fate, fate, fate is associated with images of an incomprehensible force that predetermines both individual events and the fate of a person. However, the ancient Greeks already suspected that the adamant moira, the goddess of fate, was still not all powerful and that a person was able to influence the course of his life in one way or another.

So what actually determines the so-called twist of fate? What does life depend on? Maybe by chance? But, as you know, you can take advantage of an opportunity, or you can miss it, and you can use it - it can be done in different ways, acting in one way or another. And we act one way or another, choose this or that action depending on our ideas, beliefs, on the property of our own character.

The Russian ethnographer, biologist and traveler Miklukho-Maclay believed: "He who knows for sure what to do, he tames fate." "Tames" means to subjugate. So it turns out that our destiny is by no means a fatal obstacle or an accident, but the result of our choice, determined primarily by our nature, our character.

"Conversation about morality"

Target : expand the concept of moral education in the family.

Tasks:

To form a respectful perception of your home, family.

Contribute to the formation of moralpersonality traits.

Cultivate the desire to care about others.

Conduct form: Feedback;

Direction: "Spiritual education in the family";

Equipment: visual material, stencils;

Educator: the first qualification category Sayenko Elena Igorevna;

Used Books : classnye-houry.ru

Lesson progress:

Organizing time.

Hello guys, in our lesson today we will talk about spirituality, its importance for the well-being of the family, the upbringing of children. And I want to start our lesson with a story.

1. Conversation: "The origins of morality":

A man was walking along the shore and suddenly saw a boy who was picking up something from the sand and throwing it into the sea. The man came closer and saw that the boy was picking up starfish from the sand. They surrounded him from all sides. It seemed that there were millions of starfish on the sand, the shore was literally dotted with them for many kilometers.

- Why are you throwing those starfish into the water? the man asked, coming closer.

- There was a storm and the stars washed ashore. If they remain on the shore until tomorrow morning, when the tide begins to ebb, they will die, - the boy answered, without stopping his occupation.

- But that's just stupid! the man shouted. - Look around! There are millions of starfish here, the coast is just dotted with them. Your attempts won't change anything!

The boy picked up the next starfish, thought for a moment, threw it into the sea and said:

- No, my attempts will change a lot... For this star.

Can this boy be called a highly moral, spiritual person?

What is morality? (children's answers);

What is spirituality? (children's answers).

In Ozhegov's explanatory dictionary: Morality is the personality traits that determine human behavior.

What qualities of a person do you know?(kindness, diligence, courage, truthfulness, responsibility, responsiveness, caring, fidelity, friendliness, courtesy, gratitude, thrift, disinterestedness, hospitality, curiosity, wisdom, modesty, compassion, sensitivity, generosity).

We have listed some very good personality traits that determine a person's behavior. There are qualities of character opposite to these qualities. Name them (anger, laziness, hostility, rudeness, irresponsibility, stupidity, greed).

2. Analysis of the story: “Shards of kindness:

Listen to the story "Shards of Kindness" by an unknown author.

The family spent the day off at the beach. Children swam in the sea and built castles in the sand. Suddenly, a little old woman appeared in the distance. Her gray hair was blowing in the wind, her clothes were dirty and tattered. She mumbled something to herself as she picked up some items from the sand and put them into her bag. The parents called the children and told them to stay away from the old woman. As she passed by, every now and then, bending down to pick up something, she smiled at the family, but no one returned her greeting. Many weeks later they learned that the little old lady had devoted her whole life to picking up pieces of glass from the beach with which children could cut their legs.

How do you feel after reading the story? (children's answers);

Why do you think the old woman devoted her whole life to this occupation? (children's answers);

What do you think, if people knew what the old woman was really doing, what would they do? (children's answers).

Have there been times in your life when you didn't like a person at first because he was different from others, and later you learned something good about this person? (children's answers).

3. Exercise: "Magic hands":

Now let's do the exercise. Circle your palm or take a stencil. Above each finger of the palm, inscribe the moral qualities that you possess.

Summing up the lesson:

Guys, what is morality? (children's answers);

What qualities of a person can be called moral, and what immoral? (children's answers);

How should a person cultivate spiritual and moral qualities in himself? (children's answers);

What would happen to the world if there was no kindness in it? (children's answers);

List everyone whose kindness helps you grow (children's answers).

This concludes our lesson. Goodbye.

kindness diligenceangerCourage Truthfulness Wisdom Responsibility Sympathy Caring Loyaltylaziness hostility

friendliness courtesy gratitude frugality disinterestedness hospitality

coarsenesscuriosity

modestycompassionirresponsibility

generositystupidity greed

Morality is a personality trait that determines human behavior.

Society has long changed its appearance, foundations. Everything changes and only spiritual and moral principles remain unchanged. Believe me, it does not matter at all what age is in the yard. It is important that human society has the right guidelines and always remains human. Young people, especially in adolescence, tend to be confused about their values ​​and principles. Therefore, the task of society is precisely to help the younger generation to set the right priorities. should begin around the 7th grade, when the transition from children to adolescents and the formation of personality occurs.

Before starting any conversation on this subject, it is necessary to find out what the concept of morality means for young people. There is no need to demand exact definitions, it will be much more significant if the guys name their associations after hearing the word morality.

It will probably surprise many that teenagers, along with such associations as honor, decency, tolerance, will call:

• limitation,
• dogma,
• outdated rules.

After all, there is an opinion that being good is boring. In fact, the word morality itself appeared in the 18th century and it came from the word temper. In those days, temper, morality, ethics were synonymous. Today, these concepts have somewhat different essences. just to bring clarity to this difficult dilemma. In simplified terms, morality is understood as the ability to divide one's words and deeds into good and bad. Of course, this is a simplified interpretation, because morality includes many factors:

• The ability to find a common language in any situation,
• mutual respect,
• kindness,
• mercy,
• honesty,
• responsibility.

A moral person not only knows well about morality in theory, but also skillfully uses all these qualities in life. Yes, it is not easy to achieve the title of a moral person. To do this, you need to work long and hard on yourself.

In a strong healthy society, absolutely every person tries to adhere to moral principles. should not be solely reliant on schooling. Only by joint efforts can a good result be achieved.

The younger generation, like a sponge, absorbs information from the outside world. If a child sees around him only cynicism, hypocrisy, anger, then in most cases in the future, he will also have such qualities. That is why it is necessary to take care of the environment of teenagers. Adults are simply obliged to start with themselves and then charge the youth with a personal example. Talks and lectures alone will not be enough.

• We need to change the environment.
• Correct, instructive films and cartoons,
• motivational literature,
• collective trips.

The moral education of the younger generation is an extremely complex and responsible task, and every conscious citizen of the planet must fulfill it.